This document provides guidance on writing a research paper, including gathering ideas, developing a thesis, organizing notes, drafting sections, revising, editing, and formatting citations. Key steps are to read the assignment, focus your topic, ask questions to form a thesis, take notes and organize ideas, come up with a title, write an introduction with your thesis, support your ideas with evidence, edit for clarity and conciseness, and proofread the final draft.
URL OF VIDEO OF THIS PRESENTATION: https://vimeo.com/77981830
(please note that this is not a professional production but an informal video recorded for student and should be viewed as such)
This lecture is intended for 3rd year students about to write a literature review or a dissertation. It is intended to remind them about the various ways that they can use quotations and the role they take in academic writing.
This presentation was used in an English 101 ("Introductory Writing") class in Fall 2008 at Washington State University. The topics for the day were summary, use of quotes and citations, using one's own voice, and otherwise working with sources to "enter the conversation" in order to continue it. Slides refer to some specific assignments and readings, but some of the content is general enough to be useful.
URL OF VIDEO OF THIS PRESENTATION: https://vimeo.com/77981830
(please note that this is not a professional production but an informal video recorded for student and should be viewed as such)
This lecture is intended for 3rd year students about to write a literature review or a dissertation. It is intended to remind them about the various ways that they can use quotations and the role they take in academic writing.
This presentation was used in an English 101 ("Introductory Writing") class in Fall 2008 at Washington State University. The topics for the day were summary, use of quotes and citations, using one's own voice, and otherwise working with sources to "enter the conversation" in order to continue it. Slides refer to some specific assignments and readings, but some of the content is general enough to be useful.
Lecture 3 of the Research Methods Lecture series.
See notes for this lecture, also uploaded here : http://www.slideshare.net/lenallis/research-methods-lectures-notes
This lecture series aims to cover the basics of research methods for undergraduate students. By the end of the series students should understand:
-Why research is important
-How to identify good and bad sources of information
-How read critically
-How to write clearly
-Quantitative and Qualitative research
-The basics of experimental method
The overall point should be for students to take the activity of research seriously, but also to be motivated to go and conduct research and engage critically with material.
An effective presentation for those seeking to master essay writing, creative writing, APA referencing style and to map the writing process through actionable steps, yielding successful outcomes. Kemal Brown, Digital Consultant.
My Subject is Aviation from 1865 to 19155 Pages 1375The paper.docxgemaherd
My Subject is Aviation from 1865 to 1915
5 Pages: 1375
The paper, without work's cited or footnotes, should be between 1200 – 1800 words. (roughly 5 - 6 pages) I will automatically deduct 1 point for every 5 words short of 1200.
The paper must include at least FIVE reputable sources. This can consist of books, journal articles, newspapers, advertisements, and even your textbook, but at least two of them should be the primary sources you provided for approval by Prof. Degges or Mr. Harris.
Please footnote your paper with the correct source to avoid plagiarism. All sources can be cited in MLA, APA, or Chicago Manual of Style.
Possible Outline
Below is a general outline that should help to improve your paper.
I. Introduction
A. Introduce the topic in a way that will catch the reader's attention.
B. State your thesis. In many cases, the thesis is the last sentence of the introductory paragraph, but you may place it anywhere in the paragraph for reasons of style.
C. Review the main points of evidence you will cover later in the paper to support your thesis.
II. Background
This should give an overview of what previous secondary sources have said about your topic.
III. Supporting Evidence
This is where you should delve into the primary sources you have and what they say about the topic. Each should be related back to how it answers your research question and support your thesis. Do not forget to answer the who, what, when, and where of your source. This section should account for the bulk of your paper.
IV. Contrary Evidence
As you are searching for the relevant information related to your topic, you can't escape coming across controversial evidence to your subject. Do not neglect it. If you do, your paper will be incomplete or rather one-sided. Concentrate on the most significant counterarguments. Do not allocate too much time to controversial issues. Recognize them and elaborate on them focusing on their weak points.
V. Conclusion
Your conclusion should not be a rephrasing of your introductory paragraph. Although you should briefly summarize how the evidence supports your thesis and how it outweighs the contradictory evidence, you should also use the conclusion to consider the broader implications of your topic.
Essential Tips for Writing History Papers
As you write, keep in mind the following list of writing tips that can improve your paper.
Write in the simple past tense. By definition, history is concerned with the past, and since you're writing about the past, you need to write in the past tense.
CORRECT EXAMPLE: Roosevelt ordered the banks closed until auditors verified that they were solvent.
INCORRECT EXAMPLE: Roosevelt orders the banks closed until auditors verify that they are solvent.
Avoid the use of the pronoun "I." You should avoid the use of "I" in college writing, as it is too informal. Structure your essay so that your ideas come across clearly without having to state that they are your ideas.
CORRECT EXAMPLE: The WPA was one .
My Subject is Aviation from 1865 to 19155 Pages 1375The paper.docxroushhsiu
My Subject is Aviation from 1865 to 1915
5 Pages: 1375
The paper, without work's cited or footnotes, should be between 1200 – 1800 words. (roughly 5 - 6 pages) I will automatically deduct 1 point for every 5 words short of 1200.
The paper must include at least FIVE reputable sources. This can consist of books, journal articles, newspapers, advertisements, and even your textbook, but at least two of them should be the primary sources you provided for approval by Prof. Degges or Mr. Harris.
Please footnote your paper with the correct source to avoid plagiarism. All sources can be cited in MLA, APA, or Chicago Manual of Style.
Possible Outline
Below is a general outline that should help to improve your paper.
I. Introduction
A. Introduce the topic in a way that will catch the reader's attention.
B. State your thesis. In many cases, the thesis is the last sentence of the introductory paragraph, but you may place it anywhere in the paragraph for reasons of style.
C. Review the main points of evidence you will cover later in the paper to support your thesis.
II. Background
This should give an overview of what previous secondary sources have said about your topic.
III. Supporting Evidence
This is where you should delve into the primary sources you have and what they say about the topic. Each should be related back to how it answers your research question and support your thesis. Do not forget to answer the who, what, when, and where of your source. This section should account for the bulk of your paper.
IV. Contrary Evidence
As you are searching for the relevant information related to your topic, you can't escape coming across controversial evidence to your subject. Do not neglect it. If you do, your paper will be incomplete or rather one-sided. Concentrate on the most significant counterarguments. Do not allocate too much time to controversial issues. Recognize them and elaborate on them focusing on their weak points.
V. Conclusion
Your conclusion should not be a rephrasing of your introductory paragraph. Although you should briefly summarize how the evidence supports your thesis and how it outweighs the contradictory evidence, you should also use the conclusion to consider the broader implications of your topic.
Essential Tips for Writing History Papers
As you write, keep in mind the following list of writing tips that can improve your paper.
Write in the simple past tense. By definition, history is concerned with the past, and since you're writing about the past, you need to write in the past tense.
CORRECT EXAMPLE: Roosevelt ordered the banks closed until auditors verified that they were solvent.
INCORRECT EXAMPLE: Roosevelt orders the banks closed until auditors verify that they are solvent.
Avoid the use of the pronoun "I." You should avoid the use of "I" in college writing, as it is too informal. Structure your essay so that your ideas come across clearly without having to state that they are your ideas.
CORRECT EXAMPLE: The WPA was one ...
Lecture 3 of the Research Methods Lecture series.
See notes for this lecture, also uploaded here : http://www.slideshare.net/lenallis/research-methods-lectures-notes
This lecture series aims to cover the basics of research methods for undergraduate students. By the end of the series students should understand:
-Why research is important
-How to identify good and bad sources of information
-How read critically
-How to write clearly
-Quantitative and Qualitative research
-The basics of experimental method
The overall point should be for students to take the activity of research seriously, but also to be motivated to go and conduct research and engage critically with material.
An effective presentation for those seeking to master essay writing, creative writing, APA referencing style and to map the writing process through actionable steps, yielding successful outcomes. Kemal Brown, Digital Consultant.
My Subject is Aviation from 1865 to 19155 Pages 1375The paper.docxgemaherd
My Subject is Aviation from 1865 to 1915
5 Pages: 1375
The paper, without work's cited or footnotes, should be between 1200 – 1800 words. (roughly 5 - 6 pages) I will automatically deduct 1 point for every 5 words short of 1200.
The paper must include at least FIVE reputable sources. This can consist of books, journal articles, newspapers, advertisements, and even your textbook, but at least two of them should be the primary sources you provided for approval by Prof. Degges or Mr. Harris.
Please footnote your paper with the correct source to avoid plagiarism. All sources can be cited in MLA, APA, or Chicago Manual of Style.
Possible Outline
Below is a general outline that should help to improve your paper.
I. Introduction
A. Introduce the topic in a way that will catch the reader's attention.
B. State your thesis. In many cases, the thesis is the last sentence of the introductory paragraph, but you may place it anywhere in the paragraph for reasons of style.
C. Review the main points of evidence you will cover later in the paper to support your thesis.
II. Background
This should give an overview of what previous secondary sources have said about your topic.
III. Supporting Evidence
This is where you should delve into the primary sources you have and what they say about the topic. Each should be related back to how it answers your research question and support your thesis. Do not forget to answer the who, what, when, and where of your source. This section should account for the bulk of your paper.
IV. Contrary Evidence
As you are searching for the relevant information related to your topic, you can't escape coming across controversial evidence to your subject. Do not neglect it. If you do, your paper will be incomplete or rather one-sided. Concentrate on the most significant counterarguments. Do not allocate too much time to controversial issues. Recognize them and elaborate on them focusing on their weak points.
V. Conclusion
Your conclusion should not be a rephrasing of your introductory paragraph. Although you should briefly summarize how the evidence supports your thesis and how it outweighs the contradictory evidence, you should also use the conclusion to consider the broader implications of your topic.
Essential Tips for Writing History Papers
As you write, keep in mind the following list of writing tips that can improve your paper.
Write in the simple past tense. By definition, history is concerned with the past, and since you're writing about the past, you need to write in the past tense.
CORRECT EXAMPLE: Roosevelt ordered the banks closed until auditors verified that they were solvent.
INCORRECT EXAMPLE: Roosevelt orders the banks closed until auditors verify that they are solvent.
Avoid the use of the pronoun "I." You should avoid the use of "I" in college writing, as it is too informal. Structure your essay so that your ideas come across clearly without having to state that they are your ideas.
CORRECT EXAMPLE: The WPA was one .
My Subject is Aviation from 1865 to 19155 Pages 1375The paper.docxroushhsiu
My Subject is Aviation from 1865 to 1915
5 Pages: 1375
The paper, without work's cited or footnotes, should be between 1200 – 1800 words. (roughly 5 - 6 pages) I will automatically deduct 1 point for every 5 words short of 1200.
The paper must include at least FIVE reputable sources. This can consist of books, journal articles, newspapers, advertisements, and even your textbook, but at least two of them should be the primary sources you provided for approval by Prof. Degges or Mr. Harris.
Please footnote your paper with the correct source to avoid plagiarism. All sources can be cited in MLA, APA, or Chicago Manual of Style.
Possible Outline
Below is a general outline that should help to improve your paper.
I. Introduction
A. Introduce the topic in a way that will catch the reader's attention.
B. State your thesis. In many cases, the thesis is the last sentence of the introductory paragraph, but you may place it anywhere in the paragraph for reasons of style.
C. Review the main points of evidence you will cover later in the paper to support your thesis.
II. Background
This should give an overview of what previous secondary sources have said about your topic.
III. Supporting Evidence
This is where you should delve into the primary sources you have and what they say about the topic. Each should be related back to how it answers your research question and support your thesis. Do not forget to answer the who, what, when, and where of your source. This section should account for the bulk of your paper.
IV. Contrary Evidence
As you are searching for the relevant information related to your topic, you can't escape coming across controversial evidence to your subject. Do not neglect it. If you do, your paper will be incomplete or rather one-sided. Concentrate on the most significant counterarguments. Do not allocate too much time to controversial issues. Recognize them and elaborate on them focusing on their weak points.
V. Conclusion
Your conclusion should not be a rephrasing of your introductory paragraph. Although you should briefly summarize how the evidence supports your thesis and how it outweighs the contradictory evidence, you should also use the conclusion to consider the broader implications of your topic.
Essential Tips for Writing History Papers
As you write, keep in mind the following list of writing tips that can improve your paper.
Write in the simple past tense. By definition, history is concerned with the past, and since you're writing about the past, you need to write in the past tense.
CORRECT EXAMPLE: Roosevelt ordered the banks closed until auditors verified that they were solvent.
INCORRECT EXAMPLE: Roosevelt orders the banks closed until auditors verify that they are solvent.
Avoid the use of the pronoun "I." You should avoid the use of "I" in college writing, as it is too informal. Structure your essay so that your ideas come across clearly without having to state that they are your ideas.
CORRECT EXAMPLE: The WPA was one ...
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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3. Getting started: The paper
topic
Read the assignment and make sure your
paper addresses it
Find your focus
Ask questions to guide you to form a tentative
thesis
Write down preliminary answers, but don’t hold
to them if your evidence proves otherwise
4. Turn your ideas and thoughts into notes
Sort them out and begin to organize
Come up with an interesting title that captures
your theme -- NOT “History Paper”
5. WRITE!
When to write an introduction
To organize thoughts
Start writing something
Perhaps write last, but in any case revise
DO WHAT WORKS FOR YOU
6. Put it aside for a day or two, then read it aloud
Begin revision
Imagine you are the reader, not the writer
Make sure your ideas are supported by evidence
7. Editing
First, backup your work
Ask yourself:
is this readable?
persuasive?
supported by facts and evidence?
8. Cross out excess words - concise and
clear is ALWAYS better
Rewrite unclear sentences
Correct anything that bothers you -
this might be some fact you really l
but that doesn’t work in the paper
Get rid of repetitions and redundancy
of words or ideas
9. Edit for spelling, punctuation, grammar
and typos
Make sure you use the ACTIVE voice
and forceful verbs as often as
possible
Make sure you have used a consistent
citation style for footnotes
Use Chicago Manual of Style footnotes
10. Examples:
First citation from a book:
Jane Doe, A Brief History of the World
(Chicago: University of Chicago
Press, 2005), p. 1586.
Second citation:
Doe, Brief History, p. 2431.
11. From an article:
John Doe, “The Significance of Lentils in the Agricultural
Revolution,” Journal of Medieval and Early
Modern Studies 26 (2003), p. 65.
Second:
Doe, “Significance,” p. 72.
From the web:
http://whatever.whatever
WHEN TO CITE MATERIAL:
Exact quotations or paraphrases
Original ideas
12. Make what you think will be
the
final copy
THEN PROOFREAD IT AGAIN
and make final revisions
13.
14. The Introduction
Start out with a quotation that captures
the theme of the paper
or an anecdote or vignette from your
sources that makes the reader wan
more
The introductory paragraph will set the
tone for the entire paper
15. Writing your introduction
Capture reader’s attention
Do NOT tell the reader what you are going to
do - just start doing it
Do not use “I” unless you cannot avoid it
Present some background facts about the
subject of the paper
It’s acceptable to ask some questions you
hope to answer
State thesis clearly
An introductory paragraph should be roughly
2/3 of a page in length
16. How not to start
BAD:
“The environment that surrounds a person from
an early age tends to be a major factor in
determining their character.”
“This essay will study the satire of Monty
Python.”
DUH! Do NOT use conjunctions in formal papers
17. Paragraphs:
A good paragraph has
Unity
Organization
Coherence
Begin with a strong topic sentence that
covers the theme and evidence of the
paragraph
18. Conclusions
Do not restate the introduction
A good conclusion rounds out the paper, beginning
with a few summary remarks
Then it goes further - with an inference
or an idea or statement that
enriches what you’ve already said
19. Some possible ways to conclude:
End with a quotation that amplifies your thesis or
something stated in the introduction
End with an idea or detail from the introduction and
bring it full circle
End with an allusion, putting topic in a larger
framework
THE GOAL: Round out your paper
21. Extra words and empty words
Eliminate extra words as well as vague or empty
words or phrases
EXAMPLE:
Wordy:
“The economic situation of Miss Moody was also a
crucial factor in the formation of her character.”
Concise (and stronger):
“Anne Moody’s poverty formed her character.”
PRACTICE: Print out an old essay and cross out
every word that doesn’t add anything
22. Reword the following
The use of setting is also a major factor in
conveying a terrifying type atmosphere.
It creates a better motivation of learning
when students can design their own
programs involving education. This way
students’ interests can be focused on.
23. Weak Intensifiers and
Qualifiers
At that time I was [very] idealistic.
We found the proposal [quite] plausible.
The remark, although unkind, was [entirely]
accurate
It was a [rather] fatuous statement.
The scene was [extremely] typical.
The death scene is [truly] grotesque.
Etc.
24. Circumlocutions
I came to the realization that
She is of the opinion that
The question is supportive of
Concerning the matter of
During the course of
For the period of a week
In the event that
Regardless of the fact that
For the simple reason that
If the case was such that
At that point in time
25. Wordy Beginnings
Reword:
“By analyzing carefully the last lines in this stanza,
you find the connections between the loose ends of
the poem.”
[Better: “The last lines of the stanza tie the poem
together.”]
“What the cartoonist is illustrating and trying to get
across is the greed of the oil producers.”
[Better: “The cartoon illustrates the greed of the oil
producers.”]
26. Empty Conclusions That
Say Nothing
“’Those Winter Sundays’ is composed so that
the reader can feel what the poet was saying.”
Being the first in my family to go to college was
quite a learning experience.”
27. Wordy uses of “to be,” “to have” and “to make”
“The rising price of oil is reflective of the spiraling
cost of all goods.”
[“The rising price of oil reflects the spiraling costs of
all goods.”]
“The stanzas make a vivid contrast between Heaven
and Hell.”
[“The stanzas vividly contrast Heaven and Hell.”]
“The friar has knowledge that Juliet is alive.”
[“The friar knows Juliet is alive.”]
28. Instead of Use
Is taking Takes
Are indications Indicate
Are suggestive Suggest
Has drunk Drank
Is eating Eats
NOW - Can you think of even stronger verbs to
use in some of these cases?
29. Examples: “Drank” - compare different
Meanings of
guzzled
imbibed
consumed
sipped
threw back
gulped
Each implies something different about
your subject
31. Get rid of words in the following phrases:
Throughout the entire article
A conservative type suit
His own personal opinion
Elements common to both of them
Emotions and feelings
Shared together
Falsely padded expense accounts
32. Negative Constructions
“After reading the second paragraph
you aren’t left with an immediate reaction
as to how the story will end.”
“Housing for married students is not
unworthy* of consideration.”
*The second sentence can work under certain
circumstances -- say it out loud and you will see why.
33. Use of subordination
WORDY:
“The Book of Ruth was probably written in the fifth century BC. It
was a time when women were considered the property of
men.”
CONCISE:
“The Book of Ruth was probably written in
the fifth century BC, when women were considered the
property of men.”
34. WORDY:
“The first group was the largest. This
group was seated in the center of the
dining hall.”
CONCISE:
“The first group, the largest, was
seated in the center of the dining hall.”
35. Revising for Clarity
“Good writing is clear, not because it
presents simple ideas, but because it
presents ideas in the simplest form the
subject permits. A clear analysis doesn’t
falsely reduce a complex problem to a
simple one; it breaks down into its simple,
comprehensible parts and discusses them,
one by one, in a logical order.”
36. General Rules
Use the simplest, most exact, most
specific language your subject allows.
Put together what belongs together,
in the essay, in the paragraph, and in
the sentence.
Keep your reader in mind,
particularly when you revise.
37. Using the Right Word
Use the word with the right denotation
(explicit meaning) Look at examples:
Friend, boyfriend, young man, lover
Dine, eat
Underdeveloped nations, developing nations,
emerging nations
Upbringing, conditioning, brainwashing
Emigrate, defect, seek asylum
Intelligence gathering, espionage, spying
38. Be specific
VAGUE:“The clown’s part in Othello is very small.”
SPECIFIC:
“The clown appears in only two scenes in O.”
“The clown in O. speaks only thirty lines.”
39. Passive vs. Active Voice
Passive:
The student was kicked by Professor X.
Active:
Professor X kicked the student.
40. Last but not least…
Don’t use slang or colloquialisms
Vary sentence structure
***Give appropriate and interesting quotations
as evidence -- it is your proof
Make sure paragraphs are neither too short or
too long
NEVER hand in a first draft - we know ;)