LIBS 130 FUNDAMENTAL RESEARCH SKILLSASSESSMENT #2 Locati.docx

LIBS 130: FUNDAMENTAL RESEARCH SKILLS
ASSESSMENT #2: Locating, Selecting & Evaluating
Information Using Online Search Tools (Individual & Group)
20%
CRN:
Name of Lecturer:
Names of group members:
Other members:
Research topic:
Hip Hop Music
Focused research question:
How does Hip Hop music affect youths in depressed areas?
SECTION I (Individual)
Locating, Selecting and Evaluating Non-reference Type Books
and A-V resources from an Online Library Catalogue (OPAC).
Guidelines
· Use the COSTAATT online catalogue
http://opac.costaatt.edu.tt/OR the NALIS online catalogue
http://www2.nalis.gov.tt/Research/Catalogue/tabid/71/Default.a
spx, to search for records of books or other library materials on

your research topic and answer the questions in this section.
· The questions/activities are in the left column. Record your
responses in the blank column on the right.
Question/Activity
Your Response
A. Narrowed topic
Hip Hop music and young people in America
B. The focused research question
How does Hip Hop music affect young people in depressed
areas?
C. Your argumentative thesis statement
Hip Hop music in America should be encouraged because it
positively influences the youths by promoting creativity,
employment, and entrepreneurship amongst this population in
depressed areas.
D. Keyword(s), phrases or concepts expressed in your thesis
statement.
Hip Hop music, employment, entrepreneurship, promotes
creativity, depressed areas, positive, influence.
E. State the name of the library of the online catalogue selected.
NALIS ONLINE
F. List 3 possible access points/fields that can be used to
conduct your catalogue search.
Author, Title, Subject and Keywords
G. Do a basic search and write the number of results retrieved.
4 hits
H. Go to the advanced search. Write down the exact search
phrase and advanced search techniques (Boolean operators,
truncation, etc.) used.
“author:Dan Charnas”
Filter by author name
I. Number of results retrieved.

1
J. Locate the book on the library shelves OR try to locate your
selected title in Google Books, Amazon.com, or the like.
Select one (1) book and justify its selection by explaining its
relevance to your research topic. Perform the following tasks to
assist you in doing this:
Scan OR copy & paste the contents pages into your document.
The Big Payback: The History of the Business of Hip-Hop
· Just as my research topic, the people highlighted to have
succeeded through hip-hop music are American young people
from disadvantaged backgrounds.
K. Peruse the contents pages and identify at least 2 topic-
specific chapters OR read the back cover or inside flap.
· Time Warner and corporate America grapples with gangsta rap
· An American Dream: Hip Hop Cashes Out
L. How does the selected book relate to your thesis statement?
· Just as my thesis statement, the book explores positive aspects
of hip-hop music. This book explains how music records of this
genre made it to the boardrooms and big business deals signed.
M. In 5 or more sentences explain what additional information
the book may contribute to your research on the topic.
· This book may give information on specific individuals who
have in the recent past succeeded in making business out of hip-
hop music. This book would also ascertain the fact that these
people are in fact from America’s depressed populations. In
addition, this book explains how and what factors aided

individual entrepreneurs to succeed in making business out of
rap music. This book also highlights different business
opportunities that are availed to the youths by hip-hop music
and culture.
N. Evaluate:
Read the information on evaluating resources at the following
link http://olinuris.library.cornell.edu/ref/research/skill26.htm
Then use the evaluation worksheet at
http://gethelp.library.upenn.edu/PORT/evaluate/worksheet.html
to help you evaluate the book you have selected.
Author: Dan Charnas
Publisher: Simon and Schuster.
Purpose: To guide prospective young people into ways of
making money from hip-hop music through giving examples of
young people who have made it.
Scope: the book covers the possibility of hip-hop music to
transform an individual from a simple dj or rapper to a
successful business mogul.
Currency: the book is nine years old, although some of the
information may be expected to have changed; it has not. The
guidelines given by author to succeed in the hip-hop world are
very applicable to date.
Credibility of source: the source can be very useful in any
research because it cites actual cases. The author is also a
record producer, who, being in the music industry, clearly
understands the effects of hip-hop music.
O. Cite:
Create a citation in APA/MLA/Chicago format for your selected
book.
APA: Liles, K. (2005). Make It Happen: The Hip-Hop
Generation Guide to Success. New York: Simon and Schuster.

MLA: Liles, Kevin. Make It Happen: The Hip-Hop Generation
Guide to Success. New York: Simon and Schuster, 2005. Print.
Chicago: Liles, Kevin. Make It Happen: The Hip-Hop
Generation Guide to Success. New York: Simon and Schuster,
2005.
Figure 1: CONTENTS PAGE
Section II (Individual)
Locating, Selecting and Evaluating Periodical Articles from
Online Subscription Periodical Databases
Guidelines
· Using EBSCOhost, the online periodical subscription
databases to which COSTAATT subscribes, search for scholarly
journal articles related to your research topic, select one
relevant article, and answer the questions in this section.
· The questions/activities are in the left column. Record your
responses in the blank column on the right.
Question / Activity
Your response
A. Narrowed topic
areas?

C. Your argumentative thesis statement.
depressed areas.
D. Keyword(s), phrases or concepts expressed in your thesis
statement.
Hip Hop, youths, young people, business, entrepreneurship,
depressed areas.
E. Create an appropriate search string.
“Hip Hop music as a Business”
F. State the name of the subject-specific database that you
selected.
Proquest.
G. Do a basic search and write the number of results retrieved.
7,371 results
H. Go to the advanced search. Write down:
· The exact search string and advanced search techniques
(Boolean operators, truncation, limiters, etc.) used.
1. Article with the terms “Hip Hop music as a Business.”
2. Content Type: Journal Article.
3. With these terms on title “Hip-Hop”
TitleCombined:(HIP-HOP)
· The number of results retrieved.
448 results
I. Locate one (1) full-text scholarly journal article and explain
its relevance to your research topic by doing the following:

· Select an article appropriate to your research topic and print
OR copy & paste the first page of the article.
1. How does the selected journal article relate to your thesis
statement?
2. In 5 or more sentences, provide a brief summary of the
content on the first page of the article. If necessary, you may go
on to the 2nd page.
1. This journal article speaks about ordinary hip-hop artists and
promoters of this music and how the work with large
corporations such as Adidas, Coca-Cola. The article adds that
hip-hop is no longer the visual eyesore that it was thought to be.
My thesis statement also seeks to show how hip-hop has given
business opportunities to the youths just as the article shows.
2. The first page of the article lays a foundation for the rest of
the research by explaining the widespread nature of hip-hop
throughout the world. This page also gives the reader a glimpse
of the features of hip-hop, including what the music entails, the
manner in which hip-hop artists present themselves, etc. In
addition, this page gives examples of artists from different
cultures and artists perception of hi-hop music. This page also
adds the importance of the United States environment to hip-
hop music and the artists, explaining how they converge in
America to make a living out of their art.
I. Evaluate:
Use the evaluation worksheet at
http://gethelp.library.upenn.edu/PORT/evaluate/worksheet.html
to evaluate the periodical article you have selected.
· Authors: Chang, Jeff, and S. C. Watkins
· Source: Foreign Policy journal
· Purpose: to show how hip-hop is squeezed between
commercial and economic globalization.
· Scope: Hip-Hop evolution into a global art of communication

from Shanghai to Nairobi to São Paulo.
· Currency: the article, being seven years old has some out-old
and inapplicable information, such as the fact that more people
are now accepting of the music compared to seven years ago.
· Relevance: this article is relevant because it first begins by
highlighting the cliché of hip-hop music, particularly; the
negatives associated with this art, then, the article shows how
hip-hop can be of positive influence to young people.
J. Cite:
Create a citation in APA/MLA/Chicago format for your selected
journal article.
APA: Chang, J., & Watkins, S. C. (2007). IT'S A hip-hop
world. Foreign Policy, (163), 58-65. Retrieved from
http://search.proquest.com/docview/224039319?accountid=458
MLA: Chang, Jeff, and S. C. Watkins. "IT'S A Hip-Hop
World." Foreign Policy.163 (2007): 58-65. ProQuest. 17 July
2014.
Chicago: Chang, Jeff and S. C. Watkins. 2007. "IT'S A Hip-Hop
World." Foreign Policy (163): 58-65.
http://search.proquest.com/docview/224039319?accountid=458.
Section III (Individual)
Locating, Selecting and Evaluating Web Sites and/or Web Pages
Retrieved from General Search Engines and Subject Directories
Guidelines:
Using any of the general search engines and subject directories
you would have been introduced to in class, find websites with
information suitable for your research topic and answer the
questions in this section.

See the LIBS 130 e-classroom for a comprehensive listing of
search engines and subject directories.
Question/Activity
Your response
A. Narrowed topic
areas?
C. Your argumentative thesis statement.
depressed areas.
D. List the keyword(s)/ phrases or concepts expressed in your
thesis statement
Hip-hop music, youths in America, positive influence, business,
entrepreneurship.
E. Create an appropriate the search string.
Hip-hop Music and its positive influence on American youths
F. State the name of the search engine OR subject directory that
you have selected.
Search Engine: Google.com
G. Explain your preferred choice between a search engine or
subject directory. State the differences you would expect in the
results retrieved.
I prefer a search engine because the scope of results is very
wide. I would expect a subject directory to give fewer results
compared to a search engine.
H. Do a basic search and write the number of results retrieved.
712,000 results

· Go to the advanced search. Write down: The exact search
string and advanced search techniques (Boolean operators,
truncation, limiters, etc.) used.
· the number of results retrieved.
1. the positive impact of hip hop music on American youth
business
2. “allintext: the positive impact of hip hop music on American
youth | business OR of OR Hip-Hop”
1,450,000 results
I. Locate one (1) Web site from your search results that is
appropriate to your research topic and print OR copy & paste
the home page.
· How does the Web site that you have selected relate to your
thesis statement?
· In 5 or more sentences, paraphrase any portion of a web page
on the site that provides additional information in support your
argument.
1. The selected website evaluates both the positive and the
destructive effects of hip-hop on American youths. Just as my
thesis statement, the website includes details on how hip-hop
can change youths from depressed populations.
2. According to the website, hip-hop music was described in a
credible piece in a Wall Street Journal article as a religion for
distressed youths and that hip-hop can in fact provides these
young people with something to have faith in. Young people
may use the power from hip-hop music to help others.
I. Evaluate:
Read and use the evaluation worksheet at
http://www.pensacolachs.org/webpages/capplications/files/Eval
uating_sites.doc
to evaluate the web page that you have selected.

· Author: Abkoobthoj
· Purpose: to assess the impact of rap and hip-hop music on
American youth.
· Design: Although the article is well legible, the website is
cluttered with numerous ads and articles, totally unrelated to the
issue of hip-hop music.
· Content: the website article has a lot of relevant content
covering more than a standard page of a document.
· Bias: nonetheless, the article is too inclined towards the
undesirable effects of hip-hop to the youths.
Relevance: in my research, prior to expounding on the positive
impacts of hip-hop to young people, it would make a stronger
case to begin with highlighting on the cliché negatives of hip-
hop in order to compare the differences. Thus, the negative
aspects of hip-hop expressed in this article would be very
useful.
J. Cite:
Create a citation in APA/MLA/Chicago format for the Web page
that you selected.
APA: Abkoobthoj. (n.d.). The Impact of Rap and Hip-Hop
Music On American Youth.Teen Ink. Retrieved July 16, 2014,
from http://www.teenink.com/nonfiction/all/article/303133/The-
Impact-of-Rap-and-Hip-Hop-Music-On-American-Youth/
MLA: Abkoobthoj. "The Impact of Rap and Hip-Hop Music On
American Youth." Teen Ink. teenink.com, n.d. Web. 16 July
2014.
<http://www.teenink.com/nonfiction/all/article/303133/The-
Impact-of-Rap-and-Hip-Hop-Music-On-American-Youth/>.
Chicago: Abkoobthoj. "The Impact of Rap and Hip-Hop Music
On American Youth." Teen Ink.
http://www.teenink.com/nonfiction/all/article/303133/The-
(accessed July 16, 2014).
Section IV: Formatting the Working Bibliography (Group)

Guidelines:
· In this section, you are expected to compile in
APA/MLA/Chicago format a list of all the citationsthat you
would have created for Assignment 2, as well as the citations
for Assignment 1B.
· Entries in the list must:
· be arranged alphabetically according to the author’s last name
· use Times New Roman 12 font size
· have double-spacing throughout
· have a hanging indent
Working Bibliography:
1. Abkoobthoj. (n.d.). The Impact of Rap and Hip-Hop Music
On American Youth.Teen Ink. Retrieved July 16, 2014, from
http://www.teenink.com/nonfiction/all/article/303133/The-
2. Belle, C. (2014). From Jay-Z to Dead Prez: Examining
Representations of BlackMasculinity in
Mainstream Versus Underground Hip-Hop Music. Journal of
Black Studies, 45 (4), 287-
300.
3. Burlingame, J. (2014).Jay Z THE Biography OF A HIP HOP
ICON. Berkeley Heights, NJ: Enslow Publisher. Inc.
4. Chang, J., & Watkins, S. C. (2007). IT'S A hip-hop
world. Foreign Policy, (163), 58-65. Retrieved from
http://search.proquest.com/docview/224039319?accountid=458

5. HipHopKC. (n.d.). Careers in Professional Music & Music
Business/Management .HipHopKC.
Retrieved July 17, 2014, from
http://hiphopkc.com/modules.php?op=modload&name=Sections
&file=index&
6. Liles, K. (2005). Make It Happen: The Hip-Hop Generation
Guide to Success. New York: Simon and Schuster
7. Lombard, K. (2012). Social Entrepreneurship in Youth
Culture: Morganics, Russell Simmons and Emile “XY?” Jansen.
Journal for Cultural Research, 16, 1.
8. Path to Hip Hop. (2014). Mission and Overview. Retrieved,
7,13,2014. From, http://www.pathtohiphop.org/youth/mission
9. Rose, T. (2008). The hip hop wars: what we talk about when
we talk about hip hop--and why it
matters. New York: BasicCivitas.
Title of Topic
By
John Doe
Sally Happy
Richard Hopeful
Outline
Thesis Statement
Reason for selection
Perspectives
Challenges
Relevant Information Resources
Supplementary material
Source List

Conclusion
Thesis Statement
Gambling is a dangerous entertainment which should not be
legalized because it leads to destruction of family life, moral
decay and poverty.
Reason for Selection
We chose this topic because
Perspectives
The following perspectives on Give the name of the topic here
were considered:
The social aspects of gambling
The economic benefits of gambling
Gambling as a form of entertainment
Perspectives
The moral aspects of gambling
The effects of gambling on health
Challenges
While researching the topic, we encountered the following
challenges:
List the challenges and expand on them
Provide complete citations for the 3 most relevant information

resources you used, and say why you chose them. For example:
Doe, J.B. (1997). Gambling Habits on Youths between the ages
of 15 and 20. Port of Spain: Lexicon.
We chose this resource because it contained relevant
information about the gambling habits of youths in Trinidad and
Tobago.
Supplementary Material
Usually at this point you would distribute any handouts you
have to the audience. Since this is an online presentation you
can upload any handouts you have as an attachment.
Source List
If you used any images/graphics, video clips etc. in your slides,
cite them here.
Conclusion
Summarize the main points you made in your presentation here
Questions?
1

Student’s Guide to APA In-Text Citation
Examples and Exercises
APA in-text style uses the author-year method of citation. The
first citation of any work
must include the author, year and, if a specific page needs to be
identified, the page
number of the work unless it is mentioned in the text containing
the citation. Subsequent
citations to the same work need not include the year as long as
the work can easily be
distinguished from other works cited in the paper.
Short Quotations
For Exact Quotations:
In the examples below, the citations indicate page number
(using the abbreviation "p.").
One may also use chapter numbers (abbreviated "chap."),
section numbers, equation
numbers, table numbers, or any other organizational numbering
that exists in the source to
indicate the reference for a citation.
Rule: Introduce the quotation with a signal phrase that includes
the author's last name
followed by the date of publication in parentheses. Put the page
number in parentheses at
the end of the quotation before the ending punctuation mark.

Example:
As Davis (1978) reported, "If the existence of a signing ape was
unsettling for linguists, it
was also startling news for animal behaviorists" (p. 26).
Rule: When the author's name does not appear in the signal
phrase, place the author's
name, the date, and the page number in parentheses at the end
of the quotation. Use
commas between items in the parentheses.
Example:
"If the existence of a signing ape was unsettling for linguists, it
was also startling news for
animal behaviorists" (Davis, 1978, p. 26).
Long Quotations
Rule: When the quotation is more than 40 words in text, do not
use quotation marks, but
indent the quotation into its own block of text. Note that for
blocks of text, the citation
follows the final punctuation of the quoted text.
2

Example:
Students having a hard time finding databases isn't a new
phenomenon. At the University of
Washington, they have problems too.
With the addition of so many new databases to the campus
online system, many students were
having difficulty locating the database they needed. At the same
time, the role of Session
Manager had evolved. The increased importance of the Session
Manager as a selection tool
made it a part of the navigation process itself. (Eliasen, 1997, p.
510)
Summary or Paraphrase
In general, no quotation marks are required when paraphrasing
ideas. Likewise, page numbers or
other indication of specific parts of a source are not necessary
unless a specific part of the text is
being referenced.
Examples:
According to Davis (1978), when they learned of an ape's
ability to use sign language, both
linguists and animal behaviorists were taken by surprise.
When they learned of an ape's ability to use sign language, both

linguists and animal behaviorists
were taken by surprise (Davis, 1978).
Source: http://www.lib.unc.edu/instruct/citations/whywecite/
I. Work with one author
The last name of the author and the year of publication are
inserted in the text at the
appropriate point.
From theory on bounded rationality (Simon, 1945)
II. Work with two authors
The unemployed of Denmark have had the right to request job
related activities such as training or publicly supported work,
but that right has recently become an obligation (Rosdahl &
Weise, 2001, p. 160).
3

III. Work by Six or More Authors
Use the first author's name followed by et al.
In their 2002 study Poitras, et al. surveyed over 200 students
finding the majority of them never used the library in their
undergraduate studies (p. 342).
One study concluded that a majority of students never used the
library during their undergraduate studies (Poitras, et al.,
2002, p.342).
Harris et al. (2001) argued that more parental control is
needed.
IV. Corporate Author
If the author is an organization or government agency, use the
name of the organization in
your signal phrase or parenthetical citation. If the organization
has a familiar abbreviation,
you can name it in brackets the first time you make a citation
and use it in all subsequent
citations.

Example #1 (with signal phrase)
According to the American Library Association (2004),
"Library
use increased 12% from 2000-2003.
Example #2 (without signal phrase)
Some studies have shown that library use increased from 2000 -
2003 (American Library Association , 2004).
Example #3 (using an abbreviation)
In their study, the ALA (2004) concluded that funding must be
increased for all types of libraries.
V. Periodical Article
The same as for a book.
4
VI. Citing a work listed by title (for which you have no author
name)

If the author is unknown, use the title of the work in the signal
phrase or give the first word
or two of the title in the parenthetical citation. Remember to
italicize the titles of books and
use quotations around article/chapter titles.
Example #1 (with signal phrase)
One 2003 guide, "Using the GGU Library" stated that students
had
access to over 40 different databases.
Example #2 (without signal phrase)
"GGU students have access to over 40 different databases"
("Using the GGU Library," 2003).
VII. Citing two or more works by the same author
List two or more works by the same author in order of the date
of publication:
(Gould, 1987, 1989)
Differentiate works by the same author and with the same
publication date by adding an
identifying letter to each date:

(Bloom, 1987a, 1987b)
VIII. Authors with the same last name
If your reference list includes authors with the same last name,
use their initials to
differentiate between the two.
J. Smith (2005) argued that libraries are the cornerstone of a
democracy.
IX. Web Sources
Use author and year of publication.
(American Psychological Association, 1998)
Note: APA does not make a distinction among types of online
articles.

Varying Definitions of Online Communication and
Their Effects on Relationship Research
Elizabeth L. Angeli
Purdue University
The running
head cannot
exceed 50
characters,
including spaces
and
punctuation.
The running
head’s title
should be in
capital letters.
The running
head should be
flush left, and
page numbers
should be flush
right. On the
title page, the
running head
should include
the words
“Running head.”
For pages
following the
title page,
repeat the

running head in
all caps without
“Running head.”
The title
should be
centered on
the page,
typed in 12-
point Times
New Roman
Font. It
should not be
bolded,
underlined, or
italicized.
The author’s
name and
institution
should be
double-
spaced and
centered.
The running
head is a
shortened
version of the
paper’s full title,
and it is used to
help readers
identify the
titles for
published
articles (even if

your paper is
not intended for
publication, your
paper should
still have a
running head).
The title
should
summarize
the paper’s
main idea and
identify the
variables
under
discussion
and the
relationship
between
them.
Green text boxes
contain explanations
of APA style
guidelines.
Blue boxes contain
directions for writing
and citing in APA
style.
Running head: VARYING DEFINITIONS OF ONLINE
COMMUNICATION 1

VARYING DEFINITIONS OF ONLINE COMMUNICATION
2
Abstract
This paper explores four published articles that report on results
from research conducted
on online (Internet) and offline (non-Internet) relationships and
their relationship to
computer-mediated communication (CMC). The articles,
however, vary in their
definitions and uses of CMC. Butler and Kraut (2002) suggest
that face-to-face (FtF)
interactions are more effective than CMC, defined and used as
“email,” in creating
feelings of closeness or intimacy. Other articles define CMC
differently and, therefore,
offer different results. This paper examines Cummings et al.’s
research in relation to
three other research articles to suggest that all forms of CMC
should be studied in order
to fully understand how CMC influences online and offline
relationships.

Keywords: computer-mediated communication, face-to-face
communication
The
abstract
should be
between
150-250
words.
Abbre-
viations
and
acronyms
used in the
paper
should be
defined in
the
abstract.
The
abstract is
a brief
summary of
the paper,
allowing
readers to
quickly
review the
main points
and
purpose of
the paper.

The word
“Abstract”
should be
centered
and typed
in 12 point
Times New
Roman. Do
not indent
the first
line of the
abstract
paragraph.
All other
paragraphs
in the
paper
should be
indented.
3
Varying Definitions of Online Communication and
Their Effects on Online Relationship Research
Numerous studies have been conducted on various facets of
Internet relationships,

focusing on the levels of intimacy, closeness, different
communication modalities, and
the frequency of use of CMC. However, contradictory results
are suggested within this
research mostly because only certain aspects of CMC are
investigated, for example, email
only. Cummings, Butler, and Kraut (2002) suggest that FtF
interactions are more
effective than CMC (read: email) in creating feelings of
closeness or intimacy, while
other studies suggest the opposite. In order to understand how
both online (Internet) and
offline (non-Internet) relationships are affected by CMC, all
forms of CMC should be
studied. This paper examines Cummings et al.’s research
against other CMC research to
propose that additional research be conducted to better
understand how online
communication effects relationships.
In Cummings et al.’s (2002) summary article reviewing three
empirical studies on
online social relationships, it was found that CMC, especially
email, was less effective
than FtF contact in creating and maintaining close social

relationships. Two of the three
reviewed studies focusing on communication in non-Internet
and Internet relationships
mediated by FtF, phone, or email modalities found that the
frequency of each modality’s
use was significantly linked to the strength of the particular
relationship (Cummings et
al., 2002). The strength of the relationship was predicted best
by FtF and phone
communication, as participants rated email as an inferior means
of maintaining personal
relationships as compared to FtF and phone contacts (Cummings
et al., 2002).
In-text
citations
include the
author’s/
authors’
name/s and
the
publication
year.
If an article
has three
to five
authors,
write out all

of the
authors’
names the
first time
they
appear.
Then use
the first
author’s
last name
followed by
“et al.”
The
publication
year and
the not
page
number is
used,
because
APA users
are
concerned
with the
date of the
article (the
more
current the
better).
The title of
the paper is
centered
and not
bolded.

The introduc-
tion presents
the problem
that the
paper
addresses.
See the OWL
resources on
introduc-
tions:
http://owl.en
glish.purdue.e
du/owl/resou
rce/724/01/
4
Use two
spaces
after a
period
throughout
your paper.
Cummings et al. (2002) reviewed an additional study conducted
in 1999 by the
HomeNet project. In this project, Kraut, Mukhopadhyay,
Szczypula, Kiesler, and Scherlis

(1999) compared the value of using CMC and non-CMC to
maintain relationships with
partners. They found that participants corresponded less
frequently with their Internet
partner (5.2 times per month) than with their non-Internet
partner (7.2 times per month)
(as cited in Cummings et al., 2002). This difference does not
seem significant, as it is
only two times less per month. However, in additional self-
report surveys, participants
responded feeling more distant, or less intimate, towards their
Internet partner than their
non-Internet partner. This finding may be attributed to
participants’ beliefs that email is
an inferior mode of personal relationship communication.
Intimacy is necessary in the creation and maintenance of
relationships, as it is
defined as the sharing of a person’s innermost being with
another person, i.e., self-
disclosure (Hu, Wood, Smith, & Westbrook, 2004).
Relationships are facilitated by the
reciprocal self-disclosing between partners, regardless of non-
CMC or CMC. Cummings

et al.’s (2002) reviewed results contradict other studies that
research the connection
between intimacy and relationships through CMC.
Hu et al. (2004) studied the relationship between the frequency
of Instant
Messenger (IM) use and the degree of perceived intimacy
among friends. The use of IM
instead of email as a CMC modality was studied because IM
supports a non-professional
environment favoring intimate exchanges (Hu et al., 2004).
Their results suggest that a
positive relationship exists between the frequency of IM use and
intimacy, demonstrating
5
that participants feel closer to their Internet partner as time
progresses through this CMC
modality.
Similarly, Underwood and Findlay (2004) studied the effect of
Internet
relationships on primary, specifically non-Internet relationships

and the perceived
intimacy of both. In this study, self-disclosure, or intimacy, was
measured in terms of
shared secrets through the discussion of personal problems.
Participants reported a
significantly higher level of self-disclosure in their Internet
relationship as compared to
their primary relationship. In contrast, the participants’ primary
relationships were
reported as highly self-disclosed in the past, but the current
level of disclosure was
perceived to be lower (Underwood & Findlay, 2004). This
result suggests participants
turned to the Internet in order to fulfill the need for intimacy in
their lives.
In further support of this finding, Tidwell and Walther (2002)
hypothesized CMC
participants employ deeper self-disclosures than FtF
participants in order to overcome the
limitations of CMC, e.g., the reliance on nonverbal cues. It was
found that CMC partners
engaged in more frequent intimate questions and disclosures
than FtF partners in order to
overcome the barriers of CMC. In their study, Tidwell and

Walther (2002) measured the
perception of a relationship’s intimacy by the partner of each
participant in both the CMC
and FtF conditions. The researchers found that the participants’
partners stated their
CMC partner was more effective in employing more intimate
exchanges than their FtF
partner, and both participants and their partners rated their
CMC relationship as more
intimate than their FtF relationship.
6
Discussion
In 2002, Cummings et al. stated that the evidence from their
research conflicted
with other data examining the effectiveness of online social
relationships. This statement
is supported by the aforementioned discussion of other research.
There may be a few

possible theoretical explanations for these discrepancies. First,
one reviewed study by
Cummings et al. (2002) examined only email correspondence
for their CMC modality.
Therefore, the study is limited to only one mode of
communication among other
alternatives, e.g., IM as studied by Hu et al. (2004). Because of
its many personalized
features, IM provides more personal CMC. For example, it is in
real time without delay,
voice-chat and video features are available for many IM
programs, and text boxes can be
personalized with the user’s picture, favorite colors and text,
and a wide variety of
emoticons, e.g., :). These options allow for both an increase in
self-expression and the
ability to overcompensate for the barriers of CMC through
customizable features, as
stated in Tidwell and Walther (2002). Self-disclosure and
intimacy may result from IM’s
individualized features, which are not as personalized in email
correspondence.
In addition to the limitations of email, Cummings et al. (2002)
reviewed studies

that focused on international bank employees and college
students. It is possible the
participants’ CMC through email was used primarily for
business, professional, and
school matters and not for relationship creation or maintenance.
In this case, personal
self-disclosure and intimacy levels are expected to be lower for
non-relationship
interactions, as this communication is primarily between boss
and employee or student
Because all
research
has its
limitations,
it is
important
to discuss
the
limitations
of articles
under
examina-
tion.
A Level 1
heading
should be
flush left
and bolded.
If you use

more than
two levels
of
headings,
consult
section
3.02 of the
APA manual
(6th ed.) or
the OWL
resource on
APA
headings:
http://owl.
english.pur
due.edu/ow
l/resource/
560/16/
7
and professor. Intimacy is not required, or even desired, for
these professional
relationships.
Instead of professional correspondence, however, Cummings et
al.’s (2002)
review of the HomeNet project focused on already established
relationships and CMC’s

effect on relationship maintenance. The HomeNet researchers’
sole dependence on email
communication as CMC may have contributed to the lower
levels of intimacy and
closeness among Internet relationships as compared to non-
Internet relationships (as cited
in Cummings et al., 2002). The barriers of non-personal
communication in email could
be a factor in this project, and this could lead to less intimacy
among these Internet
partners. If alternate modalities of CMC were studied in both
already established and
professional relationships, perhaps these results would have
resembled those of the
previously mentioned research.
In order to gain a complete understanding of CMC’s true effect
on both online
and offline relationships, it is necessary to conduct a study that
examines all aspects of
CMC. This includes, but is not limited to, email, IM, voice-
chat, video-chat, online
journals and diaries, online social groups with message boards,
and chat rooms. The

effects on relationships of each modality may be different, and
this is demonstrated by
the discrepancies in intimacy between email and IM
correspondence. As each mode of
communication becomes more prevalent in individual’s lives, it
is important to examine
the impact of all modes of CMC on online and offline
relationship formation,
maintenance, and even termination.
The
conclusion
restates
the
problem
the paper
addresses
and can
offer areas
for further
research.
See the
OWL
resource on
conclu-
sions:
http://owl.
english.pur
due.edu/ow
l/resource/
724/04/

8
References
Cummings, J. N., Butler, B., & Kraut, R. (2002). The quality
of online social
relationships. Communications of the ACM, 45(7), 103-108.
Hu, Y., Wood, J. F., Smith, V., & Westbrook, N. (2004).
Friendships through IM:
Examining the relationship between instant messaging and
intimacy. Journal of
Computer-Mediated Communication, 10(1), 38-48.
Tidwell, L. C., & Walther, J. B. (2002). Computer-mediated
communication effects on
disclosure, impressions, and interpersonal evaluations: Getting
to know one
another a bit at a time. Human Communication Research,
28(3), 317-348.
Underwood, H., & Findlay, B. (2004). Internet relationships
and their impact on primary

relationships. Behaviour Change, 21(2), 127-140.
Start the reference list on a new page, center the title
“References,” and
alphabetize the entries. Do not underline or italicize the title.
Double-space all
entries. Every article mentioned in the paper should have an
entry.
Source: Diana Hacker (Boston: Bedford/St. Martin’s, 2006).
List of references
begins on a new
page. Heading is
centered.
List is alphabet-
ized by authors’
last names. All
authors’ names
are inverted.
The first line of
an entry is at
the left margin;
subsequent
lines indent 1⁄2''.
Double-spacing is
used throughout.

Obesity in Children 12
References
Berkowitz, R. I., Wadden, T. A., Tershakovec, A. M., &
Cronquist,
J. L. (2003). Behavior therapy and sibutramine for the
treatment of adolescent obesity. Journal of the American
Medical Association, 289, 1805-1812.
Carmona, R. H. (2004, March 2). The growing epidemic of
childhood obesity. Testimony before the Subcommittee on
Competition, Foreign Commerce, and Infrastructure of
the U.S. Senate Committee on Commerce, Science, and
Transportation. Retrieved from http://www.hhs.gov/asl
/testify/t040302. html
Critser, G. (2003). Fat land. Boston, MA: Houghton Mifflin.
Duenwald, M. (2004, January 6). Slim pickings: Looking
beyond ephedra. The New York Times, p. F1. Retrieved from
http://nytimes.com/
Henry J. Kaiser Family Foundation. (2004, February). The role

of media in childhood obesity. Retrieved from http://www
.kff.org/entmedia/7030.cfm
Hilts, P. J. (2002, March 20). Petition asks for removal of diet
drug from market. The New York Times, p. A26. Retrieved
from http://nytimes.com/
Hoppin, A. G., & Taveras, E. M. (2004, June 25). Assessment
and management of childhood and adolescent obesity.
Clinical Update. Retrieved from http://www.medscape
.com/viewarticle/481633
McDuffie, J. R., Calis, K. A., Uwaifo, G. I., Sebring, N. G.,
Fallon, E. M., Hubbard, V. S., & Yanovski, J. A. (2002).
Three month tolerability of orlistat in adolescents with
Sample APA Reference List (Mirano)
Source: Diana Hacker (Boston: Bedford/St. Martin’s, 2006).
Obesity in Children 13
obesity-related comorbid conditions. Obesity Research,
10, 642-650.

Roche Laboratories. (2003, December). Xenical (orlistat)
capsules: Complete product information. Retrieved from
http://www.rocheusa.com/products/xenical/pi.pdf
Yanovski, S. Z., & Yanovski, J. A. (2002). Drug therapy:
Obesity.
The New England Journal of Medicine, 346, 591-602.
Organizing Your Argument
*
Rationale: Welcome to “Organizing Your Argument.” This
presentation is designed to introduce your students to the
elements of an organized essay, including the introduction, the
thesis, body paragraphs, topic sentences, counterarguments, and
the conclusion. The twenty-one slides presented here are
designed to aid the facilitator in an interactive presentation
about constructing a well-organized argument. This
presentation is ideal for the introduction of argument to a
composition course, the beginning of a research unit, or the
assignment of a written argument.
This presentation may be supplemented with OWL handouts,
including “Developing an Outline” and “The Paragraph”.
Directions: Each slide is activated by a single mouse click,
unless otherwise noted in bold at the bottom of each notes page.

Writer and Designer: Jennifer Liethen Kunka
Contributors: Muriel Harris, Karen Bishop, Bryan Kopp,
Matthew Mooney, David Neyhart, and Andrew Kunka
Updated by H. Allen Brizee, 2007.
Developed with resources courtesy of the Purdue University
Writing Lab
Grant funding courtesy of the Multimedia Instructional
Development Center at Purdue University
© Copyright Purdue University, 2000, 2007.
What is an Argument?An argument involves the process of
establishing a claim and then proving it with the use of logical
reasoning, examples, and research.
*
Activity: This slide offers a definition of the term “argument.”
The facilitator may invite the audience to offer answers to the
title question. Students often assume that building an argument
is simply a confrontational activity designed to denigrate the
opposition’s position. The facilitator may choose to explain to
students that the focus of a strong argument should be upon a
cohesive explanation of claims effectively paired with
correlating evidence.
Why is Organization Important in Argument?Guides an
audience through your reasoning processOffers a clear
explanation of each argued pointDemonstrates the credibility of
the writer
*

Key Concept: Organization is an important component in any
argument. Not only does a clear sense of organization guide the
reader through the reasoning process, but it also demonstrates
the credibility of the writer--that the writer has a clear
conception of the issues involved and has the ability to offer a
well-crafted response to the topic. An argument that has a
confusing organization--that jumps from point to point without
establishing connections between topics--is less likely to be
convincing to its audience.
Organizing Your ArgumentTitleIntroductionThesis
statementBody ParagraphsConstructing Topic
SentencesBuilding Main PointsCountering the
OppositionConclusion
*
Rationale: This slide illustrates the topics covered in this
presentation, as well as the ordering of the introduction, body
paragraphs, and conclusion within an argument.
Title: Why You Need OneIntroduces the topic of discussion to
the audienceGenerates reader interest in the argument
*
Key Concept: The title is often an overlooked component in the
development of arguments. Indeed, the title provides the first
words the audience encounters upon reading the paper. The
title should introduce the topic of the argument as well as
generate interest in reading the argument.

Creating a TitleTry to grab attention byoffering a provocative
imagepicking up on words or examples offered in the body or
conclusion of the paperasking a questionAvoid titles that are too
general or lack character
*
Key Concepts: This slide offers suggestions for creating a title
that builds upon the topics discussed within a paper. A brief,
provocative image can invite the reader to find out more about
the topic. Picking up on significant words or phrases offered
throughout the paper can contribute to a sense of unity within
the argument. Asking a question can also provoke a response
from the reader; however, students should be aware that such
questions should be answered within the course of the argument.
Unanswered questions can indicate a weakness in the argument
of the topic. Titles that are too general or lack character do not
invite the reader to delve into the first paragraph and begin
reading.
Considering Titles
Imagine you just wrote a paper offering solutions to the
problem of road rage. Which do you consider to be the best
title?
Road Rage
Can’t Drive 55
Road Rage: Curing Our Highway Epidemic
*
Activity: The facilitator may have students consider which title

for a paper on road rage is the most effective. “Road Rage”
provides little to entice the reader, though it does introduce the
topic. “Can’t Drive 55,” while offering an interesting image,
would better fit a paper on the speed limit than on road rage,
which is defined by more than speeding. Also, “Can’t Drive
55” is unoriginal (a title from a popular Sammy Hagar song).
The third choice is the best selection here: it both introduces the
topic and provides an interesting analogy to describe the
seriousness of the problem.
What is an Introduction?Acquaints the reader with the topic and
purpose of the paperGenerates the audience’s interest in the
topicOffers a plan for the ensuing argumentIntroduction: Tell
them what you’re going to tell themBody: Tell themConclusion:
Tell them what you told them
*
Key Concept: The introduction continues upon the tasks of the
title--it both introduces the topic and generates audience
interest in reading the entire paper. The introduction also
indicates the purpose of the paper--to inform, persuade, call to
action, etc.--as well as offers a plan for the ensuing argument.
Methods for Constructing an Introductionpersonal
anecdoteexample-real or hypotheticalquestionquotationshocking
statisticsstriking image
*
Activity: The facilitator may ask students about effective
methods for beginning an introduction.

Key Concepts: A personal anecdote illustrates the writer’s
involvement within the topic, as well as moves the topic from
the abstract to the real. Examples, both real (have happened)
and hypothetical (have the potential to happen) can also help to
illustrate the problem. Posing an interesting question can also
generate reader interest; however, the question should be
answered within the course of the paper. A quotation can
provide a branch for discussion. Quotations, however, should
be made relevant to the topic of the paper. An explanation of
shocking statistics or the presentation of a striking image can
also invite the audience to continue reading the paper.
What is a Thesis Statement?The MOST IMPORTANT
SENTENCE in your paperLets the reader know the main idea of
the paperAnswers the question: “What am I trying to
prove?”Not a factual statement, but a claim that has to be
proven throughout the paper
*
Key Concept: A definition of a thesis statement is offered in
this slide. The facilitator may choose to emphasize to students
the difference between a claim that has to be proven and a
statement of fact.
Role of the Thesis StatementThe thesis statement should guide
your reader through your argument.The thesis statement is
generally located in the introduction of the paper.A thesis
statement may also be located within the body of the paper or in
the conclusion, depending upon the purpose or argument of the
paper.

*
Key Concept: This slide discusses the role of the thesis
statement in the paper. Thesis statements are often located in
the introduction, thereby setting up for the reader the claims of
the argument. However, theses may also be located in the body
paragraphs or in the conclusion, depending upon the writer’s
purpose, audience, topic, and mode of argument.
Activity: Additionally, the facilitator may also wish at this
point to discuss strategies for constructing a thesis statement for
a current class assignment.
Thesis Practice
Which thesis statement is the most effective for an argument
about the need for V-chips in television sets?
Parents, often too busy to watch television shows with their
families, can monitor their children’s viewing habits with the
aid of the V-chip.
To help parents monitor their children’s viewing habits, the V-
chip should be a required feature for television sets sold in the
U.S.
This paper will describe a V-chip and examine the uses of the
V-chip in American-made television sets.
*
Activity: The facilitator may ask students to identify the most
effective thesis statement from the three listed examples. The
first example, while a well-phrased informative sentence, offers
a factual statement rather than an argumentative claim that
needs to be proven. The third example also fails to provide an
effective claim about the value of the V-chip. The second

example is the strongest argumentative thesis; it clearly
articulates the writer’s position on the issue and suggests that
the writer will proceed to prove this claim throughout the rest
of the paper.
Body Paragraphs and Topic SentencesBody paragraphs build
upon the claims made in the introductory paragraph(s)Organize
with the use of topic. Sentences that illustrate the main idea of
each paragraph.Offering a brief explanation of the history or
recent developments of topic within the early body paragraphs
can help the audience to become familiarized with your topic
and the complexity of the issue.
*
Key Concepts: This slide explains the function of body
paragraphs within an argument-to continue proving the claim
posited in the thesis statement. Clearly stated topic sentences
within each paragraph can help writers to focus their arguments
around their thesis statements. The facilitator may also suggest
that students offer a synopsis of the topic, including the history
of the issue and recent changes in current events that affect the
topic.
Body ParagraphsParagraphs may be ordered in several ways,
depending upon the topic and purpose of your argument:General
to specific informationMost important point to least important
pointWeakest claim to strongest claim
*
Key Concepts: Body paragraphs may be ordered in various

patterns, depending upon the purpose, audience, and topic of the
argument. This slide offers participants options for organizing
their work.
Activity: The facilitator may choose to offer suggestions on
organizing patterns for a current argumentative assignment.
Offering a CounterargumentAddressing the claims of the
opposition is an important component in building a convincing
argument.It demonstrates your credibility as a writer--you have
researched multiple sides of the argument and have come to an
informed decision.It shows you have considered other points of
view - that other points of view are valid and reasonable.
*
Key Concepts: Concerned with asserting the importance of
their own claims, writers sometimes overlook the importance of
considering the views of the opposition within their own
arguments. Countering oppositional claims demonstrates to the
audience that the writer has carefully considered multiple
components of the issue and has reached an educated decision.
If a writer finds that the opposition cannot be countered
effectively, he or she may need to reevaluate his or her own
opinions and claims about the argument.
Offering a CounterargumentCounterarguments may be located at
various locations within your body paragraphs.You may choose
tobuild each of your main points as a contrast to oppositional
claims.offer a counterargument after you have articulated your
main claims.

*
Key Concept: Counterarguments may be located at various
points within a paper. It is important, however, that the writer
offer a convincing response to the claims of the opposition.
Activity: The facilitator may choose to offer specific tips to
students about counterarguing in a current argumentative
assignment.
Effective CounterargumentsConsider your audience when you
offer your counterargument.Conceding to some of your
opposition’s concerns can demonstrate respect for their
opinions.Remain tactful yet firm.Using rude or deprecating
language can cause your audience to reject your position
without carefully considering your claims.
*
Key Concepts: This slide suggests the importance of
considering the audience in offering a counterargument. If a
writer is trying to argue about the dangers of second-hand
smoke to a group of smokers, the writer needs to offer his or her
opinion in such a way that the opposition can see the rationality
of his or her claims. If the writer instead chooses to rant about
how much he or she dislikes smokers, it is doubtful that the
audience will feel any sympathy with the argued position and
will reject the argument. The facilitator may choose to
emphasize that tact and audience consideration are very
important elements of effective counterarguments.
Research in Body ParagraphsResearched material can aid you in

proving the claims of your argument and disproving
oppositional claims.Be sure to use your research to support the
claims made in your topic sentences--make your research work
to prove your argument.
*
Key Concepts: Writers sometimes fall into the trap of letting
research material overwhelm the paper, rather than using
sources to prove their own argumentative claims. It is
important to be selective when using source material; just
because a source may relate to your topic does not mean it will
necessarily be useful or relevant to proving your claims.
Offering clear topic sentences that articulate claims relating to
the thesis can be a useful strategy for offering a frame to
researched material. Sources can then be used to back the claim
provided in the topic sentence.
ConclusionYour conclusion should reemphasize the main points
made in your paper.You may choose to reiterate a call to action
or speculate on the future of your topic, when appropriate.Avoid
raising new claims in your conclusion.Introduction: Tell them
what you’re going to tell themBody: Tell themConclusion: Tell
them what you told them
*
Key Concepts: The conclusion is also an important paragraph
in a paper--it provides the last words that a writer will present
to his or her audience. Therefore, it should have a lasting
impact. The conclusion should work to reemphasize the main
claims of the argument, articulating the importance of the
argued position and, when appropriate, the reader’s need to take
action on the issue. Writers should also avoid raising new

claims in concluding paragraphs--there is no more room to
argue points comprehensively or convincingly. Such new points
would be better repositioned within the body paragraphs.
Recap: Organizing Your ArgumentTitleIntroductionBody
ParagraphsConstructing Topic SentencesBuilding Main
PointsCountering the OppositionConclusion
*
Rationale: This slide reemphasizes the main points covered in
this presentation.
Activity: The facilitator may at this time choose to field
questions about the organization of an argument.
Where to Go for More HelpPurdue University Writing
LabHeavilon 226Grammar Hotline: (765) 494-3723Check our
web site: http://owl.english.purdue.eduEmail brief questions:
http://owl.english.purdue.edu/writinglab/topic/owlmail/
*
Rationale: As the presentation concludes, the facilitator can
remind students that they can come to the Writing Lab for extra
help with organizing their arguments.
The End

*
1
ASSESSMENT #4: THE CULMINATING PROJECT (Group)
35%
A. Introduction
You have progressed through steps 1-4 in researching your
selected topic. It’s now time
to culminate the project with steps 5 and 6.
You are expected to collaborate with your partner, sharing and
combining ideas and resources
as your group works towards the completion of the research
project.
B. Purpose
This assessment tests your skills in aural and written
presentations (step 6 –

Communicating). Self-reflection (step 5 – Reflecting) is graded
separately.
The assessment will provide a means of assessing the extent to
which you have developed the
core competencies outlined in the competency-based outcomes
for this course (Refer to pp.6-7
of the course outline).
C. The Task
Part A: The Written Presentation – An Argumentative Essay
(25%)
Construct an argumentative essay of 4 to 5 letter-size pages in
length which supports ONE of
the perspectives researched on your group topic.
Formatting requirements:
– Times New Roman
– 12 pt
– top right
Content requirements:

-text citations for any source material used
2
citing all sources referenced in
your essay
Part B: The Aural Presentation (10%)
Prepare and present an aural presentation on your topic between
8 and 10 minutes in length
and in a format of your choice selected from the list below:
Content requirements
The content of your aural presentation should include:

were
considered
your topic
details needed)
that you located and the rationale for your choices.
bookmarks
graphics, video clips,
backgrounds
3
LIBS 130 Culminating Project

Oral Presentation (10%)
CRN: __________________
Group Members:
_____________________________________________________
_________
Topic:
_____________________________________________________
__________________
Presentation format(s) chosen:
_____________________________________________________
______
CRITERIA Exemplary Competent Emerging Unacceptable
Content Presentation meets all of the
4 stated criteria i.e. reason for
topic selection, summary of
perspectives and overall
information, challenges or
problems, 3 most relevant
resources, their usefulness to
the topic which are all well-
articulated.
3

Presentation meets 3 out
of 4 of the stated criteria
and are reasonably well-
articulated.
2.9 - 2.5
Presentation meets 2 out of 4
of the stated criteria; some
lack of clarity in a few
instances
2.25 - 1.75
Presentation meets only one
or none of the 4 stated criteria
and is somewhat muddled.
1.5 - 0
Preparedness The group is completely
prepared and has obviously
rehearsed.

1
The group is generally
prepared but might have
needed a couple more
rehearsals.
.9, .8
The group is somewhat
prepared, but it is clear that
rehearsal was lacking.
.75
The group does not seem at
all prepared to present.
.5 - 0
Comprehension The group is able to
accurately answer almost all
questions posed by
classmates about the topic.
1
The group is able to
accurately answer most
questions posed by
classmates about the
topic.
.9, .8
The group is able to
accurately answer a few

questions posed by
classmates about the topic.
.75
The group is unable to
accurately answer questions
posed by classmates about the
topic.
.5 - 0
Public Speaking Group makes good eye
contact. Speaks clearly and is
easily understood. Shows
enthusiasm in voice and body
movements.
1
Group makes good eye,
speaks clearly and is
easily understood most
the time. Shows some
enthusiasm in voice and
body movements.
.9, .8
Inconsistent eye contact with
audience, clear and audible
speech. Mild enthusiasm in
voice and body movements.
.75

No eye contact with audience.
Speech is muffled and
inaudible. No evident
enthusiasm.
.5 - 0
4
Attire
All group members are
appropriately dressed in
casual business attire. Some
uniformity observed.
1
One group member is not
appropriately dressed in
casual business attire.
.9, .8
Casual business attire is worn

but, but wore sneakers or
seemed somewhat wrinkled.
.75
General attire not appropriate
for audience (t-shirt, shorts,
wrinkled).
.5 - 0
Attentiveness
to Other
Presentations
Listens intently. Does not
make distracting noises or
movements.
1
Listens intently but has
one distracting noise or
movement.
.9, .8
Sometimes does not appear
to be listening but is not
distracting.

.75
Sometimes does not appear to
be listening and has
distracting noises or
movements.
.5 - 0
Time-Limit Presentation is 8 - 10 minutes
long.
1
Presentation is 6-7
minutes long.
.9, .8
Presentation is 5 minutes
long.
.75
Presentation is less than 5
minutes OR more than 12
minutes.
.5 - 0
Group Member
Participation

Each group member has
clearly participated in the
creation and presentation of
the topic.
1
One group member did
not participate in the
creation and presentation
of the topic.
.9, .8
All group members showed
lack of participation in the
creation and presentation of
the topic.
.75
All group members showed no
participation in the creation
and presentation of the topic.
.5 - 0

5
LIBS 130 Group Project
Written Argumentative Essay (25%)
CRN: __________________
Group Members:
_____________________________________________________
_________
Topic:
_____________________________________________________
__________________
CRITERIA Exemplary Competent Emerging Unacceptable
Thesis and

Introductory
statements
The thesis statement
states the problem or
issue to be discussed and
presents the writers’
position or solutions.
5, 4.9
names the topic of the
essay.
4.75 - 4
outlines some or all of the
main points to be
discussed but does not
name the topic.
3.75- 2.75
The thesis statement does
not name the topic AND
does not preview what
will be discussed.
2.5 - 0
Relevance &

Support
All of the supportive facts
and statistics are specific,
relevant and support the
author's position.
5, 4.9
Most of the supportive
facts and statistics are
specific, relevant and
support the author's
position.
4.75 - 4
At least one of the pieces
of facts and statistics is
relevant and supports the
author's position.
3.75- 2.75
Facts and statistics given
are NOT relevant AND/OR
are not explained.
2.5 - 0
Sequencing Arguments and support
are provided in a logical

order that makes it easy
and interesting to follow
the author's train of
thought.
5, 4.9
Arguments and support
are provided in a fairly
logical order that makes it
reasonably easy to follow
the author's train of
thought.
4.75 - 4
A few of the support
details or arguments are
not in an expected or
logical order, distracting
the reader and making
the essay seem a little
confusing.
3.75- 2.75
Many of the support
details or arguments are
not in an expected or
logical order, distracting
the reader and making
the essay seem very
confusing.

2.5 - 0
Closing paragraph The conclusion is strong
and leaves the reader
solidly understanding the
writer's position. Effective
restatement of the
position statement begins
the closing paragraph.
2, 1.9
The conclusion is
recognizable. The
author's position is
restated within the first
two sentences of the
closing paragraph.
1.75
The author's position is
restated within the
closing paragraph, but not
near the beginning.
1.5 - 1
There is no conclusion -
the paper just ends.

.9 - 0
6
Sources All sources used for
quotes, statistics and
facts are credible and
cited correctly (in-text
and Reference List)
5, 4.9
All sources used for
most are cited correctly
(in-text and Reference
List).
4.75 - 4
Most sources used for
cited correctly (in-text
and Reference List).

3.75- 2.75
Many sources are suspect
(not credible) AND/OR are
not cited correctly (in-text
and Reference List).
2.5 - 0
Mechanics Contains a maximum of 2
errors, with respect to
grammar, spelling and
sentence structure.
3, 2.9
Contains 3-4 errors, with
respect to grammar,
spelling and sentence
structure.
2.75 – 2.5
Contains 5-6 errors, with
respect to grammar,
spelling and sentence
structure.
2 – 1.5
Contains more than 6
errors, with respect to
grammar, spelling and
sentence structure.

LIBS 130 FUNDAMENTAL RESEARCH SKILLSASSESSMENT #2 Locati.docx

Recommended

Recommended

More Related Content

Similar to LIBS 130 FUNDAMENTAL RESEARCH SKILLSASSESSMENT #2 Locati.docx

Similar to LIBS 130 FUNDAMENTAL RESEARCH SKILLSASSESSMENT #2 Locati.docx (20)

More from SHIVA101531

More from SHIVA101531 (20)

Recently uploaded

Recently uploaded (20)

LIBS 130 FUNDAMENTAL RESEARCH SKILLSASSESSMENT #2 Locati.docx