UNIVERSITY OF DAYTON INSTITUTIONAL REVIEW BOARDAPPLICATION FOR A.docx

UNIVERSITY OF DAYTON INSTITUTIONAL REVIEW
BOARD
APPLICATION FOR APPROVAL TO USE HUMAN
RESEARCH PARTICIPANTS
Please type all information. HANDWRITTEN FORMS WILL
NOT BE ACCEPTED. Move through the document using TAB
or Mouse. Do not use the enter Key. To mark a box, click with
the mouse.
Project Title:
PART I: Please answer the following by checking the correct
response:
Yes No 1.Will participants be identifiable to anyone other
than the researchers through records, responses or identifiers
linked to the participants?
Yes No 2.Could participants be at risk of criminal or civil
liability, damage to employability or to financial standing, or
undue embarrassment, if responses became known outside this
research project?
Yes No 3.Does research deal with sensitive aspects of
participants' behavior, such as illegal conduct, drug use, sexual
behavior, or use of alcohol?
Yes No 4.Does research involve the collection or study of
existing data from sources not publicly available? (existing
data can be documents, records, pathological specimens or
diagnostic specimens)

Yes No 5.Will participants be videotaped, audio taped or
photographed?
Yes No 6.Are participants free to withdraw at any time
without penalty?
Yes No 7.Is there deception of participants? (If so, answer
questions #23-33 on page 5.)
Yes No 8.Does research deal with participants who are
children under eighteen years? (If so, answer question #18 on
page 4).
Yes No 9.Will identifiable medical information be collected?
10. Does research deal with participants who are:
Yes No___ not-legally-competent adults
Yes No ___ mentally disabled
Yes No___ physically challenged
Yes No___ pregnant women
Yes No___ prisoners
11. Does the project involve:
Yes No___ administering drugs
Yes No___ administering alcohol
Yes No___ administering nutritional supplements
Yes No___ drawing blood
Yes No___ taking tissue samples
Yes No___ giving injections
(If yes, answer question #16 on page 6).
PART II: Summarize proposed project including goals of
present project, purpose of present study, and procedures to
which humans will be subjected. (DO NOT WRITE "SEE

ATTACHED")
Context
In this section include the back ground information about your
study so it can be easily understood by a lay person.
Definition of Problem
Here you will discuss what you are trying to find out about by
doing this research. Why is this study important?
Procedure
Finally, describe in detail what it is you will be doing in this

study.
PART III:Please answer all of the following items. Spaces will
expand to accommodate your descriptions.
Participants
11.Briefly describe the characteristics of your population(s) and
your participant selection procedures. Describe the size of your
sample, the ethnic background, sex, age, state of health and the
criteria for inclusion or exclusion of participants. (Include
rationale for use of special classes of participants such as
pregnant women, children, institutionalized mentally disabled,
prisoners, or those whose ability to give voluntary informed
consent may be in question.) If your population is all one
gender or ethnic group, please explain.
.
12.Who makes the initial contact with the participants? (If you
want to use patients/clients of another professional, the initial
contact must be made by the other professional, to protect
patient confidentiality).
Risks/Benefits
13.Identify any risks (here and in the consent form) -- physical,
psychological, and/or social -- to which your participants may
be exposed as a result of participation in your project (beyond
the risks normally encountered in everyday life).
.
a).What safeguards will you use to protect the participants from
these risks, as well as to protect their rights, welfare and
privacy? (Never answer "NA".)

b).Participants will be informed of the risks through:
consent form (include copy)
verbal (include script)
assent (for children 12 years of age and under) and consent
from the childrens’ parents/guardians.
14.Describe any form of compensation to participants. (i.e.,
money, grade, extra credit, etc.)
15.Were alternative procedures considered?
Yes No Explain:
16.Describe the qualifications of the person administering
drugs, alcohol, or nutritional supplements, or drawing blood,
taking tissue samples or giving injections. (Note: 1) persons
doing venipuncture must provide a copy of their certification to
draw blood and proof they completed a blood-borne pathogens
training course. 2) Indwelling venous catheters and lines can
only be done by licensed/registered/certified medical personnel
such as physicians, RNs, and EMTs. Proof of certification is
required. 3) Arterial blood sampling can only be carried out in
an appropriate medical facility such as a hospital or clinic. The
procedure can only be carried out by qualified personnel under
the direct supervision of a licensed physician.)
17.Describe the benefits expected to be gained from this
project. (This should include any direct benefits to the
participants as well as any general gain in knowledge.)

Children
18.If you will be using children under 18, explain in detail how
you will obtain parental consent and assent (for children under
12; see page 8) or consent (for children 12 to 18). If
assent/consent will be obtained orally, supply a script of what
you will say and how you will give the children the opportunity
to say "yes" or "no".
Records
19.What do you intend to do with the data collected? (i.e.,
publish data, present paper, erase tapes, etc.)
20.a).If the participants' personal files (school, medical, etc.)
will be read, where are the files kept (name the place, e.g.
doctor’s office, hospital, clinic, etc.) and who will gather the
information?
b).Has permission been obtained to gather this information?
(Attach documentation)
c).Do the participants (and/or their parents or guardians) know
that these files will be read? If no, explain.
21.a).Will test results be disseminated to the participants

(and/or their parents or guardians)?
b).If so, explain the qualifications of the person(s) interpreting
the results.
22.Does the proposed study involve deception?
Yes If yes, fill out deception page.
No
Draper 6
Allison Draper
Alex Kurian
ENG 1302
3 May 2015
For Nursing Homes
Does every single elder person need to go into assisted living
after a certain point in his or her life? Should one’s family have
a say in whether or not one gets put into a nursing home? Is the
financial aspect the most important deciding factor for those
considering nursing homes for loved ones? These are questions
that people are faced with when thinking about elderly people
getting put into nursing homes. Elderly people should be put in
nursing homes because nursing homes provide constant care,
have a better social aspect and are cost effective.
Nursing homes in the United States have been around for many
years. According to ‘The Changing Structure of the Nursing
Home Industry and the Impact of Ownership on Quality, Cost,
and Access’, “The nursing home sector has, however, been
dominated by proprietary providers for decades, and publicly
held corporations owning and operating nursing homes have

been prevalent since the late 1960s.” According to the U.S.
Census Bureau, “States with the highest proportions of older
people in their populations in 2013 included Florida, West
Virginia, Maine, and Pennsylvania (all above 15 percent).” In
addition, “The West and South regions experienced the fastest
growth in their 65-plus and 85-plus populations between 2000
and 2013” (U.S. Census Bureau).
**Cause/Effect As people age, they have a higher risk of
becoming sick. The side effects of diseases are innumerable,
from memory loss to weakening of muscles to hallucinations. If
an elder has been diagnosed with Alzheimer’s and has to deal
with hallucinations, this could be incredibly dangerous to his or
her safety. When in a nursing home, the nurses and volunteers
are able to give continuous care to the people living there.
Whether someone needs help taking medication, eating food or
going to the restroom, there is always someone on duty ready to
help. According to ‘Nursing Homes’, “For those residents that
need help with daily tasks, nursing homes are great for this
because they help immensely. These daily tasks include bathing,
dressing, eating, drinking, running errands, and much more.”
Nurses are able to help the elderly make a variety of choices
that can ultimately help improve their health, even if only by a
little.
At a nursing home, there are nurses and volunteers ready to help
an elder 24 hours a day. According to John W. Rowe and Robert
L. Kahn, a person’s “…choices including changes in diet, types
of exercise, mental stimulation, self-efficacy, and dynamic
connections can improve one’s health, no matter what age.”
Despite the fact that doctors may not be in the building all 24
hours of the day, the staff can keep a watchful eye over all the
patients throughout the day and night. The full time constant
care that nursing homes provide give the families of the elder
patients a break from busy schedules. According to ‘Nursing
Homes’, “Most of the time, family becomes the caretaker for the
elderly, but it is hard to take care of them when you have a life
or family to take care of as well. Nursing homes are a great way

to getting them the care they deserve with round the clock
service.” The staff at the nursing homes have one responsibility
while on duty, and that is to continually care for the elder
people there. They don’t have to worry about personal
responsibilities while on duty; they are fully committed to
serving the patients in the homes.
If a family member were to try and take care of the elder by
himself or herself, then he or she could have a difficult time
constantly being there. This is because caring for an elder
person can require the work of a full time employee, not
knowing exactly when the elder may need help and what he or
she might need help with. According to ‘5 Benefits of Working
in a Nursing Home or Long-Term Care Facility’, “People who
chose to go into geriatric care are often caring, patient people.
They like to help others, and really enjoy getting to know their
patients.” Nursing homes allow for the family to entrust that
their aged family member is in the hands of licensed
professionals who provide unceasing care.
**Emotion To be around people who are in a similar stage of
life as you is like living in a dorm for college - everyone is
there for the same overall purpose, but each person has his or
her personal reason for why he or she is there. Every person
living in a nursing home is there for the same overall reason -
they need help because they are unable to live on their own.
However, the ultimate reason each person is there can be
different. Some elders may have cancer, Parkinson’s, arthritis or
even osteoporosis, which makes them unable to do activities on
their own. But in a nursing home, each person living there is
surrounded by other people who are in a similar stage of life.
Therefore, this gives them opportunities to socialize with other
residents. “Maintaining an active social life can help ward off
the feelings of isolation and loneliness that can lead to
depression” (Elizabeth Meyer). The elderly are not always in
their rooms; assisted living centers have groups of children
come and do performances and also have movie nights.
According to Seth Schiesel, “…even nursing-home residents

have been drawn to the Wii's simple games such as tennis and
bowling. This helps form a comradery between residents that
forces them to interact with one another…” Activities such as
these allow the residents in the nursing homes to get together
and participate in fun activities.
No matter what stage of life one may be in, it is in the person’s
best interest to be able to spend time with other people that are
their same age and in a similar point in his or her life. For
example, if a toddler were never around other toddlers, only
adults, that child would face consequences. The toddler would
possibly face the risk of not developing social skills as well or
as fast as other toddlers or may face difficulty in understanding
how to do simple tasks. “In assisted living, residents can easily
socialize with peers, not only in common areas but also through
planned, structured activities like field trips, dancing, and
cultural events” (Joyce McQueen). Organizations such as Girl
Scouts and Boy Scouts occasionally visit nursing homes and
preform skits and sing songs as well as play games such as
Bingo and cards with the elderly.
Opportunities for socialization are not only with the residents in
the facility. According to Joyce McQueen, “Many facilities even
offer guest lectures from visiting scholars and professionals.
Those communities located on or near a college usually enable
residents to take advantage of the nearby campus resources,
including courses and cultural events.” When an elder person
who is sick is taken care of by a family member at home, he or
she can feel a sense of loneliness or become depressed as
opportunities for interaction with others may be limited.
At a nursing home, a sick senior person is able to come in
contact with others who are also of an older age and are also
sick. A situation such as this gives every person involved a
sense of community. These feelings of bonding with others and
feeling like they are in a place where they belong help his or her
personal psyche. According to Elizabeth Meyer, “Loneliness
can easily take its toll on individuals of every age, but there's
greater concern for older adults as routines and independence

changes. Socialization can have a positive effect where isolation
is concerned by helping seniors feel loved and needed.” If a
person were to live in a hospital or have a caregiver at home, it
would take a lot more effort to meet up with other elder people.
Nursing homes allow the seniors to spend time with other
seniors easily without having to move to a new location.
**Comparison/Contrast While some elderly live in assisted
living homes, others live in the care areas of hospitals. Some
elderly people even have in-home registered nurse assistance.
Assisted living homes can make the elderly feel like they are at
home more than a specific care area of the hospital can.
According to CBS News, “It costs up to $10,000 a day to
maintain someone in certain units of the hospital depending on
their personal needs.” If there was an elder person who had
more than one disease, the price could reach extremely high
numbers for the family to pay very fast. According to Guide to
Nursing Homes, “As far as in-home registered nurse assistance
goes, it can be anywhere from $50-$100 per hour.” While an in-
home registered nurse may be the best fit for some sick elder
people, generally overall for most elder people, nursing homes
are the most cost efficient option. “On average per year,
hospital units can cost up to $650,000 and in-home registered
nurse assistance can cost anywhere from $127,750 to $255,500
a year for a 7 hour workday” (Guide to Nursing Homes).
According to Guide to Nursing Homes, “Nursing homes average
$76,000 per year.” $76,000 is not cheap, but it is still cheaper
than the other two options.
As the economy continues to worsen and large payments
become more of a burden for families, cost effectiveness is
something people are beginning to, or should be paying more
attention to. According to Pamela Yip, a writer for the Dallas
Morning News, “Medicare does cover some home health care [a
caregiver], but those services are intended mainly for patients
recovering from illnesses or injuries. The federal health care
program just is not set up to meet the long-term day-to-day
needs of the chronically ill.” The government program

Medicare, which is usually only given to people ages 65 and
older, does not offer enough support for most families to be
able to hire a caregiver for an elder person due to the high
costs. Even if it did, nursing homes provide more service for the
amount of money that is being paid. As some nursing homes
may be more expensive than others, overall, they are more cost
effective.
Those with a different point of view may argue that if an elder
person lives at home, then a family member can be readily
available to help him or her with anything that he or she may
need. However, I would respond by saying that people tend to
get busy and have many things to worry about, so a family
member may have other engagements, causing him or her to not
always be readily available. Proponents of the counter position
may say that being in a large nursing home surrounded by other
elder sick people can create a feeling of unhappiness. However,
I would respond by saying that when sick elderly people are
around other sick elderly people, that environment actually
brings them closer together, creating a friendship because they
know they are not alone in the situation. There are others who
can empathize with them, and with whom they can identify.
In order to improve an elder person’s experience in a nursing
home, nursing homes around the United States can take various
steps. First, the inside of the nursing homes should be made
more attractive. For example, large pictures/paintings depicting
beautiful scenery (such as the countryside or a day on a lake)
could essentially improve the overall mood of the elder living
there. Furthermore, pictures of the members’ family (e.g.
children and grandchildren) or pictures of the members doing
something they enjoy, may help to focus on positive, rather than
negative thoughts. A professional interior decorator should be
hired, so that appropriate color schemes and themes could be
chosen for the different rooms/hallways. Second, nursing
homes should be required by law to have specific activities for
the elderly to participate in, especially outdoors (weather
permitting, of course). I would suggest group outings at least

once a week. The outings would be to a calm but vibrant place,
like an arboretum or the zoo. This will give the elderly the
chance to benefit from nature and not feel too confined in their
living quarters. Another option would be for the elders to go see
movies in theatres. Surveys can be distributed to the residents,
to get an idea of what kind of activities/outings they would
prefer. For any who are unable to leave the facility (due to
health reasons) or during the winter, a variety of activities
should be scheduled. These could include games like bingo,
guest speakers, in-home movie nights, scrapbooking, talent
night, and so on. Hopefully, these suggestions will make their
stay in nursing homes more comfortable and enjoyable.
Works Cited
‘5 Benefits of Working in a Nursing Home or Long-Term Care
Facility.’ Harris School of Business, n.d.
https://www.harrisschool.edu/5-benefits-of-working-in-a-
nursing-home-or-long-term-care-facility. Accessed 29 Apr.
2015.
‘65+ in the United States: 2013.’ US Census Bureau, May 2014,
https://www.census.gov/content/dam/Census/library/publication
s/2014/demo/p23-212.pdf. Accessed 27 Apr. 2015.
Court, Andy. "The Cost of Dying." CBSNews. 19 Nov. 2012,
https://www.cbsnews.com/news/the-cost-of-dying/CBS
Interactive. Accessed 29 Apr. 2015.
Hawes, Catherine and Charles Phillips. ‘The Changing Structure
of the Nursing Home Industry and the Impact of Ownership on
Quality, Cost, and Access.’ National Center for Biotechnology
Information, 1986,
https://www.ncbi.nlm.nih.gov/books/NBK217907/. Accessed 29
Apr.2015.
Loos, Rhonda, RN, and Amy Hackney Blackwell. "Nursing
Homes." The Gale Encyclopedia of Nursing and Allied Health,
edited by Jacqueline L. Longe, 4th ed., vol. 5, Gale, 2008, pp.
2525-2528. Health & Wellness Resource Center,
http://link.galegroup.com/apps/doc/CX3662600804/HWRC?u=tx

shracd2500&sid=HWRC&xid=24dc85ea. Accessed 25 Apr.
2015.
Margerie, Linda et al. Guide to Nursing Homes. Stockstill
Publishing, 2014. 47, 78, 82.
McQueen, Joyce. "What should we do with mother?" Vibrant
Life, Jan.-Feb. 1993, p. 22+. Health & Wellness Resource
Center,
http://link.galegroup.com/apps/doc/A13396168/HWRC?u=txshr
acd2500&sid=HWRC&xid=33efbb8d. Accessed 27 Apr. 2015.
Meyer, Elizabeth. ‘Why It’s Important That Seniors Have A
Social Life.’ Walker Methodist, 24 Jan. 2010,
http://blog.walkermethodist.org/blog/why-its-important-for-
seniors-to-have-a-social-life. Accessed 27 Apr.2015.
Rowe, John W., and Robert Louis Kahn. Successful Aging.
Pantheon, 2005. 13.
Schiesel, Seth. "O.K., Avatar, Work With Me." New York
Times, 15 May 2008, p. G1(L). Opposing Viewpoints in
Context,
dcccd.idm.oclc.org/login?url=http://link.galegroup.com/apps/do
c/A179012029/OVIC?u=txshracd2500&xid=1de3bdf5. Accessed
28 Apr. 2015.
Yip, Pamela. "In The Right Hands." The Dallas Morning News 7
Jan. 2015, p.D01.
ENGL 1302 – Essay 2 [Total Possible Points: 300]
· Overall MLA Format of essay:50 points
· First page info, header, margins, spacing, font (10 Points)
____
· Works Cited Page (40 Points) ____
· Title:5 points

· Topic indicated (2 points) ____ Length (1 Point) ____
· Position indicated (2 Points) ____
· Introduction:20 points
· Introductory strategy/strategies (10 Points) ____
· Thesis (10 Points) ____
· Points deducted for incorrect length ____
· Background Paragraph:20 points
· Technique 1 (10 Points) ____
· Technique 2 (10 Points) ____
· Body:105 points
· Reason 1 (35 Points) ____
OR
· Reason 1 (26 ¼ Points) ____
OR
· Counterarguments: 20 Points
· Counterargument 1 & Response (10 Points) ____
· Counterargument 2 & Response (10 Points) ____
· Conclusion:40 points
·

Solution
(40 Points) ____
· Overall Spelling, Grammar, Punctuation, Diction:40 points
____
· Length Penalty (3 points per line that essay does not meet
minimum length or exceeds maximum length) ____
· Source Penalty (10% per missing source) ____
· Total Score on Essay _______
ENGL 1302 – SUMMER 2019
Alex Kurian - NLC
Argumentative Writing –
An Overview

2
What is argument/arguing?
Not a fight!!
Argumentative writing – taking a strong personal position on a
significant, social, controversial issue, and by the use of
evidence and specific strategies, explaining that position,
defending that position, responding to counterarguments for that
position, and suggesting a solution for that position.
3
Argumentative Writing as a Process
The aim is to produce something that is understandable and
persuasive.
Proper paradigm/perspective
Specific evidence

Clear language/definition of terms (recognizing their
denotations and connotations)
4
Argument – A Process
No unwarranted assumptions
Logos – information
Pathos - emotions
Ethos - ethics
5
Requirements of Essay 1
Must write on first topic in your list of topics
Pick a side (for or against)

Have at least 2 different reasons (but not more than 3) to
support your position
Explain reasons (with evidence)
Requirements of Essay 1 (cont’d)
You must have at least 2 print sources in the essay (book,
magazine, newspaper, journal, catalog, etc)
They must be accessed in the original printed form (e-book,
PDF, or anything else accessed electronically does not count as
a print source)
Recommended course textbook does not count as a print source
At least 1of your 2 print sources must be used in the body of
your essay (the other can also be used in the body or in the
introduction or conclusion)
Must attach photocopy or picture of each print source used (no
credit for print sources otherwise)
Photocopy/picture must show the cover along with the

page/information you actually used
If the source is from a library, the picture must also show the
library barcode/sticker
You must also have at least 2 online sources in the essay. These
must be DCCCD academic database sources.
Once you have these, you may add additional sources apart from
the database, as long as they are reliable sources
At least 1of your 2 online database sources must be used in the
body of your essay (the other can also be used in the body or in
the introduction or conclusion)
You do not need to submit pictures or printouts of your online
sources
Personal experience – can be used in only one reason, up to ¼

page (5 lines)
How much documented evidence – one documented evidence for
every 10 lines in your paragraph.
Any numerical data must be from 2014 onwards
Outline of Essay 1
Intro (1 Para)
Reasons with evidence (multiple paras)
Conclusion (1 para)
Length: 3-4 pages (starts with first word of intro, NOT top of
first page!)
Prewriting Stage
Know the purpose – to argue/persuade by informing and
analyzing.
Know the genre – formal academic essay (MLA format)
Know your audience – varied and general
Know what resources you need

14
Writing Stage
Parts of an Essay
Title
Introduction
Body
Conclusion
Works Cited
16
Guidelines for a Proper Title
Purpose of the title is identification
Should indicate subject and position of essay
Should not be more than 6 words
Cliché/slang/humor allowed in title
Cute/clever/funny title does not necessarily indicate a proper
title

17
Introduction – First Impression
Must not summarize your entire paper
No dictionary/formal definitions
No clichés or overused phrases
No apologies
Must include your thesis statement
Should be a preview/guide to your essay
18
Thesis Statement
(The Main Idea of Your Paper)
One thesis per paper
Only one sentence

Combination of fact and opinion
Avoid phrases such as – in my opinion, I think, I believe, it
seems to me, I feel
19
A Thesis Should Contain…
Your topic
Your position on the topic
At least 2 reasons to support your position (but no more than 3)
20
Introductory Techniques
Provide background info
Tell a relevant story

State why your topic is important
Relevant images or description
Present an opposing viewpoint
Relevant quotation(s)
21
Techniques(cont’d)
Relevant example(s)
Relevant question(s) [not more than 3]
Finding common ground with the reader/audience
Length of introduction – 1 paragraph, ¼ to ½ page (5-10 lines)
22
Body Paragraphs
Where you explain or prove your thesis with evidence.

Every reason must have at least one piece of evidence
23
Evidence – Basis of Your Argument
Some types of evidence – observations (real or artificial),
statistics, tests/experiments, analogies, expert testimony,
examples, analyses, predictions, personal experience, religious
views, etc
Note: Statistics must be from 2014 onwards years and contain
sample size
24
Characteristics of Evidence

Relevant
Specific
Adequate
Accurate
Representative
Verifiable
25
Support Your Reasons (cont’d)
Have a variety of evidence
Maintain proper perspective (e.g. movies, stereotypes)
Distinguish between fact, opinion, and false statement
Beware of “the blame game”
Is evidence local or universal?
26
Support Your Reasons (cont’d)

Make sure evidence is understandable to audience
Treat all issues as ‘sensitive issues’ (balance between arguing
and offending)
27
Body Paragraphs
Write paras that are focused, developed and organized
Length of paras: ¼ - ¾ (5-18 lines) of a page. Have balance
among reasons!
How many paras per reason – you decide
Ask yourself – would my paper be any different if I took this
paragraph out?
28

Conclusion – Final Impression
Do not summarize your entire paper
Do not repeat thesis or introduce any new main ideas
Avoid statements like in conclusion, to summarize, in closing,
etc.
29
Conclusion – Final Impression
Summarize most important reason only (do not even mention
other reason/s)
If you want, you can use any introduction technique (other than
the one you used in the intro) to help you summarize
Length of conclusion – 1 paragraph, ¼ to ½ page (5-10 lines)

30
The Research Process
Research involves finding, evaluating, using & documenting
sources
Most important consideration when evaluating a source – who is
the author or manager or editor of the information?
31
Plagiarism
Plagiarism is using another person’s language or ideas without
acknowledging them or using them and acting as if they were
your own.
Plagiarism is derived from the Latin word for kidnapper or
thief.

32
Plagiarism (cont’d)
Plagiarism is treated so seriously because you are trying to be
someone you are not and not acknowledging the hard work or
effort of someone else.
33
Types of Plagiarism
Deliberate plagiarism – with intent
Accidental/unintentional plagiarism – due to carelessness,
hurry, or ignorance
34

Cite Sources…
When you quote an entire sentence word for word
When you quote part of a sentence word for word
When using your own language but based on someone else’s
idea (paraphrasing)
35
Works Cited vs Bibliography
Bibliography – can list all sources referenced or referred to
even if they do not appear in your paper
Works Cited – can list only those sources actually used in your
paper
We are using Works Cited
36
Indicating Sources in Paper

I. By name of author
According to name of author, “72% of people that….”
“72% of 300 people surveyed stated that….” (name of author).
Name of author = first & last name or just last name, NOT just
first name.
II. By name of source (e.g. book/article).
According to name of source, “72% of people that….”
“72% of 300 people surveyed stated that….” (name of source).
If source is book/magazine/newspaper/ website put in italics.
If source is name of article put in quotation marks.
Can use various verbs for introducing quotes/paraphrases
(asserts, believes, claims, reports, observes, etc)

Quote should not be more than 4 lines
Quote should not be in first or last sentence of any paragraph.
For print sources, page number(s) should be indicated.
For the 4 required sources (2 print and 2 database), you must
quote something from them, not simply paraphrase.
After you have at least one quote from each of the required
sources, if you want to paraphrase, you can.
You should have no more than two paraphrases in the essay.
Times New Roman, size 12 font
1-inch margins all around
Double-spaced
Black ink, white paper
Stapled (in order!)
Layout of first page – see example essay on e-campus
Need last name and page number in top right corner of every
page
Formatting (MLA)

Formatting (MLA)
3-4 pages of content (Works Cited page does not count)
Length starts with first word of intro para (NOT top of first
page)
Make sure on each full page you have 23 lines total; otherwise,
you will have to make up those lines on the last page to meet
the minimum length requirement.
Format of entries – must follow current MLA standards
(handout on e-campus).
Every entry in works cited page must correspond to an entry in
your paper and vice versa.
Formatting (cont’d)
Some Specifics Regarding Formal Writing
Avoid clichés/slang and informal language
Avoid repetition/wordiness
Have correct spelling & punctuation
Use correct rules for capitalization, abbreviations, and numbers

First word in a sentence
A sentence in a direct quotation
Main words in titles/headings (unless the others words are the
first or last ones)
Capitalization
46
Proper nouns
Companies, holidays, months, days, historical events &
documents, religious documents, languages, specific courses

Capitalization (cont’d)
47
Seasons of the year
Words like company, department, school, college, government,
association when they stand alone
Names of commercial products (e.g. Nike shoes Not Nike
Shoes)
Capitalization Pitfalls
48
Shortened form of a word
CAN USE common ones for people - Mr. George Smith, Dr.
Kathy Lawrence, Jim Jones M.D., Carlos Lopez Jr., J.B. Russell
CAN USE for companies if you are confident that audience will
know what they are – AAA, NLC, AT&T, FBI,UPS

Abbreviations
49
CAN USE for unit of time – a.m. or A.M. NOT a.M.
CANNOT USE address abbreviations – St., Ave., P.O. Box,
DFW, TX (exception:USA)
CANNOT USE for units of measure – cm,ft,in,gal,lb,kg,mph
Abbreviations (cont’d)
50
CANNOT USE for days and months
Varies for miscellaneous abbreviations - ASAP, ETA, CEO,
DVD, ATM
Abbreviations (cont’d)

51
Spell out numbers 1-100
Use numerals, even for numbers less than hundred, with units of
measure and with percentages.
In a list, if there are numbers greater than hundred, use
numerals for all.
Numbers
52
Spell out when numbers occur at the start of the sentence
Spell out indefinite numbers
Years – spell out or use numerals
Ages - Spell out or use numerals
Sums of money are written in numerals
Numbers (cont’d)

53
Words and numerals are used for amounts of a million or more
For time, numerals are used with a.m. or p.m. and words must
be used with “o’clock”
For dates, the ‘th’ or the ‘st’ or ‘rd’ or ‘nd’ in not needed as
long as the month is written first.
Numbers (cont’d)
54
Must write on second topic in your list of assigned topics
Have at least three reasons to justify your position (but not
more than five)
Have a separate paragraph (between the intro and body) to give
some additional context/background of the issue
Requirements of Essay 2

55
Body - explain & defend reasons with evidence
In each reason, you must indicate one strategy you have used in
that reason (indicated with ** and name of the strategy at the
beginning of the first paragraph for each reason)
Don’t indicate the same strategy in more than one reason
Have a separate paragraph between body and conclusion that
contains two counterarguments
Concluding paragraph will be just the solution (no summary!)
Length: 6-8 pages (not counting Works Cited)
Length starts with first word of intro para (NOT top of first
page)
Make sure on each full page you have 23 lines total; otherwise,
you will have to make up those lines on the last page to meet

the minimum length requirement.
Intro (1 para, ¼ - ½ page or 5-10 lines): Any intro technique(s)
and thesis
Background (1 para, ¼ - ½ page or 5-10 lines): Any two
history/background techniques
Body (multiple paras, ¼ - ¾ page each or 5-18 lines): Explain
reasons with evidence
Counterarguments (1 para, no more12 lines): Two
counterarguments and their responses
Conclusion (1 para, ½ - ¾ page or 10-18 lines):

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