Rhetorical modes are strategies for presenting information through writing or speech. The main rhetorical modes discussed in the document are comparison/contrast, cause and effect, classification, description, extended definition, exemplification, narration, and analysis. The document provides examples and explanations of each mode. It also discusses how to identify topics, evaluate sources, and use library resources like the catalog and databases to research topics using rhetorical modes.
This presentation gives an insight of what is a review paper,
Purpose & Objective, functions of Review Articles, Difference between Research and Review Articles, Types of Review Articles
Key points to write Review Article, Writing a Scientific Literature Review, Parts of review paper, elements of a review paper, how to write different sections of a review article
A literature review is a survey of academic sources on a particular project topic. It gives an overview of the ebb and flows information, permitting you to distinguish significant hypotheses, strategies, and holes in the current research.
A literature review is to show your reader that you have read, and have a good grasp of, the main published work concerning a particular topic or question in your field.
These slides address the process of writing an effective personal statement or essay for a graduate school application. The presentation addresses understanding the audience and the expectations, brainstorming, and developing your essay.
Presented at the Royal Geographical Society (RGS) Annual International Conference, 27-29 August 2014.
www.rgs.org/WhatsOn/ConferencesAndSeminars/Annual+International+Conference/Annual+international+conference.htm
This presentation gives an insight of what is a review paper,
Purpose & Objective, functions of Review Articles, Difference between Research and Review Articles, Types of Review Articles
Key points to write Review Article, Writing a Scientific Literature Review, Parts of review paper, elements of a review paper, how to write different sections of a review article
A literature review is a survey of academic sources on a particular project topic. It gives an overview of the ebb and flows information, permitting you to distinguish significant hypotheses, strategies, and holes in the current research.
A literature review is to show your reader that you have read, and have a good grasp of, the main published work concerning a particular topic or question in your field.
These slides address the process of writing an effective personal statement or essay for a graduate school application. The presentation addresses understanding the audience and the expectations, brainstorming, and developing your essay.
Presented at the Royal Geographical Society (RGS) Annual International Conference, 27-29 August 2014.
www.rgs.org/WhatsOn/ConferencesAndSeminars/Annual+International+Conference/Annual+international+conference.htm
Presentation I made at the Language Center of the Faculty of Arts from San Marcos University on the topic of Critical Reading. This workshop was given together with Yony Cardenas, who was in charge of the part of Critical Thinking.
This is part of the follow up ELT Upgrade workshop Series which was organized by RELO Andes with the Support of U.S. Embassy, U.S. Department of State.
Trends expert and keynote speaker Daniel Levine explains the difference between a trend and a fad, and how that helps drive the profits of modern businesses.
LING 281Template Sentences for Paper 1Templates for the au.docxmanningchassidy
LING 281
Template Sentences for Paper 1
Templates for the author’s main claim and reason
· The author’s main claim is X.
· The author reasons that X, Y, and Z.
· The author provides the following reasons for his/her claim: X; Y; and Z.
· Two reasons are given in support by the author. First,.…Second,.…
Templates for audience discussion
· The author’s audience likely consists of…
· The readers of the text are probably…
· The author appears to write for…
· This is evident through the ways the author…
· It appears as if the audience is X because Y.
· I inferred who the readers of the text likely are from textual clues such as…
Templates for the author’s textual organization
· The author organizes his article by…
· After he does X, he then goes on to do Y.
· Next, in paragraphs 4-7, the author…
· Finally, in his last section, the author…
· Perhaps the author organized his text by
in order to
.
· The reason for this organization is likely because….
A Quote Sandwich Model
Model for a “Quote Sandwich”
A paragraph that uses a quote, paraphrase, or summary, needs an introduction into the textual support and an explanation why the textual support is relevant to your argument.
It can be set up as a sandwich:
Example: (from Susie Park, a student of LING 281, Spring 2017)
TOP ( At the end of the article, Nelson states,
MIDDLE ( “You are Feidin Santana. You are CNN,”
BOTTOM ( in order to make a connection to the allusion at the beginning of the article.
Ways authors organize information in texts
Analysis
Break the subject (an object, event, or concept) down into parts and explain the various parts.
“Why?” “How?” “So what?” “What if?”
What it might mean is, how it relates to what is known, the implications it offers, in other words, my point is, to put it another way,
Cause and Effect
Explain both events and ideas. The cause is the stimulus or reason for an event or idea. The effect is the result or consequence of the even or idea.
So, because, cause, comes from, due to, if, on account of, reasons, since, stems from, accordingly, according to affect, as a result, consequence, consequently, creates, effect, hence, leads to, result, then, therefore, thus
Compare and contrast
Compare two or more items by describing how they are similar; contrast two or more items by explaining their differences; or, provide both the similarities and the differences for a number of items.
Comparison: alike, as well as, both, similarly, likewise, in the same way, analogous to, correspondingly, identical, equivalent
Contrast: alternatively, although, but, contrast, conversely, despite, differs from, however, in contrast, less, more, on the contrary, on the other hand, still, unlike, -er suffix (e.g., higher, better, newer)
Concession/refutation
Offer the opposition’s viewpoint and then tell why it is incorrect/inadequate/unimportant
Author states . . .; however, . . . .
Author believes . . ., but . . . .
Critique
Point out both the good and .
Writing Assignment: Annotated Bibliography (AB)
Due Dates (by 11:59PM):
Rubin AB entry:
1/30
AB Draft
(3 entries):
2/25
OPTIONAL:
AB Final Draft
(5 entries): 3/ 10
AB Revised Draft:
3/17
Mechanics: 6 page minimum (including 5 AB entries and a Literature Review with CRQ), double-spaced, 12 point, 1” margins, MLA (or other) format
Explanation
Annotated Bibliography is a genre of writing in academia that works to show your awareness of what others have written about a topic. The work done in an AB, including introducing the authors with brief intellectual biographies; explicating the main claims and concepts; tracing the argument and its evidence; evaluating the source; and discussing its stakes and implications gives some context to the course reading you choose to research and situates the course reading into a research topic by indicating the intellectual conversations you are entering. The point of this assignment is to practice research skills but also to dig a little deeper into 4 of our readings using research. For this assignment:Writing Task
1. Compile an Annotated Bibliographyof five scholarly sources, including one entry for Gayle Rubin’s “Thinking Sex” and 4 more scholarly sources based on researching sources that are connected to one (the deep dive) or more of our course readings. See the next page for the specific AB entry format.
· Sources
· “Scholarly” means peer-reviewed articles from academic journals or chapters in books written by experts in a field and not wikis, encyclopedias, newspapers, popular magazines/media, blogs, websites, etc. (see the Library Guide on what constitutes a scholarly source).
· “Connected” means that each of your researched, scholarly sources must be connection to a course reading in some way. You can either find a source that engages or discusses the particular critical essay or cultural text from the course calendar or you can do research on a topic or theme that is brought up in or similar to the course reading. Whatever you decide, you’ll explain the connection in your quote analysis.
· “Deep Dive” means you may also include more than one researched source per course text. You can, for instance, research two sources on a critical essay and two on a cultural text or even include 4 sources that are all about one essay or text to give some in-depth engagement with one course reading. Alternatively, you may also include 4 sources on 4 different course texts.
· Focus
· If you’d like, you canfocus your research within a broad topic, on a field of knowledge, or on a really specific object of analysis within that topic. For example, you can produce an AB based on a specific topic (like racialized hypersexuality, the sex/gender/desire matrix, or a particular sexual stereotype) or a specific discipline (for instance, focus on the sociology of sex) or an interdisciplinary one that pursues a critical research question through multiple fields of knowledge (for instance, focused on how sociology, cult.
How to use this template To use this template, replace the inst.docxwellesleyterresa
How to use this template:
To use this template, replace the instructions written in italic font with your own discussion text. Be sure to proofread your work and check it for completeness and accuracy. Delete any extra text/instructions/references that do not apply to your post. Then, copy your work and paste it into the discussion window in class.Week 1, Discussion 1: Initial Post
My personal communication style is…(Here, you should talk about the “reflect” part of the prompt. You can share your personal verbal style, writing style, and any concerns you have about your ability to develop a truly academic argument in this class.)
I have learned that an academic argument is…(Here, you should describe an academic argument in your own words, based upon the items you read in preparation for this discussion. Remember to describe the four basic elements of an argument.)
A recent argument that I experienced was…(Or, if you do not wish to outline an argument from your personal experience, describe the argument presented in the sample paper. Be sure to identify the four basic elements of the argument, whether analyzing one from your experience or the student paper.)
After reading the course materials, I have questions about…(Be sure to clearly state any questions or confusion you have regarding rhetoric, argument, or styles of argument. Your classmates can help you find the answers throughout the week.)
References
(If you reference the textbook, instructor guidance, or handout – which you should – be sure to cite them in-text and add the references to the end of your post. We are learning to master APA style in this class and this is a perfect opportunity to begin your practice. Remember: only items cited in-text should be listed as a reference. For more information: https://awc.ashford.edu/cd-in-text-citation-guide.html & https://awc.ashford.edu/cd-apa-reference-models.html)
Drown, E., & Sole, K. (2013). Writing college research papers (2nd ed.). San Diego, CA: Bridgepoint Education, Inc.
Flag Burning. (n.d.). Retrieved from https://cdmsmedia.bridgepointeducation.com/MediaService/MediaService.svc/constellation/book/AUWC.12.4/%7Bhandouts%7Da.8_sample_argument_paper.pdf
Garten, A. (n.d.). ENG122 week 1 Instructor guidance [Course materials].
Garten, A., & Wilson, J. (2014). An Introduction to Argument [PDF]. College of Liberal Arts, Ashford University, San Diego, CA.
ENG122: Composition II
An Introduction to Argument
P a g e | 1
English 122: Composition II
An Introduction to Argument
Argument and Rhetoric
An argument can take many forms. An academic argument, at its root, a method for
communicating a singular position with evidence, logic, and persuasion. There are essential
elements to all valid arguments, though they may take different forms.
1. Claim
2. Evidence
3. Counterargument
4. Rebuttal
A successful argument depends upon the delicate balance
between these elements. Imagine a teeter-totter at the
playground. The ...
1 Recognizing Assignment Expectations Implied by Key Ver.docxjeremylockett77
1
Recognizing Assignment Expectations Implied by Key
Verbs
In order to do well on assignments, including demonstrating mastery of the course
competencies that are assessed, it is important to have a clear understanding of what you are
expected to do.
Therefore, while the complexity of assignment instructions can sometimes be daunting, it always
pays to focus special attention on the operative verbs that delineate the actions that you should
take.
Certain verbs are frequently used in assignment instructions, but learners are not always clear
about what expectations are usually implied when they are used. Key examples of such verbs
include identify, define, describe, analyze, evaluate, and synthesize.
Verb Example
Identify Bicycle.
Define A bicycle is a two-wheeled vehicle powered by a crank pushed by the feet
with pedals.
Describe This single-speed bicycle has a bright aqua step-through frame, purple
seat, and 26-inch whitewall tires accented with deep purple rims.
Analyze The step-through frame of the bicycle presents less risk of stretching or
ripping clothes compared to models that have a frame with a crossbar.
Evaluate The distinctive coloring of this bicycle, and its step-through frame that
presents less risk of wear and tear on clothing, make this model a good
choice for those with a sophisticated sense of style. However, its fixed
gear ratio would make it undesirable for those who frequently travel up
steep hills.
Synthesize A new line of accessories, including saddle bags and footwear with similar
colors and retro styling, is proposed for marketing with this bicycle.
• When asked to describe something, it is usually not enough to simply name it or label it.
You should summarize all the salient characteristics that are relevant to the question at
hand. When asked to identify something, its name or its label may be enough, but
characterizing it with description may demonstrate a more distinguished level of
proficiency.
• The verb define means to precisely describe the most characteristic features of an
object or objects. Focus on the attributes that are shared by things that are similar;
those that allow you to recognize that these types of thing are different from other types
of things.
2
• To analyze something means to study it closely, often by describing its components and
how they work together to produce some end result. The verbs examine, explain, or
perhaps discuss, are sometimes used when analysis is wanted. Instructions to compare
and contrast generally mean to analyze by looking for similarities and/or differences
between two or more things. If asked to describe a process or interaction and its results
in detail, the desired result may be similar to an analysis.
• Evaluate means to judge the value, significance, quality, or condition of something. Verbs
that may be used in place of evaluate include assess, appraise, gauge, and judge.
Expectations could also be similar if the ...
1 Recognizing Assignment Expectations Implied by Key Ver.docxcroftsshanon
1
Recognizing Assignment Expectations Implied by Key
Verbs
In order to do well on assignments, including demonstrating mastery of the course
competencies that are assessed, it is important to have a clear understanding of what you are
expected to do.
Therefore, while the complexity of assignment instructions can sometimes be daunting, it always
pays to focus special attention on the operative verbs that delineate the actions that you should
take.
Certain verbs are frequently used in assignment instructions, but learners are not always clear
about what expectations are usually implied when they are used. Key examples of such verbs
include identify, define, describe, analyze, evaluate, and synthesize.
Verb Example
Identify Bicycle.
Define A bicycle is a two-wheeled vehicle powered by a crank pushed by the feet
with pedals.
Describe This single-speed bicycle has a bright aqua step-through frame, purple
seat, and 26-inch whitewall tires accented with deep purple rims.
Analyze The step-through frame of the bicycle presents less risk of stretching or
ripping clothes compared to models that have a frame with a crossbar.
Evaluate The distinctive coloring of this bicycle, and its step-through frame that
presents less risk of wear and tear on clothing, make this model a good
choice for those with a sophisticated sense of style. However, its fixed
gear ratio would make it undesirable for those who frequently travel up
steep hills.
Synthesize A new line of accessories, including saddle bags and footwear with similar
colors and retro styling, is proposed for marketing with this bicycle.
• When asked to describe something, it is usually not enough to simply name it or label it.
You should summarize all the salient characteristics that are relevant to the question at
hand. When asked to identify something, its name or its label may be enough, but
characterizing it with description may demonstrate a more distinguished level of
proficiency.
• The verb define means to precisely describe the most characteristic features of an
object or objects. Focus on the attributes that are shared by things that are similar;
those that allow you to recognize that these types of thing are different from other types
of things.
2
• To analyze something means to study it closely, often by describing its components and
how they work together to produce some end result. The verbs examine, explain, or
perhaps discuss, are sometimes used when analysis is wanted. Instructions to compare
and contrast generally mean to analyze by looking for similarities and/or differences
between two or more things. If asked to describe a process or interaction and its results
in detail, the desired result may be similar to an analysis.
• Evaluate means to judge the value, significance, quality, or condition of something. Verbs
that may be used in place of evaluate include assess, appraise, gauge, and judge.
Expectations could also be similar if the .
Writing Assignment #4
The Multiple-Source Synthesis Essay:
Literature Review
Summary of assignment
• Task: The multiple-source essay asks you to synthesize the arguments of at least 10
sources
• Length: 2000-3000 words
• Format: APA
• Sources: a total of at least 10 sources, all of which should be from scholarly journals or
credible trade journals. You should find your sources through library searches.
o If you cite sources from websites or popular journals, these sources should be in
addition to the 10 sources you have cited from scholarly or trade journals.
• Topic: Please use the same topic that you used for writing assignment #3. It is
recommended that you focus on or expand on the essay that you wrote for writing
assignment #3. You will continue with the topic you have selected and will conduct
additional searches in the library databases, hopefully focus the topic more, and
determine the 10 or more sources to use in this essay.
• Integration of Sources: At least eight sources must be cited in the body of the essay.
You may cite sources in your introduction to help you define terms, and you may cite
sources in your conclusion to help you direct the reader to further inquiry. However, the
body of the essay should synthesize at least eight sources.
Strategies in Developing the Topic for this Essay
Up to this point in the semester, you have completed an annotated bibliography. You have also
incorporated and synthesized four sources into writing assignment #2 and six sources into
writing assignment #3. The work you have completed for these assignments provides a solid
foundation for writing assignment #4. In this assignment you will synthesize the ideas of at least
10 sources in a synthesis essay, or literature review.
For your annotated bibliography, you selected a topic based on your interests and, possibly, your
major. You constructed a list of five references and summarized and critically analyzed them in
150-200 words each. You then completed the four-source essay and the six-source essay.
Through this process, you may have seen patterns in the scholarly literature in the topic on which
you conducted research. For example, consider the following examples:
•You may have researched studies in criminal justice and found that there are varying
opinions on how to respond to criminal behavior among youth.
•You may have researched studies in psychology and found that counseling strategies
for victims of domestic abuse tend to fall into four categories.
•You may have researched articles on gerontology and found studies that answered
three basic questions on how older adults respond to training for physical performance.
•You may have researched articles on environmental management and found studies
on climate change. You noticed that various demographic factors influence whether
individuals believe in climate change and, if so, whether they believe it is caused b.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. A rhetorical mode is (a strategy) a way or method of
presenting a subject through writing or speech. They
also known as modes of discourse. Its chiefly one way
with no discussion, and a platform for relying one
persons idea, beliefs of experience. Simple rhetoric
modes include simple descriptions and narratives.
Instructors have used rhetorical modes to teach writing
or public speaking since ancient Greek times over two
thousand years ago, perhaps longer. Knowing the
modes can help us understand the organization the
methodology of most kinds of writings or other
presentations.
•
What are rhetorical modes?
3. Using the modes is like putting together the pieces of
a puzzle: most major paragraphs use at least one
mode, and most papers use several modes. The
modes are useful in particular in helping writers learn
how to develop paragraphs, create longer papers in
many subjects and disciplines in college, and complete
careful analyses of college readings. Often it is helpful
to start with "Extended Definition" because it's pattern of
thought useful when writing the introduction to any
paper using the other rhetorical modes.
4. What are the "modes of writing"?
❀ Comparison/Contrast
❀ Cause-Effect
❀ Classification
❀ Description
❀ Extended Definition
❀ Exemplification
❀ Narration
❀ Analyzing Readings Using the Modes
5. Comparison/Contrast
"Comparison/contrast" means to show how subjects are alike
and/or different. A simple comparison/contrast paper often has
two subjects and describes how they are alike and then how they
differ. For example, a comparison/contrast paper on two forms of
weekend entertainment. Inacademic written comparison/contrast
writing sometimes is used to show how two related viewpoints,
two ideas or opinions can be similar but different
comparison/contrast paper simply and clearly: tell your readers
in a brief introduction what you are going to do (compare,
contrast, or both) and what your subject or subjects are. It also
may be helpful to offer a very brief definition, and then write the
body. It is a good idea to provide at least one paragraph for each
intellectual function you are going to do. For example, you might
first have just one paragraph (or one set of paragraphs) that use
comparison, then another set that uses just contrast.
6. Cause and Effect
"Cause and effect" simply means that you start with a
subject (an event, person, or object) and then show the causes
(reasons) for it, and/or the effects (results) of it. "Cause" means
the reasons why or for something, or the source of something.
"Effects" simply are results or outcomes. Cause-and-effect
writing shows a chain of connected events, each the logical
result of the one before it. A simple cause-and-effect paper
discusses the chain of events related to a person, event, or
object, showing what the causes are and what the results are.
Typically a cause-and-effect paper has an introductory
paragraph defining or clarifying the subject itself, and stating the
nature of the paper (i.e., that your paper is a cause-and-effect
paper); a body of several to many paragraphs; and a brief
concluding paragraph.
7. Assume, when you write a cause-and-effect paper,
that you are explaining events to someone who may
know a little about them but never has heard the entire
story of how the events are linked by logical cause and
effect. At the end of your cause-and-effect paper, add
a final, concluding paragraph. It should summarize,
very briefly, the most important cause and effect
concerning your subject.
8. Process
The purpose of a process analysis is to explain how to
do something or how something works.
9. Classification
"Classification" means that a subject, person, place,
event, or object is identified and broken into parts and
sub-parts. Imagine you want to classify a specific student.
You might first start by identifying this student by name
and briefly defining him or her. Second, you would
choose a system by which to classify him: e.g., you could
choose a system that would describe his looks, school
classes, and after-school activities; or you might choose a
biological system and describe him by his physical type,
health, blood type, and other biological markings; or,
perhaps, you might choose to describe the student by his
psychological makeup, his family history, and/or even his
medical history. Third, once you have chosen a system,
you would then describe the person.
10. Third, once you have chosen a system, you would
then describe the person. As you do so, you would
want to show how, in each part of our classification, he
is similar to others like him and also how he differs from
them. This is the heart of developing lengthy description
in a good classification paper, to use comparisons and
contrasts with each small element of our classification
system.
A standard classification paper starts with a short
introduction. You also should state clearly that you
intend to classify your subject. In the body of your
paper, you describe your subject according to the
classification system you have chosen. Classification is
used as a pattern of thinking, speaking, and writing in
shorter forms, too. Whenever you must break down a
subject into its separate parts, you are classifying.
11. Evaluation
If you are working with the rhetorical modes, you
sometimes can evaluate a text by describing how well
or poorly the rhetorical modes in it are used. This is
true whether the basic structure and substructures use
argumentation or other modes such as definition,
example, cause and effect, classification,
comparison/contrast, and process.
Texts sometimes are set up, organized, or formed
using the modes as structural patterns. If so, its
structure probably looks something like this:
•Introduction: Issue or Main Argument
•Body Sections: Rhetorical Mode Development
(Comparison/Contrast,Classificatio,Exemplification,
Process, etc.)
•Conclusion: Concluding Argument
12. Often, however, a number of different modes may be used
repeatedly as each point, reason, or explanation is
developed. For example, the mode of exemplification often is
used over and over--because, as the text makes a series of
points, it may also use a series of examples about those
points; or, for example, the text might use cause and effect to
prove one point, exemplification to prove another point, and
classification to prove yet another. There may even be a
definition mode in the introduction or before the first point is
made.
It is possible to evaluate a text entirely on the quality,
quantity, and usefulness of its rhetorical modes, step by step.
However, even if you use a different evaluative system, your
awareness of the use of the modes in the text will help you
better understand the connections between all the various
points, arguments, explanations, and examples or other
proofs, thus improving your evaluative comments using
whatever criteria you have chosen.
13. Suggestions for finding a topic
❀ Discuss your ideas with your course instructor.
❀ Discuss your ideas with a reference librarian.
❀ Look over the index and the article titles in a
specialized encyclopedia that covers a relevant
subject area or discipline
14. Identifying a topic
State your topic idea as a question. For example, if
you are interested in finding out about Title IX (Title
Nine) and women athletes in college athletic programs,
you might pose the question, "How did Title IX impact
women athletes in college athletic programs?
Identify the main concepts or keywords in your
question. These are potential search terms. In this case
they are "title ix," "women," "athletes," and "college
athletic programs“.
15. Testing the topic
Before you commit to a specific topic for your
research, do a scan to make sure that your topic isn't
completely covered in another paper; at the same time
ensure that there is enough information available to
complete the project.
16. Finding background
information
Once you have identified the main topic and
keywords for your research, find one or more sources of
background information to read. These sources will help
you understand the broader context of your research
and tell you in general terms what is known about your
topic. They will give you an idea of how much and what
kind of information is available on a given topic.
17. Finding books, articles, and
other materials
❀ Searching the Library Catalog
Find library materials such as books, music,
videos, articles and audio recordings via
the Library Catalog. This catalog searches not
only Cornell's collections, but also the
collections for many other libraries.
❀ Evaluating resources
When using a book, article, report, or Web
site for your research, it is important to gauge
how reliable the source is.
18. Initial appraisal
❀ Author or creator: What are the author's credentials
(educational background, past writing, experience) in this
area? Have you seen the author's name cited in other
sources or bibliographies? Respected authors are cited
frequently by other scholars. For this reason, always note
names that appear in many different sources.
❀ Year of publication: Is the source current or out of date
for your topic? Topic areas of continuing and rapid
development, such as the sciences, demand more current
information. Topics in the humanities often require
material that was written many years ago.
❀ Edition: Is this a first edition? Later editions indicate a
source has been revised and updated. Multiple printings or
editions may indicate that the work has become a
standard source in the area and is reliable.
❀ Publisher: Is it a university press or a large reputable
publisher?
19. Content analysis
❀ Intentions: Read the preface (book) or
abstract (article) to determine the author's
intentions. Scan the table of contents and the
index to get a broad overview of the material
covered. Note whether bibliographies are
included.
❀ Intended audience: What type of audience is
the author addressing? Is this source too
elementary, too technical, too advanced, or
just right for your needs?
20. Objective reasoning:
❀ Is the information fact, opinion, or
propaganda? It is not always easy to separate
fact from opinion.
❀ Does the information appear to be valid and
well-researched, or is it questionable and
unsupported by evidence?
❀ Is the author's point of view objective and
impartial? Is the language free of emotion-
rousing words or bias?
21. Coverage:
❀ Does the work update other sources, substantiate
other materials you have read, or add new
information? You should explore enough sources to
obtain a variety of viewpoints.
❀ Is the material primary or secondary in nature?
Primary sources are the raw material of the research
process; secondary sources are based on primary
sources
22. Writing style
❀ Writing style: Is the publication organized
logically? Are the main points clearly
presented? Do you find the text easy to read?
Is the author repetitive?
❀ Evaluative reviews (books):
❀ Locate critical reviews of books in a reviewing
source, such as Book Review Digest. Is the
book considered a valuable contribution to the
field? Does the reviewer mention other books
that might be better? If so, locate these
sources.
❀ Do the various reviewers agree on the value or
attributes of the book, or has it aroused
controversy among the critics?
❀
23. Using Source Materials to
discover and Evaluate a Topic
After free writing and clustering have produced
a promising topic, go to the library for
exploratory reading in reference books,
biographies, or periodicals. Read carefully the
title of articles and record key words. Look for
tips on how to focus the topic. Speed up the
process by using the new computer technology.
24. Using the public access catalog
Most libraries have PAC which is a computer version of
the card catalog files. It will guide you quickly from
general subjects to subtopics and, finally, to specific
books.
❀ First type in a general subject at the PAC.
❀ Second examine on the screen a set of subtopics, a list of
perhaps 20 topics or 200.
❀ Third scan the list looking for an interesting topic. The
PAC has carried you to specific titles of books and to the
contemporary issues.
❀ Fourth, if one book looks interesting, you can enter the
number and get a complete description of the book:
In effect, the PAC has rapidly identified a specific issue
about a broad topic and provided a printout of
bibliographic data for a book for preliminary reading.
25. Using CD-ROM Files on
Computers:
In addition to a PAC, most college libraries now have
compact disc (CD-ROM) facilities, which means that
data-base files, such as Readers' Guide to periodical
literature or Psychological Abstract, are located on a
compact disc stored as read only memory in the
computer. ROM means the computer can read the files
for you, but nobody can write into the files to change
them. CD-ROM systems have different names, but their
function is the same: to help you work from a general
subjects to specific topics and, finally, to the reading
materials.
26. ❀Type in a general subject.
❀Read the list of subtopics provided on the screen
and narrow your search to one.
❀Enter a choice, to get a list of articles.
❀Use these article titles to narrow your own work. If
one seems appropriate, read it for ideas and
terminology.
❀Use PAC and CD-ROM to begin research with two
or three topics at once.
27. References
❀ D. Lester. 1995, WRITING RESEARCH PAPERS,7th
ed., HarperCollins College publishers.
❀ www.google.com /wikipedia-the free encyclopedia,
12.15pm .