This document outlines 10 steps for writing a research paper: 1) Select a subject, 2) Narrow the topic, 3) State the thesis, 4) Create a preliminary bibliography, 5) Prepare an outline, 6) Take notes, 7) Create a final outline, 8) Write a rough draft, 9) Edit the draft, 10) Write the final draft including citations and bibliography. Key steps include narrowing the topic, forming a thesis, taking notes to support the thesis, outlining to organize notes, and revising through multiple drafts.
Introducing Research Writing to 3rd Graders, a K-5 Common Core Lesson by Writ...Suzanne Klein
An engaging lesson from WriteSteps that introduces third-grade students to an important genre of Informational Writing as outlined in the Common Core State Standards. Students review what research writing is, practice narrowing down broad topics into subtopics, and compare traditional sources to technology sources. The lesson plan for this presentation is found on our website in Third grade, Unit 6 on Research Writing. This lesson plan features a version of the presentation that includes teacher notes for guiding the activities outlined in the slide. For inspiration and more information about K-5 writing and teaching, like us on Facebook, https://facebook.com/corestandardwritesteps. We also have free Common Core resources on Pinterest, at http://pinterest.com/writesteps.
WriteSteps is a comprehensive writing system includes a year's worth of Common Core lesson plans that integrate best practices like writers workshop, the 6 Traits, graphic organizers, and the Madeline Hunter lesson steps in a format that shortens the learning curve to becoming a master writing teacher. WriteSteps includes lessons for narrative, informational, and opinion writing, and offers web-based lessons, visual aids, rubrics, and other resources. To use our Common Core lessons free for 30 days at no obligation, go to http://writestepswriting.com/freetrial.aspx.
WriteSteps Founder & CEO Suzanne Klein is a former K-5 teacher and writing consultant with extensive training in writing pedagogy best practices, especially writer's workshop and 6 Traits. She has taught all elementary grades including a Title I literacy program, and gave professional development workshops on Balanced Writing for the Bureau of Education Research. Klein holds a Master of Arts degree in teaching, is a National Writing Project fellow, and draws inspiration from teachers such as Ralph Fletcher, Barry Lane, Lucy Calkins, Katie Wood Ray, and John Collins.
presentation to MA Book Art students at Camberwell - part of a seminar to explore context for research writing around the final essay in relationship to practice
Students Attending Baltimore Invent Youself/tutorialoutletdotcomapjk223
FOR MORE CLASSES VISIT
www.tutorialoutlet.com
Purpose and audience:
Select one of the questions from the list of research questions/ topics (page 5-6). If you choose,
you may develop a question of your own or tweak one of the questions on the list.
When you choose or write a question, you must make sure there are logical arguments for both
sides of the issue
Introducing Research Writing to 3rd Graders, a K-5 Common Core Lesson by Writ...Suzanne Klein
An engaging lesson from WriteSteps that introduces third-grade students to an important genre of Informational Writing as outlined in the Common Core State Standards. Students review what research writing is, practice narrowing down broad topics into subtopics, and compare traditional sources to technology sources. The lesson plan for this presentation is found on our website in Third grade, Unit 6 on Research Writing. This lesson plan features a version of the presentation that includes teacher notes for guiding the activities outlined in the slide. For inspiration and more information about K-5 writing and teaching, like us on Facebook, https://facebook.com/corestandardwritesteps. We also have free Common Core resources on Pinterest, at http://pinterest.com/writesteps.
WriteSteps is a comprehensive writing system includes a year's worth of Common Core lesson plans that integrate best practices like writers workshop, the 6 Traits, graphic organizers, and the Madeline Hunter lesson steps in a format that shortens the learning curve to becoming a master writing teacher. WriteSteps includes lessons for narrative, informational, and opinion writing, and offers web-based lessons, visual aids, rubrics, and other resources. To use our Common Core lessons free for 30 days at no obligation, go to http://writestepswriting.com/freetrial.aspx.
WriteSteps Founder & CEO Suzanne Klein is a former K-5 teacher and writing consultant with extensive training in writing pedagogy best practices, especially writer's workshop and 6 Traits. She has taught all elementary grades including a Title I literacy program, and gave professional development workshops on Balanced Writing for the Bureau of Education Research. Klein holds a Master of Arts degree in teaching, is a National Writing Project fellow, and draws inspiration from teachers such as Ralph Fletcher, Barry Lane, Lucy Calkins, Katie Wood Ray, and John Collins.
presentation to MA Book Art students at Camberwell - part of a seminar to explore context for research writing around the final essay in relationship to practice
Students Attending Baltimore Invent Youself/tutorialoutletdotcomapjk223
FOR MORE CLASSES VISIT
www.tutorialoutlet.com
Purpose and audience:
Select one of the questions from the list of research questions/ topics (page 5-6). If you choose,
you may develop a question of your own or tweak one of the questions on the list.
When you choose or write a question, you must make sure there are logical arguments for both
sides of the issue
The Student As Historian - DBQ Strategies and Resources for Teaching HistoryPeter Pappas
Who's the historian in your classroom? Do the students get to watch (and listen) to the teacher be historian? I have spent my career developing teaching strategies and assembling resources that foster the student as historian.
This downloadable SlideShare accompanies my workshop in “Teaching with Documents.” Don't think of it as a presentation. It's a online guide to resources and includes strategy illustrations from my workshop.
That's certainly what you would have seen early in my teaching career. I was the one doing most of the reading, reflecting and synthesizing of historic material. I thought my job was to distill it all and simplify for consumption by my students. It took me a few years to realize my job was to get the students to be the historians (and economists, anthropologists, etc). Since then I have spent my career developing teaching strategies and assembling resources that foster the student as historian.
This downloadable SlideShare accompanies my workshop in “Teaching with Documents.” Don't think of it as a presentation. It's a online guide to resources and includes strategy illustrations from my workshop.
While writing your research paper, you might often refer to existing work published by other researchers in your field. However, it is extremely important to acknowledge all such sources clearly and completely. Attempting to use the ideas, words, or work of another person, without giving them due credit, is considered extremely unethical and is termed plagiarism.
This slide deck briefly explains 4 common types of plagiarism in academic publishing, how journals detect plagiarism in research papers, and the consequences of plagiarism.
The Student As Historian - DBQ Strategies and Resources for Teaching HistoryPeter Pappas
Who's the historian in your classroom? Do the students get to watch (and listen) to the teacher be historian? I have spent my career developing teaching strategies and assembling resources that foster the student as historian.
This downloadable SlideShare accompanies my workshop in “Teaching with Documents.” Don't think of it as a presentation. It's a online guide to resources and includes strategy illustrations from my workshop.
That's certainly what you would have seen early in my teaching career. I was the one doing most of the reading, reflecting and synthesizing of historic material. I thought my job was to distill it all and simplify for consumption by my students. It took me a few years to realize my job was to get the students to be the historians (and economists, anthropologists, etc). Since then I have spent my career developing teaching strategies and assembling resources that foster the student as historian.
This downloadable SlideShare accompanies my workshop in “Teaching with Documents.” Don't think of it as a presentation. It's a online guide to resources and includes strategy illustrations from my workshop.
While writing your research paper, you might often refer to existing work published by other researchers in your field. However, it is extremely important to acknowledge all such sources clearly and completely. Attempting to use the ideas, words, or work of another person, without giving them due credit, is considered extremely unethical and is termed plagiarism.
This slide deck briefly explains 4 common types of plagiarism in academic publishing, how journals detect plagiarism in research papers, and the consequences of plagiarism.
T H E W R I T I N G C E N T E R Academic Services • .docxAASTHA76
T H E W R I T I N G C E N T E R
Academic Services • Phone: 962-7710
www.unc.edu/depts/wcweb/
How to Write a Literature Review
What This Handout is About…
This handout will explain what a Literature Review is and offer insights into the form and
construction of a Literature Review in the Humanities, Social Sciences, and Sciences.
Introduction
OK. You’ve got to write a literature review. You dust off your world literature
anthology book, settle down in your Ebert and Roper at the Movies theatre chair with
your popcorn and soda in hand, and get ready to issue a “thumbs up” or “thumbs down”
as you leaf through the pages. “Literature Review” done. Right?
Wrong! The “literature” of a literature review refers to any collection of materials on a
topic, not necessarily the Great Literary Texts of the World. “Literature” could be
anything from a set of government pamphlets on British colonial methods in Africa to
scholarly articles on the treatment of a torn ACL. And a review does not necessarily
mean that your reader wants you to give your personal opinion on whether or not you
liked these sources.
What is a literature review, then?
A literature review discusses published information in a particular subject area, and
sometimes information in a particular subject area within a certain time period.
A literature review can be just a simple summary of the sources, but it usually has an
organizational pattern and combines both summary and synthesis. A summary is a recap
of the important information of the source, but a synthesis is a re-organization, or a
reshuffling, of that information. It might give a new interpretation of old material or
combine new with old interpretations. Or it might trace the intellectual progression of the
field, including major debates. And depending on the situation, the literature review may
evaluate the sources and advise the reader on the most pertinent or relevant.
But how is a literature review different from an academic research
paper?
While the main focus of an academic research paper is to support your own argument, the
focus of a literature review is to summarize and synthesize the arguments and ideas of
others. The academic research paper also covers a range of sources, but it is usually a
select number of sources, because the emphasis is on the argument. Likewise, a literature
review can also have an “argument,” but it is not as important as covering a number of
sources. In short, an academic research paper and a literature review contain some of the
same elements. In fact, many academic research papers will contain a literature review
section. But it is the aspect of the study (the argument or the sources) that is emphasized
that determines what type of document it is.
Why do we write literature reviews?
Literature reviews provide you with a handy guide to a particular topic. If you have
limited time to conduct res.
Annotated BibliographyDue Nov 2829GenreMediumAnnotated .docxdurantheseldine
Annotated Bibliography
Due: Nov 28/29
Genre/Medium: Annotated Bibliography
Purpose: The writer of an annotated bibliography uses the bibliography to compile a list of sources to build research. The form includes a brief summary of the source and your own critical assessment of its relevance, objectivity, appropriateness, and usefulness. It is a tool that helps you keep an organized and thoughtful record of the research process and relevant information about the topic.
To this end, you will put together an annotated bibliography in preparation for Assignment 3. In addition to the primary text (Whistling Vivaldi) the bibliography will include three types of textual information: 1) a mainstream news/ magazine article, 2) a scholarly/academic “peer reviewed” article, and 3) a web-based multimedia or blog-style article.
Format: Your annotated bibliographies must paragraphs must contain a topic sentence, clear evidence from the reading, and coherent sentences on a topic. It will use transitions affectively to cohere the overall piece together. It must answer: 1) What is the information in the article you are summarizing? and 2) What is your critical assessment of the article?
Instructions:
1. Cite in MLA-citation format the name of the article.
2. Draft one or two paragraphs for each of the sources you list in your annotated bibliography.
3. Review the information in the bibliographies with your classmates to improve the grammar of the text and consider points that might help you build your argument in Assignment 3.
Grading Rubric:
25-20
20-15
15-10
10-5
5-0
Content & evidence
Excellent annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources effectively.
Good annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources.
It is an adequate annotated bibliographies. It lays out the aspects of the topic well, but does not evaluates the sources.
Does not fulfill the requirements of an annotated bibliographies.
Paragraphs are too poorly written to be useful.
Information Literacy
Citation is correct. It also provides specific evaluations about the appropriateness of the medium and the information for academic research.
Citation is correct. It provides specific evaluations about the appropriateness of the medium.
Citation is correct. Citation is accurate. It needs to speak to the appropriateness of the medium and the information for academic research.
Citation is not correct. Does not include any information about the medium and appropriateness for academic research.
Citation and assessment are not adequate.
Summary Questions – Aristotle, Confucius
Put things in your own words unless the question asks for a direct quote.
Answer each question in 8-12 sentences.
1. How does Aristotle describe the relation between virtue and pleasure? Give and
explain one direct quote from the reading as part of your response.
2. Think of a famous person (politician, celebrity.
Literature ReviewsWhat this handout is aboutThis handout w.docxjesssueann
Literature Reviews
What this handout is about
This handout will explain what literature reviews are and offer insights into the form and construction of literature reviews in the humanities, social sciences, and sciences.
Introduction
OK. You’ve got to write a literature review. You dust off a novel and a book of poetry, settle down in your chair, and get ready to issue a “thumbs up” or “thumbs down” as you leaf through the pages. “Literature review” done. Right?
Wrong! The “literature” of a literature review refers to any collection of materials on a topic, not necessarily the great literary texts of the world. “Literature” could be anything from a set of government pamphlets on British colonial methods in Africa to scholarly articles on the treatment of a torn ACL. And a review does not necessarily mean that your reader wants you to give your personal opinion on whether or not you liked these sources.
What is a literature review, then?
A literature review discusses published information in a particular subject area, and sometimes information in a particular subject area within a certain time period.
A literature review can be just a simple summary of the sources, but it usually has an organizational pattern and combines both summary and synthesis. A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information. It might give a new interpretation of old material or combine new with old interpretations. Or it might trace the intellectual progression of the field, including major debates. And depending on the situation, the literature review may evaluate the sources and advise the reader on the most pertinent or relevant.
But how is a literature review different from an academic research paper?
The main focus of an academic research paper is to develop a new argument, and a research paper will contain a literature review as one of its parts. In a research paper, you use the literature as a foundation and as support for a new insight that you contribute. The focus of a literature review, however, is to summarize and synthesize the arguments and ideas of others without adding new contributions.
Why do we write literature reviews?
Literature reviews provide you with a handy guide to a particular topic. If you have limited time to conduct research, literature reviews can give you an overview or act as a stepping stone. For professionals, they are useful reports that keep them up to date with what is current in the field. For scholars, the depth and breadth of the literature review emphasizes the credibility of the writer in his or her field. Literature reviews also provide a solid background for a research paper’s investigation. Comprehensive knowledge of the literature of the field is essential to most research papers.
Who writes these things, anyway?
Literature reviews are written occasionally in the humanities, but mostly in the sciences and social scienc.
Freedom in America Paper Assignment Step 1 Pick a topic. WhSusanaFurman449
Freedom in America Paper Assignment
Step 1:
Pick a topic. What topic are you most interested in pertaining to this course? What is a topic you would be interested in writing a paper on? Your topic should not be too broad. For example, the Harlem Renaissance, is too broad. Focusing on a specific cause of the downfall of Reconstruction is a possible topic.
Step 2:
Research the internet and the library for primary sources, or first hand accounts of documents that relate to your topic. Analyze at least
at least ONE
primary source for your paper, you may use more than 1, but you must use at least 1.
Step 3:
Analyze.
When analyzing your document, thoroughly scrutinize the document, what it says, and the argument. Look through “
Guidelines for Analyzing a Primary Source
” (below) to help you come up with a complete analysis of your primary source(s).
Step 4:
Choose at least 4 books and/or articles
from the library or online journals from the library’s online databases. For journal articles, go to UD’s Library database section. For the databases section, articles on U.S. History can be found through Jstor and Project Muse.
*Do not use any encyclopedia sources or the class readings as a
secondary
source. If you use a website, it must be approved by the Instructor. You may use them as a reference, but these do not count towards your secondary sources.
Step 5:
Make sure you have a
thesis
statement
. This is the most important sentence in your paper. The thesis should be located in the first paragraph of your paper. The statement should be
concise
and not too broad. A thesis is the argument or point of view for your paper. It is something that you and someone else can
debate
. Your thesis statement should start out by stating something such as “This paper argues that...” The thesis statement is the statement that guides you throughout the paper. All of your main ideas should connect to your thesis statement.
1
Step 6:
Write your paper! Keep in mind the following:
1) Papers must be typewritten, double-spaced in 12 pt font, and 1-inch margins. Papers should be at least
5 full pages plus a Works Cited page (6 total)
and include an introduction, body, and conclusion.
2) You should have a well-articulated
thesis
. Formulate a central theme that links the primary source document(s) together and connects them to the secondary sources--the books and/or articles you use..
3) Use the "Guidelines for Analyzing Primary Sources" below as a guide. You do not have to answer every question, but be sure to answer the who/what/where/when/why of the document. Describe the audience for this document. Then move on to your own analysis....
4) Analyze your documents. What do they tell you about the cultures that created these stories? How do they enhance our knowledge beyond the course readings and material? Can you discern any deeper meanings beyond what is just on the page? What were the motivations for crea ...
ENG 112 ResearchProject Annotated Bibliography=10 ([emai.docxSALU18
ENG 112 Research
Project
Annotated Bibliography=10% ([email protected]%ea.)
Research Paper=15%
Research Project Presentation=10%
This assignment is intended to familiarize you with engaging academic research.
Through researching a particular topic that is recent and examining it from multiple
perspectives you will create a fresh perspective and original findings that you can share
with your peers and our college community.
• Consider context. Make sure that you are clear about your purpose and
assess who your audience is and might be in the future.
• Make sure that your topic is something that you’ll be interested in and
curious about. If you know a great deal about the topic you will be less
likely to explore all of the perspectives that are being explored. You are
also less likely to be biased when approaching the topic if it is unfamiliar
to you.
You will have FOUR options for your paper. Options:
1. Choose a topic relevant to the themes in the stories that we have discussed
in class. The topic must be current. However, try not to choose a topic that
will have very few sources for you to research. SOME possible options
include, but are not limited to:
a. Power
b. Faith
c. Guilt
d. Remorse
e. Gender Roles
f. Surveillance
g. Identity
h. Race
i. Tradition
j. Authority
i. Examples for the above include:
1. An examination of how power
has been viewed throughout
history
2. A discussion about tradition
and how local traditions can
help to define a community
or culture
3. A discussion about authority
and how it can and/or
should/should not apply
https://learn.vccs.edu/bbcswebdav/pid-83699290-dt-content-ri…NG%20112%20Research%20project-Spring%202015%281%29.doc 4/8/16, 8:16 PM
Page 1 of 4
when thinking about
universalism versus cultural
relativism
2. Write an in-depth examination of one of the central issues in one of the
stories that we have read. Some possible options include:
a. What are some possible interpretations of the ending of "The
Yellow Wallpaper"?
b. What is the primary focus of "The Lottery"? (tradition,
gender roles, authority, etc.)
c. What is the primary reason for Othello's jealousy?
d. What makes Iago such a successful manipulator?
3. Write about overlapping issues in two or more of the texts that we read this
semester. Possible ideas include, but are not limited to:
a. Write a paper in which you take a Feminist Theory approach
to two or more texts we have read, such as "The Yellow
Wallpaper," Othello, and/or "The Lottery."
b. Write a paper that analyzes the narrator's role in a text. In
such a paper, you might discuss the narrators in "Cask of
Amontillado," "What You Pawn I Will Redeem," and/or
"The Yellow Wallpaper."
4. Choose one of the stories that we have read in class and research how
different literary critics have discussed the story under the veil of their
approach. For example, research how feminist theorists, psycho-analytic
theorists, queer theorists, etc., approach Othell ...
Essay Topic:
Name(s):
Category
5
4
3
2
1
Your score
Supporting Evidence
Student(s) provide a very wide range of materials to support their claims and statements (articles, cases, legislations, etc.)
Student(s) provide strong supporting evidence to back their claims
Student(s) provide adequate evidence to support claims
Student(s) provide weak evidence.
Student(s) provide no supporting evidence.
Structure and effectiveness
Essay is excellently structured with an introduction, body and conclusion. Essay maintains a clear thesis, and clear focus.
Essay is well structured with a good thesis and effective structure.
Essay is adequately structured and presented.
Essay is poorly structured and not well presented.
Essay has no structure and is ineffective in explaining the concepts.
Use of Sources
Essay contains a wide variety of sources and the student makes excellent use of referencing throughout the essay.
Essay contains a decent number of sources and student makes strong use of reference throughout.
Essay contains an adequate amount of sources and student makes adequate use of references throughout.
Essay contains a weak variety of sources and little referencing is made throughout essay.
Essay contains no references and a weak/non-existent bibliography
Critical Thinking
Essay contains insightful analysis with unique presentation clear connections made to real life.
Essay contains strong indications of critical thinking.
Essay contains average indications of critical thinking
Essay contains very little critical thinking.
Essay contains no critical thinking and weak analysis.
Comments
TOTAL
/20
Your assignment is to write a research project that includes a review of the current understanding of the topic, a clearly stated hypothesis, a description of the experimental or observational methods you would use to test your hypothesis, and a discussion of how your research will contribute to the field of this Course. Before you begin writing your proposal, you must conduct considerable research to determine what studies have been done and what questions remain unanswered. This library research should continue as you write to help you dig deeper into the topic, formulate your ideas, and devise your methods. Be prepared to make room for this back and forth between research and writing as you consider and reconsider your project ideas and begin drafting your proposal. You are free to select a topic you feel comfortable with.
The length of paper should contain no more than 1500 words.
I. Organisation
1. Abstract
The objective of this very short statement is to tell the reader something about the purpose of the course work and its content. You should explain what you intend to do and why. Then you should tell the reader what you did and what you would recommend.
The Abstract should be written at the end, when you have finished your work and the structure is complete. It may du.
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.
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 ...
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
1. American University, Academic Support Center, Writing Lab, updated 2009
TEN STEPS FOR WRITING RESEARCH PAPERS
There are ten steps involved in writing a research paper:
Step 1: Select a subject
Step 2: Narrow the topic
Step 3: State the tentative objective (or thesis)
Step 4: Form a preliminary bibliography
Step 5: Prepare a working outline
Step 6: Start taking notes
Step 7: Outline the paper
Step 8: Write a rough draft
Step 9: Edit your paper
Step 10: Write the final draft
Step 1: Select a subject
Choose your subject carefully, keeping in mind the amount of time you have to write the
paper, the length of the paper, your intended audience and the limits of the
resources. Check in the library to make sure a reasonable amount of information is
available on the subject you choose.
Writing the paper will be much easier if you select a subject that interests you and that
you can form an opinion or viewpoint about. In fact, it will be easier later on to narrow
the topic if you choose a subject you already know something about. However, avoid
controversial and sensational subjects that are not scholarly, or too technical, or will only
restate the research material.
Step 2: Narrow the topic
The topic of the paper is what you want to say about the subject. To narrow the topic, you
need to read background articles about your subject in encyclopedias and other general
references. Do not take notes at this time other than to jot down possible main ideas. As
you read, ask questions like the following:
Who are the important people involved?
What are the major issues?
What are my opinions regarding the topic?
Why is this an important (controversial, interesting) subject?
How has the problem (or issue) developed? When? Where?
The answers will help you narrow your topic. Remember to keep in mind the length of
your paper.
2. American University, Academic Support Center, Writing Lab, updated 2009
Example of a topic for a five page paper:
Too broad: Sports are enjoyable.
Better, but still too broad: Swimming is enjoyable. (Answers the
question, what sport is enjoyable?)
Narrowed topic: Swimming is enjoyable because _______. (Answers
the question, why is swimming enjoyable?)
Narrowing the topic is a more complicated process for extensive research. General
encyclopedias (like World Book) do not give enough information to get a broad overview
of a subject, so instead you need to read specialized encyclopedias, abstracts, etc. At the
reference desk in the Bender Library, there are reference guides in business and
economics, humanities, history, politics and area studies, and language and
literature. Ask the librarian about these and other sources that might be useful to
you. When you find the reference books that are available, read only to get an overview
of the subject.
Step 3: State your objective or thesis
Before you begin your research for your paper, you need to compose a thesis statement
that describes the viewpoint you are going to express and support in your paper. Since
your purpose in the rest of the paper is to prove the validity of your thesis, your thesis
statement provides a controlling idea which will help you choose the resource materials
you will use and will limit your note taking.
Example:
Thesis statement: Ancient Greek culture is reflected in the lives of
present day Greeks.
Controlling idea: "reflected in." The writer will look for materials that
describe characteristics of ancient Grecian culture and characteristics of
modern Grecian culture, and for any similarities between the two.
A thesis statement must not be an indisputable fact or an opinion that cannot be proven.
For example, it would be difficult to write a research paper to prove the following thesis
statements:
o The United States was the first nation to land on the
moon. [indisputable fact]
o J.D. Salinger's Catcher in the Rye is the most fascinating novel
ever written. [insupportable opinion]
3. American University, Academic Support Center, Writing Lab, updated 2009
Compose your thesis statement carefully, for it is the key to a good paper. As a matter of
fact, a good thesis statement can outline your paper for you. For example, the following
thesis can be divided into three parts that, in effect, provide a rough outline.
Much of Martin Luther King's success resulted from the passive resistance
techniques proposed by Mahatma Gandhi.
1. Martin Luther King's success.
2. The passive resistance techniques of Gandhi.
3. The role of Gandhi's passive resistance techniques in Martin Luther
King's success.
There are several common errors that students make when composing thesis statements.
Some of these are listed below, with examples.
1. A thesis cannot be a fragment; it must be expressed in a sentence.
Poor: How life is in a racial ghetto.
Better: Residents of a racial ghetto tend to have a higher death rate,
higher disease rates, and higher psychosis rates than do any other residents
of American cities in general.
2. A thesis must not be in the form of a question. (Usually the answer to the
question could be the thesis.)
Poor: Should eighteen-year-old males have the right to vote?
Better: Anyone who is old enough to fight in a war is old enough to vote.
3. A thesis must not contain phrases such as “I think.” (They merely weaken
the statement.)
Poor: In my opinion most men wear beards because they are trying to find
themselves.
Better: The current beard fad may be an attempt on the part of men to
emphasize their male identity.
4. A thesis must not contain elements that are not clearly related.
Poor: All novelists seek the truth; therefore some novelists are good
psychologists.
Better: In their attempt to probe human nature, many novelists appear to
be good psychologists.
5. A thesis must not be expressed in vague language.
4. American University, Academic Support Center, Writing Lab, updated 2009
Poor: Bad things have resulted from religion being taught in the
classroom.
Better: Religion as part of the school curriculum should be avoided
because it is a highly personal and individual commitment.
6. A thesis must not be expressed in muddled or incoherent language.
Poor: In Act One of Othello, to cause them to feel fury against Othello,
Iago fuels Brabantio, Othello, Roderigo, and Cassio with deceit by telling
them lies.
Better: In Act One of Othello, Iago deceives several characters in order to
further his plot to destroy Othello's life.
7. A thesis should not be written in figurative language.
Poor: Religion is the phoenix bird of civilization.
Better: As long as man can conceive the idea of a god, religion will rise
to give man a spiritual reason for existence.
Step 4: Form a Preliminary Bibliography
A preliminary bibliography is a list of potential sources of information. In addition to the
card catalog and the guides to reference books already mentioned in Step 2, there are
other sources which will help you locate articles and books relevant to your topic. Some
of these are listed below:
Reference Guides to Indexes and Abstracts Indexes
Reader's Guide to Periodical Literature, (1900- )
Business Periodicals Index
Social Sciences and Humanities Index, (1965-1974)
Humanities Index, ( 1974- )
Social Sciences Index, (1974- )
Bibliographies (available on many subjects)
Bibliographic Index: A Cumulative Bibliography of Bibliographies
Evaluate the potential sources as you go along, keeping in mind how well they relate to
your topic, how up-to-date they are and how available they are. Watch for well-known
authors and try to determine the point of view presented in the articles and whether they
sound too technical or too simplistic. The following books can help you evaluate sources:
Book Review Digest, (1905 - )
5. American University, Academic Support Center, Writing Lab, updated 2009
Book Review Index, (1965 - )
Index to Book Reviews in the Humanities (1960 - )
As you select articles and books, record information regarding them just as you want it to
appear in your bibliography. Using 3x5 index cards is a good method. Later, when you
complete your final bibliography, you will just arrange this information in alphabetical
order. The form for bibliographic entries varies from school to school. If you are
uncertain about which form to use, refer to a writer's handbook, such as A Manual for
Writers of Term Papers, Theses, and Dissertations by Kate Turabian, which is available
in the university bookstore.
Also include the call number for each book and a personal note with each entry.
An example of what a bibliographic note card might look like:
Tillich, Paul. Systematic Technology. 3 vols. Chicago: University of Chicago Press,
1951-63.
(esp. vol. 1, chp. 2) bibliographic information; also see chp. 4 for dissenting opinions
Next, gather your materials. Evaluate them again, using the criteria mentioned
above. Do this by previewing each source, checking the table of contents and index,
finding relevant chapters and skimming them.
Step 5: Prepare a Working Outline
A working outline is important because it gives order to your notetaking. As you do your
research, you may find that you need to review your plan if you lack information about a
topic or have conflicting information. Nevertheless, it provides a good starting point and
is essential before you start to take notes.
Begin by listing the topics you want to discuss in your paper. (You should have a general
idea of these from the reading you have already done.) Then, divide the items on the list
into major topics and subtopics. An example of a working outline is presented below:
Thesis statement: Ancient Grecian culture is reflected in the present day Greeks.
Working outline:
Ancient Greeks Modern Greeks
religious beliefs religious beliefs
family structure family structure
artistic pursuits artistic pursuits
6. American University, Academic Support Center, Writing Lab, updated 2009
Step 6: Start Taking Notes
After you have gathered your materials and prepare a working outline, you can start to
take notes. Write your notes on index cards (either 3x5" or 4x6") being sure to include
only one note on each card. Each note should relate in some way to one of the topics on
your working outline. Label each card with the appropriate topic; then you can easily
organize your note cards later when you begin to prepare the final outline of your paper.
Each note card should also include the title of the source of information and the page
number to use later for footnoting. This is very important because you must cite all
material even if you have not used the exact words of the text. Be sure to write the note
in your own words; use direct quotes only when the information is worded in a
particularly unusual way. To avoid overlooking any material, write on only one side of
each card--if the note requires more space, use another card and label it accordingly.
Read the passage below and the sample note card that follows it. Pay particular attention
to the paraphrasing that summarizes the content of the passage and the other items
included on the card.
Thesis: Man's attempts to create a healthier and more prosperous life often have
unforeseen detrimental effects upon the very environment he hopes to improve.
Ecology and Its Implications
In Malaysia recently, in an effort to kill off mosquitoes, American technologists sprayed
woods and swamplands with DDT. Result? Cockroaches, which ate poisoned mosquitoes
were slowed in their reactions that they could be eaten by a variety of tree-climbing
lizards, which in turn could be eaten by cats, which promptly died of insecticide
poisoning. The cats having died, the rat population began to increase; as rats multiplied,
so did fleas: hence the rapid spread of bubonic plague in Malaysia. But that is not all. The
tree-climbing lizards, having died, could no longer eat an insect that consumed the straw
thatching of the natives' huts. So, as Malaysians died of the plague, their roofs literally
caved in above their heads.
Peter A. Gunter. The Living Wilderness. Spring 1970
Sample notecard:
title of reference
note in your own words: unforeseen detrimental effects
"Ecol. & Its Implications"
Living Wilderness. Spr. '70, p. 31
Recently the use of DDT in Malaysia, originally intended to kill mosquitoes, started a
chain reaction of events leading to bubonic plaque and the actual collapse of Malaysian's
huts.
topic from working outline
page number
7. American University, Academic Support Center, Writing Lab, updated 2009
Step 7: Outline the Paper
The final outline is similar to the working outline, but is more complex, with each topic
being further divided into several subtopics. To accomplish this, sort your note cards into
separate piles according to the topics at the top of each them. Then, sort each pile into
separate subtopics. For example, one of the topics from our sample working outline
might be subdivided like this:
Religious beliefs of the ancient Greeks
ceremonies
feelings about death
deities
Your final outline also should reflect the organizational format you have chosen for your
paper. This will depend on the topic of your paper and your thesis statement. For example,
if the topic of your paper is the artistic development of a famous painter, you would
probably want to use a chronological organization. However, if your paper is a discussion
of the family life of baboons and humans, a comparison-contrast format would be more
appropriate.
Step 8: Write the Rough Draft
After you have completed your final outline, you can begin to write your rough draft. It
is important to remember that this rough draft will be revised. Therefore, at this time, you
do not need to worry too much about spelling or punctuation. Instead, you should
concentrate on the content of the paper, following your outline and expanding the ideas in
it with information from your notes.
Your paper should consist of three parts: the introduction, the body of the paper and the
conclusion. The introduction should state the thesis, summarize the main ideas of the
paper and capture the reader's interest. The body of the paper should develop each section
of the outline. This is not difficult to do if you follow your outline and work through your
note cards (which should be arranged to correspond with your outline) using the
information from them to support the points you are making. Whenever you use
information from a note card, remember to put a number at the end of the sentence. At
the same time, write the footnote as it should appear in the paper at the bottom of the
page you are working on or in list form on a separate sheet of paper. Number your notes
consecutively throughout the paper. The conclusion should summarize your findings and
restate the thesis.
Step 9: Edit Your Paper
When you have finished the rough draft, read through it again and revise it. Pay particular
attention to the content and organization of the paper. Does each paragraph have a topic
8. American University, Academic Support Center, Writing Lab, updated 2009
sentence that relates to the thesis? Is each idea supported by evidence? Are there clear
transitions from one section to another, from your words to quotations? Are there clear
transitions to indicate to the reader when one idea is ending and another one is
beginning? Revision often requires many readings, each with its own purpose.
Step 10: Write the Final Draft
The final draft of your paper should be typed and must include citations and a
bibliography; some paper might require a title page, depending on the formatting style
and/or the professor. The title page should include the title of the paper, your name, the
name of the course, the instructor's name, and the date the paper is due.
Footnotes are a matter of style and you can check with your instructor on the format
he/she prefers. In general, though, a footnote is indicated by an Arabic numeral raised a
half space above the line, placed after the sentence or passage to which it
refers. Footnotes may be arranged in numerical order at the bottom of the page on which
they appear or a separate page (labeled Endnotes) placed at the end of the paper just
before the bibliography.
The bibliography is simply a list of your sources; how it is arranged depends again on the
formatting style (MLA/APA/etc).
Before handing in your paper, be sure to proofread it for any mechanical errors.