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ResearchedWriting.docx
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ON RESEARCHED WRITING
SECTION I
FINDING SOURCES
WELCOME!
Your library is now no farther away from your computer keyboard and screen! Click on any of the links below to a library physically near you or far from you to test the truth.
WUV LIBRARY https://www.library.wuv.edu
You will be happy to know that books related to your research area related to children in WUV library are, thanks to Robert Rose the Librarian, collected and placed in a separate shelf in the library to save you time searching for them. Please meet Mr. Rose for any additional help.
COUNTY LIBRARIES:
FAIRFAX COUNTY PUBLIC LIBRARY https://www.fairfaxcounty.gov/library/
ALEXANDRIA COUNTY LIBRARY http://www.uspubliclibrary.com/alexandria-public-libraries-va.htm
MONTGOMERY COUNTY PUBLIC LIBRARIES http://www.montgomerycountymd.gov/library/
MARYLAND PUBLIC LIBRARIES <http://directory.sailor.lib.md.us/> <http://www.publiclibraries.com/maryland.htm>
DC PUBLIC LIBRARY https://www.dclibrary.org/
LIBRARY OF CONGRESS http://www.loc.gov/ http://library.public-libraries.org/county/MD/PrinceGeorgesCounty.html
ACTIVITY 1: Choose any one of the links above to become familiar with the library site of your choice.
Library of Congress Classification
The Library of Congress Classification (LCC) is a classification system that was first developed in the late nineteenth and early twentieth centuries to organize and arrange the book collections of the Library of Congress. Over the course of the twentieth century, the system was adopted for use by other libraries as well, especially large academic libraries in the United States. It is currently one of the most widely used library classification systems in the world. The Library's Policy and Standards Division maintains and develops the system, posting lists of updates.
The system divides all knowledge into twenty-one basic classes, each identified by a single letter of the alphabet. Most of these alphabetical classes are further divided into more specific subclasses, identified by two-letter, or occasionally three-letter, combinations. For example, class N, Art, has subclasses NA, Architecture; NB, Sculpture, ND, Painting; as well as several other subclasses. Each subclass includes a loosely hierarchical arrangement of the topics pertinent to the subclass, going from the general to the more specific. Individual topics are often broken down by specific places, time periods, or bibliographic forms (such as periodicals, biographies, etc.). Each topic (often referred to as a caption) is assigned a single number or a span of numbers. Whole numbers used in LCC may range from one to four digits in length, and may be further extended by the use of decimal numbers. Some subtopics appear in alphabetical, rather than hierarchical, lists and are represented by decimal numbers that combine a letter of the alphabet with a numeral, e.g. .B72 or .K535. Relationships among topics in LCC are shown not by the numbers that are assigned to them, but by indenting subtopics under the larger topics that they are a part of, much like an outline. In this respect, it is different from more strictly hierarchical classification systems, such as the Dewey Decimal Classification , where hierarchical relationships among topics are shown by numbers that can be continuously subdivided.
LCC is distributed by the Library's Cataloging Distribution Service in two forms:
· World Wide Web access via Classification Web , an online product that includes not only LCC but also the text of Library of Congress Subject Headings (LCSH)
· A full set of LCC records in MARC 21 or MARCXML format, as well as subscriptions to a weekly update service
A detailed outline of LCC is available on the World Wide Web.
41 print-ready PDF volumes (called schedules), are available on the World Wide Web.
Questions or comments about the structure or content of LCC may be addressed to the Policy and Standards Division. https://www.loc.gov/catdir/cpso/lcc.html
Note: Large University Libraries follow the LOC system of classification (with Call Numbers made up of Letters and numbers to identify books). Smaller libraries like county libraries mentioned above use the Dewey Decimal system (Call numbers entirely made up of numbers).
Library of Congress Classification Outline
Listed below are the letters and titles of the main classes of the Library of Congress Classification. Click on any class to view an outline of its subclasses. Online access to the complete text of the schedules is available in Classification Web, a subscription product that may also be purchased from the Cataloging Distribution Service.
The files are also available for downloading in WordPerfect format (noted as WP version) and in Word format (noted as Word version).
· A -- GENERAL WORKS - WP version - Word version
· B -- PHILOSOPHY. PSYCHOLOGY. RELIGION - WP version - Word version
· C -- AUXILIARY SCIENCES OF HISTORY - WP version - Word version
· D -- WORLD HISTORY AND HISTORY OF EUROPE, ASIA, AFRICA, AUSTRALIA, NEW ZEALAND, ETC. - WP version - Word version
· E -- HISTORY OF THE AMERICAS - WP version - Word version
· F -- HISTORY OF THE AMERICAS - WP version - Word version
· G -- GEOGRAPHY. ANTHROPOLOGY. RECREATION - WP version - Word version
· H -- SOCIAL SCIENCES - WP version - Word version
· J -- POLITICAL SCIENCE - WP version - Word version
· K -- LAW - WP version - Word version
· L -- EDUCATION - WP version - Word version
· CLASS L - EDUCATION
· (Click each subclass for details)
· Subclass L Education (General)
· Subclass LA History of education
· Subclass LB Theory and practice of education
· Subclass LC Special aspects of education
· Subclass LD Individual institutions - United States
· Subclass LE Individual institutions - America (except United States)
· Subclass LF Individual institutions - Europe
· Subclass LG Individual institutions - Asia, Africa, Indian Ocean islands, Australia, New Zealand, Pacific islands
· Subclass LH College and school magazines and papers
· Subclass LJ Student fraternities and societies, United States
· Subclass LT Textbooks
· M -- MUSIC AND BOOKS ON MUSIC - WP version - Word version
· N -- FINE ARTS - WP version - Word version
· P -- LANGUAGE AND LITERATURE - WP version - Word version
· Q -- SCIENCE - WP version - Word version
· R -- MEDICINE - WP version - Word version
· S -- AGRICULTURE - WP version - Word version
· T -- TECHNOLOGY - WP version - Word version
· U -- MILITARY SCIENCE - WP version - Word version
· V -- NAVAL SCIENCE - WP version - Word version
· Z -- BIBLIOGRAPHY. LIBRARY SCIENCE. INFORMATION RESOURCES (GENERAL) - WP version - Word version
https://www.loc.gov/catdir/cpso/lcco/
ACTIVITY 2: Click on the link below for detailed LOC divisions and subdivisions of topics on education and the call numbers https://www.loc.gov/aba/cataloging/classification/lcco/lcco_l.pdf
ACTIVITY 3: Go to Library of Congress website https://www.loc.gov to browse books on children. Click on any one subsection you find there to browse books in the subsection.
DEWEY DECIMAL CLASSIFICATION SYSTEM
|
Numbers |
Categories |
|
000-099 |
General References or Works (encyclopedias, biographies, periodicals and journalism) |
|
100-199 |
Philosophy, psychology and logic |
|
200-299 |
Religion (men’s faith) |
|
300-399 |
Social Sciences (how people live and work in society; law, government and institutions) |
|
400-499 |
Language (English, grammar and dictionaries) |
|
500-599 |
Natural Science (Mathematics, astronomy, physics, chemistry, geology, paleontology, biology, zoology, and botany) |
|
600-699 |
Technology and Applied Science (medicine, engineering, agriculture, home economics, radio, TV, and aviation) |
|
700-799 |
Fine Arts and Recreation (architecture, sculpture, painting, music, photography and recreation) |
|
800-899 |
Literature (plays, poems, essays, literature in foreign languages) |
|
900-999 |
History and Biography (history, biography, geography and other related disciplines) |
ACTIVITY 4: You will find books on the topics related to children under the following Call Numbers in the Dewey system. Find the corresponding Call Numbers in the LOC system.
|
TOPICS |
DEWEY SYSTEM |
LOC SYSTEM |
|
Child abuse |
362.76 |
|
|
Child development |
155.4, 649.1 |
|
|
Child rearing |
649.1 |
|
|
Child sexual abuse |
362.76, 649.7 |
|
|
Child welfare |
362.7 |
|
|
Childbirth |
618.2,618.4 |
|
|
Children death |
155.937 |
|
|
Children and the Internet |
004.67 |
|
|
Children of divorced parents |
306.89 |
|
READERS’ GUIDE TO PERIODICAL LITERATURE
http://www.ebscohost.com/academic/readers-guide-to-periodical-literature
https://www.hwwilsoninprint.com/periodicals.php
Broad, timely coverage of the 300 most popular general-interest periodicals.
Readers' Guide to Periodical Literature delivers comprehensive indexing of 300 of the most popular and important periodicals published in the United States and Canada, thereby indexing articles about topics of current and historical interest. It offers high school and college students, teachers, public library patrons and researchers of all kinds an easy-to-use index to a broad range of general interest popular magazines.
Among the hundreds of subjects covered are Aeronautics, Aging, Astronomy, Automobiles, Biography, Business, Canada, Children, Computers, Consumer Education, Current Events, Education, Environment, Fashion, Film, Fine Arts, Food, Foreign Affairs, Health, History, Hobbies, Home, Journalism, Leisure Activities, Medicine, Music, News, Nutrition, Photography, Politics, Religion, Science, Sports, and Television.
Three paperbacks are delivered March to September and include 1,000 pages each. The cumulative library-bound annual, published each year in January, includes 3,000 pages covering over 80,000 articles.
Access to information is flexible and easy in the Readers' Guide. The following search methods are available:
· Subject Access - The plain language terminology used in the subject headings insures users will find the information they need
· Author Access - Both subject and author entries are given in one alphabet and both provide all the information necessary to locate an article
· Cross References - Literally thousands of cross references help users expand the scope of their searches
The Guide offers a number of features developed and perfected by Wilson during the 110 years of the publication's development:
· Complete indexing of the most popular magazines in libraries today
· Unique name and subject authority files which guarantee names and subject headings are consistent wherever they appear
· Title enhancement to clarify the content of articles with ambiguous titles
· Complete bibliographic information for each article cited
· Complete subscription information for each magazine indexed
· A separate index of book reviews which have appeared in the covered magazines An annual subscription to Readers' Guide to Periodical Literature brings your library 3 quality paperbound issues plus a permanent annual hardbound cumulation.
An annual subscription to Readers' Guide to Periodical Literature brings your library 3 quality paperbound issues plus a permanent annual hardbound cumulation.
Top 10 Databases https://www.library.wisc.edu/find/top-10-databases/
|
DATABASE NAME |
SUBJECT AREA |
|
|
Business | ||
|
General (Multidisciplinary) | ||
|
General (Multidisciplinary) | ||
|
General (Multidisciplinary) | ||
|
News | ||
|
Psychology | ||
|
Medicine | ||
|
Science (Multidisciplinary) | ||
|
General (Multidisciplinary) | ||
|
General (Multidisciplinary) |
ADDITIONAL DATABASES
EBSCOHOST Online Database Providers Remote access to EBSCO's databases is permitted to patrons of subscribing institutions accessing from remote locations for personal, non-commercial use. https://search.ebscohost.com/
INFOTRAC . Remote access to Cengage Learning databases is permitted to patrons of subscribing institutions who access from remote locations. Such remote access is limited to non-commercial purposes. Remote access from a non-subscribing institution is not permitted if done for cost reduction or avoidance at that institution. http://infotrac.galegroup.com/default
PROQUEST . ProQuest is committed to empowering researchers and librarians around the world. Its innovative information content and technologies increase the productivity of students, scholars, professionals and the libraries that serve them. Through partnerships with content holders, ProQuest preserves rich, vast and varied information – whether historical archives or today’s scientific breakthroughs – and packages it with digital technologies that enhance its discovery, sharing and management. For academic, corporate, government, school and public libraries, as well as professional researchers, ProQuest provides services that enable strategic acquisition, management and discovery of information collections.
ACADEMIC SEARCH PREMIER. A Renowned Scholarly Resource Providing Superior Full-Text, Academic Journals Covering the Major Areas of Academic Research
http://www.ebscohost.com/academic/academic-search-premier
EBSCOHOST http://www.ebscohost.com/academic/eric
Cumulative Index to Nursing and Allied Health Literature (CINAHL).. Nurses, allied health professionals, researchers, nurse educators and students depend on the The CINAHL Database to research their subject area from this authoritative index of nursing and allied health journals which includes millions of records dating back to 1981
http://www.ebscohost.com/biomedical-libraries/the-cinahl-database
ERIC (Education Resoure InformATION Center) .The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement. http://eric.ed.gov
CGP (Catalog of Government Publications) .. The CGP is the finding tool for federal publications that includes descriptive records for historical and current publications and provides direct links to those that are available online.http://catalog.gpo.gov/F?RN=223620033
LexisNexis---http://www.lexisnexis.com/hottopics/lnacademic/
New York Times Index .. http://www.nytimes.com/ref/membercenter/help/siteindex.html
LexisNexis---http://www.lexisnexis.com/hottopics/lnacademic/
Internet Search Engines
How to Control Search on the Internet
Key word search
Instant messaging: 53,700,000 hits
AND limits search (+) … Instant messaging AND language..37,700,000 hits
OR expands …Instant messaging OR language… 106,000,000 hits
NOT limits …Instant messaging NOT language 43,000,000
Parentheses (…) customizes … Instant messaging AND (literary OR linguistic)
Wild card * expands Instant message*
Quotation marks “….” narrows. Instant “message”
ACTIVITY 5: Follow the process you see above to search books on your research paper topic.
ACTIVITY 6: Use one of the library websites to answer the following questions:
1. What is the title of one book by Rebecca Anne Bailey? _________________________
2. What is the title of one book by Laura A Jana? _______________________________
3. Who is the author of Do Parents Matter? _______________________________________________________________________
4. Who is the author of Positive Discipline? ____________________________________
5. List two books and their authors dealing with the subject of adoption.
a. ______________________________________________________________________
b. ______________________________________________________________________
6. Look up a books Mindful Discipline and Not Buying It and give the following information:
Mindful Discipline Not Buying It
a. Author _______________________________________________________________
b. Publisher______________________________________________________________
c. Date of publication _____________________________________________________
d. Call number __________________________________________________________
e. One subject heading ____________________________________________________
7. Look up a book written by Luanne Rice or Anastacia Higginbotham and give the following information:
Luanne Rice Anastacia Higginbotham
a. Title _________________________________________________________________
b. Publisher _____________________________________________________________
c. Date of publication _____________________________________________________
d. Call number ___________________________________________________________
e. One subject heading _____________________________________________________
From the topic to a working thesis for a research paper
Family
Parenting
Parenting and teenagers
Parenting AND Teenagers NOT television
Parenting AND Teenagers AND homeschooling
Moral and ethical considerations AND parenting
Step parenting
Parents AND discipline
Topic: Family
Narrowed topic: Parenting
Issue: Challenges parents face
Research question: What do parents have to do to protect their children from harm?
Hypothesis: Parents can protect children from harm.
Hypothesis to a working thesis: Parents can do things to overcome the negative influences hurting their families.
ACTIVITY 7: Following the process, find the working thesis for your research paper.
Sample Research Paper
https://owl.english.purdue.edu/media/pdf/20090212013008_560.pdf
SECTION II
FORMULATING A THESIS STATEMENT
1. Choose a broad area of your interest like the ones below:
a. Televison
b. Energy
c. Genetic Science
d. Sex
e. Population
f. Drug industry
g. Environment
h. Second Amendment
i. Birth Control
2. Next choose a topic related to the corresponding area.
a. Television rating
b. Nuclear waste
c. Genetic tests
d. Sex assaults
e. Immigration
f. Drug marketing
g. Environmental Protection Agency
h. Gun Violence
i. Contraceptives
3. Go on to limit the topic.
a. Television rating--Government-regulated rating system for television shows
b. Nuclear waste—Safe disposal of nuclear waste
c. Genetic tests-- genetic tests for hereditary diseases
d. Sexual assaults—Sexual assaults on college campuses
e. Immigration—Recent influx of Central American kids crossing the borders to the US
f. Drug marketing--“Off-label” marketing of drugs
g. Environmental Protection-- Clean Air and Clean Water Acts
h. Gun Violence—How to reduce gun violence
i. Contraceptives-- Contraceptive coverage in the Health Care Law
4. Explore the topic by asking a question worth exploring.
a. Television rating--Government-regulated rating system for television shows
Will a government-regulated rating system for television shows really curb children’s exposure to violent programming?
b. Nuclear waste—Safe disposal of nuclear waste
Which geological formations are the safest repositories for nuclear waste?
c. Genetic tests-- Genetic tests for hereditary diseases
Do genetic tests for hereditary diseases place people at a greater risk of job or insurance discrimination?
d. Sexual assaults—Sexual assaults on college campuses
Are colleges and universities in compliance with Title IX related to their handling of sexual violence complaints on their campuses?
e. Immigration—Recent influx of Central American kids crossing the borders to the US
Why is there an influx of Central American kids crossing the borders into the United States?
f. Drug marketing--“Off-label” marketing of drugs
Should “off-label” marketing of drugs—the uses of drugs beyond those listed on their labels—allowed?
g. Environmental Protection-- Clean Air and Clean Water Acts
Are the Clean Air Act and Clean Water Act of the EPA subject to debate?
h. Gun Violence—How to reduce gun violence
How can people use their voice, their vote, and their wallet to reduce gun violence?
i. Contraceptives-- Contraceptive coverage in the Health Care Law
Can family-owned businesses be exempt from the health-care law which requires the businesses to offer their employees contraceptive coverage that conflicts with the owners’ religious beliefs?
5. Ask appropriate questions
a. Choose a narrow question .
Too broad:
What are the hazards of fad diets?
Is the military seriously addressing the problem of sexual harassment?
What causes homelessness?
Narrower:
What are the hazards of liquid diets?
To what extent has the navy addressed the problem of sexual harassment since
2000?
How has the deinstitutionalization of the mentally ill contributed to the problem
of homelessness?
b. Choose a challenging question .
Too bland:
What is obsessive-compulsive disorder?
Where is wind energy being used?
How do lie detectors work?
Challenging:
What treatments for obsessive –compulsive disorder show the most promise?
Does investing in wind energy make economic sense?
How reliable are the lie detectors?
c. Choose a grounded question :
Too speculative:
Is capital punishment moral?
Do medical scientists have rights to experiment on animals?
What is the difference between a just and unjust law?
Grounded:
Does capital punishment deter crime?
How have technical breakthroughs made medical experiments on animals
increasingly unnecessary?
Should we adjust our laws so that penalties for possession of powdered cocaine
and crack cocaine are comparable?
6. To recall/ repeat the whole process of formulating a thesis with additional examples.
Subject: US Foreign Debt
The topic is US FOREIGN DEBT, a subject that has been much talked about recently. Let us formulate a thesis statement for an essay.
What is a thesis statement? It is the central idea of an essay. It introduces the topic and the point the writer wants to make about it. Ideally, it also includes the essay’s plan of development.
Why is it an important first step to formulate a thesis statement, however tentative, in the writing process? If you try to write an essay without a thesis, you are completely at the mercy of god. Necessary as god’s mercy is every breathing moment, you know god helps those who help themselves.
Imagine you have a plot of land, and you have collected building materials. What are you going to do without a blueprint for the house you plan to build?
You need a thesis, a blueprint, to give a form and structure to your to thoughts.
Remember that a thesis statement should be a generalization, not a fact; it should be limited, not too broad; it should be specific, not too vague.
Where to begin? You begin with a quick assessment of the writing situation, a sort of physical doctors do when you visit their clinic, an assessment of your height, weight, temperature, BP, etc.
Subject: The subject is given. There is no choice.
Sources: Under the circumstances, no time available for research. We have to write the
essay based on what we know about the topic.
Purpose: Undecided at this moment—it could be either informational or argumentative
Audience: Your teacher and classmates.
Constraints: Time available one week. Length: 400 words
The topic needs to be focused. From whose point of view is this essay to be written? From the point of view of our creditors? The Chinese? The American? Or both? As patriotic Americans, let us choose the American point of view.
Generating ideas. What do you want to say on the topic? You have no time to do research. So you write down whatever you remember reading from the newspapers or watching the TV. You make a list of the points.
Ask wh- questions/ journalist’s questions—What is the amount of debt? Why did we get into this debt? When do we have to pay back this debt? How do we pay back the debt?
Prepare a list of points that come to your mind.
Size of the debt
13 trillions
Rising every minute
Trade imbalances
More imports
Less exports
Currency manipulation
Threat on US economy
Undermines freedom
Doom and gloom talk
Now we have collected the building materials. We have to put them together to make a structure. What we do need? A blueprint. A thesis statement is what it is.
Consider the following possible thesis statements:
The US foreign debt stands at 13.7 trillion dollars. (A factual statement, no good)
The US foreign debt is rising at an alarming rate. (Better, but provides little room for
any discussion)
The US foreign debt is rising at an alarming rate because of trade imbalances—the
country is importing more from other countries than it is exporting to these countries. (Focused, but rather bland)
The US foreign debt is posing a threat to the country’s economy and more importantly
to our freedom. (Focused, thoughtful, interesting)
Although some economists have tried to make light of the situation, the US foreign debt is posing a threat to the country’s economy, our freedom, and our global leadership.. (Challenging, complex, good)
Questions to ask of the thesis statement: Is it too broad? Is it vague? Is it bland? The thesis statement has to be specific, interesting, challenging, and can be supported within the time and space constraints.
Revise the thesis statement, if necessary, as you proceed writing the essay or after you have finished the first draft.
The title: Is US foreign debt a threat to the country’s economy and freedom?
Let us say you are happy with the formulation of the thesis statement. You state the thesis in the opening paragraph with a personal anecdote. Describe how you have lost your car and other belongings because of your credit card debt. You are left with only the shirt on your back. No wonder we should be concerned about our foreign debt. You may conclude your essay by saying that we must take immediate steps to reduce of our debt.
EXAMPLE 2
Internet revolution
Communication
Topic: Instant messaging
Narrowed topic: The language of IM
Issue: The effects of IM on youth literacy
Research question: How has the popularity of IM affected literacy among today’s youth?
Hypothesis: IM has a positive effect on the writing skills of young people.
Hypothesis to a working thesis: Although some educators criticize IM, it may aid literacy by encouraging people to write—even if IM requires a different kind of writing.
EXAMPLE 3
Education
eTexts
Topic: Online education
Narrowed topic: Students of online education
Issue: The popularity of online education among working adults
Research question: Why is online education popular among working adults?
Hypothesis: Online education serves the needs of working adults
Hypothesis to a working thesis: Anywhere, anytime online education helps working adults to improve their professional qualification and their career.
EXAMPLE 4
Family
Parenting
Parenting and teenagers
Parenting AND Teenagers AND television
Parenting AND Teenagers AND homeschooling (Still received hundreds of hits)
Moral and ethical considerations of parenting
Step parenting
Parents and discipline
Parents and adolescent girls
Topic: Family
Narrowed topic: Parenting
Issue: Challenges parents face
Research question: What do parents have to do to protect their children from harm?
Hypothesis: Parents can protect children from harm.
Hypothesis to a working thesis: Parents can do things to overcome the negative influences hurting their families.
SECTION III
NOTE- TAKING
A. Note- taking: Summarizing, Paraphrasing, Quoting, and Writing Personal Comments
Original Source
Public and scientific interest in the question of apes' ability to use language first soared some 15 years ago when Washoe, a chimpanzee raised like a human child by R. Allen Gardner and Beatrice Gardner of the University of Nevada, learned to make hand signs for many words and even seemed to be making short sentences. Since then researchers have taught many chimpanzees and a few gorillas and orangutans to "talk" using the sign language of deaf humans, plastic chips or, like Kanzi, keyboard symbols. Washoe, Sarah, a chimpanzee trained by David Premack of the University of Pennsylvania, and Koko, a gorilla trained by the psychologist Francine Patterson, became media stars.
Bibliography Note Card
Eckholm, E. (1985, June 24). Pygmy chimp readily learns language skill. The New York Times, pp. A1, B7.
Summary Note Card Paraphrase Note Card
Washoe A chimpanzee named Washoe, trained in the 1970s by U. of Nevada professors R. Allen and Beatrice Gardner, learned words in the sign language of the deaf and may even have created short sentences (B7).
Eckholm, "Pygmy"
Types of languages
The ape experiments began in the 1970s with Washoe, who learned sign language. In later experiments some apes learned to communicate using plastic chips or symbols on a keyboard (B7).
Eckholm, "Pygmy"
The ape experiments began in the 1970s with Washoe, who learned sign language. In later experiments some apes learned to communicate using plastic chips or symbols on a keyboard (B7).
Quotation Note Card Personal Comment Note Card
Washoe
Washoe (and I think Koko) were raised almost like children, not laboratory setting. Does the setting affect the apes' performance? What about scientific objectivity?
Eckholm, "Pygmy"
Washoe
Washoe, trained by R. Allen and Beatrice Gardner, "learned to make hand signs for many words and even seemed to be making short sentences" (B7).
Eckholm, "Pygmy"
From Hacker, D. (1998). The Bedford Handbook, Boston: Bedford Books. pp. 559- 62
Activity 8
Prepare five four notecards—a bibliography note card, a summary notecard, paraphrase note card, quotation note card, and a personal comment note card—for the text below.
Original Source
Novice researchers today are cursed with a wonderful gift--the Internet. A simple search on Google or Yahoo! can provide ready access to a mountain of information –some excellent, much unreliable—but this mountain can collapse in an avalanche, becoming a roadblock to effective research. The inexperienced researcher, relying exclusively on open sources (digital resources that do not require registration or payment for access), miss out on important information available in books, articles, and documents that are accessible, through the library, and even sources buried deeper in the Web. Experienced researchers avoid the open-source available with advanced techniques that reduce the onslaught to a manageable number of relevant web pages. They also move beyond the open Web to the library—virtual or physical. (p.50)
Howard, M. H., & Taggart, A. R. (2014). Research Matters. Boston: McGraw Hill.
Bibliography Note Card
Summary Note Card Paraphrase Note Card
Quotation Note Card Personal Comment Note Card
Activity 9
Given below is a passage followed by notes on the passage. Both notes include a parenthetical citation, “(24),” crediting the original source. But while one note is an acceptable summary, the other is an unacceptable summary. Explain why one is acceptable and the other is unacceptable.
Original Passage
Now, however, there is growing evidence that restorative naps are making a comeback. Recognizing that most of their employees are chronically sleep-deprived, some companies have set up nap rooms with reclining chairs, blankets and alarm clocks. If unions are truly interested in worker welfare, they should make such accommodations a standard item in contract negotiations. Workers who take advantage of the opportunity to sleep for twenty minutes or so during the workday report that they can go back to work with renewed enthusiasm and energy. My college roommate, Dr. Linda Himot, a psychiatrist in Pittsburgh, who has a talent for ten-minute catnaps between patients, says these respites help her focus better on each patient's problems, which are not always scintillating. And companies that encourage napping report that it reduces accidents and errors and increases productivity, even if it shortens the workday a bit. Studies have shown that sleepy workers make more mistakes and cause more accidents, and are more susceptible to heart attacks and gastrointestinal disorders.
—Jane Brody, from “New Respect for the Nap” (New York Times, 2001)
A
As employers realize that many workers are short on sleep, they are becoming more open to the idea of napping on the job. Some even provide places for workers to stretch out and nap briefly. Companies that allow napping find their employees are more alert and productive, and even suffer fewer physical ailments (24).
B
Naps are becoming more acceptable. Some companies have done such things as set up nap rooms with reclining chairs and blankets. Naps provide workers with renewed enthusiasm and energy. Although naps shorten the workday a bit, they reduce accidents and increase productivity. Sleep-deprived workers are prone to heart attacks and gastrointestinal disorders (24).
Activity 10
Given below is a passage followed by notes on the passage. Both notes include a parenthetical citation, “(24),” crediting the original source. But while one note is an acceptable summary, the other is an unacceptable summary. Explain why one is acceptable and the other is unacceptable.
Original passage
Chances are, you are going to go to work after you complete college. How would you like to earn an extra $950,000 on your job? If this sounds appealing, read on. I'm going to reveal how you can make an extra $2,000 a month between the ages of 25 and 65. Is this hard to do? Actually, it is simple for some, but impossible for others. All you have to do is be born a male and graduate from college. If we compare full-time workers, this is how much more the average male college graduate earns over the course of his career. Hardly any single factor pinpoints gender discrimination better than this total. The pay gap, which shows up at all levels of education, is so great that women who work full-time average only two-thirds (67 percent) of what men are paid. This gap does not occur only in the United States. All industrialized nations have it, although only in Japan is the gap larger than in the United States.
—James Henslin, from Essentials of Sociology, fourth edition (Allyn & Bacon, 2002)
A
To make an extra $2,000 a month between the ages of 25 and 65, you need to be born male and graduate from college. This adds up to an additional $950,000. The pay gap between genders shows up at all levels of education. It is so great that women who work full time make only two-thirds what men make. The gender gap occurs in all industrialized nations, although only in Japan is it greater than in the U.S. (24).
B
The effect of gender on salary is significant. At all levels of education, a woman who works full time earns about two-thirds as much as a man who works full time. For college graduates, this adds up to a difference of $950,000 over the course of a 40-year working life. The gender gap exists in all industrialized nations, but it is greatest in Japan and the U.S. (24).
ACTIVITY 11
Given below is a list of 5 quotations and their sources recorded in note cards for use in a research papers dealing with topics related to different issues related to children. Write a separate paragraph on each of them incorporating the quotation in APA style to support your point. At the end of your paragraph, cite the reference to the source in APA style.
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Author |
Publication date |
Title |
Publication information |
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1 |
M. E. J. Wadsworth |
1991 |
The imprint of time: Childhood history and adult life |
Oxford, UK Oxford University Press |
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“High involvement and increasing closeness between fathers and adolescents protect adolescents from engaging in delinquent behavior and experiencing emotional distress.” (p. 126) |
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2 |
Linda Pearson
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2006 |
The Discipline Miracle |
New York AMACOM |
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“Like a ship bucking through storm-tossed seas, your child needs a friendly port where he can return, drop anchor, and be safe until he is ready to sail again.” (p. 11) |
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3 |
R. A. Barkely A. L. Robin |
2008 |
The Defiant Teen |
New York Guilford Press |
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“Kids who don’t achieve independence from their parents don’t stand much of a chance of being fit enough to survive as adults.” (p. 43) |
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3 |
Sara McLanahan Gary D. Sandefeur |
1994 |
Growing up with a single parent: What hurts, what helps |
Cambridge, MA Harvard University Press |
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“Single parents are here to stay, and their worsening situation is tearing at the fabric of our society. (p. 83) |
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4. |
Jane Nelson
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2015 |
Positive Discipline |
New York Harmony books |
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“The best parenting translates love from words into thoughtful action.” (p. 18) |
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5. |
Jane Nelson |
2015 |
Positive Discipline |
New York Harmony books |
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“It is amazing how a child resists a direct order will respond with enthusiasm when that order becomes an invitation to play.” (73) |
SECTION IV
RECALLING MATERIAL COVERED
Activity 12
I. Using the Library
A. Books
1. What are the three ways to look up a book in the library?
2. What are call numbers?
3. What are the two call number systems?
B. Periodicals
1. How to find an article in a periodical?
2. What is the drawback of the Reader’s Guide to Periodical Literature?
3. What are online databases?
4. What is the difference between a database and an index?
II. Using the Internet
1. Where do you find current books?
2. What do you know about Library of Congress?
3. What is eLibrary?
4. What do you have to do to avoid getting too much information while using Internet Search engines?
5. How do you evaluate Internet sources?
III. Writing a research paper
1. What kind of a topic should you select?
2. What is the first step in doing research?
3. What is the second step?
4. What is step 3?
5. Describe step 4?
6. What does note-taking mean?
7. What is plagiarism?
8. What are the four bases of effective writing you need to keep in mind while writing a research paper?
9. What are the different ways you cite a source within a paper?
10. What sources should you include under References at the end of the paper?
11. How do you list sources?
12. What are the four basic elements of an entry?
13. What is the basic format for a reference- list entry for a book?
14. What is the basic format for a reference- list entry for an article in a periodical?
15. What is the basic format for a reference- list entry for electronic sources?
SECTION V
CITATIONS
A. What is plagiarism? What precautions should you take against plagiarism? To guard against plagiarism go to https://www.indiana.edu/~istd/index.html
B. Signal Phrases
Use signal phrases to introduce quotations without the readers feeling a jolt.
Gibbons (2012), a noted psychologist, says, “….”
According to the well-known psychologist Gibbons (2012), “….”
In the words of the famous psychologist Gibbons (2012), “….”
As Gibbons (2012), the President of the American Psychological Association, has noted, “….”
“….” claims Gibbons (2012).
Psychologist Gibbons (2012) offers an interesting argument for this view: “….”
Gibbons (2012) answers these objections with the following analysis: “….”
Use an appropriate verb such as one of the following in the signal phrase to suit the context:
acknowledges
adds
admits
agrees
argues
asserts
believes
claims
comments
compares
confirms
contends
declares
denies
disputes
emphasizes
endorses
grants
illustrates
implies
insists
notes
observes
points out
reasons
refutes
rejects
reports
responds
suggests
thinks
writes
More about quotations.
Except the following legitimate uses of quotations, use your own words to summarize and paraphrase your sources and explain your own ideas.
When language is especially vivid and expressive
When exact words are needed for technical accuracy
When it is important to let writers explain their position in their own words
When words of an important authority lend weight to an argument
Use ellipsis marks (…) to condense a quoted passage. Avoid using ellipsis at the beginning or at the end of a quotation.
Use square brackets to insert words of your own into quoted material.
Set off long quotations more than four lines by indenting one inch (or ten spaces) from he left margin. Introduce the quotation by an informative sentence followed by a colon (:) Quotation marks are unnecessary.
APA style requires parenthetical citations in the text to document quotations, paraphrases, summaries, and other material from a source. These citations include the year of publication and correspond to full bibliographic entries in the list of references.
C. APA Style: In-Text Citations
1. Author named in a signal phrase
Generally, use the author's name in a signal phrase to introduce the cited material, and place the date, in parentheses, immediately after the author's name. For a quotation, the page number, preceded by p., appears in parentheses after the quotation.
Chavez (2003) noted that "six years after slim cigarettes for women were introduced, more than twice as many teenage girls were smoking" (p. 13).
For electronic texts or other works without page numbers, paragraph numbers may be used, preceded by the abbreviation para.
Weinberg (2000) has claimed that "the techniques used in group therapy can be verbal, expressive, or psychodramatic" (para 5).
If paragraph numbers are not given, cite the heading and number of the paragraph in that section: (Types of Groups section, para.1). For a long, set-off quotation (one having more than forty words), place the page reference in parentheses one space after the final punctuation (23a).
2. Author named in a parenthetical reference
When you do not mention the author in a signal phrase in your text, give the author's name and the date, separated by a comma, in parentheses at the end of the cited material.
One study found that 17% of adopted children in the United States are of a different race than their adoptive parents (Peterson, 2003).
Use both names in all citations. Use and in a signal phrase, but use an ampersand (&) in parentheses.
Babcock and Laschever (2003) have suggested that many women do not negotiate their salaries and pay raises as vigorously as their male counterparts do. A recent study has suggested that many women do not negotiate their salaries and pay raises as vigorously as their male counterparts do (Babcock & Laschever, 2003).
List all the authors' names for the first reference.
Safer, Voccola, Hurd, and Goodwin (2003) reached somewhat different conclusions by designing a study that was less dependent on subjective judgment than were previous studies.
In subsequent references, use just the first author's name plus et al.
Based on the results, Safer et al. (2003) determined that the a
Use only the first author's name and et al. in every citation.
As Soleim et al. (2002) demonstrated, advertising holds the potential for manipulating "free-willed" consumers.
If the name of an organization or a corporation is long, spell it out the first time, followed by an abbreviation in brackets. In later references, use the abbreviation only.
First citation: (Centers for Disease Control and Prevention [CDC], 2003)
Later citations: (CDC, 2003)
Use the title or its first few words in a signal phrase or in parentheses. Italicize book or report title; an article or chapter title in quotation marks.
The employment profiles for this time period substantiated this trend (Federal Employment, 2001).
8. Two or more authors with the same last name
If your list of references includes works by different authors with the same last name, include the authors' initials in each citation.
S. Bartolomeo (2000) conducted the groundbreaking study on teenage childbearing.
9. Two or more sources in one parenthetical reference
List sources by different authors in alphabetical order by authors' last names, separated by semicolons:
(Cardone, 1998; Lai, 2002).
List works by the same author in chronological order, separated by commas:
(Lai, 2000, 2002).
10. Specific parts of a source
Use abbreviations (chap., p., para., and so on) in a parenthetical reference to name the part of a work you are citing.
Mogolov (2003, chap. 9) argued that his research yielded the opposite results.
11. Email and other personal communication
Cite any personal letters, email, electronic postings, telephone conversations, or interviews with the person's initial(s) and last name, the identification personal communication, and the date. Do not include personal communications in the reference list.
R. Tobin (personal communication, November 4, 2003) supported his claims about music therapy with new evidence.
To cite an entire Web site, include its address in parentheses in your text (http://www.gallup.com); you do not need to include it in your list of references. Otherwise, cite a Web or electronic document as you would a print source, using the author's name and date, indicating the chapter or figure, as appropriate; and giving a full citation in your list of references. To cite a quotation, include the page or paragraph numbers.
Zomkowski argued the importance of "ensuring equitable access to the Internet" (2003, para. 3).
D. APA Style: List of References
1. BOOKS
1. One author
Lightman, A. P. (2002). The diagnosis. New York, NY: Vintage Books.
2. Two or more authors
Walsh, M. E., & Murphy, J. A. (2003). Children, health, and learning: A guide to the issues. Westport, CT: Praeger.
3. Organization as author
Committee on Abrupt Climate Change, National Research Council. (2002). Abrupt climate change: Inevitable surprises. Washington, DC: National Academies Press.
Use the word Author as the publisher when the organization is both the author and the publisher.
Committee on Abrupt Climate Change, National Research Council. (2002). Abrupt climate change: Inevitable surprises. Washington, DC: Author
Resources for Rehabilitation. (2003). A woman's guide to coping with disability. London, England: Author.
4. Unknown author
National Geographic atlas of the Middle East. (2003). Washington, DC: National Geographic Society.
5. Editor
Dickens, J. (Ed.). (1995). Family outing: A guide for parents of gays, lesbians, and bisexuals. London, England: Peter Owen.
6. Selection in a book with an editor
Burke, W. W., & Nourmair, D. A. (2001). The role of personality assessment in organization development. In J. Waclawski & A. H. Church (Eds.), Organization development: A data-driven approach to organizational change (pp. 55–77). San Francisco, CA: Jossey-Bass.
7. Translation
Al-Farabi, A. N. (1998). On the perfect state (R. Walzer, Trans.). Chicago, IL: Kazi.
8. Edition other than the first
Moore, G. S. (2002). Living with the earth: Concepts in environmental health science (2nd ed.). New York, NY: Lewis.
9. One volume of a multivolume work
Barnes, J. (Ed.). (1995). Complete works of Aristotle (Vol. 2). Princeton, NJ: Princeton University Press.
10. Article in a reference work
If no author is listed, begin with the title.
Dean, C. (1994). Jaws and teeth. In The Cambridge encyclopedia of human evolution (pp. 56–59). Cambridge, England: Cambridge University Press.
11. Republication
Piaget, J. (1952). The language and thought of the child. London, England: Routledge & Kegan Paul. (Original work published 1932).
12. Two or more works by the same author(s)
List two or more works by the same author in chronological order. Repeat the author's name in each entry.
Goodall, J. (1999). Reason for hope: A spiritual journey. New York, NY: Warner Books.
Goodall, J. (2002). Performance and evolution in the age of Darwin: Out of the natural order. New York, NY: Routledge.
13. Article in a journal paginated by volume
O'Connell, D. C., & Kowal, S. (2003). Psycholinguistics: A half century of monologism. The American Journal of Psychology, 116, 191–212.
14. Article in a journal paginated by issue
Hall, R. E. (2000). Marriage as vehicle of racism among women of color. Psychology: A Journal of Human Behavior, 37(2), 29–40.
Ricciardi, S. (2003, August 5). Enabling the mobile work force. PC Magazine, 22, 46.
Faler, B. (2003, August 29). Primary colors: Race and fundraising. The Washington Post, p. A5.
17. Editorial or letter to the editor
Zelneck, B. (2003, July 18). Serving the public at public universities [Letter to the editor]. The Chronicle Review, p. B18.
Annual meeting announcement. (2003, March). Cognitive Psychology, 46, 227.
Ringel, S. (2003). [Review of the book Multiculturalism and the therapeutic process]. Clinical Social Work Journal, 31, 212–213.
Smith, H. (2002, October). [Interview with A. Thompson]. The Sun, pp. 4–7.
21. Two or more works by the same author in the same year
List the works alphabetically by title, and place lowercase letters (a, b, etc.) after the dates.
Shermer, M. (2002a). On estimating the lifetime of civilizations. Scientific American, 287(2), 33.
Shermer, M. (2002b). Readers who question evolution. Scientific American, 287(1), 37.
2. ELECTRONIC SOURCES
The APA Style Guide to Electronic References (2007) includes guidelines for citing various kinds of electronic resources. Updated guidelines are maintained at the APA’s Web site.
The basic entry for most sources you access via the Internet should include the following elements:
Author. Give the author's name, if available.
Publication date. Include the date of Internet publication or of the most recent update, if available. Use n.d. ("no date") when the publication date is unavailable.
Title. List the title of the document or subject line of the message, neither italicized nor in quotation marks.
Publication information. For articles from online journals, newspapers, or reference databases, give the publication title and other publishing information as you would for a print periodical.
Retrieval information. For a work from a database, do the following: If the article has a DOI (digital object identifier), include that number after publication information; do not include the name of the database. If there is no DOI, write Retrieved from followed by the URL for the journal's home page (not the database URL). For a work found on a Web site, write Retrieved from and include the URL.
22. Article in an online periodical
Give the author, date, title, and publication information as you would for a print document. Include both the volume and issue numbers for all journal articles. If the article has a DOI, include it. If there is no DOI, include the URL for the periodical’s home page or the article (if the article is difficult to find from the home page). For newspaper articles accessible from a searchable Web site, give the site URL only.
Barringer, F. (2008, February 7). In many communities, it’s not easy going green. The New York Times. Retrieved from http://www.nytimes.com
Cleary, J.M., & Crafti, N. (2007). Basic need satisfaction, emotional eating, and dietary restraint as risk factors for recurrent overeating in a community sample. E-Journal of Applied Psychology 2(3), 27-39. Retrieved from: http://ojs.lib.swin.edu.au/index.php/ejap
23. Article or abstract from a database
Give the information as you would for a print document (author, date, title, and publication information). Include both the volume and issue numbers for journal articles. If the article has a DOI, include it. If there is no DOI, write Retrieved from and the URL of the journal's homepage (not the URL of the database). If you are citing an abstract, use the notation Abstract retrieved. End with the document number in parentheses, if appropriate.
Crook, S. (2003). Change, uncertainty and the future of sociology. Journal of Sociology, 39(1), 7-14. Retrieved from http://jos.sagepub.com
McCall, R. B. (1998). Science and the press: Like oil and water? American Psychologist, 43(2), 87-94. Retrieved from http://www.apa.org/journals/amp/
Morley, N. J., Ball, L. J., & Omerod, T. C. (2006). How the detection of insurance fraud succeeds and fails. Psychology, Crime, & Law, 12(2), 163-180. doi: 10.1080/10683160512331316325
Include information as you would for a print document, followed by information about its retrieval. If no author is identified, give the title of the document followed by the date (if available).
Hacker, J. S. (2006). The privatization of risk and the growing economic insecurity of Americans. Items and Issues, 5(4), 16-23. Retrieved from http://publications.ssrc.org/items/items5.4/Hacker.pdf
What parents should know about treatment of behavioral and emotional disorders in preschool children. (2006). APA Online. Retrieved from http://www.apa.org/releases/kidsmed.html
25. Chapter or section of a Web Document
After the chapter or section title, type In and give the document title, with identifying information, if any, in parentheses. End with the URL.
Salamon, Andrew. (n.d.). War in Europe. In Childhood in Times of War (chap. 2). Retrieved from http://remember.org/jean
26. Email message or real-time communication
Do not include entries for email messages or real-time communications (such as IMs) in your list of references; instead, cite these sources in your text as forms of personal communication.
List an online posting in the references list only if the message is retrievable from a mailing list’s archive. Give the author’s name and the posting’s date and subject line. Include the description [Electronic mailing lists message] in square brackets. End with the words Retrieved from and the URL of the archived message.
Troike, R. C. (2001, June 21). Buttercups and primroses [Electronic mailing list message]. Retrieved from http://listserv.linguistlist.org/archives/ads-l.html
For a newsgroup posting, use the label [Online forum comment].
Wittenberg, E. (2001, July 11). Gender and the Internet [Online forum comment]. Retrieved from news://comp.edu.composition
28. Software or computer program
PsychMate [Computer software]. (2003). Pittsburgh, PA: Psychology Software Tools: http://pstnet.com/products/psychmate
3. OTHER SOURCES
Office of the Federal Register. (2003). The United States government manual 2003/2004. Washington, DC: U.S. Government Printing Office.
U.S. Public Health Service. (1999). The surgeon general's call to action to prevent suicide. Retrieved from http://www.mentalhealth.org/suicideprevention/calltoaction.asp
If you retrieve a dissertation from a database, give the database name and the accession number, if one is assigned.
Bandelj, N. (2003). Embedded economies: Foreign direct investment in Central and Eastern Europe (Doctoral dissertation). Available from ProQuest Digital Dissertations. (UMI No. 6900033)
If you retrieve a dissertation from a Web site, give the type of dissertation, the institution, and year, and provide a retrieval statement.
Meeks, M.G. (2006). Between abolition and reform: First-year writing programs, e-literacies, and insitutional change (Doctoral dissertation, University of North Carolina). Retrieved from http://dc.lib.unc.edu/etd
32. Technical or research report
McCool, R., Fikes, R., & McGuinness, D. (2003). Semantic web tools for enhanced authoring (Report No. KSL-03-07). Stanford, CA: Knowledge Systems Laboratory.
Mama, A. (2001). Challenging subjects: Gender and power in African contexts. In Proceedings of Nordic African Institute Conference: Rethinking power in Africa. Uppsala, Sweden, 9–18.
34. Paper presented at a meeting or symposium, unpublished
Cite the month of the meeting if it is available
Jones, J. G. (1999, February). Mental Health intervention in mass casualty disasters.
Paper presented at the Rocky Mountain Region Disaster Mental Health Conference, Laramie, WY.
35. Poster Session
Barnes, Young, L. L. (2003, August). Cognition, aging and dementia. Poster session presented at the 2003 Division 40 APA Convention, Toronto, Ontario, Canada.
Moore, M. (Director). (2003). Bowling for Columbine [Motion picture]. United States: MGM.
37. Television program, single episode
Imperioli, M. (Writer), & Buscemi, S. (Director). (2002). Everybody hurts [Television series episode]. In D. Chase (Executive Producer), The Sopranos. New York, NY: HBO.
O'Brien, K. (Writer). (2008, January 31). Developing countries. KUSP's life in the fast lane [Audio Podcast]. Retrieved from http://www.kusp.org/shows/fast.html
2. Author named in a parenthetical reference
7. Unknown author
6. Corporate/ group author
4. Three to five authors
3. Two authors
1. Author named in a signal phrase
10. Two or more sources in one parenthetical reference
9. Two or more works by the same author in a single year
APA in-text citations
13. Electronic document
12. E-mail/ other personal communication
5. Six or more authors
11. Specific parts of a source
According to Hart (2012), … (p. 20).
….(Hart, 2012, p.20).
Patterson and Linden (2014) …
Levy, Bertrand, Muller, Patterson, and Linden (2014) …,
Levy et al. (2014)…
(National Institute of Mental Health [NIMH], 1997, p. 20).
(“Innovations,” 2010, p. 35).
D. L. Johnson (2009)…
S. N. Johnson (2014)…
Gilbert (1995; 2002)…
(Gilbert, 1995; Leira, 1994)
(Paradise Lost, Book 1, Lines 67- 70.)
F.More (personal communication, January 4, 2014)..
8. Two or more authors with the same last name
APA STYLE FOR REFERENCES
FOUR BASIC ELEMENTS
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AUTHOR |
PUBLICATION DATE |
TITLE |
PUBLICATION INFORMATION |
|
List all the authors’ last names first, initials for the first and middle names. Separate the names of multiple authors with commas, and use an ampersand (&) before the last author’s name. |
The date in parenthesis. Use only the year for books and journals; use the year, a comma and the month or month and day for magazines; use the year, a comma, and the month and day for newspapers. |
Italicize titles/ subtitles of books and periodicals. Do not enclose titles of articles in quotation marks. For books and articles, capitalize only the first word of the title and subtitle and any proper nouns or proper adjectives. Capitalize all major words in a periodical title. |
For a book, list the city and state of publication, a colon, and the publisher’s name, dropping any Inc., Co., or Publishers. For a periodical, follow the periodical title with a comma, the volume number (italicized), the issue number (if available) in parentheses and followed by a comma, and the page numbers of the article. For newspaper articles and for articles or chapters in books include the abbreviation p. for page or pp. for pages before the page numbers. |
DIRECTORY OF SOURCES
|
BOOKS
One author Two or more authors Corporate or group author Unknown author Editor Selection in a book with an editor Translation Edition other than the first Multivolume work Article in a reference work Republication Two or more works by the same author(s)
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PERIODICALS
Article in a journal paginated by volume Article in a journal paginated by issue Article in a magazine Article in a newspaper Editorial or letter to the editor Unsigned article Review Published interview Two or more works by the same author in the same year
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ELECTRONIC SOURCES
Article from an online periodical Article or abstract from a database Document from a Web site Chapter or section of a Web document E-mail message or real-time communication Online posting Software or computer program
|
OTHER SOURCES (INCLUDING ONLINE VERSIONS)
Government publication Dissertation abstract Unpublished dissertation Technical or research report Conference proceedings Paper presented at a meeting or symposium, unpublished Poster session Film, video, or DVD TV program, single episode Podcast
|
BOOKS
One author
Two or more authors
Corporate or group author
Unknown author
Editor
Selection in a book with an editor
Translation
Edition other than the first
Multivolume work
Article in a reference work
Republication
Two or more works by the same author(s)
PERIODICALS
Article in a journal paginated by volume
Article in a journal paginated by issue
Article in a magazine
Article in a newspaper
Editorial or letter to the editor
Unsigned article
Review
Published interview
Two or more works by the same author in the same year
ELECTRONIC SOURCES
Article from an online periodical
Article or abstract from a database
Document from a Web site
Chapter or section of a Web document
E-mail message or real-time communication
Online posting
Software or computer program
OTHER SOURCES (INCLUDING ONLINE VERSIONS)
Government publication
Dissertation abstract
Unpublished dissertation
Technical or research report
Conference proceedings
Paper presented at a meeting or symposium, unpublished
Poster session
Film, video, or DVD
TV program, single episode
Podcast
SECTION VI
A. Sample Research Paper
Here’s a link to a model research paper available online:
https://owl.english.purdue.edu/media/pdf/20090212013008_560.pdf
with helpful annotations in the margin to draw attention of students to the APA format.
Please take a close look at the paper.
As I said in class, a research paper is not an information dump. It should analyze the information you have gathered on the subject and go on to show what you found out or discovered. Note, for example, the paper “Varying Definitions of Online Communication and Their Effects on Relationship Research” makes more than reproduce information from others. It discusses the merits and demerits of published articles in the field. You will notice that this model paper has two separate sections “Literature Review” and “Discussion” for the purpose.
It is important to bear in mind what sources you cite in your paper. Look especially for articles published in academic journals. There are countless databases where you can find links. Unfortunately, you have to pay a fee to access them. The one to which you have free access is http://eric.ed.gov/
Activity 12
List the items below under References in APA format.
1. A book by David Anderegg called Worried All the Time and published in New York by Free Press in 2003.
2. An article by Susan Page titled “No Experience Necessary” on pages 1A- 2A of the October 8, 2003, issue of USA Today.
3. A book by Michael W. Passner and Ronald E. Smith titled Psychology: The Science of Mind and Behavior and published in a second edition by McGraw-Hill in New York in 2006.
4. An article by Mark Miller titled “Parting with a Pet” found on May 16, 2007, at http://www.msnbc.com/news/977726.asp?Ocv-KB20 in the October 8, 2006, issue of Newsweek Online.
5. An article titled “Depression in Teenagers” found on April 24, 2007, on the website titled Troubled Teens at http://www.4troubledteens.com and sponsored by the Aspen Education Group.
Activity 13
Write an essay (in 250-300 words) in APA format on the effects of television viewing on children. Use the results of three studies on the subject given below in your essay. Quote the words of the original study when necessary; summarize or paraphrase the ideas when appropriate.
Study 1
Television viewing often is considered one of the most modifiable causes of obesity in children. Children spend a substantial part of their lives in front of the television set. Recent parent-report and self-report data from a nationally representative sample of 3155 children indicate that 2- to 7-year-old children in the United States spend an average of approximately 2.5 hours per day and 8- to 18-year-old children spend an average of about 4.5 hours per day watching television and videotapes and playing video games.31 When these data are combined with typical sleep data from children, it is found that children in the United States are spending more than 25% of their waking hours in front of the television set. Furthermore, African Americans and Latinos and children from families with lower socioeconomic status, those demographic groups at highest risk for obesity, tend to watch even more television than other US children.
Author: Thomas N. Robinson; Title of article: Television Viewing and Childhood Obesity;
Journal: Pediatric Clinics of North America; Volume 48; Issue 4; Page numbers: 1017-1025.
Study 2
There are modest adverse effects of television viewing before age 3 years on the subsequent cognitive development of children. These results suggest that greater adherence to the American Academy of Pediatrics guidelines that children younger than 2 years not watch television is warranted.
Authors: Frederick J. Zimmerman and Dimitri A. Christakis; Title of article: Children’s Television Viewing and Cognitive Outcomes: A Longitudinal Analysis of National Data;
Journal: Arch Pediatr Adolesc Med. ;Year of publication: 2005; Volume: 159; Issue: 7;
Page Numbers: 619-625.
Study 3
In both childhood and adulthood, certain cues in the media may trigger the activation of aggressive scripts acquired in any manner and thus stimulate aggressive behavior. A number of intervening variables may either mitigate or exacerbate these reciprocal effects. If undampened, this cumulative learning process can build enduring schemas for aggressive behavior that persist into adulthood. Thus, early childhood television habits are correlated with adult criminality independently of other likely causal factors.
Author: L. Rowell Huesmann; Title of article: Psychological Processes Promoting the Relation Between Exposure to Media Violence and Aggressive Behavior by the Viewer; Journal: Journal of Social Issues; Volume 42; Issue: 3; Page numbers: 125–139; Year: Fall 1986.
RUBRIC FOR RESEARCH PAPER
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Rubric for Research Paper |
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Points out of 50= |
A Excellent 45- 50 |
B Good 40- 44.5 |
C Unsatisfactory 35- 39.5 |
D Unsatisfactory 30- 34.5 |
|
Purpose and Audience |
The writer's central purpose or argument is readily apparent to the reader. |
The writing has a clear purpose or argument, but may sometimes digress from it. |
The central purpose or argument is not consistently clear throughout the paper. |
The purpose or argument is generally unclear |
|
Organization |
Balanced presentation of relevant and legitimate information that clearly supports a central purpose or argument and shows a thoughtful, in-depth analysis of a significant topic. Reader gains important insights. |
Information provides reasonable support for a central purpose or argument and displays evidence of a basic analysis of a significant topic. Reader gains some insights |
Information supports a central purpose or argument at times. Analysis is basic or general. Reader gains few insights. |
Central purpose or argument is not clearly identified. Analysis is vague or not evident. Reader is confused or may be misinformed. |
|
Development |
The ideas are arranged logically to support the purpose or argument. They flow smoothly from one to another and are clearly linked to each other. The reader can follow the line of reasoning. |
The ideas are arranged logically to support the central purpose or argument. They are usually clearly linked to each other. For the most part, the reader can follow the line of reasoning. |
In general, the writing is arranged logically, although occasionally ideas fail to make sense together. The reader is fairly clear about what writer intends. |
The writing is not logically organized. Frequently, ideas fail to make sense together. The reader cannot identify a line of reasoning and loses interest. |
|
Writing |
The writing is compelling. It hooks the reader and sustains interest throughout. |
The writing is generally engaging, but has some dry spots. In general, it is focused and keeps the reader's attention. |
The writing is dull and un-engaging. Though the paper has some interesting parts, the reader finds it difficult to maintain interest |
The writing has little personality. The reader quickly loses interest and stops reading.
|
|
Use of References |
Compelling evidence from professionally legitimate sources is given to support claims. Attribution is clear and fairly represented. |
Professionally legitimate sources that support claims are generally present and attribution is, for the most part, clear and fairly represented. |
Although attributions are occasionally given, many statements seem unsubstantiated. The reader is confused about the source of information and ideas. |
References are seldom cited to support statements. |
|
Quality of References |
References are primarily peer-reviewed professional journals or other approved sources (e.g., government documents, agency manuals, …). The reader is confident that the information and ideas can be trusted. |
Although most of the references are professionally legitimate, a few are questionable (e.g., trade books, internet sources, popular magazines, …). The reader is uncertain of the reliability of some of the sources. |
Most of the references are from sources that are not peer-reviewed and have uncertain reliability. The reader doubts the accuracy of much of the material presented. |
There are virtually no sources that are professionally reliable. The reader seriously doubts the value of the material and stops reading. |
|
Format |
APA format is used accurately and consistently in the paper and on the "References" page. |
APA format is used with minor errors. |
There are frequent errors in APA format. |
Format of the document is not recognizable as APA |
SECTION VIII
BIBLIOGRAPHY
Select Books on Children on Reserve at WUV Library
Batten, J. (1991). Tough-minded Parenting. Nashville, TN: Broadman Press.
Boyd, C. F. (1994). Different Children, Different Needs. Sisters, OR: Multnomah.
Dobson, J. C. (1987). Parenting isn’t for Cowards. (New York, NY: World Books.
Dobson, J. C. (2004). The New Strong-willed Child. Carol Stream, IL:
Eisenberg, A., Murkoff, H., Hathaway, S. (1987). What to Expect the First Year. New York:
Workman Publishing.
Hogg, T. (2002). Secrets of the Baby. New York, NY: Ballantine Books.
Huggins, K. The Expectant Parents’ Companion. Boston: he Harvard Common Press.
Meir, P. D. (1997). Christian Child-rearing and Personality Development. Grand Rapids, MI:
Siegel, D.J., Hartzell, M. (2003). Parenting from Inside Out. New York: Penguin.
Wilson, M. A. (1996). Love and Family. San Francisco: Ignatius Press.
