This document outlines the writing process and provides tips for each step. It discusses the importance of having a writing process to help organize thoughts and avoid procrastination. The writing process covered includes invention, collection, organization, drafting, revising, and proofreading. Each step is defined and examples are provided, such as brainstorming and outlining for invention and organization. Overall, the document aims to help writers develop their own effective writing process.
The document discusses the importance and proper use of APA citation format. It explains that APA format allows readers to easily cross-reference sources, provides consistency within academic disciplines, establishes the writer's credibility, and helps avoid plagiarism. The document outlines the key components of in-text parenthetical citations and reference pages in APA format. It provides examples and guidance on incorporating sources properly.
The document provides information about APA citation style, including what's new in the 6th edition and how to properly cite sources in both the body of the text and the reference page. Key points covered include using parenthetical citations, formatting references for different source types like books, articles, and websites. Additional resources for APA style questions are also listed.
This document from the Purdue University Writing Lab provides an overview of using MLA format for cross-referencing sources. It explains that MLA format allows readers to easily cross-reference sources, provides consistency, establishes credibility, and helps avoid plagiarism. The document outlines the two main components of MLA style - the works cited page and parenthetical citations. It provides examples and guidelines for creating a works cited list and using parenthetical citations for different source types like books, articles, interviews and websites. Additional help resources for MLA style are also listed.
This document provides information about a presentation on plagiarism and APA style. The presentation is given by Laksamee Putnam, a research and instruction librarian. The slides for the presentation can be found at a specific URL. The agenda includes a class discussion on plagiarism, information on APA citation style, an APA worksheet, and links to the presentation slides.
This document provides an overview of plagiarism, including definitions, examples of famous plagiarism cases, and guidelines for properly citing sources and avoiding plagiarism. It distinguishes between directly quoting, paraphrasing, summarizing sources and provides examples of each. The document stresses the importance of properly citing sources to avoid plagiarism and provides guidance on using MLA, APA and CMS citation styles. It also directs students to academic resources for additional help with research skills and plagiarism.
The document provides guidance on citing sources and avoiding plagiarism using APA, MLA, and Chicago/Turabian citation styles. It defines plagiarism and discusses when and why to cite sources, including what constitutes common knowledge. Examples are given of citing sources within the text and providing full references for various source types, such as books, journal articles, websites. Key aspects of each citation style such as formatting, punctuation, capitalization are outlined.
The document provides an overview of APA style formatting guidelines. It discusses the general structure of an APA formatted paper including using double-spaced text in a standard font with 1 inch margins. In-text citations and references are formatted according to APA style, with references listed alphabetically by author's last name. Headings are used to organize paper sections, with five heading levels indicated by formatting.
This presentation aims at providing key aspects of referencing, citing, plagiarism, referencing styles (esp. the Harvard style), and reference management software.
The document discusses the importance and proper use of APA citation format. It explains that APA format allows readers to easily cross-reference sources, provides consistency within academic disciplines, establishes the writer's credibility, and helps avoid plagiarism. The document outlines the key components of in-text parenthetical citations and reference pages in APA format. It provides examples and guidance on incorporating sources properly.
The document provides information about APA citation style, including what's new in the 6th edition and how to properly cite sources in both the body of the text and the reference page. Key points covered include using parenthetical citations, formatting references for different source types like books, articles, and websites. Additional resources for APA style questions are also listed.
This document from the Purdue University Writing Lab provides an overview of using MLA format for cross-referencing sources. It explains that MLA format allows readers to easily cross-reference sources, provides consistency, establishes credibility, and helps avoid plagiarism. The document outlines the two main components of MLA style - the works cited page and parenthetical citations. It provides examples and guidelines for creating a works cited list and using parenthetical citations for different source types like books, articles, interviews and websites. Additional help resources for MLA style are also listed.
This document provides information about a presentation on plagiarism and APA style. The presentation is given by Laksamee Putnam, a research and instruction librarian. The slides for the presentation can be found at a specific URL. The agenda includes a class discussion on plagiarism, information on APA citation style, an APA worksheet, and links to the presentation slides.
This document provides an overview of plagiarism, including definitions, examples of famous plagiarism cases, and guidelines for properly citing sources and avoiding plagiarism. It distinguishes between directly quoting, paraphrasing, summarizing sources and provides examples of each. The document stresses the importance of properly citing sources to avoid plagiarism and provides guidance on using MLA, APA and CMS citation styles. It also directs students to academic resources for additional help with research skills and plagiarism.
The document provides guidance on citing sources and avoiding plagiarism using APA, MLA, and Chicago/Turabian citation styles. It defines plagiarism and discusses when and why to cite sources, including what constitutes common knowledge. Examples are given of citing sources within the text and providing full references for various source types, such as books, journal articles, websites. Key aspects of each citation style such as formatting, punctuation, capitalization are outlined.
The document provides an overview of APA style formatting guidelines. It discusses the general structure of an APA formatted paper including using double-spaced text in a standard font with 1 inch margins. In-text citations and references are formatted according to APA style, with references listed alphabetically by author's last name. Headings are used to organize paper sections, with five heading levels indicated by formatting.
This presentation aims at providing key aspects of referencing, citing, plagiarism, referencing styles (esp. the Harvard style), and reference management software.
This document discusses the importance and proper use of citations and references. It explains that citations credit other authors' work and ideas that have influenced and supported your own writing. References provide full publication details for cited sources so readers can easily locate those sources. The document outlines why citations are important to avoid plagiarism and demonstrate high-quality research, as well as how citations help writers develop their own ideas by building on others' work. It also provides examples of how to cite different source types like books, articles, and websites using the Harvard referencing method.
This document provides examples of different types of references in APA style. It discusses references for periodicals, books, technical reports, meetings, dissertations, reviews, audiovisual media, datasets, software, and online posts. Examples are given for references to journal articles, newspaper articles, book chapters, reports, presentations, theses, reviews, movies, software, and message board posts. Proper formatting is outlined for listing author names, years, titles, publishers, and retrieval information for different kinds of references.
Listing your sources in a Works Cited page is only one part of the citation process; the other part is making references to your sources in the body of your paper. The purpose of the in-text citation is to inform your audience when you are making a reference to someone else's ideas, words, works, or other information you used to support your writing.
According to the MLA Handbook: "References in the text must clearly point to specific sources in the list of works cited" (214). This means that for every reference you make in your paper there should be a corresponding citation in your Works Cited page, and vice versa.
MLA formatting uses the author-page style when producing in-text citations, meaning that you should have information about the author and the page number when making reference in your paper. Here are several examples of the author-page style, followed by the citation as it would appear in your Works Cited:
This document provides guidance on using MLA in-text citations. It explains that in-text citations give credit to sources and point to the corresponding works cited entry. It details how to cite sources with single authors, multiple authors, unknown authors, and sources with page numbers. The document also covers citing two works by the same author. The goal is to properly attribute ideas and quotes to their original sources.
Finishing touches: citation and referencingRon Martinez
This document discusses plagiarism, citation, and referencing. It defines plagiarism and provides examples of what constitutes plagiarism. It also discusses in-text citations in APA style, including how to cite sources with 2-5 authors and sources from the same year. The document explains how to introduce direct quotations and cite the source in the text. Finally, it provides basic formats for citing books, book chapters, and journal articles in the reference section in APA style.
The document provides an overview of citation styles and reference management tools. It discusses why citations are important, when to cite, what types of sources require citations, and examples of citing different sources like books, journal articles, websites in APA, Chicago, and MLA styles. It also introduces several popular reference management software and online bookmarking tools and their key features to organize references.
The document discusses referencing and citation styles when writing academic papers. It covers why citations are important, which is to avoid plagiarism and show the research done. It also discusses what to cite, such as author, title, publisher, date. The two main styles covered are notes/bibliography style where sources are cited in footnotes and a bibliography, and author/date style where sources are cited parenthetically in text and included in a reference list. The document provides examples of citations in these styles according to different standards like Chicago, MLA and GOST.
This document provides a summary of APA style guidelines for formatting papers, including:
- The title page should include a running head in all caps and the author's name.
- The abstract is a single paragraph summary of no more than 120 words.
- In-text citations include the author's name and date in parentheses when referring to another work.
- The reference page is alphabetized by author's last name and uses a hanging indent. It includes all sources cited in the paper.
This document discusses referencing styles in IEEE citation. It provides examples of in-text citations and reference lists in IEEE style. It also distinguishes between different types of referencing such as direct quotations, paraphrasing, and summarizing. The document notes that referencing is important in research papers to acknowledge other works, provide additional information, and explain the author's contribution. It provides guidance on writing citations for different publication types and names from various cultures.
This document provides information about plagiarism and proper citation. It defines plagiarism as presenting others' work as your own without proper citation. There are four levels of plagiarism from intentional cheating to accidental failure to cite sources. The document outlines how to properly quote, paraphrase, and summarize others' work in assignments and differentiate between common knowledge that does not require citation and unique ideas that do. It also provides examples of proper in-text citations and formatting for a references page according to APA style.
This document provides guidelines for citing sources in National Library of Medicine (NLM) style, which is very similar to CSE (Council of Science Editors) style. It discusses citing webpages, articles, books, and some notes about creating persistent URLs from Digital Object Identifiers. Webpage citations are formatted differently depending on whether they are a "homepage" with a distinct author or a "part of a website". The general formats are provided for each source type, with examples for webpages, articles, and books. Additional tools like NLM's "Citing Medicine" guide, Scopus, and Mendeley for reference management are also mentioned.
This document provides information on APA and Harvard referencing styles, including how to format in-text citations and reference lists. It discusses the key reasons for referencing, such as avoiding plagiarism and establishing credibility. The document then outlines the formatting guidelines for different source types in both APA and Harvard styles, such as books, journal articles, websites, and more. Specific guidance is provided on issues like citing multiple authors, personal communications, and unpublished works.
This document provides definitions and guidelines for key terms used in research such as references, bibliographies, and citations.
References are organized listings of works cited in the text that are placed at the end of a document. They include author name, title, publication details, and pages cited. References are arranged alphabetically. Bibliographies are full listings of all material consulted for research, including sources not directly cited.
Citations acknowledge original authors when using their information. They appear in text or at the end and provide enough information to identify the source. Style manuals like MLA, APA, and Chicago provide standardized formats for citations and bibliographies to avoid plagiarism and organize references.
The document provides an overview of APA citation format. It discusses the general format for citing sources in both the text of the paper and in the references list at the end. Key points include that APA uses parenthetical citations in the text that are brief and include the author's name and date, as well as guidelines for citing various sources like journal articles, books, and online materials. The references are always listed alphabetically at the end of the paper.
This document provides information about plagiarism, including definitions, examples, and guidelines for proper citation. It defines plagiarism as stealing another's work and ideas and passing them off as one's own. This can be done intentionally by copying work verbatim or unintentionally by poorly paraphrasing or citing sources. The document emphasizes the importance of citing sources through practices such as quoting, paraphrasing, and summarizing in order to avoid plagiarism. It also outlines the proper ways to cite sources in-text and in reference lists to give credit to original authors.
This document provides information about managing references using EndNote software. It covers topics such as citations, bibliographies, footnotes and reference styles. It also discusses how EndNote can help manage literature searches and references. Functions of EndNote like importing references, generating bibliographies and citing sources within documents are explained. Common citation styles and alternatives to EndNote are also summarized.
1. The document discusses referencing styles such as APA referencing. It explains how to cite sources in the text and provide a reference list in APA style.
2. Key aspects covered include citing authors and dates in the text, listing full references alphabetically at the end, and differentiating between a reference list and bibliography.
3. Referencing guidelines are important for giving proper credit and allowing readers to further explore sources of information used in a research paper or academic writing.
The document provides information on the Harvard referencing style, including what it is, how to use it, and examples of how references should appear in both the reference list and as in-text citations for a variety of source types, including books, journal articles, websites, and other media. It explains that the Harvard style involves citing authors in the body of the text and compiling a list of references at the end. Examples are given of how citations and references would appear for different source formats, such as books, articles, websites, and images.
This document provides information about searching for books and articles in both print and electronic formats. It discusses the differences between searching the old card catalog versus the online public access catalog (OPAC), and how periodical databases allow for keyword searching within article texts. The levels of scholarship for periodicals and differences between scholarly/academic, trade, and newspaper/magazine publications are outlined. Tips are provided for finding books, articles, and a specific article from a particular journal. Lastly, it touches on citations and bibliographies.
Originally part of the the OWL (Ohio Writing Lab) English Language Learning Project - this slide show has been expanded and altered to fit the needs of our students and syllabus.
This document from the Purdue University Writing Lab provides guidance on improving sentence clarity through avoiding misplaced and dangling modifiers, using active rather than passive voice, and combining sentences for conciseness. It addresses common clarity issues, provides examples to illustrate problems and solutions, and directs readers to additional resources for writing assistance.
This document discusses the importance and proper use of citations and references. It explains that citations credit other authors' work and ideas that have influenced and supported your own writing. References provide full publication details for cited sources so readers can easily locate those sources. The document outlines why citations are important to avoid plagiarism and demonstrate high-quality research, as well as how citations help writers develop their own ideas by building on others' work. It also provides examples of how to cite different source types like books, articles, and websites using the Harvard referencing method.
This document provides examples of different types of references in APA style. It discusses references for periodicals, books, technical reports, meetings, dissertations, reviews, audiovisual media, datasets, software, and online posts. Examples are given for references to journal articles, newspaper articles, book chapters, reports, presentations, theses, reviews, movies, software, and message board posts. Proper formatting is outlined for listing author names, years, titles, publishers, and retrieval information for different kinds of references.
Listing your sources in a Works Cited page is only one part of the citation process; the other part is making references to your sources in the body of your paper. The purpose of the in-text citation is to inform your audience when you are making a reference to someone else's ideas, words, works, or other information you used to support your writing.
According to the MLA Handbook: "References in the text must clearly point to specific sources in the list of works cited" (214). This means that for every reference you make in your paper there should be a corresponding citation in your Works Cited page, and vice versa.
MLA formatting uses the author-page style when producing in-text citations, meaning that you should have information about the author and the page number when making reference in your paper. Here are several examples of the author-page style, followed by the citation as it would appear in your Works Cited:
This document provides guidance on using MLA in-text citations. It explains that in-text citations give credit to sources and point to the corresponding works cited entry. It details how to cite sources with single authors, multiple authors, unknown authors, and sources with page numbers. The document also covers citing two works by the same author. The goal is to properly attribute ideas and quotes to their original sources.
Finishing touches: citation and referencingRon Martinez
This document discusses plagiarism, citation, and referencing. It defines plagiarism and provides examples of what constitutes plagiarism. It also discusses in-text citations in APA style, including how to cite sources with 2-5 authors and sources from the same year. The document explains how to introduce direct quotations and cite the source in the text. Finally, it provides basic formats for citing books, book chapters, and journal articles in the reference section in APA style.
The document provides an overview of citation styles and reference management tools. It discusses why citations are important, when to cite, what types of sources require citations, and examples of citing different sources like books, journal articles, websites in APA, Chicago, and MLA styles. It also introduces several popular reference management software and online bookmarking tools and their key features to organize references.
The document discusses referencing and citation styles when writing academic papers. It covers why citations are important, which is to avoid plagiarism and show the research done. It also discusses what to cite, such as author, title, publisher, date. The two main styles covered are notes/bibliography style where sources are cited in footnotes and a bibliography, and author/date style where sources are cited parenthetically in text and included in a reference list. The document provides examples of citations in these styles according to different standards like Chicago, MLA and GOST.
This document provides a summary of APA style guidelines for formatting papers, including:
- The title page should include a running head in all caps and the author's name.
- The abstract is a single paragraph summary of no more than 120 words.
- In-text citations include the author's name and date in parentheses when referring to another work.
- The reference page is alphabetized by author's last name and uses a hanging indent. It includes all sources cited in the paper.
This document discusses referencing styles in IEEE citation. It provides examples of in-text citations and reference lists in IEEE style. It also distinguishes between different types of referencing such as direct quotations, paraphrasing, and summarizing. The document notes that referencing is important in research papers to acknowledge other works, provide additional information, and explain the author's contribution. It provides guidance on writing citations for different publication types and names from various cultures.
This document provides information about plagiarism and proper citation. It defines plagiarism as presenting others' work as your own without proper citation. There are four levels of plagiarism from intentional cheating to accidental failure to cite sources. The document outlines how to properly quote, paraphrase, and summarize others' work in assignments and differentiate between common knowledge that does not require citation and unique ideas that do. It also provides examples of proper in-text citations and formatting for a references page according to APA style.
This document provides guidelines for citing sources in National Library of Medicine (NLM) style, which is very similar to CSE (Council of Science Editors) style. It discusses citing webpages, articles, books, and some notes about creating persistent URLs from Digital Object Identifiers. Webpage citations are formatted differently depending on whether they are a "homepage" with a distinct author or a "part of a website". The general formats are provided for each source type, with examples for webpages, articles, and books. Additional tools like NLM's "Citing Medicine" guide, Scopus, and Mendeley for reference management are also mentioned.
This document provides information on APA and Harvard referencing styles, including how to format in-text citations and reference lists. It discusses the key reasons for referencing, such as avoiding plagiarism and establishing credibility. The document then outlines the formatting guidelines for different source types in both APA and Harvard styles, such as books, journal articles, websites, and more. Specific guidance is provided on issues like citing multiple authors, personal communications, and unpublished works.
This document provides definitions and guidelines for key terms used in research such as references, bibliographies, and citations.
References are organized listings of works cited in the text that are placed at the end of a document. They include author name, title, publication details, and pages cited. References are arranged alphabetically. Bibliographies are full listings of all material consulted for research, including sources not directly cited.
Citations acknowledge original authors when using their information. They appear in text or at the end and provide enough information to identify the source. Style manuals like MLA, APA, and Chicago provide standardized formats for citations and bibliographies to avoid plagiarism and organize references.
The document provides an overview of APA citation format. It discusses the general format for citing sources in both the text of the paper and in the references list at the end. Key points include that APA uses parenthetical citations in the text that are brief and include the author's name and date, as well as guidelines for citing various sources like journal articles, books, and online materials. The references are always listed alphabetically at the end of the paper.
This document provides information about plagiarism, including definitions, examples, and guidelines for proper citation. It defines plagiarism as stealing another's work and ideas and passing them off as one's own. This can be done intentionally by copying work verbatim or unintentionally by poorly paraphrasing or citing sources. The document emphasizes the importance of citing sources through practices such as quoting, paraphrasing, and summarizing in order to avoid plagiarism. It also outlines the proper ways to cite sources in-text and in reference lists to give credit to original authors.
This document provides information about managing references using EndNote software. It covers topics such as citations, bibliographies, footnotes and reference styles. It also discusses how EndNote can help manage literature searches and references. Functions of EndNote like importing references, generating bibliographies and citing sources within documents are explained. Common citation styles and alternatives to EndNote are also summarized.
1. The document discusses referencing styles such as APA referencing. It explains how to cite sources in the text and provide a reference list in APA style.
2. Key aspects covered include citing authors and dates in the text, listing full references alphabetically at the end, and differentiating between a reference list and bibliography.
3. Referencing guidelines are important for giving proper credit and allowing readers to further explore sources of information used in a research paper or academic writing.
The document provides information on the Harvard referencing style, including what it is, how to use it, and examples of how references should appear in both the reference list and as in-text citations for a variety of source types, including books, journal articles, websites, and other media. It explains that the Harvard style involves citing authors in the body of the text and compiling a list of references at the end. Examples are given of how citations and references would appear for different source formats, such as books, articles, websites, and images.
This document provides information about searching for books and articles in both print and electronic formats. It discusses the differences between searching the old card catalog versus the online public access catalog (OPAC), and how periodical databases allow for keyword searching within article texts. The levels of scholarship for periodicals and differences between scholarly/academic, trade, and newspaper/magazine publications are outlined. Tips are provided for finding books, articles, and a specific article from a particular journal. Lastly, it touches on citations and bibliographies.
Originally part of the the OWL (Ohio Writing Lab) English Language Learning Project - this slide show has been expanded and altered to fit the needs of our students and syllabus.
This document from the Purdue University Writing Lab provides guidance on improving sentence clarity through avoiding misplaced and dangling modifiers, using active rather than passive voice, and combining sentences for conciseness. It addresses common clarity issues, provides examples to illustrate problems and solutions, and directs readers to additional resources for writing assistance.
The document provides tips for writing stylish sentences, including eliminating wordiness, being concrete rather than abstract, making the subject of the verb the agent of the action, letting beginnings point back to previous information, letting endings point forward to the next idea, and keeping grammar simple when thoughts are complex. Specific techniques and examples are given for each tip to improve sentence structure and flow.
This document summarizes rules for comma usage as presented in a workshop by the Purdue University Writing Lab. It discusses how commas are used to clarify meaning and indicate pauses in sentences. It provides guidance on using commas with clauses, phrases, compound and complex sentences, lists, and adjectives. Examples are given for proper use of commas with essential and nonessential elements as well as correcting comma splices. Attendees are directed to the Writing Lab for additional grammar help.
This document defines and explains key terms related to writing, including:
- The writing process involves prewriting, drafting, revision, and includes citation of sources.
- A thesis statement is the main idea or point of a written piece and appears in the introduction.
- Body paragraphs each include a topic sentence and evidence to support the thesis.
- Transitions connect ideas between paragraphs.
- The conclusion restates the thesis and resolves any opposing views.
The document discusses the rhetorical situation, which refers to the circumstances in which communication occurs. It identifies six key elements that make up the rhetorical situation: the writer, purpose, genre, audience, topic, and context. All of these elements influence how a writer should approach a given writing task and adapt their writing accordingly. The writer's background and the audience's characteristics, as well as the purpose, genre, topic, and surrounding context must all be considered for effective rhetorical communication.
The document provides various proofreading strategies for editing written work, including:
- Taking a break before proofreading to return with a fresh perspective.
- Asking others to review for errors and provide feedback.
- Reading content backwards or aloud to catch errors more easily.
- Using spellcheck and carefully checking for common personal errors.
- Determining the best format and environment for thorough proofreading.
This presentation highlights examples of poor proofreading found in 15 slides, including questions about whether a gas is called propane or not, the calorie count of food being incorrect, and a pie being referred to as a "moron" pie rather than "Morton" pie. It ends by questioning if "presence" was meant rather than what was written.
Editing vs. proofreading, by dr. shadia y. banjar.pptxDr. Shadia Banjar
The document discusses the differences between editing and proofreading. Editing involves checking terminology and researching terms to ensure correct terminology is used. It typically uses track changes and comments in Word. Proofreading scans the text for grammar, syntax, and spelling errors similar to a secondary school teacher and focuses only on text correctness. Proofreading does not involve terminology research or CAT tools. Editing takes longer than proofreading, sometimes taking 3 hours compared to half an hour for proofreading.
Proofreading involves carefully checking a document for errors in spelling, grammar, punctuation and consistency to ensure the intended message is clear and the writing makes a good impression. It is important for both authors and businesses to proofread in order to avoid mistakes that could damage credibility or have legal consequences. The lesson teaches common proofreading techniques like preparing a distraction-free workspace, reading thoroughly for understanding and flow, and using standard proofreading marks when marking up documents for corrections.
The document discusses the writing process and provides tips for effective writing. It outlines the main stages of the writing process as invention, collection, organization, drafting, revising, and proofreading. Each stage is described, such as brainstorming ideas during invention and creating an outline during organization. Tips are provided for each stage, like taking breaks while drafting and exchanging papers with friends during proofreading. The document emphasizes that having an established writing process can help writers organize their thoughts and use time efficiently.
The document discusses plagiarism, including its definition, prevalence among students, and different types. It notes that 74% of students surveyed admitted to serious test cheating and over half admitted to some level of plagiarism on written assignments. Plagiarism can be intentional, such as copying others' work, or unintentional through poor paraphrasing or citation. The document provides guidance on properly citing sources using quotes, paraphrases, and summaries.
The document discusses the characteristics of an effective research assignment and provides a suggested assignment template. It emphasizes that assignments should be clear, relevant to course goals, specify required resources, and have a clear timeline. The template includes sections for the course information, assignment description and instructions, required resources, timeline, format requirements, length, and penalties. It also provides a grading rubric with criteria for different performance levels and identifies online writing help resources.
The document outlines the writing process, which includes inventing, composing, and revising. It describes strategies for each step, such as brainstorming ideas, conducting research, developing a thesis, creating an outline, and proofreading. The presentation recommends asking questions to explore the topic and rhetorical situation, using visualization techniques, keeping a journal, and getting feedback from instructors or the campus writing lab for assistance throughout the writing process.
The document discusses the writing process and provides guidance on each step, including brainstorming ideas, organizing thoughts, drafting a first version, revising for clarity and mistakes, and proofreading. It emphasizes that developing and following a writing process can help writers organize their thoughts, clarify their writing, and use their time efficiently to improve their work.
The document discusses the writing process and provides guidance on each step, including brainstorming ideas, organizing thoughts, drafting a first version, revising for clarity and mistakes, and proofreading. It emphasizes that developing and following a writing process can help writers organize their thoughts, clarify their writing, and use their time efficiently to improve their work.
This document from the Purdue University Writing Lab provides guidance on organizing an effective argument. It explains that an argument involves establishing a claim and proving it with logical reasoning, examples, and research. Good organization guides the audience through the reasoning, offers a clear explanation of points, and demonstrates credibility. Key components of an organized argument include a title to generate interest, an introduction with a thesis statement, body paragraphs with topic sentences supporting main points and addressing counterarguments, and a conclusion reemphasizing the main points. The Writing Lab provides additional resources for constructing strong arguments.
This stack of slides describes my view on how to work as a PhD student. The presentation was targeted a Ubiquitous Computing audience, but is fairly generic in nature.
Presentation about electronic tools for teaching k-12 students about citing sources. Web based bibliography makers are shown with comparisons and a companion web site. Citing sources is placed with in a continuum of learning to do research.
The document discusses the Common Core State Standards and how they aim to better prepare students for college and careers. It notes that the standards emphasize having students read more informational texts rather than just literature as students progress through grade levels. The Common Core also focuses on having students closely read more complex texts across various disciplines and develop strong reading comprehension, writing, and research skills through hands-on activities and projects. It describes how online resources can help students learn by providing interactive elements, multimedia content, and ways for students to demonstrate their knowledge through writing and speaking.
Slides from the NW part-time researcher workshop on 1 November featuring sessions on academic writing styles and getting the best from a part-time supervisor. This workshop was hosted by the University of Chester (Warrington campus) and facilitated by Emma Gillaspy and Moira Peelo
This document provides guidance on structuring an academic essay, including identifying key elements, selecting and evaluating evidence, and expressing an argument clearly. It recommends that an introduction outline issues without a conclusion, and that the body discuss related issues in paragraphs with supporting evidence. The conclusion should directly answer the question after evaluating all evidence. Additional tips include researching relevance, breaking concepts into sub-concepts, ordering ideas logically, and using topic sentences and evidence to structure paragraphs and signpost the argument.
The document discusses the challenges university students face with writing. It notes that students typically work long hours, support families, and have little time to tackle new material, practice writing, or learn different assessment formats. The document then lists the wide variety of writing assignments students must complete and provides student quotes about feeling humiliated by writing demands and not understanding academic language. It suggests the problem may not be that students cannot write, but that they have insufficient time to learn subjects, practice writing, and write to learn before being assessed through various methods and assignments. The document concludes with an activity where participants freely write for ten minutes and note any reasons for stopping to help improve
The document proposes that university teachers can become regular academic writers through participating in writing groups. Writing groups involve small groups of teachers providing feedback on each other's writing and serve to promote autonomy, connectedness, and growth as scholar-writers. The document advocates for a practitioner-research approach to evaluate the effectiveness of writing groups at helping teachers develop their academic identities and increase their scholarly writing and publications.
This document provides suggestions for plenary activities that can be used at the end of a lesson. Some of the suggested activities include having students answer questions to test their understanding, give their opinions on the lesson topic, fill in missing words, play Pictionary to review concepts, and assess each other's classwork. The document also mentions having students act as the teacher by summarizing and questioning the class. The plenary activities are meant to review and reinforce the key ideas from the lesson.
A literature review analyzes and evaluates existing research on a topic. It should include journal articles, books, conference proceedings, government/corporate reports, and theses/dissertations. Journal articles are concise and up-to-date but may be refereed or non-refereed. Refereed materials are peer-reviewed to ensure reliability. Books provide background but are less current. The literature review critically examines prior work, shows relationships between studies, and relates the research to the author's project. It answers questions about current knowledge, theories, inconsistencies, needed evidence, and the importance of further study.
This document provides an overview of how to conduct a literature review. It defines a literature review, explains why it is important to review existing literature, and outlines the process of identifying relevant literature sources, searching for information, evaluating sources, and structuring a good literature review. Key steps include defining a research topic, choosing search terms, searching appropriate indexes and databases, evaluating the relevance and quality of sources found, and synthesizing the literature in a critical essay. Help and guidance is available from library resources, librarians, and dissertation supervisors.
The document provides guidance on how to write a good report, including how to structure the report, write an abstract, introduction, background, details, evaluation, and conclusions. It emphasizes getting the core story and contributions clear, using examples to explain concepts, justifying design decisions, both quantitatively and qualitatively evaluating the work, and suggesting future work. Key lessons include figuring out the problem and solution, conveying intuition before details, focusing on what matters most to the reader, and discussing successes and failures with evidence.
The document discusses strategies for effective note taking, including using a 3-ring binder, reading before class, identifying important points verbally and visually, using the Cornell note taking method or mind mapping during class, reviewing notes within 24 hours of class, and practicing the strategies in future lectures.
This document provides guidance on effective study skills such as note taking, referencing, and avoiding plagiarism. It discusses preferred note taking approaches for different reading situations and emphasizes the importance of properly citing sources. The goals of the workshop are to help students become aware of effective learning strategies, practice sharing ideas, and understand referencing and plagiarism. Exercises are included to discuss note taking preferences and strategies for lectures.
This document discusses effective note-taking and note-making strategies for students. [1] It emphasizes that note-taking is a cognitive process and different modalities like listening, speaking, viewing, reading and writing all involve thinking. [2] It recommends explicitly teaching students note-making processes and using modeling to show them how to organize and make sense of information. [3] Different structured note-taking methods are described like Cornell notes, concept mapping, and split-screen notes that help students relate, summarize and apply content.
The document discusses effective note-making strategies. It defines note-making as an active process of reading, questioning, evaluating, summarizing and paraphrasing information from written sources and lectures. The key reasons for note-making are to organize information for revision, act as memory hooks for retention, and aid in understanding complex ideas. Effective note-making involves surveying materials in advance, posing questions, actively listening and writing down key points and summaries in your own words during lectures and readings. Notes should be reviewed shortly after to reinforce learning and address any gaps.
Note taking is important for both academic classes and reasons debates for several reasons. It helps with recalling information and developing oral and written communication skills which are essential for any job. An effective reasons note taking format involves using pairs to structure the set of reasons, with an introduction, top pair, middle pair, and bottom pair. Each pair includes a comparison, grant, and criticism component to analyze two reasons being compared. Examples and practice are important for developing proficiency with reasons note taking.
This document provides tips for exam preparation and techniques. It dispels common exam myths, such as the idea that exams only test memory or are designed to trick students. It emphasizes applying knowledge rather than memorizing facts. The document recommends practicing with past papers, using revision strategies like reducing notes to key words over time, and finding a study method suited to one's memory type. It stresses preparing over time rather than last-minute cramming and maintaining a positive mindset during exams.
The document discusses critical analysis in student work. It provides examples of tutor comments indicating a lack of critical analysis, such as "More analysis needed" and "Descriptive rather than analytical." To receive a high grade, students must demonstrate logical and coherent development of a topic through comprehensive use of literature and evidence of original insight. The document then explores definitions of critical thinking as working with complex ideas to make a reasonable judgment based on appropriate evidence and context. It lists various ways critical thinking can be demonstrated, such as agreeing with or dismissing a viewpoint with reasoned grounds.
This document discusses effective revision and exam techniques. It recommends using a revision cycle of reducing notes to key words shortly after studying, then rewriting those key words from memory at increasing intervals. It also debunks common exam myths, such as the idea that exams test memory alone or are designed to catch students out. Instead, exams test knowledge and its application. The document advises practicing timing oneself on past papers and learning via visual, aural or interactive methods suited to one's memory type. It emphasizes beginning revision well before exams and having a positive mindset to overcome fear.
Dissertations 5 ref, plagiarism, own crit-analysis [handout]Study Hub
This 3 sentence summary provides an overview of the key points from the document:
The document discusses referencing, bibliographies, and plagiarism, focusing on proper citation and formatting of references. It covers both the Harvard and Cambridge referencing styles, explaining how to incorporate citations in the text and structure bibliographies. The document also addresses referencing various source types including books, journal articles, websites, and primary sources.
Dissertations 5 ref, plagiarism, own crit-analysisStudy Hub
This document provides an overview of the topics that will be covered in the final week of a 5-week course on dissertation and major project writing. The topics include referencing and bibliographies, plagiarism and how to avoid it, and the final stages of writing including introductions, conclusions, editing, and proofreading. Referencing, bibliographies, and avoiding plagiarism are discussed in more detail with examples provided of different citation styles.
This presentation discusses secondary and primary evidence in research. It defines primary and secondary evidence and explores how to make the most of library databases and online searching. The presentation addresses choosing appropriate research methods, assessing validity and reliability, and balancing quantitative and qualitative research methods. It also discusses concepts like triangulation, different forms of quantitative measurement scales, and using Likert scales in questionnaires.
Dissertations 3 research 2 (pre-2003 compatible)Study Hub
This document discusses secondary and primary evidence for research projects. It provides guidance on:
1) Choosing appropriate secondary and primary research methods based on the project requirements, topic, and time constraints. Primary research may not always be necessary.
2) Setting an appropriate balance between primary and secondary evidence. Primary evidence should be included based on module expectations and how it benefits the project investigation.
3) Considering reliability, validity, and generalizability when designing research methods to obtain the most effective results within the constraints. Triangulating different sources and methods can strengthen results.
Dissertations 2 research + lit reviews (pre-2003 compatible)Study Hub
The document discusses research skills and methods for writing literature reviews, including taking critical notes, surveying existing literature to understand debates and ideas, and keeping a research journal. It provides tips on questioning sources, being selective about included information, and structuring literature reviews based on the topic's existing research. The goal is to demonstrate understanding of the existing arguments and interpretations and identify how your own research fits within or adds to the current body of knowledge.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
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1. Finding Your Focus:
The Writing Process
A presentation brought to you by the
Purdue University Writing Lab
Purdue University Writing Lab
2. Everyone has a writing process.
What is yours?
Purdue University Writing Lab
3. Why do you need a writing
process?
It can help writers to
organize their
thoughts.
It can help writers to
avoid frustration and
procrastination.
It can help writers to
use their time
productively and
efficiently.
Purdue University Writing Lab
4. Writing process
Invention
Collection
Organization
Drafting
Revising
Proofreading
Purdue University Writing Lab
5. Invention: coming up with your
topic
Brainstorming:
Gettingyour ideas
on paper so you can
give yourself the
widest range of
topics possible
Purdue University Writing Lab
6. Brainstorming: coming up with
ideas that interest you
Listing: Paper Topics
Political apathy
Animal abuse
NFL instant replay
Air pollution
Brainstorming
Telemarketing scams
Internet censorship
NBA salary caps
Purdue University Writing Lab
7. Clustering: mapping out ideas
sportsmanship Flag
Burning First
Amend- Amendment
NBA
salary ment
caps
Internet censorship
animal ME
abuse
telemar-
NFL instant keting
three-party political replay scams
system apathy
Purdue University Writing Lab
9. Organizing: putting
information in an outline
OUTLINE
I. Introduction
A. Grab attention
B. State thesis
II. Body
A. Build points
B. Develop ideas
C. Support main claim
III. Conclusion
A. Reemphasize main
idea Purdue University Writing Lab
10. Drafting
Give yourself ample
time to work on your
project.
Find a comfortable
place to do your
writing.
Avoid distractions.
Take breaks.
Purdue University Writing Lab
11. Revising: reviewing ideas
Reviewhigher-order
concerns:
Clear communication of
ideas
Organization of paper
Paragraph structure
Strong introduction and
conclusion
Purdue University Writing Lab
13. Proofreading tips
Slowly read your paper
aloud.
Read your paper
backwards.
Exchange papers with a
friend.
NOTE: Spell check will not
catch everything, and
grammar checks are often
wrong!
Purdue University Writing Lab
14. The Writing Process:
Find Your Focus
• Invention
• Collection
• Organization
• Drafting
• Revising
• Proofreading
Purdue University Writing Lab
15. Where can you go for additional help
with assignments for any class?
Purdue University Writing
Lab
Heavilon 226
Grammar Hotline:
(765) 494-3723
Check our web site:
http://owl.english.purdue.edu
Email brief questions:
owl@owl.english.purdue.edu
Purdue University Writing Lab
Rationale: When students spend time thinking about the writing process, they will be able to plan their writing strategies more effectively. Activity: The facilitator may ask students about their own writing processes and invite them to share with the group. While students may follow a “process” for writing, they may not be able to identify all of the steps they go through to write a paper.
Rationale: Though students engage in a writing process, they may not be conscious of the steps it entails. Some students who have trouble organizing their thoughts struggle because they do not follow a consistent writing process or they skip steps within the process. This slide presents some important reasons to identify the steps in the writing process. By thinking about the writing process, students may be able to make the process more effective and efficient for themselves. Activity: The facilitator may choose to invite participation by asking students why they need a writing process. Each reason is activated with a mouse click.
Rationale: This slide previews the six steps of the writing process. Each element forms a part of a successful writing experience. Key Concept: The facilitator may explain that the writing process is not necessarily sequential--a linear path from invention to proofreading. Writers may generate a topic, collect some information, organize their notes, go back and collect more information, invent subtopics for their work, go back to organization, etc. The writing process is recursive --it often requires going back and forth between steps to create the strongest work possible. Knowing these steps and strategies, however, can be a great help to writers who struggle with their work.
Key Concept: The first step in the writing process is invention --developing a topic. Students often make the mistake of latching onto the first idea that comes their way. However, by doing some invention exercises, students can give themselves some options for their writing assignments and allow themselves to consider the ideas that are the most manageable, appropriate to the assignment, and, above all, interesting to the writer. If the writer is bored with the topic, it will show through in the final product.
Key Concept: Brainstorming is a method for coming up with ideas for a project. The key to brainstorming is to write down everything that pops into your head--the idea you are the least certain about may be the one you use for your paper! Brainstorming is a way writers can provide themselves with topic options. One brainstorming technique is called listing . This strategy involves a simple list of every idea that pops into the writer’s mind. From this list, writers might choose to narrow down their topics or branch into a related topic. The important thing is that all of these ideas are down on paper so they won’t be forgotten and potentially useful ideas are not lost in the process. Activity: To involve students, the facilitator might ask students the definitions of “brainstorming” and “listing.” Ask students about the writing situations in which they have found listing to be a useful technique. These experiences may inspire other students to give it a try. Click the mouse after “Listing:” to reveal the brainstormed list.
Key Concept: Clustering is another terrific brainstorming idea. Visual learners may find this technique more effective than listing because of the manner in which ideas are spatially arranged. To start, write the word “ME” in the center of your paper and draw a circle around it. Then branch out from the center circle with any ideas that interest you. If more ideas pop into your head, draw branches stemming from your outer circle. Again, the key is to write down as many ideas as possible. Students may find that two smaller branched ideas may work together well to form one solid topic. Or, students may find that their branch circles form supporting ideas or arguments for their main ideas. It is important not only to find a topic, but to find an angle about that topic that can be argued within an essay. Once students find an idea they like, they might form a new cluster by putting their main idea in the center, and then build supporting claims in branched circles. Activity: If the class is about to work on a new writing assignment, it might be a good idea to pause here and have them do some brainstorming by creating their own lists or clusters. The facilitator might ask students to share the results of their lists or come around the room and hold up examples of good clusters. Click the mouse after the “ME” circle to see additional branches.
Key Concept: Once students decide on a topic, their next step is to collect information. Activity: The facilitator may ask students where they might go to collect research. Answers will likely include such things as books, magazines, and the Internet. Examples: The facilitator might suggest other forms of research, including indexes for periodicals, newspapers, and academic journals (these can be located through the index link on ThorPlus). In particular, the INSPIRE database and the Academic FullText Search Elite database will provide students with a number of printable periodical sources. Interviews can also be useful, whether by phone, through e-mail, or in person. Often, web authors can be contacted through e-mail links on their web pages and may agree to be interviewed through e-mail. Activity: If students are engaged in a particular research assignment, the facilitator may choose to offer guidance on the best places to locate research for the project. For more information on collection strategies, see the presentation titled “Research and the Internet,” located on this CD-ROM.
Key Concepts: After writers collect information pertaining to their topics, a useful next step is to organize it--decide where to place information in the argument, as well as which information to omit. One easy way to do this is outlining . Argumentative and narrative papers generally have three main sections. The introduction is used to grab the readers’ attention and introduce the main idea or claim, often in the form of a thesis statement. The body consists of several supporting paragraphs that help to elaborate upon the main claim. Finally, the conclusion serves to wrap up the argument and reemphasize the writer’s main ideas. After gathering information in the collection stage, the writer should think about where each piece of information belongs in the course of an argument. By taking time to organize and plan the paper, writers save time and frustration in the drafting stage; they find that they can follow the pattern they have established for themselves in their outlines.
Rationale: Many students struggle with drafting because they make it the second component of their writing process--right after coming up with a topic-- instead of the fourth, after collecting and organizing. Students also struggle because they do not give themselves enough time to complete the drafting process. Key Concepts: With a little bit of pre-planning and organization, the drafting stage can be both a rewarding and efficient experience. First of all, students can avoid the dreaded procrastination by beginning their projects early. A comfortable place to write--whether with a keyboard or a pencil--also aids concentration. Avoiding distractions, such as television, noisy friends, or computer solitaire, will keep writers focused on their projects. Finally, writers should take breaks, preferably leaving off at a place where they know what comes next. This will make it easier to pick up again after the break. Sometimes completing a draft and coming back to it the next day helps students to look at their work with a fresh pair of eyes and a rejuvenated attitude. Writers should not feel compelled to write chronologically. Sometimes the conclusion can be an easier place to begin than with the thesis statement. With each writing assignment, students will be able to find a personal system that works best for them. Activity: The facilitator may ask students to share tips that they have learned about their own successful drafting habits.
Rationale: Students tend to view revising as a process of altering word choices and correcting spelling errors. Rather, this presentation separates revising--the revaluation of higher-order concerns --from proofreading--the correction of later-order concerns . Key Concepts: Revising is a process of reviewing the paper on the idea-level. It is a process of re-vision --literally re-seeing the argument of the paper. The revising process may involve changes such as the clarification of the thesis, the reorganization of paragraphs, the omission of unneeded information, the addition of supplemental information to back a claim, or the strengthening the introduction or conclusion. The key to revising is the clear communication of ideas from the writer to the intended audience. This is an important step to take following the drafting stage. Following the completion of an entire draft, students may have a stronger conception of their purpose, intended audience, and thesis statement. Feedback from other readers may also contribute toward the need to re-vision (or re-see) the project. Rather than feeling chained to every printed word, students should be encouraged to look at their writing as an evolving piece of work, subject to change. Sometimes a first draft is just that--a first draft. Again, students must be sure to allow themselves enough time to complete the revising process.
Key Concepts: After improving the quality of the content in the revising stage, writers then need to take care of mechanics, including corrections of spelling, punctuation, sentence structure, and documentation style. For more information on sentence structure and punctuation, see “Sentence Clarity and Combining” and “Conquering the Comma,” included on this CD-ROM. For presentations on documentation styles, see “Cross-referencing: Using MLA Format” and “Documenting Sources: Using MLA Format,” also on this CD-ROM.
Examples: Here are a few tips students can use to proofread their papers: The best tip is to read your paper out loud. Reading aloud forces the writer to engage each word verbally. Often typos, spelling errors, and sentence structure problems can be caught this way. If spelling is a big problem, checking through the paper backwards can also help writers to correct errors. Again, checking backwards will help writers to engage every word. Exchanging papers with a friend can also be a good way to check for errors. Sometimes a fresh pair of eyes helps. However, writers need to remember that the paper belongs to them and they are responsible for their work. If a friend corrects something that you don’t think is correct, double check with a grammar book, the OWL web site, or the Writing Lab Grammar Hotline. Sometimes students can develop an overreliance upon technology to correct spelling and grammar errors. However, if you meant to type “Good spelling is important in college” and instead type “Good smelling is important in college,” spell check will not catch the error because “smelling” is a correctly spelled word. Also, many grammar checks function on computer-programmed patterns of words. Often, they cannot process long or complicated sentences. Just because sentences are long or complicated does not mean they are wrong. Having an understanding of grammar yourself is the best way to check over your work.
Rationale: This slide reviews the six components to the writing process. Activity: The facilitator may choose at this time to answer questions or get feedback from students about their own writing processes. Students may share strategies about their own successful writing process tips.
Key Concept: If your students are struggling with developing a writing process, they can find help at the Purdue University Writing Lab. By making a half-hour appointment with a tutor, students can receive help with any area of the writing process, from invention to proofreading. Click mouse after the title question.