In this PowerPoint you'll learn which information in a research paper requires documentation; you'll also learn about citations and Works Cited entries.
This document provides instructions for drafting a research paper. It discusses including an attention-grabbing introduction with background information and a thesis statement. The body should have multiple paragraphs supporting each main idea from the outline. It concludes with wrapping up the key points. An example paper about ragtime music's impact is used to illustrate the parts of a research paper.
This document provides guidelines and requirements for a project on an American history theme that spans from 1880 to 2000. Students must choose a theme, such as immigration or transportation, and develop a museum exhibit presenting artifacts and explanations that illustrate how the theme impacted US history over the 120-year period. The project involves choosing a theme, writing an annotated bibliography, getting exhibit artifacts approved, and submitting a final paper, PowerPoint, or website that presents the museum exhibit. Requirements include a certain number of artifacts, sources, in-text citations, and a works cited list using MLA format.
This document provides instructions for students to complete a research project on a turning point in American history between 1600-1920. It outlines four graded assignments that make up the project: choosing a research topic, creating an annotated bibliography, writing a research journal, and a final research paper. It provides guidance and criteria for each assignment, as well as deadlines. Resources from the National History Day website are recommended to help students with their research and formatting of citations. The document emphasizes communicating with the teacher if any issues arise.
The document provides instructions for formatting references pages according to APA style. It should be headed "References" and listings should be alphabetized. Entries should have a hanging indent of 0.5 inches. Capitalization follows APA rules, such as capitalizing the first letter of the first word in titles and journal names. Examples of reference formats are provided for journal articles, books, newspapers, and electronic sources.
This document summarizes a presentation about plagiarism and APA citation style. It discusses what needs to be cited according to APA style, including direct quotes, paraphrased material, and ideas from other sources. It provides examples of citing authors in both parenthetical in-text citations and reference list entries, including books, journal articles, and sources with multiple authors. The presentation encourages practicing citations and asks attendees to provide feedback.
The document provides guidance on writing essays for the AP World History exam's document-based question (DBQ). It emphasizes analyzing the documents to form a thesis addressing the prompt, citing documents as evidence for arguments in groups, and including point of view analysis for each document. Scoring focuses on thoroughly addressing the prompt using documents as evidence. The rubric awards points for the thesis, grouping documents, addressing each document once, and including point of view analysis.
The document provides instructions for writing a DBQ (Document Based Question) essay. It explains that a DBQ essay requires an introductory thesis paragraph and uses evidence from documents provided to support the thesis. It notes that outside information from the student's broader knowledge is also required to comprise the majority of the essay. The document advises students to read, analyze, and group the documents by position before incorporating them into the essay in a way that illustrates and proves the thesis, rather than just quoting the documents directly.
This document provides instructions for writing a successful DBQ (document-based question) essay. It begins by likening the essay structure to a hamburger, with an introductory paragraph acting as the top bun to establish the thesis and subtopics. The body paragraphs are the meat that uses evidence from documents and outside information to support the subtopics. The concluding paragraph is the bottom bun that restates the thesis in a broader context. It provides specific tips for each section, such as using attribution when citing documents and putting the documents in historical perspective. The goal is to write a cohesive essay that addresses the question using evidence from the provided sources.
This document provides instructions for drafting a research paper. It discusses including an attention-grabbing introduction with background information and a thesis statement. The body should have multiple paragraphs supporting each main idea from the outline. It concludes with wrapping up the key points. An example paper about ragtime music's impact is used to illustrate the parts of a research paper.
This document provides guidelines and requirements for a project on an American history theme that spans from 1880 to 2000. Students must choose a theme, such as immigration or transportation, and develop a museum exhibit presenting artifacts and explanations that illustrate how the theme impacted US history over the 120-year period. The project involves choosing a theme, writing an annotated bibliography, getting exhibit artifacts approved, and submitting a final paper, PowerPoint, or website that presents the museum exhibit. Requirements include a certain number of artifacts, sources, in-text citations, and a works cited list using MLA format.
This document provides instructions for students to complete a research project on a turning point in American history between 1600-1920. It outlines four graded assignments that make up the project: choosing a research topic, creating an annotated bibliography, writing a research journal, and a final research paper. It provides guidance and criteria for each assignment, as well as deadlines. Resources from the National History Day website are recommended to help students with their research and formatting of citations. The document emphasizes communicating with the teacher if any issues arise.
The document provides instructions for formatting references pages according to APA style. It should be headed "References" and listings should be alphabetized. Entries should have a hanging indent of 0.5 inches. Capitalization follows APA rules, such as capitalizing the first letter of the first word in titles and journal names. Examples of reference formats are provided for journal articles, books, newspapers, and electronic sources.
This document summarizes a presentation about plagiarism and APA citation style. It discusses what needs to be cited according to APA style, including direct quotes, paraphrased material, and ideas from other sources. It provides examples of citing authors in both parenthetical in-text citations and reference list entries, including books, journal articles, and sources with multiple authors. The presentation encourages practicing citations and asks attendees to provide feedback.
The document provides guidance on writing essays for the AP World History exam's document-based question (DBQ). It emphasizes analyzing the documents to form a thesis addressing the prompt, citing documents as evidence for arguments in groups, and including point of view analysis for each document. Scoring focuses on thoroughly addressing the prompt using documents as evidence. The rubric awards points for the thesis, grouping documents, addressing each document once, and including point of view analysis.
The document provides instructions for writing a DBQ (Document Based Question) essay. It explains that a DBQ essay requires an introductory thesis paragraph and uses evidence from documents provided to support the thesis. It notes that outside information from the student's broader knowledge is also required to comprise the majority of the essay. The document advises students to read, analyze, and group the documents by position before incorporating them into the essay in a way that illustrates and proves the thesis, rather than just quoting the documents directly.
This document provides instructions for writing a successful DBQ (document-based question) essay. It begins by likening the essay structure to a hamburger, with an introductory paragraph acting as the top bun to establish the thesis and subtopics. The body paragraphs are the meat that uses evidence from documents and outside information to support the subtopics. The concluding paragraph is the bottom bun that restates the thesis in a broader context. It provides specific tips for each section, such as using attribution when citing documents and putting the documents in historical perspective. The goal is to write a cohesive essay that addresses the question using evidence from the provided sources.
This document provides an overview of APA internal citation style. It explains that internal citations, also known as parenthetical citations, should be used in the body of the paper to give credit to authors for their ideas and show the reader where the information comes from. The document discusses paraphrasing versus directly quoting sources and provides examples of both. It also provides guidance on citing sources with no author, two authors, three to five authors, and six or more authors. Finally, it includes a checklist for the references page.
This document provides guidance on creating in-text citations and a works cited page using MLA format. It explains that the works cited page should be created first as it will include the information needed for the in-text citations. Examples are provided for different types of in-text citations depending on whether the author, page numbers, or organization are known. Formatting guidelines are outlined for the works cited page, including alphabetizing entries and indenting subsequent lines. Various library databases and citation tools are recommended for automatically generating citations.
This document provides information and instructions for conducting library research. It discusses identifying relevant databases and keywords, constructing effective searches, and differentiating between scholarly and popular sources. Tips are included for searching by subject or article type. The document also addresses citing sources in APA and MLA styles and common citation errors.
Topic Specific Research for Graduate EducationNicoleBranch
This document provides an overview of resources and strategies for education majors conducting research at Holy Names University Library. It discusses developing focused research topics, using keywords and Boolean operators to refine searches, exploring library databases and other sources, and applying proper citation styles. The librarian, Nicole Branch, offers assistance on topic development, database searching, and citations.
The document provides guidance on using APA style referencing for literature reviews. It discusses the key components of APA style, including reference pages, parenthetical citations, and specific formatting guidelines for different source types such as books, journal articles, websites, and more. Specific rules are outlined for listing author names, publication years, titles, and other publication details for different source formats. Maintaining proper APA style is important for giving credibility to writing and avoiding plagiarism.
The document provides instructions for conducting research for a communication course project. It outlines resources for searching for books and articles, including databases and search techniques. It recommends finding rhetorical analysis of topics, using sample chapters to find relevant article citations. The document also covers properly formatting citations and common citation errors to avoid.
This document provides an explanation of the SAF method for answering questions that require evidence or support. SAF stands for Claim, Data, Warrant, Conclusion. It explains that the Claim states what you are trying to prove, Data provides evidence from the text or personal experiences to back up the Claim, Warrant connects the Data to the Claim, and the Conclusion restates the answer. The document recommends using SAF for most text-based questions and notes it will help with assignments, assessments, and future courses. It provides an example of using SAF to answer the question "What is the most beautiful thing you have seen?"
This document provides an introduction to research for speeches, including how to find and cite sources. It discusses using the library catalog and databases to search for articles, books, and other materials. It demonstrates how to search with keywords, phrases, and truncation. The document also covers evaluating sources, citing sources in APA or MLA style using citation generators, common citation errors, and requesting full-text articles through interlibrary loan.
This document provides guidance for a sociology lesson plan assignment requiring outside sources. It instructs students to include 5-6 peer-reviewed journal articles on their topic, with each citation followed by a one-paragraph description. It then offers tips for selecting a topic and related terms, searching databases using different operators and phrases, finding specialized sources on theories, ethnic groups, sample lesson plans, and opinions. Finally, it reviews how to get full-text articles not available in the database and recaps the research process.
This document provides an overview of APA citation style and plagiarism. It discusses what needs to be cited according to APA style, including both direct quotes and paraphrased ideas. Examples are given for citing sources in-text, including multiple authors, organizations as authors, and special cases. Information on formatting reference list entries is also presented for various source types such as books, journal articles, and websites. Attendees are encouraged to complete a practice worksheet and feedback form.
This document provides an overview of conducting a literature review. It covers bibliographic managers like Zotero and EndNote, searching techniques using keywords, databases, and search fields. Tips are provided for effective searching, including using census labels, setting alerts, and always searching within databases. The document advises focusing literature review summaries on findings, discussion and results rather than introductions or opinions. Common citation errors are identified and how to fix them, such as capitalization issues and missing page numbers. Contact information is provided for the honors librarian for any additional questions.
This document provides tips for writing a successful DBQ (document-based question) essay. It recommends including an introductory paragraph with a thesis statement and overview of sub-topics. Two or more body paragraphs should be used to analyze documents and outside information relevant to each sub-topic, and reference documents in an APPARTS format. The conclusion should restate the thesis and discuss broader historical context. Overall, it likens a strong DBQ to a tasty hamburger with intro, body, and conclusion paragraphs as the bun and meat.
The document provides a flowchart to help determine if a potential article is appropriate for a COMM 200 class. It asks a series of questions to establish if the article is from an academic journal on the approved communication journal list, relates to the chosen topic, and contains necessary elements like data, analysis, or book reviews. If any questions are answered "no" the article is not suitable, while "yes" leads to further evaluation or approval to use the article.
This document provides instructions for completing a document-based question (DBQ) essay about factors that shaped the modern Olympic movement. It lists the scoring criteria, such as having a thesis with two factors, addressing and supporting the thesis with evidence from the documents, grouping the documents in at least three ways, analyzing the point of view of two documents, and identifying an appropriate additional document. It also includes sample documents to analyze and examples of how to complete each scoring requirement.
This document provides guidelines for formatting citations in MLA style, including the core elements that should be included in every citation such as author, title, publisher and date. It explains how to format elements like author names, titles, volume/issue numbers, publishers, dates, and URLs/DOIs. Page numbers and other location elements are also addressed. The document aims to provide a standard template for citing all different source types in a consistent manner in MLA format.
This document provides guidance on conducting academic research, including identifying relevant topics and disciplines, finding empirical journal articles, developing search terms and strategies, citing sources properly, and obtaining full text articles. Key steps outlined are to identify 10-15 page empirical articles published in academic journals within the last 20-40 years that contain methodology sections and were written by university-affiliated authors. Tips are provided for searching databases using keywords, phrases, and root terms as well as common citation formatting issues and solutions in APA and ASA styles. Obtaining full text articles through the university library is also summarized.
This document provides guidance for a sociology lesson plan assignment requiring outside sources. It instructs students to include 5-6 peer-reviewed journal articles on their topic, with each citation followed by a one-paragraph description. It then guides students through choosing a topic, identifying key terms and variables, considering related disciplines, and scoping the main issues. Finally, it offers tips for specialized research on theories, ethnic groups, sample lesson plans, opinions/viewpoints, and directions for accessing full texts when articles are not available in full through the university databases.
This document provides instructions for a debate that will take place the next day. It tells students to organize their four reasons for their position and their partner's rebuttals for the opposing position for the four debate rounds. It provides the schedule for the day and outlines the structure of the debate, emphasizing the need to focus on one reason and rebuttal per round using thorough evidence from research sources. Students are expected to prepare notes, sources, and have their ideas mostly memorized for the debate.
But I'm Not an English Teacher Part ThreeJean Reynolds
You don't have to be an English whiz to write effective police reports - or to be an effective instructor. This is the third of three PowerPoints offering practical tips for solving common writing problems.
This document provides an overview of APA internal citation style. It explains that internal citations, also known as parenthetical citations, should be used in the body of the paper to give credit to authors for their ideas and show the reader where the information comes from. The document discusses paraphrasing versus directly quoting sources and provides examples of both. It also provides guidance on citing sources with no author, two authors, three to five authors, and six or more authors. Finally, it includes a checklist for the references page.
This document provides guidance on creating in-text citations and a works cited page using MLA format. It explains that the works cited page should be created first as it will include the information needed for the in-text citations. Examples are provided for different types of in-text citations depending on whether the author, page numbers, or organization are known. Formatting guidelines are outlined for the works cited page, including alphabetizing entries and indenting subsequent lines. Various library databases and citation tools are recommended for automatically generating citations.
This document provides information and instructions for conducting library research. It discusses identifying relevant databases and keywords, constructing effective searches, and differentiating between scholarly and popular sources. Tips are included for searching by subject or article type. The document also addresses citing sources in APA and MLA styles and common citation errors.
Topic Specific Research for Graduate EducationNicoleBranch
This document provides an overview of resources and strategies for education majors conducting research at Holy Names University Library. It discusses developing focused research topics, using keywords and Boolean operators to refine searches, exploring library databases and other sources, and applying proper citation styles. The librarian, Nicole Branch, offers assistance on topic development, database searching, and citations.
The document provides guidance on using APA style referencing for literature reviews. It discusses the key components of APA style, including reference pages, parenthetical citations, and specific formatting guidelines for different source types such as books, journal articles, websites, and more. Specific rules are outlined for listing author names, publication years, titles, and other publication details for different source formats. Maintaining proper APA style is important for giving credibility to writing and avoiding plagiarism.
The document provides instructions for conducting research for a communication course project. It outlines resources for searching for books and articles, including databases and search techniques. It recommends finding rhetorical analysis of topics, using sample chapters to find relevant article citations. The document also covers properly formatting citations and common citation errors to avoid.
This document provides an explanation of the SAF method for answering questions that require evidence or support. SAF stands for Claim, Data, Warrant, Conclusion. It explains that the Claim states what you are trying to prove, Data provides evidence from the text or personal experiences to back up the Claim, Warrant connects the Data to the Claim, and the Conclusion restates the answer. The document recommends using SAF for most text-based questions and notes it will help with assignments, assessments, and future courses. It provides an example of using SAF to answer the question "What is the most beautiful thing you have seen?"
This document provides an introduction to research for speeches, including how to find and cite sources. It discusses using the library catalog and databases to search for articles, books, and other materials. It demonstrates how to search with keywords, phrases, and truncation. The document also covers evaluating sources, citing sources in APA or MLA style using citation generators, common citation errors, and requesting full-text articles through interlibrary loan.
This document provides guidance for a sociology lesson plan assignment requiring outside sources. It instructs students to include 5-6 peer-reviewed journal articles on their topic, with each citation followed by a one-paragraph description. It then offers tips for selecting a topic and related terms, searching databases using different operators and phrases, finding specialized sources on theories, ethnic groups, sample lesson plans, and opinions. Finally, it reviews how to get full-text articles not available in the database and recaps the research process.
This document provides an overview of APA citation style and plagiarism. It discusses what needs to be cited according to APA style, including both direct quotes and paraphrased ideas. Examples are given for citing sources in-text, including multiple authors, organizations as authors, and special cases. Information on formatting reference list entries is also presented for various source types such as books, journal articles, and websites. Attendees are encouraged to complete a practice worksheet and feedback form.
This document provides an overview of conducting a literature review. It covers bibliographic managers like Zotero and EndNote, searching techniques using keywords, databases, and search fields. Tips are provided for effective searching, including using census labels, setting alerts, and always searching within databases. The document advises focusing literature review summaries on findings, discussion and results rather than introductions or opinions. Common citation errors are identified and how to fix them, such as capitalization issues and missing page numbers. Contact information is provided for the honors librarian for any additional questions.
This document provides tips for writing a successful DBQ (document-based question) essay. It recommends including an introductory paragraph with a thesis statement and overview of sub-topics. Two or more body paragraphs should be used to analyze documents and outside information relevant to each sub-topic, and reference documents in an APPARTS format. The conclusion should restate the thesis and discuss broader historical context. Overall, it likens a strong DBQ to a tasty hamburger with intro, body, and conclusion paragraphs as the bun and meat.
The document provides a flowchart to help determine if a potential article is appropriate for a COMM 200 class. It asks a series of questions to establish if the article is from an academic journal on the approved communication journal list, relates to the chosen topic, and contains necessary elements like data, analysis, or book reviews. If any questions are answered "no" the article is not suitable, while "yes" leads to further evaluation or approval to use the article.
This document provides instructions for completing a document-based question (DBQ) essay about factors that shaped the modern Olympic movement. It lists the scoring criteria, such as having a thesis with two factors, addressing and supporting the thesis with evidence from the documents, grouping the documents in at least three ways, analyzing the point of view of two documents, and identifying an appropriate additional document. It also includes sample documents to analyze and examples of how to complete each scoring requirement.
This document provides guidelines for formatting citations in MLA style, including the core elements that should be included in every citation such as author, title, publisher and date. It explains how to format elements like author names, titles, volume/issue numbers, publishers, dates, and URLs/DOIs. Page numbers and other location elements are also addressed. The document aims to provide a standard template for citing all different source types in a consistent manner in MLA format.
This document provides guidance on conducting academic research, including identifying relevant topics and disciplines, finding empirical journal articles, developing search terms and strategies, citing sources properly, and obtaining full text articles. Key steps outlined are to identify 10-15 page empirical articles published in academic journals within the last 20-40 years that contain methodology sections and were written by university-affiliated authors. Tips are provided for searching databases using keywords, phrases, and root terms as well as common citation formatting issues and solutions in APA and ASA styles. Obtaining full text articles through the university library is also summarized.
This document provides guidance for a sociology lesson plan assignment requiring outside sources. It instructs students to include 5-6 peer-reviewed journal articles on their topic, with each citation followed by a one-paragraph description. It then guides students through choosing a topic, identifying key terms and variables, considering related disciplines, and scoping the main issues. Finally, it offers tips for specialized research on theories, ethnic groups, sample lesson plans, opinions/viewpoints, and directions for accessing full texts when articles are not available in full through the university databases.
This document provides instructions for a debate that will take place the next day. It tells students to organize their four reasons for their position and their partner's rebuttals for the opposing position for the four debate rounds. It provides the schedule for the day and outlines the structure of the debate, emphasizing the need to focus on one reason and rebuttal per round using thorough evidence from research sources. Students are expected to prepare notes, sources, and have their ideas mostly memorized for the debate.
But I'm Not an English Teacher Part ThreeJean Reynolds
You don't have to be an English whiz to write effective police reports - or to be an effective instructor. This is the third of three PowerPoints offering practical tips for solving common writing problems.
Although police reports seem different from one another, most of them fall into just four types. That's the good news. Even better: Each types builds on the previous one. Learn how to recognize - and write - the four types of police reports in this short video. You can download a free chart to go with this PowerPoint at www.YourPoliceWrite.com.
Police writing is different in some important ways from the writing you may have done in high school and college. You still need many of the usage and writing skills you learned in school, but you also need to master the special requirements of police reports.
Criminal Justice 4: Organizing and Writing a ReportJean Reynolds
The document discusses guidelines for organizing and writing effective police reports. It recommends starting to organize information at the crime scene by noting details about yourself, victims, witnesses, suspects, evidence and the disposition. When writing the report, follow your agency's procedures and include an opening sentence with key details like date, time, location, names of those involved and the nature of the call. Each subsequent paragraph should focus on a witness, victim or suspect. Include all investigative steps, contact information, verbatim quotes, evidence details and fully explain how the case was resolved.
Common mistakes police officers make in reports include using unnecessary jargon, writing in passive voice which omits essential information, misusing capitalization, and making assumptions rather than reporting objective facts. The document provides 10 specific examples of common errors like placing punctuation outside quotation marks, misspelling words, and omitting the results of investigations. It recommends using active voice, precise language, and resources on report writing skills.
Criminal Justice 1: What is a Professional Report?Jean Reynolds
This document discusses the importance of police report writing and the qualities of an effective report. A well-written report documents actions, provides statistical data, aids investigations, and demonstrates professionalism. An efficient report only includes necessary facts and logically sequences information. A thorough report has all details needed for follow-up like dates, locations, evidence. A professional report uses standard English and follows agency guidelines. An objective report states only observed facts without opinions or judgments.
This document provides guidance on the proper use of apostrophes in English grammar. It explains that apostrophes are used to indicate possession or an omitted letter or digit, not to form plurals. Key rules covered include using an apostrophe before the "s" when making something possessive if it is singular and after the "s" if it is plural. Possessive pronouns like "his", "hers" and "its" do not use apostrophes. Examples are provided to demonstrate these rules for words, names and pronouns. Readers are directed to the author's website for additional apostrophe exercises and practice.
The document discusses Comma Rule 1, which states that a comma should be used when a sentence begins with an extra idea, not a subject. An extra idea is something that is incomplete and does not start with a person, place or thing. The rule is explained through examples of sentences with and without leading extra ideas. Readers are prompted to identify which sentences in examples need commas based on this rule.
This document provides guidance on writing a research paper, focusing specifically on developing a thesis statement. It emphasizes that a good thesis must be a complete sentence that states the main point or idea to be explored in the paper. The thesis should then be supported with three convincing supporting points. An example thesis and supporting points are provided about a teenager asking for help buying a used car. Finally, the document stresses that a thesis must present an idea that can be unpacked with evidence rather than being a question or fact.
Sometimes English teachers spend more time commenting on and correcting student work than our students did when they worked on the assignment themselves. In this presentation I offer practical and positive strategies to encourage students to take more responsibility for their success as writers.
This document introduces a family including a father, mother, sister, and brother. It then introduces Lisa, who plays with her brother. Pictures and numbers are included to demonstrate formatting.
Part III Organizing Your Research PaperJean Reynolds
This document discusses how to organize a research paper. It recommends using a thesis statement and supporting ideas structure. The thesis states the main argument, such as "Ragtime changed American musical history." Supporting ideas then provide evidence for the thesis in separate paragraphs. For example, supporting ideas for how ragtime changed music could be that it introduced a unique American music, led to collaboration between black and white musicians, and gained attention from European artists. Organizing the paper this way provides a framework that readers can follow to understand the argument.
Este documento presenta los propósitos de la enseñanza del Español en la Educación Básica. Los propósitos son que los alumnos utilicen el lenguaje de manera eficiente, se desempeñen con eficacia en diversas prácticas sociales del lenguaje, y sean capaces de leer, comprender y emplear diversos tipos de texto para ampliar sus conocimientos.
Effective Public Speaking for Police OfficersJean Reynolds
There are many good reasons for you to develop your public speaking skills. A law enforcement career provides many opportunities to talk with the media and the public. You'll build confidence - and be well prepared for career advancement.
But I'm Not an English Teacher Part TwoJean Reynolds
You don't have to be an English whiz to write effective police reports - or to be an effective instructor. This is the second of three videos offering practical tips for solving common writing problems.
Creating Effective PowerPoints for Criminal JusticeJean Reynolds
This document provides tips for creating effective PowerPoint presentations for criminal justice professionals. It recommends focusing PowerPoint slides on a few words in large typeface and eye-catching images rather than blocks of text. Proper planning is important, including defining the purpose, knowing the audience, and creating an outline. Presentations should emphasize visuals over lengthy notes, and provide a printed handout for participants. Copyright laws must also be respected when selecting images.
This document provides an overview of how historians analyze and interpret primary sources to understand history. It discusses the process historians use to locate primary sources, examine them by asking questions about their context and potential biases, and draw conclusions. The document then gives an example of how historians interpreted Rosa Parks' arrest records to better understand the context and significance of her refusal to give up her bus seat, an act which helped spark the Montgomery Bus Boycott and wider Civil Rights movement.
This document provides guidance on identifying and evaluating primary sources for historical research. It defines primary sources as original materials created during the time under study that serve as evidence for interpreting the past. Examples given include letters, diaries, newspapers, government documents, images, and more. The document instructs researchers to carefully evaluate primary sources by considering their authorship, purpose, and potential biases to determine their reliability and suitability for a given research task. Researchers are directed to reputable library databases and websites to find primary sources suitable for analyzing the Cold War era.
The document discusses what a bibliography is and its purpose. A bibliography is an orderly list of all the sources consulted for a project. It allows readers to trace the sources used. The document then provides examples of different bibliography formats, such as MLA, APA, and CBE styles. It lists the core elements included in a bibliography entry for sources like books, magazines, newspapers, websites, government publications, and maps.
This document provides a finding aid for the Sally Elliott Collection held at the University of Utah's Special Collections. The collection contains 42 items dating from 1972-1997 related to Sally Elliott's work teaching winter sports through the University of Utah's Continuing Education program. It includes class documents, teaching manuals, a topical index Elliott created of journal articles, and materials from professional ski instructor organizations. The finding aid describes the collection's content and organization into 5 series to help researchers access relevant materials.
The document provides guidance on developing a research topic and question. It advises choosing a topic of interest and browsing various sources for ideas. Developing a research question gives a general topic more focus and helps with keyword searching. The document also discusses evaluating sources using the CRAAP test to assess currency, relevance, authority, accuracy and purpose. It distinguishes between popular-level and peer-reviewed sources.
This document provides an overview of library resources and services available at Berklee College of Music. It outlines goals for students such as defining information needs, gaining an appreciation for different types of information sources, effectively searching for information, evaluating sources, and knowing when and how to ask for help. The document then describes how to navigate the library catalog and databases, follow subject headings, identify different source types, and find information on citing sources. It also provides tips on searching the catalog and using interlibrary loan. Students are encouraged to ask librarians for help via email, instant message, or at the reference desk.
This document defines and describes various text features found in textbooks and other publications that help readers locate and learn information. It discusses sidebars, footnotes, charts/graphs, bibliographies, forewords, afterwords, introductions, prologues, prefaces, tables of contents, glossaries, and indexes - explaining what each feature is and how it supports the main text. These text features provide context, definitions, citations, and tools to help readers navigate and understand the content.
The document provides guidance on research skills for a history course. It discusses selecting a focused topic, incorporating information through paraphrasing rather than extensive quoting, and including accurate citations in Chicago style. Scanning sources for relevant passages, paraphrasing to demonstrate understanding, and citing work to avoid plagiarism are emphasized.
This document provides guidance on finding and evaluating high-quality sources for research projects. It discusses using scholarly books and journals, encyclopedias, catalogs like WorldCat, theses and dissertations, archives like Internet Archive, and asking librarians for help. The document also provides tips for evaluating sources based on authority, documentation, currency, and bias. It lists source types that should never be used, such as encyclopedias and Wikipedia. Finally, it discusses citing sources properly in MLA or Turabian style and includes examples of good and bad annotations.
This document discusses classifying animals based on their food/diet. It notes that monkeys in zoos are typically fed bananas or other fruits. It then asks whether other animals have the same diets or if their foods differ, implying different criteria can be used to group animals including their food sources.
What Are Good Compare And Contrast Essay TopicsStephanie Davis
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This document provides guidance on when and how to properly cite sources. It explains that both direct quotations and summaries require in-text citations that include the author's name and date. For direct quotations, the source should also be cited in a reference list using MLA format. Common examples are provided, as well as explanations of when citations are not needed, such as for facts that are considered common knowledge. Readers are tested on citation practices through multiple choice questions. The overall message is that properly citing all sources is important to avoid plagiarism and demonstrate where information was obtained.
The document provides guidance on key legislation and guidelines related to safeguarding children and young people, including the Children Act 1989, Education Act 2002, and Every Child Matters framework. It analyzes how these affect daily work, such as prioritizing children's welfare, having clear procedures for responding to abuse allegations, and raising community awareness through seminars with a designated safeguarding officer.
The document provides guidance on conducting research for an art history paper, including the types of sources to use. It discusses primary and secondary sources, and emphasizes using scholarly sources. It also provides tips for finding books, journal articles, and other sources in the library and through interlibrary loan.
How do we know what we know about History? Primary and Secondary Sourcesmosier_histgeek
This document discusses the difference between primary and secondary sources for learning about history. It defines primary sources as first-hand accounts from those present at an event, and secondary sources as accounts created by others not present that obtain information from primary sources. Examples of primary sources include diaries, letters, historical documents, newspapers, photos, and objects from a time period. Secondary sources are described as textbooks, biographies, encyclopedias, and documentaries created by historians using primary sources. The document emphasizes that primary sources provide first-hand insights while secondary sources analyze and interpret events.
This document provides the rules and questions for the Asha Open Quiz 2013 qualifier round. It states that there will be 45 questions in 1 hour, with 10 seconds per question. The top 8 teams will qualify for the finals. Mobile devices should be put away. The quizmaster's decision is final. It then provides 45 trivia questions across various topics to test the participants' knowledge.
This document discusses the difference between primary and secondary sources for research. Primary sources provide direct evidence about a topic, such as historical documents, interviews, or results of experiments. Secondary sources describe, discuss or analyze primary sources, such as newspaper or magazine articles that interpret original research. Books can also be primary or secondary sources depending on their content. Other types of primary sources include visual materials, archival materials, government documents, and tertiary sources that compile information from primary and secondary sources. Examples are provided to illustrate the difference between primary and secondary sources for specific topics.
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Question:
◦ Were
the
experiences
of
male
and
female
slaves
similar
or
different
in
the
nineteenth-‐century
South?
Reading:
1)
Narrative
of
the
Life
of
Frederick
Douglass
2)
Deborah
Gray
White,
Arn’t
I
a
Woman
3)
Any
pertinent
documents
from
textbook
and
document
collection
Requirements:
1) Papers
must
be
at
least
1,000
words
long
2) Footnotes
are
required
3) Bibliography
is
required
4) Please
number
pages
5) Please
include
a
title
page
Turabian Style - Sample Footnotes and
Bibliographic Entries (6th edition)
Turabian documentation format uses Footnotes or Endnotes and a Bibliography.
Footnotes: In the text, the note reference follows the passage to which it refers and is
marked with an arabic numeral typed slightly above the line (superscript). Notes are
arranged numerically at the foot (Footnotes) of the page. Notes include complete
bibliographic information when cited for the first time.
Bibliography: Lists only sources used in writing the paper. Entries are arranged
alphabetically by author's surname and include complete bibliographic information.
See the following examples for more information. Note the difference in form and
punctuation.
Type of
entry Footnote Entry Form Bibliography Form
Book, one
author
Daniel A. Weiss, Oedipus in Not-
tingham: D.H. Lawrence (Seattle:
Univer- sity of Washington Press,
1962), 62.
Weiss, Daniel A. Oedipus in Nottingham: D.H.
Lawrence. Seattle: University of Washington
Press, 1962.
Book, two
authors
Walter E. Houghton and G. Robert
Strange, Victorian Poetry and Poetics
(Cambridge: Harvard University
Press, 1959), 27
Houghton, Walter E., and G. Robert Strange.
Victorian Poetry and Poetics. Cam- bridge:
Harvard University Press, 1959.
Book, 3+
authors / Book
in a series
Jaroslav Pelikan and others, Reli-
gion and the University, York Univer-
sity Invitation Lecture Series
(Toronto: University of Toronto
Press, 1964), 109.
Pelikan, Jaroslav, M.G. Ross, W.G. Pollard,
M.N. Eisendrath, C. Moeller, and A. Wittenberg.
Religion and the Uni- versity. York University
Invitation Lecture Series. Toronto: University of
Toronto Press, 1964.
Book, no author
given
New Life Options: The Working
Women's Resource Book (New York:
McGraw- Hill, 1976), 42.
New Life Options: The Working Women's Re-
source Book. New York: McGraw-Hill, 1976.
Institution,
association, or
the like, as
"author"
American Library Association, ALA
Handbook of Organization and
1995/1996 Membership Directory
(Chicago: American Library
Association, 1995), MD586.
American Library Association. ALA Handbook
of Organization and 1995/1996 Member- ship
Directory. Chicago: American Library
Association, 1995.
Edito.
Village Wooing: A Play about Reading and WritingJean Reynolds
Village Wooing, a 1933 play by Bernard Shaw, is an unusual love story. Embedded in the play are some important ideas about language, reading, and writing.
This document provides guidelines for formatting manuscripts for publishing using a computer. It advises writers that computers are typesetters, not typewriters, and can think independently if given confusing commands. The key guidelines are to use styles consistently, use the space bar only once after periods and words, never use the tab key or enter key wildly, and respect the computer's ability to format text. Understanding and following these rules will help writers maintain control over their manuscript's formatting.
This document provides an analysis of George Bernard Shaw's play "A Ship A Shop". It summarizes that the play tells a story of a man and woman meeting on a ship with opposing views, as the man wants a wealthy woman and the woman wants adventure, but they both learn to value domestic life over lavish experiences. The analysis also notes that Shaw avoids commentary and leaves interpretation open, exploring themes of language, uncertainty, and how meaning is negotiated in a theatrical performance.
Bernard Shaw's play about poverty, wealth, and warfare, is also unusually preoccupied with theater. This presentation looks at Major Barbara in the context of metatheater - "the theater examining itself."
This low-cost, practical book covers everything you need to know about writing effective police reports. Exercises, practice tests, and an answer key are included.
What Your English Teacher Didn't Tell YouJean Reynolds
The document discusses three main ideas:
1) Writing should showcase the writer's experiences and ideas rather than just filling space. Stories are an effective way to engage readers.
2) Many English usage rules were invented by Lindley Murray in the 18th century without linguistic expertise, and some may not withstand scrutiny.
3) Critical thinking is needed when evaluating English usage rather than relying on rules from teachers. Usage changes over time, and rules from different fields like science may not apply to everyday writing.
But I'm Not an English Teacher! Part OneJean Reynolds
Many academy instructors feel uncomfortable teaching report writing. Isn't that a job for English teachers? This PowerPoint has a reassuring answer: There aren't many usage issues, and they're easily dealt with.
Jean Reynolds is a longtime English instructor, editor, consultant, and professional writer. She offers a new approach to building your writing skills and confidence quickly and efficiently. She is the author of "What Your English Teacher Didn't Tell You," a guide to excellent writing for tasks in school, college, the workplace, the community, and personal enrichment.
Writing a Police Report That's CompleteJean Reynolds
Police reports must be complete to stand up in court. Incomplete reports can result from passive voice, stating opinions rather than facts, and omitting search results. Passive voice leaves out who performed an action. Opinions are unlikely to be accepted in court; facts such as a car crossing the center line three times are needed. Search results, such as finding no fingerprints, must be included to provide a full account of the investigation. Complete reports use active voice and specific details rather than labels or opinions.
The document provides guidance on writing compelling memoirs and personal essays. It suggests shedding inhibitions to access inner truths and embracing vulnerability. Various anecdotes are provided about the author's writing struggles and lessons learned through teaching, graduate school, and publishing. Writing tips include starting with interesting parts of the story, adding details, finding one's voice, using a discovery draft approach followed by structure, and focusing on effective sentences. The overall message is that memoir writing involves exposing oneself and one's experiences while mastering certain concepts and tools.
Using However, Therefore, and Nevertheless Correctly in Criminal Justice WritingJean Reynolds
However, nevertheless, and therefore are extremely useful words for criminal justice writing. A few simple rules will help you write sophisticated sentences correctly.
Professional Sentence Patterns for Police Officers: Part IIJean Reynolds
Professional sentence patterns enhance your credibility. This PowerPoint will teach you two easy-to-use advanced sentences, along with their punctuation.
Solving Verb Problems in Police ReportsJean Reynolds
Here are four rules for avoiding verb mistakes in your police reports. Clear, jargon-free explanations help you understand the rules - and examples are included for you.
Professional Sentence Patterns for Police Reports Part IJean Reynolds
Effective sentences are the building blocks for successful police reports - and they're essential tools as you climb the career ladder in law enforcement. This PowerPoint shows you how to write (and punctuate) two essential sentence patterns.
You can write reports more confidently and efficiently when you recognize that there are four basic types of reports. Learning their special characteristics and requirements of each type makes the writing process much easier.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
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Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
6. Very likely your information came from books,
magazines, and online sources.
But remember that research
can also involve travel,
phone calls, and personal
interviews.
When Edward A. Berlin
researched his biography of
composer Scott Joplin, he
traveled widely and found
much new information about
Joplin.
8. Make sure you know which documentation
system your instructor wants you to use.
MLA is the usual choice for papers in English courses
and the humanities
APA is recommended for papers in the physical and
social sciences
Some institutions prefer the Chicago Manual of Style or
Turabian.
Ask your instructor!
9. You’ll need to locate a documentation guide.
Details (periods, commas, word order) have to be
done carefully.
If your college or university has an official handbook, make
sure you have a copy. It will have instructions for
documenting your paper.
Your institution’s library has handbooks and other resources.
OWL (The Online Writing Lab) at Perdue University is a
wonderful free resource: https://owl.english.purdue.edu.
Librarians are glad to answer questions (but don’t expect
them to do your work for you).
11. The next step is to understand which information
needs to be documented—and which doesn’t.
12. You should document only information that
someone might question. For example…
But there is disagreement
about:
the causes of the Civil War
the way mushrooms are
classified
Scott Joplin’s date of birth
(there’s no birth certificate)
the proper role of the
Supreme Court
Nobody is going to argue about:
when President Theodore
Roosevelt was born
the names of generals during
the Civil War
the scientific names of most
plants and animals
13. And you must always give sources for…
quotations
statistics
data
14. How to Insert Sources
Reread your research
paper. Every time you
come to a fact, quotation,
or statistic that must be
documented, write an in-
text citation (shown in
blue).
A research study by Max Morath
and John Edward Hasse found
that by 1930 at least 220
women had published at least
one rag or ragtime song (White
316).
15. How to Insert Sources
If you’ve done your
research carefully, you
should already have
written down the
information you need
(author, title, page number,
etc.).
If not, you may have to do
some backtracking.
16. Let’s look at page 1 of our research paper about
ragtime. (The citations are done in MLA format.)
17. There are several historic facts in the first paragraph. How
many of them require documentation?
18. The answer is none. There’s no controversy
about most historic facts.
X In 1976 Joplin posthumously received a Pulitzer Prize.
X By the time Joplin died, ragtime was losing popularity.
X By the 1970s, Americans were rediscovering ragtime.
X Ragtime became popular again in the 1970s.
X Scholars became interested in ragtime.
19. And we won’t document the thesis. It’s the main
point of this research paper, and we’ll be
supporting it in every paragraph.
X Historians today point to the ragtime era (1895-1915) as
a turning point in American musical history. THESIS
20. But we WILL need to document other kinds of
information:
✓ Quotations
✓ Information from experts
✓ Historical facts that require verification
22. This is a useful quotation because it indicates
how important ragtime music was.
According to music scholars William Schafer and Johannes Riedel,
“Ragtime effected a total musical revolution, the first great impact of
black folk culture on the dominant white middle-class culture of
America” (xi).
23. If we look up William Schafer in the Works Cited
List on the last page, we’ll find that he’s the co-
author of…
26. If you want to look up the quotation, you’ll find it
on page xi (in the Introduction).
According to music scholars
William Schafer and
Johannes Riedel, “Ragtime
effected a total musical
revolution, the first great
impact of black folk culture
on the dominant white
middle-class culture of
America” (xi).
28. Just before Joplin died, he
announced that he was working
on a symphony (Berlin 238).
No traces of a symphony
by Scott Joplin have been
found. Is the story true?
29. Yes, it’s true! Scholar Edward Berlin dug through
some old newspaper articles and found an
interview with Joplin that mentioned his
symphony.
The story is told on
page 238 of Berlin’s
book King of Ragtime.
31. The publisher is the Oxford University Press. MLA
style requires a capital “U”—you don’t spell out
“University” in a citation.
32. Let’s do one more citation. Here’s a story from
page two of the research paper.
33. This story is useful because it shows how popular ragtime
was—even the President’s daughter loved it! But is this
story true?
34. The answer is yes. H. Loring White verified the story
and included it in his book Ragging It.
35. Here are the story and the citation:
Ragtime was heard everywhere: Alice Roosevelt, daughter of
President Theodore Roosevelt, once interrupted a diplomatic
reception at the White House to ask the Marine Band to play
Joplin’s “Maple Leaf Rag” (White 216).
36. Notice that I provided the author and page
number so that readers can find the source…
Ragtime was heard everywhere: Alice Roosevelt, daughter of
President Theodore Roosevelt, once interrupted a diplomatic
reception at the White House to ask the Marine Band to play
Joplin’s “Maple Leaf Rag” (White 216).
37. …on the Works Cited page at the end of the
research paper.
38. The Works Cited page at the end of the research
paper lists complete information about each source:
author
title
date of publication
publisher
city of publication
39. You should write down this information while you’re
reading so that you’ll have it when you need it.
author
title
date of publication
publisher
city of publication
40. Be sure to include every source on your Works
Cited page.
42. Here’s another tip: Encyclopedia entries often
have recommended reading lists that are good
starting points for research.
43. If you have questions about research or
documentation, talk to your instructor or a
librarian.
44. You can read the entire ragtime paper free at
www.ragtimeresearchpaper.com.
Please take a few minutes
to look at it!
You’ll see how it’s
organized and how all the
parts work together.
45. And be sure to watch all five parts of the Writing
Your Research Paper series at
www.ResearchPaperSteps.com:
I Researching Your Topic
II Focusing Your Research Paper
III Organizing Your Paper
IV Drafting Your Research Paper
V Documenting Your Sources
46. If you’d like to sharpen your writing skills…
…go to Amazon.com
for a free preview of
What Your English
Teacher Didn’t Tell You
by Jean Reynolds, Ph.D.
47. And remember to check out the free resources at
www.WritewithJean.com.