ENGLISH 214 SOURCE EVALUATION # NAME .docx

ENGLISH 214 SOURCE EVALUATION #
NAME:
CLASS ID: _______________________
REPORT TITLE: Supply chain and the food safety process.
1. THE SOURCE
How long is your source? 1 page
How did you find the source? I typed in “articles on supply
chain management in food processing” in Google search engine.
This article was the ninth one in the list.
Write a complete APA reference for your source:
Baris, A., deishin, L. & Mustafa, H. (January, 2012). Got local
food?
Retrieved from http://hbswk.hbs.edu/item/6927.html
2. SUMMARY OF THE SOURCE
This article talks about how the demand for local food has
increased as the consumers are becoming more aware of the
environmental and health consequences of how food is
produced. The article examines the tradeoffs of operating the
supply of fresh produce in order to gain insights on what drives
the supply chain structure. The article also examines how local
food can become a viable strategy of sourcing for big retailers.
Supply chain members are shown to mutually benefit from their
decisions to increase the sales which lead to specialization
which is brought about by advances in technology in constraints
of space in retail stores, efficiency gains in transportation and
farming practices.
3. EVALUATION:
This article is relevant to my report in that it discusses in
details about the demand for local food and how this has
consequently increased. It is for this reason that I chose the
article. This information fits well with my report’s background
segment. The article’s level can be well understood by an

average person. The article is relevant as today people are keen
on the health implications of the manner in which food is
grown and processed. The authors are scholars of how
environmental and economic value can be captured by use of
operational synergies in order to maximize the utilization of
natural resources they are knowledgeable about this subject.
NAME:
CLASS ID: _______________________
REPORT TITLE: Supply chain and the food safety process.
1. THE SOURCE
How long is your source? 1 page
This article was the seventh one in the list.
Patrick, B. (April, 2013). Supply chain and the food safety
process.
Retrieved from
http://www.scmr.com/article/supply_chain_the_food_safety_pro
cess
In this article, a safety gauge has found out that the escalation
of consumer demand together with significant annual recalls
costs translate to investing in enhanced safety of the product
can improve the well being of consumers and compel towards
commercial success at the same period. According to the article,
a large number of consumers say that food safety is of huge
importance to them now. This article shows how food safety has
become an important factor and a considerable number of
consumers are even willing to pay a premium in order to get
extreme safety standards that are verified by a third party. The
article also talks about how managing the supply chain from

farm to folk is a challenge in the food industry.
3. EVALUATION:
details about how food safety has become of great importance
among many consumers. The article also talks about how
challenging the management of supply chain is. It is for this
reason that I chose the article. This information fits well with
my report’s background segment. The article’s level can be well
understood by an average person. The article has information
that can be related to today’s consumer demands in the food
industry. The author, Patrick Burnson is an executive editor for
logistics management and supply chain management. He is a
widely published writer and he has spent most of his career life
covering supply chain management amidst other disciplines and
thus he is very knowledgeable about this subject.
NAME:
CLASS ID: _______________________
REPORT TITLE: Supply chain efficiency starts at the top.
1. THE SOURCE
How long is your source? 4 pages
This article was the eighth one in the list.
Wayne, L. (September, 2010). Supply chain efficiency starts at
the top.
Retrieved from
http://www.foodengineeringmag.com/articles/supply-chain-
efficiency-starts-at-the-top
This article talks about how forecasting the market demand in
the food industry is a challenge. Most food companies base their

planning on purchase and demand based on the previous year’s
sales. Despite this being a good starting point, demand can also
be influenced by other factors like introduction of other
products, weather, promotions, key customers etc. According to
the article, market intelligence to improve forecast and drive the
planning accuracy can be provided by the key account
managers. Demands that are seasonal in nature usually create
additional challenges in the forecasting of the demand of the
market. The article also talks about the automation of the many
processing steps in the food industry which require operator
intervention.
3. EVALUATION:
details the challenges of forecasting market demand in the food
industry. It is for this reason that I chose the article. It contains
information about the other factors that can influence the
market demand of the food industry. This information fits well
with my report’s background segment. The article’s level can be
well understood by an average person. The article has
information that can be related to today’s market demands in
the food industry. The author, Wayne Labs has more than 20
years of experience in editorial matters and he is very
knowledgeable about this subject.
NAME:
CLASS ID: _______________________
REPORT TITLE: Supply chain management: finding the right
solution for your process.
1. THE SOURCE
This article was the third one in the list.

Lindsey, J. (November/December, 2013). Supply chain
management: finding the right solution for your process.
Retrieved from
http://www.foodmanufacturing.com/articles/2013/12/supply_cha
in_Management_finding_right_solution_for_your_process.html
This article talks about how today’s supply chains are becoming
more and more complex and how they have continued to create
exceptional challenges for the food industry. According to this
article, harnessing the latest technology can help manufacturers
make their supply chains more efficient while improving the
product safety and quality. Supply chains have become more
globalized and the processors must focus on delivering their
finished products on time and also ensure the quality and safety
of those products throughout the whole supply chain. The rise in
complexity of the supply chain also means that the
manufacturers of food must maintain a continuous effort of
maintaining visibility throughout the whole process.
3. EVALUATION:
details about the complexity of food supply chains and also how
the safety and quality of food should be maintained throughout
the entire supply chain. It is for this reason that I chose the
article. It contains information about the maintenance of food
quality and safety, and how it can be achieved during the whole
process of delivering the food. It has information about the
concerns of the safety and quality of food along the supply
chain and the consequences of food contamination at any point
in the chain. The article also talks about the compromising
factors of quality. This information fits well with my report’s
background segment. The article’s level can be well understood
by an average person. The article has information that can be
related to today’s food safety and quality along the supply chain
as it is only a few months old. The author of the article is an
associate editor and is very knowledgeable about this subject.

NAME:
CLASS ID: _______________________
REPORT TITLE: Food safety management systems for the
international supply chain.
1. THE SOURCE
This article was the second one in the list.
Jeffrey, C. (October/November, 2006). Food safety management
systems for the international supply chain.
Retrieved from
http://www.foodquality.com/details/article/817165/Food_Safety
_Management_Systems_for_the_International_Supply_Chain.ht
ml?tzcheck=1
This article talks about how well the standardization of food
quality and safety management has been established in the
European Union and the United States. There is a considerable
business needs for internationally consistent quality and safety
systems since most of the food industry is highly
internationalized both in the contract manufacturing and general
supply. An international organization for standardization that
was released in 2005 is an international auditable standard that
is designed to ensure safe food in worldwide supply chains.
This standardization makes it feasible for all parts of the
worldwide food chain from retail outlets, processors to transport
to implement safety of food in a standardized way.
3. EVALUATION:

details about the standardization of food safety and quality and
that is the reason as to why I chose it. It contains information
about standardization of food quality and safety. It has
information about the standardized food products that were
offered in the worldwide food chain. This information fits well
with my report’s background segment. The author is a member
of the American society for quality’s food, cosmetic and drug
division. The article’s level can be well understood by an
average person. Despite the article being 8 years old, it has
information that can be related to even today as food safety and
quality standardization is still a problem. Jeffrey is a vice
president of market development at northwest analytical Inc. He
is very knowledgeable about this subject.
NAME:
CLASS ID: _______________________
REPORT TITLE: Protect the food supply chain.
1. THE SOURCE
How did you find the source? I typed in “supply chain
management articles “in Google search engine. This article was
the first in the list.
John, G., Jeffrey, L. & Mark, G. (December/January, 2008).
Protect the food supply chain.
Retrieved from
http://www.foodquality.com/details/article/814619/Protect_the_
Food_Supply_Chain.html?tzcheck=1
This article talks about the state of food safety for the past one
year and according to the article the state was not good. It
explains that there was a number of high profile recalls traced

to tainted imports of ingredients and seafood that was
contaminated. Domestically produced vegetables and ground
beef was contaminated by the e coli bacteria. Consumer items
that had been imported such as toothpaste and toys were
recalled.
These food recalls were linked to quality and safety problems in
the supply chain and the attention of the media was focused
mostly on the international supply. Despite imported food
offering benefits to both the processor and the consumer, the
global supply chain adds complexity to the already existing
food logistics, quality and safety.
3. EVALUATION:
details about food safety and quality and that is the reason as to
why I chose it. It contains information about food logistics,
quality and safety. It has information about food products that
were recalled as a result of quality and safety problems and this
information fits well with my report’s background segment. The
authors are all members of the American society for quality’s
food, cosmetic and drug division. The article’s level can be well
understood by an average person. Despite the article being
6years old, it has information that can be related to today as
food safety is still a problem. John is a food safety consultant at
Surak and associates, Jeffrey a vice president of market
development at northwest analytical Inc and mark a vice
president of the supply chain office products division at Newell
Rubbermaid. They are all very knowledgeable about this
subject.
Unit 1d
Drafting, revising & editing;

submissions; model report
DRAFTING, REVISING & EDITING ................................. 2
Drafting ..................................................................... 2
Revising ..................................................................... 3
Editing ..................................................................... 4
SUBMISSIONS .....................................................................
4
Hard copy ..................................................................... 4
Soft copy ..................................................................... 5
MODEL REPORT ......................................................... 8
Report Mark Sheet ......................................................... 27

Academic & Professional Communication T132 2
The 214 Major Report:
1d: Drafting, revising & editing; submissions; model report
DRAFTING, REVISING & EDITING
All the general information you need regarding drafting,
revising and editing is contained
in chapter 2 of Successful Writing at Work: drafting (page 37);
revising (pages 38-41);
and editing (pages 41-50). The following brief description sets
out some specific detail
regarding drafting in this English 214 course.
Drafting
Your first draft is worth one third of the report grade (10% out
of 30%).
A period of about two weeks has been set aside for you to write
the first draft of your
report in class. You need only write the body of the report in

class—the prefatory parts
(“front matter”), introduction, conclusion and list of references
can all be prepared
outside if you wish. The minimum length of an English 214
report from the start of your
introduction to the end of your conclusion is 1500 words; there
is no official maximum
limit though 2200 words is the recommended limit. This means
that you should aim to
write between 250 and 300 words of first draft (body only) on
each of the in-class writing
days. Optionally, your teacher may decide to insert some non-
writing classes during the
drafting stage in order to give you more time to reflect on what
you have written so far
and what you still have to write.
Preparation is the key to writing a good first draft. Decide in
advance which part of your
report you will write in class—it is often helpful to start with
the easiest section rather
than to write sequentially from section one—and review your
notes and outline the day
before. To write the draft, you are allowed to refer to your

outline and your notes. At your
teacher’s discretion, you may also refer to your sources;
however, if you have taken good
notes, these should contain all the information you require to
write the draft. Note cards
are recommended as the best system of note taking for your
report but you are also
allowed to use other methods, including online methods such as
Evernote, which will
require the use of a laptop or iPad. It should be stressed,
however, that there is
currently no permission for writing the first draft in class on a
laptop. At the end of
each day’s drafting class, you must submit a hard copy of your
draft to your teacher.
After each day’s writing except the last (see below), your
teacher will collect your draft,
make some helpful comments and corrections on it, and return it
to you the following
class. He will not correct every error he finds since it is
important that you also learn and
practise the skill of proofreading your own work. On the final
day of drafting, your

teacher will not collect your work; you will take everything
away with you in order to
revise, edit and prepare the final document.
All students are expected to complete their first draft in the six
writing classes that have
been allocated. If you miss one or more of these drafting
classes, you may be allowed to
make up the work as long as you provide your teacher with an
official excuse for any
absences. Without an excuse, you must complete the draft in
whatever class time
remains. If, through your own lack of preparation, you fail to
complete the draft within
the scheduled class time, you will be allowed to complete it at
home but will incur
penalties if a significant portion needs completing. A
‘significant portion’ is roughly in
excess of 10% of the body. Penalties are left to the discretion of
your teacher but the
recommended penalty is to deduct 5% (out of 100%) for every
100 words of the body

that has to be written at home. You will be informed about any
potential penalties before
you start writing the first draft.
In addition to the above, be sure to read page 37 of Successful
Writing at Work.
Revising
The final (ie, revised and edited) version of your report is worth
one sixth of the report
grade (5% out of 30%).
Given the in-class time constraints, all or most of the revising
step is best conducted
outside of class. As mentioned above, you are responsible for
revising all the first draft,
not simply those parts that your teacher remarked on when he
reviewed your first draft.
Between ending the first draft in class and submitting the final
revised/edited draft, you
will normally have about one week.
Typically, teachers collect each day’s draft (except the last),

correct it, and return it to
you the following class. When you receive each corrected draft
back from the teacher,
you should make the necessary revisions. This can be done
immediately or you may
prefer to wait until the whole of the first draft is finished before
thinking about revisions.
Apart from making use of your teacher’s comments and
corrections, you may also seek
input from friends and colleagues—such ‘peer reviewing’ can
provide you with insights
that might otherwise not occur to you but they must not write
the report for you.
Revising is a major step in the writing process involving a
thorough check of all aspects
of your report but especially the content and organization. You
should re-think
everything you have written—for example, the relevance,
clarity and completeness of
your information—and make changes where necessary.
You will find it helpful to type your revised draft using a
tracker to record the changes

you make. In addition, your teacher will have opened a Turnitin
plagiarism checker on
your section’s Blackboard home page; you should use this to
check the originality of your
report by uploading the draft two or three times. By the end of
the revision stage, you
should have a draft that is plagiarism-free, complete, accurate,
well organized, which
contains all the necessary illustrations and headings, and which
is fully documented.
In addition to the above, be sure to read pages 38-41 of
Successful Writing at Work.
Editing
Editing is a form of “quality control.” It is the final step in the
drafting process and
typically occurs after the writer has made a thorough revision of
his first draft and now
has a version he is satisfied with.

Editing involves mechanics such as spelling, punctuation and
documentation but also
grammar, style, readability, choice of vocabulary, and the
overall formatting and neatness
of the revised document. The final revised and edited report will
be a printed document of
at least 1500 words (ie, from the start of the introduction to the
end of the
conclusion/recommendations). It will contain a cover page, a
table of contents, an
introduction, a body divided into sections and subsections with
ample graphics, a
conclusion, possibly a set of recommendations, and, finally, a
list of references.
Additional prefatory parts may be required such as a glossary or
list of illustrations. All
ideas taken from the six (or more) sources will be fully
documented using the APA style,
and the writer may also include ideas of his own. The report
must be entirely free of
plagiarism.
Your teacher can choose whether to require separate revised and

edited drafts or whether
to include the revision and the editing in a single document
(“the final version”). As
indicated earlier, the combined score for both steps is 5% out of
30% regardless of
whether they comprise one or two documents.
In addition to the above, be sure to read pages 41-47 of
Successful Writing at Work.
SUBMISSIONS
You will make two different kinds of report submission: hard
copy and soft copy.
Hard copy
All the hard copy report materials listed below must be
submitted to your teacher on the
specified day of submission. Your teacher may provide you with
a large brown envelope
for this purpose; if not, you should buy a plastic folder big
enough to hold all the
materials. A penalty of 5% per day (out of 100%) will be
imposed on reports submitted

late without an acceptable excuse.
1. The final (revised and edited) draft
The final draft is typed using an approved font (eg Times New
Roman) and font
size (eg 12 points); double-space the lines or use 1.15 or 1.5
spacing
(your teacher will decide). The draft is contained within a
protective
plastic folder with the cover page visible. The total report
length should
be at least 1500 words—with the precise word count stated after
the
conclusion/recommendations. The report consists of a cover
page, a table
of contents, an introduction, a body of between two and four
sections, a
conclusion, and an alphabetized list of APA-style references.
2. The first draft

The first draft is the hand-written document that you produced
in the six
drafting classes and which should be annotated with comments
from your
teacher. There are unlikely to be any illustrations in this
document. Also,
it consists only of the body of the report unless your teacher
required the
introduction and conclusion to be added.
3. The final outline
This is a typed formal three- or four-level topic outline that
accurately reflects
the final version of the report. (It is likely to be more detailed
than the
report’s table of contents.) This final outline should also
include the
report title and purpose statement.
4. Notes
If your teacher required the note-card method of note taking,
you should submit

a complete set of cards bound together in some way (for
example with a
large clip or a rubber band). If other methods were allowed, for
example
Evernote, your teacher will ask you to submit proof of your
note-taking
activity.
5. Sources
A minimum of six sources are required to write your English
214 major report.
All of them should be submitted, together with the three
required source
evaluations. All sources must be cross-referenced with the
report. This is
done in the following way:
As you read through your report for the last time before
submission, pay particular attention to each in-text citation,
for example (Johnson, 2011, p. 4). In order to cross-
reference, return to page 4 of Johnson’s 2011 article and find

the exact point on page 4 where the documented text is
located. Highlight the original text that you find there and, in
the margin next to it, write the page number and report
section number that identifies its location in your report, for
example, Report p.8, III.B.2. This means that the original
highlighted text was paraphrased, summarized or quoted in
your report on page 8 in sub-section III.B.2. This procedure
must be followed for every in-text citation in your report.
6. Progress report
Include your original progress report in the envelope, together
with any revision.
To avoid any penalties, submit a complete set of the above-
mentioned hard-copy
materials on the due date that is set by your teacher.
Soft copy

Your teacher may ask you to submit the full soft copy of your
report to him via
Blackboard so that he and the department can file it away in the
archives for future
reference. The information here, however, refers to the soft
copies that must be uploaded
via Blackboard to Turnitin.
Your teacher will set up two different Turnitin originality-
checkers on your section’s
Blackboard home page. The first, mentioned earlier under
Revision, is intended to help
you eliminate plagiarism from your report before you make the
final submission. You
should use this checker two or three times during the drafting
stage; these uploaded drafts
will not be stored in the Turnitin database. The second checker
will appear on the home
page on the day that the final submission of your report is due.
You will have one chance
only to submit the complete report (from the cover page to the
conclusion/recommendations). The document you upload now
will be entered into

Turnitin’s massive database of documents and will be used to
check for plagiarism
whenever a document is uploaded in future by anyone.
To obtain a grade for your report, you must submit both hard
and soft copies of your
report punctually.
MODEL REPORT
The following pages contain a recently submitted English 214
report, which received an
above-average grade. You will find notes about various aspects
of it on each of the facing
pages. Study these notes carefully and try to incorporate the
requirements and

recommendations into your own report. Note that the
instructions set out below
sometimes differ from APA style guidelines and from the model
report on pages 338 to
354 in Successful Writing at Work. Where there are such
differences, you must always
follow the instructions below.
NOTES
1. General Formatting Guidelines
Use plain white A4-size paper. Use a regular 12-point font such
as Times New
Roman or Calibri. You may double-space the lines (APA
recommendation) or use
either 1.5 or 1.15 spacing (214 recommendation). Set all four
margins to 2.5 cm.
(one inch). Type on one side of the paper only. See also
Successful Writing at
Work, pp. 197-207.
2. Cover Page

At the top of the cover page write the semester theme (20-point,
boldface,
centered, and capitalized). About three or four lines below it,
write the title of
your report using capital letters for the main words only. Center
and boldface your
title; the recommended font size is 32 points but this can be
slightly larger or
smaller depending on the length of the title.
Your title should accurately and succinctly describe the focus of
the report. Titles
such as "The 2012 Financial Crisis" and "The Uses of DDT” are
not acceptable
because they do not indicate a clear focus. Better titles would
be "The Role of the
Banking Sector in the 2012 Financial Crisis" and "The Benefits
of Using DDT in
Malaria Prevention." Your title should also show a clear link
between your major
and the semester’s theme.
A few lines below the title, give the writer’s details: your name,
your ID number,

your section and serial numbers, and your major. All items are
16 points and
centered.
At just below the mid-point of the page, using a 14-point font,
give the teacher’s
details: his name followed by the title of the English course,
and the course code.
Towards the foot of the page, write a descriptive abstract of
about 50 words; it
should be 10 points and single-spaced. Give it the heading
“Abstract.” End with
the date of submission.
Note that the cover page opposite does not have a page number
although it does
count in the overall pagination of the report. (See note 5 on
pagination.)
Do your best to make your title page as neat, simple and
attractive as possible.
Use plenty of white space, avoid using a colored or patterned
background, and do

not place any illustrations on the cover.
HEALTH
Reducing the Adverse Health
Effects of Dirty Electricity
by
Ali Al-Ali
201012340—214-99/08
Major: Applied Electrical Engineering

for
Mr. Thomas Wilson
Academic & Professional Communication
English 214
Abstract
This report discusses the causes and the negative effects on
health of dirty
electricity. Using some case studies, it suggests a number of
solutions to help
eliminate or at least reduce the damage caused to human health.
20 April 2014

NOTES
3. Table of Contents
A Table of Contents (TOC) shows the range of the report and
the sequence in
which the information is presented to the reader. It is
essentially a shorter version
of your final outline with page numbers included.
Note the different typography in the TOC to indicate different
levels. Certain
parts of the TOC are capitalized and boldfaced. These include
prefatory
elements (also referred to as “front matter”) like the optional
List of Illustrations,
end parts such as the Conclusion, Recommendations, and
References, and all
first-level section headings in the body of the report. The sub-
sections of the
report (ie, second-level headings) are indented under the main
sections with only
the first letter of each important word capitalized. Third-level
headings are

indented still further, are italicized, and also follow the usual
conventions of
capitalization.
Every first-, second-, or third-level heading in your report must
be reproduced
exactly in the TOC. In a relatively short report such as this
English 214 report, it
is not necessary to include any fourth-level headings in the
TOC, even if they
appear in the report text itself. When you come to edit the final
version of your
report, be sure to check that the headings in your TOC
correspond to those in the
report.
As with the rest of the report, neatness and clarity are
important. Leave plenty of
white space around the margins and between the items in the
TOC. In the
example opposite, "leader dots" have been used to connect
headings with page
numbers, producing a pleasing effect which also helps the
reader.

4. Outline Notation
The APA style does not require outline notation in either the
TOC or in the
report headings. However, it is required in your English 214
report. As you will
recall from Unit 1c, there are two well-known outline notation
systems: the
traditional outline system (I.A.1.a) and the decimal system
(1.1.1.1); you may use
either of them, but always follow your teacher’s instructions.
5. Pagination
Number all pages except the cover page. Use boldface Arabic
numbers (ie,
regular numbers such as 2, 3, and 4) from the TOC to the
References. Center the
page numbers at the foot of each page. The simplest way to do
this is to insert a
footer. If you choose this method, you can also click on the
‘Different First Page’
box in the Design tab so that no page number will appear on the
cover page.

6. Other Prefatory Parts
‘Prefatory parts’ are those report elements that appear before
the introduction.
They include the cover page, the TOC, a glossary, a list of
illustrations, and a list
of symbols. Apart from the cover page and TOC, prefatory parts
are optional so
include them only if they are necessary. For example, your
report may contain
many technical terms. By defining these words in a glossary
rather than having
them intrude in the text itself, you can make the report more
readable. As a
general rule, if you have four or more illustrations, symbols, or
technical terms
that require defining, you can list them in a prefatory element
on the TOC page or
the page following the TOC. (See the list of illustrations
opposite.)

Table of Contents
LIST OF
ILLUSTRATIONS...........…………………………………………..
.......... 2
INTRODUCTION.....………………………………………………
………………… 3
I. THE SOURCES OF DIRTY
ELECTRICITY………………………………...... 3
II. THE EFFECTS OF DIRTY
ELECTRICITY...……………………………….... 4
III. REDUCING DIRTY
ELECTRICITY………………......................................... 5
A. The GS
Filter......................................................................................
............ 5
1. Case Study:
Hypersensitivity.............................................................. 6
2. Case Study: Multiple
Sclerosis........................................................... 6
3. Case Study:
Diabetes......................................................................... 7
B. Other
Devices...................................................................................
............. 7

C. Individual Behavior
Changes........................................................................ 8
CONCLUSION.........………………………………………………
…………………. 9
RECOMMENDATIONS.....…………………………………………
………………. 9
REFERENCES
………………………………………………………………… 10
List of Illustrations
Figures
Figure 1 The GS Filter: Front and
Side.......................................................................... 6
Figure 2 Response of a 42-year-old
male....................................................................... 6
Figure 3 Response of a 43-year-old
female.................................................................... 7
Figure 4 The Microsurge
Meter......................................................................................
7
Figure 5 The Effectiveness of
xZubi.............................................................................. 8

Tables
Table 1 Symptoms of Dirty
Electricity………………………………………………… 5
2
NOTES
7. Introduction
The Introduction aims to give the reader four pieces of
information: some
essential background, a statement of the problem, a specific
purpose statement,
and the scope of the report. For additional information, see
pages 325-326 in
Successful Writing at Work. Note, however, that your English
214 introduction
should not contain subheadings.

Background
Background is likely to be the largest element in the
introduction but it should not
exceed a couple of paragraphs. If your background is longer
than this, it is
advisable to shift the bulk of it into the Discussion (body)
section of the report.
Start the background element of your introduction by telling
your reader what
your subject is; then provide additional information such as
definitions and
description or some historical and theoretical background; state
also why your
topic is an important one. You may find that the content of this
background
element is similar to the introduction of your progress report.
Problem
Your report will almost certainly be discussing a particular
problem. State it
clearly and concisely.

Purpose
Your purpose statement should tell the reader what the report is
specifically
aiming to do. Like the problem statement that precedes it, the
purpose can usually
be expressed concisely in a single sentence.
Scope
The scope statement indicates the limits of the report. It
explains what areas are
included in the report and sometimes also mentions areas that
are specifically
excluded. You can further define your scope by identifying the
audience that the
report is aiming to inform.
Depending on the amount of information to give, these four
elements can be
combined or dealt with in separate paragraphs. If handled
separately, do not give
each element its own section heading (cf. the introduction of the
model report in

Successful Writing at Work on pages 342-344.)
8. Headings
Note: these instructions do not follow APA guidelines. All
headings should be
boldfaced and placed flush left. All main (first-level) headings
are fully
capitalized. Subsections (second-level headings) consist of
upper- and lower-case
letters. Third-level headings should be italicized with upper-
and lower-case
letters. You are unlikely to need fourth-level headings, but if
you do, they should
appear in lower-case plain text.
EXERCISE 1
1. Identify the four elements of an introduction in the model
report, and note what
each element contains.
2. Identify some of the coherence devices used to connect
sentences together.

INTRODUCTION
This report is about the effects of dirty electricity—also known
as electrical
pollution—on human health. Dirty electricity does not appear
often in the literature of
electrical engineering but its existence is widely accepted by the
scientific community
even if it is also widely ignored. A rough definition of it would
be the fluctuations in
electrical power that can harm health and damage electrical
devices. Dirty electricity is a
worldwide phenomenon whose effects are felt by millions of
people although people’s
sensitivity to it varies from person to person. Also, dirty
electricity does not affect
everybody in the same way. Apart from individual differences
between those affected,
the consequences may also depend on the distance a person is
from the source or on the
size of the electrical frequencies in the device itself.
The problem with dirty electricity is that the people affected by

it usually are not
aware of the cause of their health problems. It cannot be seen,
smelled, heard, tasted or
touched and yet it has its negative effects. Some people, for
example, may suffer from
headaches, a ringing in the ears, an inability to concentrate, or
other much more serious
illnesses such as cancer and Alzheimer’s. So they carry on with
their routine daily
activities with no idea why they feel the way they do. The
purpose of this report,
therefore, is to highlight this ignored problem and to examine
effective solutions.
This report is limited to a discussion of the health effects of
dirty electricity that
stem from regular consumer devices such as computers and
mobile phones rather than
large-scale sources such as power lines. Also the report focuses
on the negative effects on
people rather than the damage that can be caused to other
electrical devices. It will be of
direct relevance to the average electronics user, who will be
informed about the problem
of dirty electricity and about ways to avoid its negative impacts.

I. THE SOURCES OF DIRTY ELECTRICITY
The sources of dirty electricity are found everywhere, and have
been increasing
exponentially since electricity was first used on a large scale. It
began with the growth of
high frequencies (that is, those above 2kHz) with the invention
of electricity itself (the
1900s) passing through radio, radar and TV (the 1920s - 1950s)
up to personal
3
NOTES
9. Paragraph Indentations
The APA style recommends that you indent your paragraphs one
half inch (just
over one centimeter). The right edge should not be justified.

10. In-Text Citations
The report page 4 contains four in-text citations:
The first (Havas, 2006, p. 259) is an example of paragraph
documentation so the
citation is placed at the end of the paragraph outside the full
stop (period). The
APA style does not require citations for paraphrases and
summaries to indicate
the exact location of the original text (such as a page or
paragraph number), but
this is a requirement in English 214.
The second (“Dirty electricity,” n.d., para. 4) is also the
documentation for an
entire paragraph. The original document is a web source that
has no author or
date. As a result, the citation starts with the first couple of
words of the article title
in quotation marks and the abbreviation n.d. (“no date”). The
paragraph number
is given to help the reader locate the original words quickly if
he needs to.

The third citation refers to Havas again. Only the page number
is given in
parentheses (p. 260) because Havas and the date of publication
are mentioned
earlier in the sentence.
The fourth citation (as cited in NFAM, n.d., p.2) refers to the
quoting of an
original work in a secondary source. If you wish to use a
quotation that appears in
one of your secondary sources, mention the original writer and
his work and then
use the words as cited in followed by the details of the
secondary source where
the original words are quoted. See also APA Quotation below.
11. APA Quotation
Your teacher will set guidelines for the number and type of
quotations you can
make in your report. As a general rule, you are allowed a
maximum of three short
quotations or two short quotations plus one long quotation.
Short quotations are

fewer than forty words each; long quotations are forty words or
more. Short and
long quotations are formatted differently. (For a reminder about
APA quotation,
see Unit 1c, pp. 22-26.)
12. Topic sentences
Topic sentences at the start of your paragraphs are a helpful aid
for your readers.
By announcing the main idea of the paragraph, they prepare the
reader for the
content that follows. They also help the writer to stay focused
on a single idea,
which gives the paragraph “unity.”
13. Starting a new section at the foot of a page
You do not have to start every new section or subsection at the
top of a new page.
As long as there is adequate space for the heading and at least
two lines of text, a
new section or subsection can be started near the foot of a page.

EXERCISE 2
1. Locate and evaluate the quotation. Is it justified in the
context of the paragraph? Is it
incorporated grammatically into the rest of the sentence? Is it a
short or long quotation? Is
it correctly documented and formatted?
2. Evaluate the three topic sentences of section I. Do their
paragraphs have unity?
computers and mobile phones (1970s – 1980s). Such personal
electronic equipment is
increasing all the time, for example in the wireless routers that
are now a part of all
home and work networks. In addition to these devices, dirty
electricity can also exist in
distribution lines, for example in wires inside houses and
buildings or in transmission
lines along the highways. (Havas, 2006, p. 259)
What causes ordinary electronic devices to fluctuate their
energy levels and so
generate dirty electricity? Basically, it is the result of trying to
be energy efficiency.

Electronic devices such as computers, TVs, and fluorescent
light bulbs are intended to
run on a frequency of 60 hertz (“cycles per second”). However,
to use energy more
efficiently, these devices turn off and on rapidly and
frequently—sometimes thousands
of times per second—and this results in power fluctuations.
These microsurges divide
up the hertz into rapid and very high frequencies, and it is these
high frequencies that
enter the body and cause the problems. (“Dirty electricity,” n.d.,
para. 4)
Avoiding dirty electricity is virtually impossible. Even if
someone doesn’t use
polluting devices, dirty electricity can enter the home or work
environment from
neighboring buildings, where they could be used without filters
to reduce any potential
damage. Dr. Magda Havaz (2006), a scientist interested in dirty
electricity, said that
almost every house in the world contains dirty electricity so it
is a serious global threat
(p. 260). In addition, one of the first scientists to recognize the
dangers of dirty

electricity, Dr. Robert O. Becker, stated in his 1990 book Cross
Currents that "the
greatest polluting element in the earth's environment is the
proliferation of
electromagnetic fields. I consider it to be far greater on a global
scale than warming" (as
cited in NFAM, n.d., p.2).
II. THE EFFECTS OF DIRTY ELECTRICITY
Dirty electricity can cause multiple problems for people. These
include
fibromyalgia, attention deficit disorder, asthma, chronic fatigue
syndrome, diabetes, and
asthma. There are also cases showing how electrical pollution
aggravates other pre-
existing conditions such as migraine headaches, Alzheimer's
disease, heart disease, and
4
NOTES

14. Illustrations
See also Successful Writing at Work, pp. 209-237.
Illustrations are either tables (the vertical and horizontal
presentation of data) or
figures, (which include graphs, photos, maps, charts, and clip
art). Number your
tables and figures separately using Arabic numerals (1, 2, 3, and
so on). Be sure to
give each one a concise descriptive heading which should be
reproduced exactly
in your list of illustrations after the TOC. Place the table
number and its heading
above the illustration; place the figure number and heading
below it. The APA
does not require an in-text citation after these headings but you
should supply one
in your English 214 report in case your teacher wishes to check
the source.
Only use illustrations if they are necessary and helpful to your
report. Always
refer to them explicitly in your report and place the illustrations
as close as

possible to the text they are intended to support. Try and keep
your illustrations as
clear and simple as possible, eliminating any details that are not
absolutely
required. If necessary, adjust the size of your illustrations so
they make an
attractive fit with the rest of the page.
15. Elements of good writing
See also Successful Writing at Work, pp. 376-380.
It is important to divide your report into sections, each one
dealing with a distinct
element of the overall topic. These sections may also require
sub-sections and, in
some cases, further subdivisions. As a general rule, three levels
of headings
should be enough in a report of this length. Also, use outline
notation for every
heading to help your teacher navigate easily through the
information.
Link together the ideas in your sentences, paragraphs and
sections to achieve a

coherent flow of information. This can be achieved with, for
example, the use of
transition words. Words such as “first” and “next” show
chronology;
“consequently” and “therefore” show a causal relation;
“nevertheless” and
“however” show contrast; and so on. Pronoun reference, parallel
structures, and
the intelligent repetition of key words also help to achieve
coherence.
Revise and edit your report thoroughly to identify and correct
ambiguous, missing
or irrelevant information and to achieve a more concise style.
Adjust your style if
necessary to achieve the right tone, which should be formal and
non-combatitive
(ie, not aggressive), even when your purpose is to persuade
rather than simply to
inform. Choose your vocabulary carefully to avoid informal
colloquialisms on
the one hand and technical jargon on the other.
Technical writing is concise. Revise your work to eliminate

needless repetitions
and wordy expressions. For example, do not use an expression
like “based on the
fact that” when “because” conveys the same meaning; avoid
redundant
expressions such as “red in colour” and “a total of four different
groups.”
Choose the right sentence and paragraph length. Overly short
sentences and
paragraphs can make your writing seem disjointed while long,
complex ones often
lack clarity because the ideas are buried in an excess of detail.
EXERCISE 3
1. Vocabulary: replace the word “juice” (III, para. 1) with a
more formal word.
2. In the same paragraph, find one instance of wordiness and
two redundant
expressions.
multiple sclerosis. Children are particularly sensitive to dirty

electricity, in particular in
the effect of hyper-activity that it can exert. In fact, studies
have shown how children’s
behavior can be improved with a reduction in the amount of
dirty electricity being
emitted in their environment. However, dirty electricity affects
everybody: males and
females, young and old, and the symptoms they suffer cover a
very wide range.
(Milham, 2010, para. 8). The following table illustrates some of
the main symptoms that
some scientists believe are caused by dirty electricity:
Table 1 Symptoms of dirty electricity (NFAM, n.d, p. 2)
TYPE
EXAMPLES of SYMPTOMS
neurological
Headaches, dizziness, nausea, insomnia, memory loss,
irritability,
depression, muscle and joint pain, seizures, psychosis, stroke.

cardiac
Palpitations, chest pain, low or high blood pressure, slow or fast
heart rate, shortness of breath.
respiratory
Sinusitis, bronchitis, pneumonia, asthma.
dermatological
Skin rash, itching, burning, facial flushing.
ophthalmological
Pain or burning in the eyes, pressure in/behind the eyes,
deteriorating vision, floaters, cataracts.
other Digestive problems, impaired sense of smell, hair loss,
ringing in
the ears, nose bleeds, internal bleeding, dehydration.
III. REDUCING DIRTY ELECTRICITY
Owing to the fact that we have almost total dependency on
electricity to do

everything from cooking meals, heating and cooling our homes,
providing entertainment,
and helping us to communicate, simply turning off the juice is
not an option.
Solution
s
that will enable us to continue to use electricity but as safely as
possible are absolutely
essential. This section of the report will set out some likely
possibilities.
A. The GS Filter
The GS filter has proven itself to be the most effective device
so far in combating
dirty electricity. GS stands for Graham Stetzer, the owner of
Stetzer Electric Inc. and a
co-inventor of the device. His collaborator was Dr. Martin

Graham, Professor Emeritus at
5
NOTES
16. Grammar and sentence structure
See also Successful Writing at Work, pp. 41-47 and 380-387.
Faulty grammar and sentence structure make a bad impression
on the reader
and, at worst, can affect the clear communication of ideas. A
thorough revision
and editing of your work should be able to uncover the most
common grammar

and sentence structure errors.
Always check subjects and verb to make sure that they agree.
Also, check that
pronouns agree with their antecedents. Read carefully to detect
any run-on or
comma splice sentences (in which two separate sentences are
joined with a
comma or with no punctuation at all). Eliminate sentence
fragments in which
sentences lack an essential element such as a main verb or
subject.
The APA recommends that, where a choice exists, use active
verbs rather than
passive ones. For example, “the filter reduces dirty electricity”
is preferable to

“dirty electricity is reduced by the filter.” Active verbs tend to
make the ideas
clearer and the writing more authoritative. However, use the
passive if the action
is more important than the actor or if the actors are not known.
For example, “the
experiment was conducted in the field” is preferable to an
alternative that uses an
active verb.
17. Words or numerals
There are clear, but quite complex, rules for when a writer
should express
numbers in words (“five”) and when in figures (“5”). The
following gives a few

of the more common rules:
In general, use numerals for:
numbers 10 and above (28, 103, 897); for numbers that precede
a unit of
measurement (8 cm., 120 kg.); and for mathematical expressions
such as
decimals (“3.06”, “8%”).
In general, use words for:
any number that begins a sentence or heading; and for common
fractions
(“three quarters”).
Sometimes, a combination of words and numbers may be
required for clarity and
readability:

“two 10-step plans,” “11 one-sentence paragraphs.”
EXERCISE 4
1. Find a subject – verb disagreement in the first paragraph of
report page 6.
2. In section III.A.2, find an example of:
a. a sentence fragment
b. a pronoun – antecedent disagreement
c. the misuse of a numeral
3. Find examples of inconsistent line spacing.

the Electronics Research Laboratory of the
University of California (Havaz & Stetzer,
2004, para. 4). The invention of GS filters
were the result of numerous studies and
experiments, carried out with the aim of
preventing or at least reducing dirty
electricity to a minimum, and of hundreds of
quality control tests to check its validity and
to verify its usefulness. The GS filter is
simple to use: it plugs into a wall socket
from where it measures, filters and removes

high-frequency ambient radiation from
household wiring (NFAM, n.d. p. 2).
Figure 1 The GS Filter: Front and Side
(Havaz, 2006, p.264)
1. Case study: Hypersensitivity
Figure 2 Response of a 42-year-old Male
(Havaz & Stetzer, 2004, para. 3)
The DS Filter, also known as the
“Stetzerizer,” has had proven success. In
one case, a 42-year-old male suffered

from headaches, dental pain, a ringing in
the ears, and a lack of sleep. At first
baffled by the causes of these symptoms,
doctors eventually narrowed them down
to electrical hypersensitivity. They
installed a GS filter in his house, and
readings of dirty electricity dropped
sharply from 900 to 20 GS units. The
man’s sleep improved and the other
symptoms started to vanish. (Havaz &
Stetzer, 2004, para. 3)
2. Case study: Multiple Sclerosis

A second example of the effectiveness of the GS filter the case
of a 43-year-old
woman with multiple sclerosis, who could only walk with the
aid of a cane or zimmer-
frame. After 13 GS filters were installed in various rooms inside
their house, the readings
of dirty electricity dropped from 170 to 30 GS units. Within the
first 24 hours after
installation, she could maintain her balance for short distances
without using the cane or
zimmer-frame. After 1 week, her muscle weakness had
decreased gradually and she
6

NOTES
18. Precision
Precision is very important in technical writing. Ideas and
factual information
taken from sources must be reported faithfully when you
paraphrase, summarize
and quote. Measurements must be given exactly (not rounded
off); statistical data,
dates and names must be accurate. Words must also be used
precisely and defined
if necessary. All technical reports should be proofread carefully
to eliminate
errors.
Examples of imprecise words are “good,” “bad,” “big” and

“small.” Examples of
imprecise numbers are “some time ago,” “about one hundred,”
and “quite a long
distance away.” Writers tend to use imprecise expressions when
they do not
know—and cannot be bothered to discover—the accurate word
or number.
However, in technical writing, the precise word and number is
usually required so
always make the extra effort to find out the precise facts.
19. Relevance
When revising your report, it is important to read it critically in
order to find any
content that is not strictly relevant to the purpose. This is not
always an easy task

as some information may superficially appear to be relevant.
For example, in
section III.B opposite, the student writes about “other devices”
similar to the GS
filter, and he provides an illustration of one of them in Figure 3.
This is the
microsurge meter. This appears at first glance to be relevant to
the purpose of
section III, which is to describe solutions. However, the
microsurge meter is in
fact not a filtering device, like the GS filter, but simply a
measuring device. This
should have been picked up during the revision stage and the
information about
the microsurge meter removed and replaced by information
about a more relevant

piece of equipment.
EXERCISE 5
Section III.A.3 contains some precise numbers but also three
examples of
imprecise language. Find them and suggest what sort of content
should replace
them.

experienced less pain while walking.
After two weeks, she was able to walk
for long distances without any help or
support. Also, she could sleep
comfortably. From week 3 to week 6
there were random changes: an
occasional return of some symptoms but
in general the trend in symptoms was
downward. (Havaz & Stetzer, 2004,
para. 6).
Figure 3 Response of a 43-year old

Female (Havaz & Stetzer, 2004, para. 6)
3. Case study: Diabetes
Diabetes is known to be on the increase all over the world but
it had not until
recently been connected with dirty electricity. However, this
case study demonstrates a
strong connection between blood sugar levels and dirty
electricity and shows clearly how
GS filters give a positive effect. An 80-year-old female with
diabetes installed some GS
filters in her home. This produced an almost immediate effect
on the dirty electricity,
which dropped considerably. Second, after a comparatively
short time her blood sugar
level fell to 119 mg/dl having been 171 mg/dl previously. This

had a very significant
positive effect on her diabetes. (Havaz & Stetzer, 2004, para.
11)
B. Other Devices
Figure 4 The Microsurge Meter
(Havaz, 2006, p. 262)
The GS Filter is not the only
measuring device on the market.
Another one is the microsurge meter.
Like the GS filter, it was also designed
by Dr. Graham and Mr. Stetzer. It can
read up to 1999 GS units, and the

acceptable average reading of dirty
electricity should be below 30 GS units.
(Havaz, 2006, p. 262)
7
NOTES
20. Plagiarism
To avoid plagiarism, source wording should be paraphrased and
fully documented
in your report. Neither of these necessary actions was taken in
the example below.

The paraphrase is still too close to the original wording and
there is no in-text
citation at the end of the paragraph:
Original wording
By placing the DERF filters in the wall outlets, they can filter
the harmonic distortion (Dirty
Electricity) and other white noise frequencies on the line to
produce a cleaner, more stable
electrical current for operation. The removal or filtering of Low
Frequency, Kilohertz range
emissions are supposed to help in many ways electrically
sensitive people
Student’s paraphrase on p.8 of his report
DERF, standing for Dirty Electricity Removal Filter, is placed
in a wall power outlet and

from here it can filter the dirty electricity and other so-called
white noise frequencies in the
wiring to produce a much cleaner and much more stable
electrical current. This will have a
benefit for people who are electrically sensitive.
Better
DERF, which stands for Dirty Electricity Removal Filter, can
help those whose health is
easily affected by dirty electricity. By plugging a filter into a
regular wall socket, users can
reduce fluctuations in the current, leading to increased current
stability and so to less
harmful electrical pollution. (RealUVcorp, n.d., “How the
filters,” para. 2)
During the revision stage of report writing, make frequent use
of the originality
checker posted on your section’s Blackboard home page.

21. Biased sources
Your report is based almost entirely on secondary sources, that
is, sources you
found in the Library or on the Internet. It is important that you
select the best
sources you can, ideally those written by experts in the field
and published in
reputable magazines, journals and books. Be particularly
suspicious of Internet
web pages, especially those set up by commercial enterprises
and by single-issue
activist groups; these are quite likely to contain some bias. For
example, the
student uses xZubi as an example of a device that lowers emf
radiation in cell

phones. However, he has chosen the company’s own website—
www.xzubi.ca—
for his information about this device. Further Internet research
about this device
should have been done to check the company’s high opinion of
its own invention.
22. Third-person point of view
The use of the first person (“I,” “my,” “we,” “our,” and so on)
is acceptable in
reports. The use of the second person (“you” and “your”) should
be avoided. In
general, reports are best written in the third person (“it,” “he,”
“they,” “the
problem”). This is because the writer is usually not focused on
himself or on the

reader but on a particular problem, object, or event. Be careful,
therefore, when
taking ideas from magazine articles that give the reader advice
about what or what
not to do. When paraphrasing, it is easy to retain the same
grammatical structure
as the original and introduce “you” and command forms of
verbs into your report.
Change such verbs to the third person or to the passive, as in
the examples below:
Original: Switch off your devices when you’re not using
them.
Passive: Devices should be switched off when they’re not
being used.
Third person: Consumers should switch off their devices when
they’re not using them.

EXERCISE 6
1. In section C opposite, find and correct examples of “you”
verbs.
2. Is Figure 5 big, simple and clear enough to convey the
intended information?
Two other useful devices that are similar to GS filter are the
DERF-50 filter and
the xZubi filter. DERF, standing for Dirty Electricity Removal
Filter, is placed in a wall
power outlet and from here it can filter the dirty electricity and
other so-called white
noise frequencies in the wiring to produce a much cleaner and
much more more stable

electrical current. This will have a benefit for people diagnosed
as electrically sensitive.
Cell phone radiation is also considered
to be dirty electricity, so in order to
reduce its damage one can use xZubi. It is
a disc that can be attached to the cell
phone and it reduces the bad effect of the
electromagnetic field (EMF) on the brain.
(http://www.xzubi.ca/faq.php)
Figure 5 The Effectiveness of xZubi
(http://www.emf-protection.org/xzubi)

C. Individual behavior changes
The devices described above have been successful but
prevention is always better
than cure. There are many actions that people can take by
themselves to reduce their
exposure to dirty electricity. For example, one technical
solution is to have larger-sized
neutral wires. The job of a neutral wire is to return any energy
to its original source but
modern neutral wiring cannot handle the greater electrical loads
that are common today.
As a result, the misdirected energy is emitted into the
environment, in homes and offices,
where it can cause health damage. (“What is,” n.d., para. 11)
Changing the wiring is not something that average users can do
but there are

plenty of other actions they can take. For example, replacing
dimmer light switches with
ordinary switches can reduce the high frequency. Replacing a
T.V monitor with an LCD
screen will also reduce dirty electricity. If it is possible, do not
use a microwave oven or
at least stand five feet away from it because it produces large
amounts of EMF radiation
(Malhim, 2010, para. 5). Also, users should avoid wireless
whenever possible, avoid
Bluetooth headsets, unplug any devices that are not being used,
and never place a laptop
on your lap. (Segell, n.d.) These are just a few things everybody
should be encouraged to
do in their normal routines.

8
NOTES
23. Conclusion
See also Successful Writing at Work, pages 327 and 351. In
general, your
conclusion is the place to summarize the key findings of your
research. However,
there are other ways to conclude in addition to summarizing.
For example, a
pertinent quotation can be a strong way to end; for a report
about a particular

problem, a look to the future or an explicit warning can also be
suitable endings.
If your report has only one or two recommendations, then place
them in the
conclusion rather than in a separate Recommendations section.
24. Recommendations
See also Successful Writing at Work, pages 327 and 351. Have
a separate
Recommendations section if you have three or more
recommendations to make.
Typically, they are not taken from your sources but come from
your own thinking
about the problem and the solutions described in your report. As
a result, there is
likely to be little or no documentation.

Recommendations are basically calls to action. They should
logically follow on
from the conclusions you reached about your research topic.
25. Avoiding Sexist Language
Avoid using masculine pronouns to express ideas that apply to
everybody, as in
the example below:
Every user should turn off his electrical device when he’s not
using it.
There are several ways to avoid this, as shown in the examples
below:

Electrical devices should be turned off when they’re not being
used.
People should turn off their electrical devices when they’re not
using them.
Every user should turn off the electrical device when it’s not in
use.
Using “he or she” or “s/he” is best avoided.
Of course, sometimes the use of masculine pronouns to refer to
the entire group is
acceptable, as in the example below:
At KFUPM, every student should register his courses before the
start of the
semester.

26. Word Count
Do a word count to include all words from the start of the
introduction to the end
of your conclusion/recommendations section. The total should
be 1500 or more.
There is no official maximum limit but the recommended one is
2200 words.
EXERCISE 7
1. What does the student’s conclusion consist of?
2. Do his recommendations make sense in the context of the
report?
3. Find and correct an example of sexist language in the
conclusion.

CONCLUSION
To conclude, dirty electricity is a very serious problem facing
ordinary people all
over the world wherever electricity is the source of energy. The
topic has been largely
ignored by the scientific community in recent years but people
are slowly becoming more
aware of it. Fortunately, some inventors and entrepreneurs have
already taken action and
we now have devices with proven effectiveness. In addition,
there is a lot a person can do
to protect himself although this is becoming more difficult as
our dependence on

electrical gadgets increases.
RECOMMENDATIONS
Solving the problem of dirty electricity is not going to be easy.
People can no
longer live without their computers, mobile phones, TVs and
iPads. However, the
following recommendations will help improve the situation for
ordinary people. Their
implementation depends on the willingness of governments and
health agencies to take
an active stand and on users themselves to give up some of the
conveniences they
currently enjoy with their gadgets:
1. The scientific community, especially electrical engineers,
should be encouraged

to devote more research to the problem of dirty electricity.
2. The manufacturing sector should be encouraged to produce
more GS filters and
similar devices in order to increase the availability and
decrease the costs.
3. Filters should be provided free of charge to all schools and
universities and to all
government buildings.
4. Generous government subsidies should be provided to help
reduce the costs of
buying filters for ordinary people.
5. A publicity campaign using all the media should be started at
once to alert
ordinary people to the dangers present in their homes and
workplaces and to the

simple actions they should take to reduce their risk.
Word count: 2100
9
NOTES
26. References
Basics
There is no limit on the number of sources you can use to write
your report but

there is a minimum requirement of six. For formatting style,
refer to Unit 1b, pp.
18-24 and to Successful Writing at Work, pp. 330-336. For an
example of a
reference list, see Successful Writing at Work, pp. 352-354.
Arrange your sources in alphabetical order according to the
author’s family name
(or the title, if there is no author). Double-space, or use 1.5 line
spacing, between
and within your references. Remember to insert a hanging
indent for the first line
of each reference.
Specifics
The References opposite have seven listed sources, and two
other sources were

referred to in the report (see report page 8 above) but they do
not appear in the
References list. This is because those in-text citations refer to
an entire website
rather than to a specific web page. In such cases, the APA does
not require the
source to appear in the reference list.
When the author is a well-known organization, it is permissible
to abbreviate the
full name (eg World Health Organization) to its common
acronym (WHO). See
NFAM opposite (an acronym standing for National Foundation
for Alternative
Medicine). The use of the acronym here is questionable as this
organization is not
especially well known.

Two of the sources on the Reference list opposite are by the
same author, Havaz.
In such cases, follow these rules: With two or more one-author
entries, order the
sources by date with the earlier source coming first: so Havaz,
M. (2004) precedes
Havaz, M. (2005). However, if the same author appears as a co-
writer in another
work, a one-author reference always precedes a multiple-author
reference even if
the latter is chronologically earlier. So, in the example opposite,
Havaz, M. (2006)
precedes Havaz, M., & Steltzer, D. (2004) despite being
published later.
Most of the sources opposite were found on the Internet, as

evidenced by the
words “Retrieved from” in their references. Your teacher may
set requirements
regarding the type and quality of sources you may use. For
example, he may
require you to use a variety of genres (journals, magazines,
encyclopedias, books,
and so on), different media (print, Internet), and he may insist
on all sources
having a recognizable author and date of publication. Several
sources opposite
have neither a date nor an author.
Many URLs are long. If you need to break a URL at one or
more points, you may
do so after a slash mark (/). If no convenient slash mark is
available, break the

line at a hyphen if there is one.
The references for most Internet sources will contain the URL.
However, if the
source also has a DOI (“digital object identifier”), the APA
requires that you
always use the DOI rather than the URL. See also Unit 1b,
pages 21-22.
EXERCISE 8
1. Identify the reference that is not in the right alphabetical
order.
2. How many sources have neither a publication date nor an
author?
3. Locate the source which has a digital object identifier.
4. Which URL opposite is not broken at a slash mark?

REFERENCES
Dirty electricity explained. (n.d.). Retrieved from
http://www.electrahealth.com/
dirtyelectricity.html
Havaz, M. (2006). Electromagnetic hypersensitivity: Biological
effects of dirty electricity
with emphasis on diabetes and multiple sclerosis.
Electromagnetic Biology and
Medicine, 25, 259-268. doi: 10.1080/15368370601044192
Havaz, M., & Stetzer, D. (2004). Dirty electricity and electrical
hypersensitivity: Five
case studies. World Health Organization Workshop on Electrical

Hypersensitivity. Retrieved from
http://www.getpurepower.ca/resources/
WHODirtyElectricityStudies.pdf
NFAM. (n.d.). The health effects of electrical pollution.
Retrieved from http://www.
electricalpollution.com/documents/NFAMemf.PDF
Milham, S. (2010). Dirty electricity: Electrification and the
diseases of civilization.
United States of America: iUniverse. Retrieved from
http://books.google.com.sa/
books?id=tDls4TmCTqkC&printsec=frontcover&hl=ar&source=
gbs_ge_summar
y_r&cad=0
Segell, M. (n.d.). 11 ways to protect yourself from dirty
electricity. Retrieved from

http://www.prevention.com/electroshocker/index.shtml
What is electrical pollution? (n.d.). Retrieved from
http://www.dirtyelectricity.org/
electrical-pollution.shtml
10
ENGLISH 214 MAJOR REPORT MARKING SHEET

NAME: ID#: SEC/SN:
REPORT TITLE:
RESEARCHING (15%)
Finding, narrowing, focusing a
topic:__________________________________________
Student achieves suitable focus within time allowed;
effort made to integrate major and theme.
Note
taking:_______________________________________________
_______________
Adequate number of notes; correct format; neat; condensed
extracts; paraphrased; minimal SW; punctual completion.
Outlining:____________________________________________
___________________
Student develops initial rough outline to produce formal, 2-
level topic outline, then final 3- or 4-level outline.
APA

References:___________________________________________
_______________
Student produces list of sources used; alphabetical order;
neat; correct format; all sources included.
Source evaluations:
_____________________________________________________
__
At least 3 evaluations: APA reference; article summary;
article evaluation; punctual submissions.
_____________________________________________________
___________________
Progress
Report:______________________________________________
____________
Report background; purpose statement; working
bibliography; 2-level outline; schedule of work to complete.
_____________________________________________________
___________________
Other research
work:________________________________________________
_______

_____________________________________________________
___________________
DRAFTING (15%)
1. First Draft (10%): Grade:
_______________________________________________
_____________________________________________________
___________________
_____________________________________________________
___________________
_____________________________________________________
___________________
_____________________________________________________
___________________
Student is prepared for each day’s in-class writing; report body

completed in class (penalties for substantial drafting at home);
major-theme integration;
informative; well organized; minimal SW; documented; sources
well integrated; appropriate vocabulary and language use.
2. Revised & edited final version (5%): Grade:
________________________________
_____________________________________________________
___________________
_____________________________________________________
___________________
_____________________________________________________
___________________
_____________________________________________________
___________________
a. Revising: Evidence that student has corrected first-draft
errors; significant improvements made; complete revised draft
b. Editing: Punctual submission; complete, professional-looking

document (cover, TOC, intro, body,
conclusion/recommendations, APA references;
well-formatted; appropriate length; illustrations well integrated;
student has cross-referenced report and sources.
3.
Other:_______________________________________________
_________________
15% RESEARCH GRADE: COMMENTS:
15% DRAFTING GRADE: COMMENTS:
Unit 1c
Summaries & abstracts; source
evaluations; notes & outlines;

progress report; quotation
SUMMARIES & ABSTRACTS .............................................
2
Summaries ..................................................................... 2
Abstracts ..................................................................... 4
informative abstracts ................................. 4
descriptive abstracts ................................. 4
EVALUATING YOUR SOURCES ................................. 6
NOTE TAKING & OUTLINING ................................. 10
Note taking ..................................................................... 10

Outlining ..................................................................... 13
PROGRESS REPORT ............................................. 16
Example ..................................................................... 19
APA QUOTATION ......................................................... 22
Short quotations ......................................................... 22
Long quotations ......................................................... 23
Changing the original words ................................. 24
Other changes ......................................................... 25

The 214 Major Report:
1c: Summaries, evaluations, notes, outlines, progress report,
quotation
SUMMARIES & ABSTRACTS
Summaries
You will already be familiar with the idea of a summary from
your English 102 course, in
which you had to summarize the articles you found for your
term report. In addition,
summarizing can be an important part of note taking. (See pp.
10 to 12.)
To re-iterate, the essential purpose of a summary is to re-state
concisely the main ideas of
an article, book, or report in order to save the reader the time

and trouble of reading the
original full-length document. Summaries, in fact, can also be
made for a variety of
media including PowerPoint presentations, business meetings,
lab experiments, audio
files and TV programs. In the world of work, employees are
often asked by managers to
produce summaries of lengthy reports that the manager himself
does not have the time to
read.
The length of a summary varies according to the complexity of
the original and the
specific needs of the audience, but, generally, they are between
5% and 20% of the length
of the original. Given the large amount of content to be omitted,
it is important that

summarizers select all, and only, the significant information
contained in the original.
Include:
r the original source
Exclude:
details

erence data such as an end-of-article bibliography
To summarize an article for a source evaluation, follow these
steps:
1. In a first reading of the article, focus on its specific purpose,
its organization and its
intended audience, and look also at any conclusions or
recommendations. In this initial
run-through, you may be helped by headings and sub-headings,
typographical clues such
as boldface and italics, lists, and informative side bars.
Remember also that good articles

and reports follow certain widely accepted formats. Knowing
where the various parts of a
document can be found will help you to find and summarize
them. However, not all
articles—for example those found on websites—will provide
you with information that is
easily accessible.
As you proceed step by step through the whole process, you
may find it helpful to work
with a hard copy—a photocopy or print-out—which you can
annotate and mark with
underlining and highlighting.

2. Having obtained an overall idea of the article and its
audience, read it again at least
twice more looking for the main ideas and any essential
supporting detail. Well-
written articles will provide you with informative topic
sentences and a logical, coherent
presentation of content. Also, pay particular attention to linking
words that, for example,
enumerate (another, secondly), compare (similarly, both),
contrast (however, whereas),
show importance (principally, crucial), and so on.
3. Gather your text annotations and notes into an outline to
guide your writing.
Summaries are generally expected to follow the sequence of the
original but, if the
original organization is weak or repetitive, your outline will

show where deletions can be
made without altering the basic meaning of the original. If you
are summarizing a report
rather than an article, you may find that the table of contents
can be used as a substitute
for your own outline.
4. With a usable outline, write the first draft. Try to paraphrase
and to be as concise as
possible. At this stage, it does not matter if the draft is wordy or
contains some source
wording. A more important aspect is the accuracy and
completeness of the content.
5. Finally, revise and edit your first draft to make an acceptable
final version. Delete
irrelevant or repeated information to make your writing more

concise; condense ideas and
combine sentences; paraphrase any source wording; make your
writing coherent by
supplying logical links between ideas. Refer continually to the
original article or report to
confirm that your summary is fair, complete and accurate.
Finally, supply a reference for
the original document so your reader knows what text your
summary is based on.
Your goal is to produce a summary that will tell your reader
everything of importance
that he needs to know. If the task is done well, the reader can
rely on your summary
without having to read the original document—the summary
should be able to stand
alone without reference to the original document. In the world

of work, such summaries
are often referred to as “executive summaries.” Typically, they
aim to save the busy
manager time by summarizing the contents of a lengthy report
and presenting him with a
list of recommendations to help him make an informed decision.
In English 214, your source evaluation summaries will help you
to better understand your
source, and they will help your teacher by giving him the
essential details of the original
article without his having to spend considerable time reading it
himself.

Abstracts
See also Successful Writing at Work pp. 324-25, 339.
The terms “summary” and “abstract” are often used
interchangeably but this is only
partly correct. There are in fact two types of abstract: an
informative abstract and a
descriptive abstract. Only the informative abstract is
comparable to a summary.
informative abstracts
The description of a summary given above broadly applies to
informative abstracts as
well. The main difference between them is that informative
abstracts tend to be shorter,

usually only a paragraph or two long, whereas summaries,
especially executive
summaries, can stretch to a couple of pages. Like summaries,
informative abstracts aim to
give readers a concise, accurate and complete re-statement of
the original document by,
for example, describing what research was carried out, the
conclusions that were arrived
at, and any recommendations for further action.
You will find an example of an informative abstract on page
339 of Successful Writing at
Work (and it is also re-printed on the next page). Like all
abstracts, it is placed early in
the report—on or immediately after the cover page—and begins
with the overall idea of
the original document that it is summarizing. Like a typical

summary, it aims to give the
reader the substantive facts of the report so that the reader does
not have to read the full
report himself. (One weakness of the abstract on page 339 is
that the writer uses the
words “we” and “our” instead of the more objective third
person. This could, however, be
defended on the grounds that the report and abstract are both
meant as internal
communication only.)
descriptive abstracts
A descriptive abstract typically consists of only two or three
sentences, perhaps fifty
words in total. Unlike an informative abstract, which can be
regarded as a substitute for

the original document, the aim of a descriptive abstract is to
help the reader decide if he
should read the original document or not. Descriptive abstracts,
therefore, state what an
article contains without providing any specific detail. For
example, while an informative
abstract will explicitly state any recommendations contained in
the original document, a
descriptive abstract is more likely merely to mention that “the
article contains a set of
recommendations.” If the reader wants to know what these
recommendations are, he must
read the original document.
Descriptive abstracts are commonly found at the start of most
journal articles and in

special books of abstracts (such as Chemical Abstracts and
Information Science
Abstracts) which are indispensable to researchers all over the
world. It should be pointed
out, however, that the distinctions between descriptive and
informative abstracts are not
always maintained in these publications: often, an academic
abstract in a journal article
will have the characteristics of both descriptive and informative
abstracts.
You will write a descriptive abstract on the cover page of your
English 214 major report.
Compare the two abstracts below. They are both based on the

model long report in
Successful Writing at Work (pp. 338 – 354), titled “Adapting
the RPM Workplace for
Multinational Employees.”
Example of an informative abstract.
Abstract
This report investigates how U.S. businesses such as RPM must
gain
a competitive advantage in today’s global marketplace by
recruiting
and retaining a multinational workforce. The current wave of
immigrants is in great demand for their technical skills and

economic ties
to their homeland. Yet many companies like ours still operate
by policies
designed for native speakers of English. Instead, we need to
adapt
RPM’s company policies and workplace environment to meet
the
cultural, religious, social, and communication needs of these
multinational workers. To do this, we need to promote cultural
sensitivity
training, both for multinationals and employees who are native
speakers
of English. Additionally, as other U.S. firms have done, RPM
should
adapt vacation schedules and daycare facilities for an increasing
multicultural workforce. Equally important, RPM needs to

ensure,
either through translations or plain-English versions, that all
documents
can be easily understood by multinational workers. RPM might
also offer
non-native speakers of English in-house language instruction
while
providing foreign language training for employees who are
native
speakers of English. (197 words)
Example of a descriptive abstract.

Abstract
This report investigates how U.S. businesses such as RPM must
gain
a competitive advantage in today’s global marketplace by
recruiting
and retaining a multinational workforce. It states the current
problem
and offers a solution. The report then sets out a number of
recommendations to achieve this solution. (47 words)

Begin the informative abstract with the
purpose (overall idea) of the original
document.
After the initial topic sentence, do not mention
“this report” or “this article” again. Rather, give
the information without further reference to the
original document.
The problem is stated.
The solution is stated.
Specific recommend-
ations are given.
This is not a composition; there is no
need for a conclusion.

Note the use of connectors
like “Instead,” “Yet,” “To
do this,” “also,” “Equally
important,” “Additionally.”
Like the other abstract, the descriptive
abstract begins with the overall idea of
the report or article.
A descriptive abstract can often be completed in about 50
words.
This type of abstract refers explicitly
to the original article or report.
It gives the main ideas of
the report, but without

specific details. This type
of abstract cannot stand
alone.
If the reader wants to know about the
solution or recommendations, he must
read the original report.
EVALUATING YOUR SOURCES
Whenever you find a potential source, you must evaluate it
before you can start using it

to write your report. Using effective search terms will increase
your chances of finding
relevant sources but many of the sources you find which look
useful at first glance may
turn out to be irrelevant after you have read them critically. The
following points set out
the criteria that will help you evaluate your sources.
1. Does the source meet your teacher’s requirements?
There is no point in using a source if it does not meet the
requirements laid
down by your teacher regarding length, newness,
bibliographical
completeness, and so on. So always check this first.

2. Is the source relevant?
You cannot judge a source simply by its title; you have to read
it first. For
example, an article titled “The Three Gorges Dam Electric
Power Plant”
may look relevant to your topic about the environmental
impacts of a dam
but it may turn out to be a highly technical description of the
turbines with
little or no useful information for your report. Your chances of
finding
relevant sources will increase if you use specific search terms
related to your
focused topic. For example, using “Three Gorges dam
environmental
impacts” is likely to yield more relevant sources than simply

using “Three
Gorges dam.” In order to write your source evaluation, you will
need to be
able to connect specific information in the source with the
corresponding
topics in your evolving plan. If you can’t, then your source is
not relevant.
3. Is the source written at an appropriate level?
Your search may turn up some sources that are too difficult to
understand or
others that are too simplistic. For example, an experimental
article in a
journal is likely to have been written on a very narrow aspect of
the general
topic with high-level information appropriate for academics and

specialists.
At the other extreme, plenty of websites are designed for high-
school
students at lower and intermediary levels, where the tone is
conversational
and informal and the ideas simplified and generalized for the
benefit of the
target audience.
4. Is the article biased?
A biased article is written from one particular point of view and
so does not
give a balanced or objective account of an issue. Often the bias
is subtle and
hard to detect; at other times, it is explicit and unmissable.
Articles in

reputable journals will typically be peer-reviewed and
consequently reliable
and objective. This is not the case for the vast amount of
information
contained in websites, particularly business websites and single-
issue
activist websites or blogs. Read carefully to see if opposing
views are
included, and included fairly; check if the tone is formal,
professional and
objective, or jokey and sarcastic; click on the “About us” link to
find out
what you can about the purpose and motives of the website.

Apart from the actual content, the writer of an article is often an
important
clue to bias. Take, for example, two articles entitled “Villagers
evacuated to
make way for dam reservoir,” one appearing on an activist
environmental
website and the other in an official Chinese government press
release. How
would you expect bias—if any—to be expressed in both
articles? If you
detect bias in an article, you may still be able to use the
information in your
report but introduce such ideas as opinion rather than fact: for
example, “the
environmental group claims that ... .”

5. Is the author competent?
An author could be one or more individuals, a government
department, an
organization, an online action group, and so on. Often, online
sources and
even certain reputable magazines like The Economist publish
anonymous
articles. We have seen above that authors can sometimes be
biased; they can
also be incompetent, disorganised and unintentionally
misleading. As a
general rule, it is always better to use reputable sources with
named authors.
Sometimes, the source will include a short biography of the
author which

will indicate his expertise and reliability; if it doesn’t, you may
be able to
google the author yourself and uncover his background. Is he an
expert in
the field or simply someone with an interest in it? Has he
published before
in this field? How long has he worked in this field? Is he well
known? These
are some of the questions that will help you determine if the
author is
competent. If he is, the article is more likely to be credible and
reliable.
6. Does the source deal in facts or opinions?
Facts are pieces of information that can be proved to be true.
For example,

“the installed capacity of the Three Gorges Dam make it the
biggest power
station in the world” is a fact that can be verified by
government statistics
and academic research. On the other hand, opinions are ideas or
beliefs
about a particular topic, such as “The Three Gorges Dam project
is an
environmental disaster.” An opinion is not necessarily wrong
but, to be
credible, it must always be supported by solid evidence. So read
your
sources critically to see if the author is providing facts or
opinions. If it’s the
latter, then he must also provide sufficient evidence to support
his opinions
and make them credible.

7. Currency
“Currency” refers to the relevance of information based on its
date of
publication. Students sometimes find sources which contain
apparently
useful information but which is already out of date. For
example, a 2012
source might mention an international conference to be held the
following
year to discuss the environmental impacts of the Three Gorges

Dam. The
source sounds promising. However, since that conference has
already taken
place—in 2013—it makes more sense to find a newer article
from late 2013
or 2014 that deals with the actual outcome of that conference.
Take care,
therefore, with older sources; always try to be current with your
information. If the article has no date, be suspicious.
Writing a source evaluation
You must use at least six sources to write your major report and
you must write a source

evaluation for at least three of them. An example of a typical
source evaluation is given
on the following page. Notice that it contains three parts:
First, briefly explain how you found the source, including any
search
terms, databases or search engines you used. Secondly, provide
complete
bibliographical information in the form of an APA reference.
Read the whole article and then write a summary of about 100
words. This
is a summary paraphrase so you must use your own words.
Begin with the
overall idea of the source, followed by its main points.

This is the most important section. Explain in about 100 words
why you
chose the article. Address some of the criteria mentioned above.
Try and
link the content of the article to the topics on your outline.
ENGLISH 214 SOURCE EVALUATION # 1

NAME: Ali Al-Ali ID: 201112340 SEC/SN: 99 / 28
REPORT TITLE (Provisional): The Effects of the Chernobyl
Nuclear Disaster
1. THE SOURCE
How long is your source? 3 pages.
How did you find the source?: I typed in “Chernobyl
nuclear disaster effects” into the Summon search
engine. This article was the third on the list.
Day, A. (2013, November 18) Cleaning up the Chernobyl
mess.

Retrieved from http://www.bbc.co.uk/science/123BD33
In about100 words, summarize the main points of your
source.
This article discusses the main effects of the Chernobyl
nuclear explosion that
happened in Ukraine in 1986. It firstly explains the main
cause of the disaster,
human error, and then discusses the main effects both in the
local area and in
Europe as a whole. It gives statistics on the number of
people who became ill
with cancer over the following 20 years and it describes how
farming in Europe
was severely affected for several years. It concludes with the
methods used to try

and clean up the radioactivity that had fallen in Europe.
3. EVALUATION:
In about 100 words, explain why you chose this source for
your report.
Relevance: connect relevant parts of the source with your
outline.
Article: what level is it? How up-to-date is the
information?
Publication / website / author: are they reputable, unbiased
and knowledgeable?
I chose this article because it is relevant to the main parts of
my report. First, it
contains information about the type of nuclear plant, which
fits in my Background
Section and it has some brief information about the reasons

for the explosion,
which belongs in the Causes section of my report. Most of
the article, however, is
concerned with my main idea, which is the effects of the
explosion and the problem
of cleaning up.
The BBC is a reliable website and the level of the article is
aimed at the average
reader. The article is quite new, less than six months old, so
it has the latest
information about the disaster. I googled the author, Agnes
Day, and she has been
the BBC’s science editor for the past 15 years so is
knowledgeable on this subject.

NOTE TAKING
With a workable rough plan and a source that has passed a
thorough evaluation, you are
ready to start taking notes. Note taking is simply a way to
record the information you
have read so you won’t forget it. There are a number of ways to
do this ranging from
short annotations in the margins of sources to large-scale copy
& paste techniques on a
computer and the use of special note-taking applications such as
Evernote and Google
Notes. Your teacher will instruct you in whichever method he

prefers.
However, regardless of the method that is eventually used, all
students are expected to be
familiar with one very common method of note-taking: note
cards.
The advantage of using the card method is that it allows
information to be manipulated
easily. As you obtain new information, you can add cards to the
pack, remove cards from
it, or re-arrange the cards in a better order. To do this
efficiently, every note card based
on a source must contain a reference to the topic of the note and
to the author and source
page number.

ENGLISH 214 SOURCE EVALUATION # NAME .docx

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