English IV Unit IV Research Paper Draft 1 (Pro Frank Only)

EH 1020, English Composition II 1

UNIT IV STUDY GUIDE

Writing the Literature Review

Course Learning Outcomes for Unit IV Upon completion of this unit, students should be able to:

1. Write a literature review while incorporating at least five academic sources.

Unit Lesson Part 1: How to Avoid Plagiarism while Drafting a Research Paper Chapter 1 of The APA Style of Documentation: A Pocket Guide For the remaining units in this course, you will be constructing, one section at a time, your final research paper. At this point in your academic career, you have likely heard of plagiarism several times, and in the least, you understand the basic concepts of it. Each section of your paper will be scanned for plagiarism, and even the cases of unintentional plagiarism will be dealt with on an institutional level. The important thing to keep in mind is that plagiarism does not have to be something that you are unsure about. In addition to the APA information in the unit reading, there is additional information available at the CSU Online Library and through the Success Center’s Writing Center. Further, if you are ever concerned about an APA question, you can always ask your professor for assistance and clarification. The reading assignment for Part 2 of this unit will also outline some specifics of APA style that can be lost when reading a handbook. Again, take advantage of the resources you have early on in the drafting process. Part 2: Understanding APA Style and Convention The CSU Citation Guide: Please follow the link below to the guide created by CSU’s Success Center to help you understand the implementation of the most recent edition of APA style. Read through these conventions carefully, as you are beginning the process of constructing your research paper for this course in this unit’s assignment. You may even want to save this page to your browser so that you can return to this electronic copy of APA style conventions later down the line. https://mycsu.columbiasouthern.edu/student/learningresources/online/writing_re sources/APA/ Part 3: Writing the Review of Literature Chapter 20, Section 20g, of Strategies for Writing Successful Research Papers While most students have written a paper sometime during their time as a student, not everyone has written a review of literature, so the genre might be a new form to some. The idea behind the review of literature is that you will be

Reading Assignment The Little, Brown Compact Handbook with Exercises Chapter 30: Pronoun Case, Sections 30a-30d Strategies for Writing Successful Research Papers Chapter 20: Reading and Evaluating Sources, Section 20g Chapter 12: Alan Ehrenhalt, “The Misguided Zeal of the Privacy Lobby,” pp. 270-273 Barbara Dority, “Halt and Show Your Papers!” pp. 273-278 The CSU Citation Guide APA General Information: What is APA format and why is it used? p. 4

Learning Activities (Non-Graded) See information below.

EH 1020, English Composition II 2

able to take the sources that you have read and annotated and move your understanding of them beyond summary. While summary is still an element of the review of literature, the main function of it is to place sources that are discussing a similar point in conversation with one another. For example, if your paper were about the danger of hydrogen cars, then one of the paragraphs of your review of literature might be dedicated to those who argue that hydrogen is a clean fuel, one to those who say that it is unsafe, one to the faults of other alternative cars, and so on. The idea here is to cluster your source information so that your sources are conversing about the points of the issue. In addition to the Part 3 reading, you might take a look at pages 44-45 of The Little, Brown Compact Handbook with Exercises. On these pages, you will find transitional expressions that can aid you in transitioning between sources. The example review of literature in the textbook is quite extensive. Usually, the review of literature is not that lengthy, so it is likely that this example might be better served as something for a 25-30 page research paper. You will not write a paper of that length in this course, but you may be asked to write papers of that length one day, so it is good to have an idea of what a review of literature might look like. Note that the review of literature is clear about who owns the information. The review of literature is not about what the author thinks or what his or her argument is. It is all about the sources and what they have to say about the topic. You will have your chance to write your argument soon enough, but for now, you are only being asked to include source material. Take a look at the first paragraph under “The Issues” on pages 439 of Strategies for Writing Successful Research Papers. Notice the way that the paragraph is put together. It begins with the author of the source and a short mention of her credentials. That is followed by the title of her book, and a one-line summary. After that summarizing or generalizing sentence, the student-author begins to explain more about what Dr. Tannen means by her words, pulling a few key terms from the text and carefully citing those. The next paragraph follows with a smooth transition. Then the next source discussed, by Basow and Rubenfeld, reinforces the claims made by Dr. Tannen. Note that at no time does the student-author offer commentary or qualify the remarks. So in this example, you can see that the review of literature is all about the sources and the conversation around the topic. Begin with the summaries that you did for the Annotated Bibliography, but do not just place the paragraphs from the annotated bibliography together. Instead, transition the ideas and cluster the discussions about particular issues. Always remember that if you have questions regarding an assignment, or you are confused about a topic, ask your professor! Your professor is an excellent source of information that can assist you with projects, concepts, and questions. Part 4: Unit Grammar Lesson: Pronoun Case Chapter 30, Sections 30a-30d, of The Little, Brown Compact Handbook with Exercises

Learning Activities (Non-Graded) The Little, Brown Compact Handbook with Exercises

 Exercise 30.1: Choosing between subjective and objective pronouns, p. 248

Key Terms 1. Case 2. Compound subjects or

objects 3. Empirical study 4. Object of a preposition 5. Object of verb 6. Objective case 7. Possessive case 8. Review article 9. Review of literature

10. Subject 11. Subject compliment 12. Subjective case 13. Theoretical articles

EH 1020, English Composition II 3

 Exercise 30.2: Choosing between who and whom, p. 250

 Exercise 30.3: Sentence combining: Who versus whom, p. 250

 Exercise 30.4: Choosing between subjective and objective pronouns, p. 252

 Exercise 30.5: Revising: Pronoun case, p. 252 Research Writing Click here to access the MyCourseTools tutorial. This online tutorial discusses the parts of a research paper, and steps and strategies for writing a research paper. This information will be helpful as you write your research paper for this course. MyCourseTools: http://media.pearsoncmg.com/pcp/pls/pls_mycoursetools/fufillment/mct_125668 9785_csu/eng_comp_1/lesson_11/default.htm Apply What You Have Learned Think of an interesting anecdote about something that happened when you were together with a group of people—it could involve any group activity you enjoyed, from an outing with friends to something that happened during a class. The anecdote can relate something that was amusing, surprising, shocking, or otherwise out of the ordinary. Write a one-page paper, telling the story as if you were relating it to someone who was not there. Make sure to use correct subjective and objective pronouns, as well as correct pronoun case when telling your story. Also be careful to correctly use “who” and “whom.” This activity will provide you with the opportunity to apply what you have learned about pronouns in this unit, as well as practice your writing skills. This activity is intended to give you the opportunity to apply what you have learned and practice your writing skills. It is a nongraded activity, so you do not have to submit it.