The Research Paper: Finding, Evaluating, and Incorporating Source Information

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Five Steps to Resea= rch Paper Success

The Harder Research= Paper Process Involves . . .

An Easier Research Process

The Research Proces= s in Five Steps

Defining and Narrow= ing a Topic

Sample Topic Genera= tor

Sample Topic Genera= tor (Continued)

Sample Topic Genera= tor (Continued)

Sample Topic Genera= tor (Continued)

Finding Sources=

Finding Sources (Continued)

Saving Source Infor= mation

Evaluating Sources<= /a>

Evaluating Sources (Continued)

Evaluating Sources (Continued)

Evaluating Sources (Continued)

The Note Card Syste= m

The Copy-and-Paste = Method

The Copy-and-Paste = Method (Continued)

A Strategy Similar = to the Note Card System

A Strategy Similar = to the Note Card System (Continued)

A Strategy Similar = to the Note Card System (Continued)

Formats for Organiz= ing Paper

Formats for Organiz= ing Paper (Continued)

Formats for Organiz= ing Paper (Continued)

Formats for Organiz= ing Paper (Continued)

Literature Review

Discussion<= /font>

Drafting (Continued= )

Drafting (Continued= )

Drafting (Continued= )

Drafting (Continued= )

Connecting Ideas

Connecting Ideas (Continued)

Connecting Ideas (Continued)

Connecting Ideas (Continued)

Workshop Preview

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Five Steps to Resea= rch Paper Success

Introductory Worksh= op

University Writing = Center,

Cal Poly Pomona

The Harder Research= Paper Process Involves . . .

Waiting until the l= ast minute.

Having a topic that= is too broad.

Taking sloppy or in= complete notes.

Not breaking down t= he process into manageable steps.

An Easier Research Process

Start early.=

Narrow a broad topi= c to a specific question.

Keep to a consisten= t writing schedule: perhaps a little every day or a little more every two days.

Take good notes on = your reading.

The Research Proces= s in Five Steps

Define and narrow y= our topic.

Find your sources a= nd evaluate their quality and relevance.

Take notes on their bibliographic information and content.

Organize the materi= al.

Incorporate the mat= erial into your paper and respond.

Defining and Narrow= ing a Topic

Identify a topic (e= .g. �Capital punishment in California�).

Pose questions abou= t topic (e.g. �Should capital punishment be abolished?� Is it a state or Federal issue?�).

If questions do not= present themselves naturally, begin research at the topic-level.

If you are having t= rouble finding a topic, consider using a topic generator.

Sample Topic Genera= tor

Sample Topic Genera= tor (Continued)

Select topic from G= roup Definition category (e.g. �Sexual Orientation�).

Combine Group Defin= ition topic with an issue (e.g. �Sexual Orientation + Marriage� or �Gay Marriage�).

Narrow further by s= electing a place and time (e.g. �Gay marriage in California in the last decade�).

Sample Topic Genera= tor (Continued)

Once you have defin= ed a topic, pose specific questions about it:

- What are you try= ing to find out?

- Are you interest= ed in causes or trends?

- What is the best= policy on an issue?

- What are the pos= itive or negative effects of a particular law?

If you are still ha= ving trouble, begin researching at the topic-level.

Sample Topic Genera= tor (Continued)

Finding Sources=

Use the library cat= alog to find books and e-books.

Use databases to fi= nd articles in newspapers, magazines, and scholarly journals.

Choose your search = terms carefully.

Make sure they are = spelled correctly!

Use word combinatio= ns.

Finding Sources (Continued)

Don�t take the firs= t 10 hits on a general Google search and stop.

Use books and journ= als for the most credible in-depth content.

Use bibliographies = as valuable resources for research leads.

When in doubt, cons= ult a librarian.

Saving Source Infor= mation

Record bibliographic information of all promising sources:

Nossiff, Rosemary.= � Before Roe : Abortion Policy in the States.� Philadelphia: Temple UP,= 2001.

Save the text of cl= early valuable sources to flash drives, in hard copy form, or online through self-sent emails.

Evaluating Sources<= /a>

Ask the following q= uestions when evaluating your print sources:

Is the edition of t= he book you are reading current?

Have the journals y= ou are using been peer-reviewed?

What kind of revisi= on and editing process might such print sources have undergone?

Evaluating Sources (Continued)

Ask the following q= uestions when evaluating your online sources:

Are your online sou= rces reliable?

Do the websites you= are using end in credible domain names, such as .org, .gov., or .edu?

Or do they end in t= he often more subjective and less reliable .com or .net?

Was the web source = you are using posted by a professional writer, organization, or government agency?� Or was it posted by a bl= ogger, an amateur writer, or a fringe group like the Ku Klux Klan?

Evaluating Sources (Continued)

Once you determine = a source�s reliability, consider the following:

Do sources reflect = the question at issue (e.g. �Should gay couples be allowed to marry in California?�)?<= /font>

Do sources support = your position?

Do they challenge i= t?

Do they provide nec= essary context for the point you wish to raise?

Evaluating Sources (Continued)

A True Research Hor= ror Story:

An actual research = assignment for a Cal Poly business course asked students to write a cost/benefit analysis evaluating the Java programming language against C++.

One of the students= in the class drew on a great deal of information about the difficulty of hiring, training, and retaining Java programmers and about a company that had switched to Java.� However, she included no information about costs and very little about anything financ= ial.

Had this student ev= aluated her sources before using them, she would have avoided wasting time and effort= on a paper that never fulfilled the requirements of the assignment.

The Note Card Syste= m

In the past, the mo= st common method for students doing research was to annotate and organize source information on note cards.

Bibliographic infor= mation was recorded on 3x5 cards.

Quotes, paraphrases= , summaries, and ideas on 4x6.

Once students had c= ollected enough notes, they would

Sort the informatio= n by topic or issue

Arrange it in diffe= rent ways

Develop it into a p= aper

The Copy-and-Paste = Method

Today most students= copy information from articles that are either posted online or collected in databases.� They then paste this information directly into their papers.

This method allows = students to gather information without having to re-type or copy it to note cards.

The Copy-and-Paste = Method (Continued)

However, the copy-a= nd-paste method makes sorting and manipulating information more difficult.<= /td>

Also, the risk of p= lagiarism increases when information is not filtered through a system that annotate= s, organizes, and breaks down material.

A Strategy Similar = to the Note Card System

First, collect all = notes (including bibliographic information) in a Word document.

Next, print notes a= nd color code them according to topics.

Then, cut printed p= ages into smaller fragments of information.

Finally, experiment= with arranging notes in different ways.

A Strategy Similar = to the Note Card System (Continued)

A Strategy Similar = to the Note Card System (Continued)

Formats for Organiz= ing Paper

Depending on the cl= ass, teachers either impose particular formats for organizing research papers = or no format at all.

If you are not prov= ided with a format, you should check with your professor for instruction on organizing your paper.

Formats for Organiz= ing Paper (Continued)

Sample format for a= research paper in the social sciences:

1)Title Page

2)Abstract (If app= ropriate)

3)Introduction/sta= tement of problem

4)Research methodo= logy

5)Findings/results=

6)Discussion/concl= usions

7)Notes (If approp= riate)

8)References

9)Appendixes (If a= ppropriate)

Source: Cuba, Lee. = A Short Guide to Writing About Social Science. 4^thed. New York: Longman, 2002. 82-83.

Formats for Organiz= ing Paper (Continued)

To meet the various expectations of different disciplines, you can organize almost any resear= ch paper using the following generic format:

1)Introduction

2)Literature Revie= w

3)Discussion

4)Conclusions

5)Works Cited

Formats for Organiz= ing Paper (Continued)

Compare the two for= mats:

Social Sciences = Generic Format

1) Title Page 1= ) ---

2) Abstract (If appropriate) 2) ---

3) Introduction/st= atement of problem 3) Introduction

4) Research method= ology 4) Lit Review

5) Findings/result= s 5) ---

6) Discussion/conc= lusions 6) Discussion

7) Notes (If appro= priate) 7) Conclusions

8) References 8= ) Works Cited

9) Appendixes (If appropriate) 9) ---

Literature Review

The lit review sect= ion shows that you know something about your topic.

What are the main i= ssues?

What are the differ= ent points of view?

What do experts gen= erally agree about?

What do experts dis= agree about?

What is new in this= field?

Organize the lit re= view by issue, perspective, history, or in some other way.� Don�t just do a note card dump.

Discussion<= /font>

In the discussion s= ection, you present the arguments that support your point of view.

Support your argume= nts with facts, ideas, and authorities from your research.

Think about which e= xperts you agree with and which you don�t.� = Your lit review should be objective and balanced.� In the discussion section you are generally making a case for your position.

Drafting

Consider the follow= ing questions when drafting your paper:

What is your thesis= ?� Is it qualified?� Does it include your reasoning?

How might you use s= ources that counter your argument?

How might you use o= ther sources as support?

How might you conne= ct and transition your ideas, sentences, and paragraphs?

Drafting (Continued= )

Problems writing th= e paper arise when students . . .

-don�t include eno= ugh source information.

-include too much = source information.

-don�t include eno= ugh of their own response.

-include too much = of their own response.

-don�t demonstrate= an understanding of both

�� sides.

-don�t clarify the= ir own position.

Drafting (Continued= )

Evaluate the follow= ing excerpt:

Now I come to a we= lfare program, housing.� The article is called �More Than Housing: Lifeboats for Women and Children.� It was written by Sprague, Joan F. and printed by the New York Times on Feb., 16 of 1991 on pg. A13.� It talks about single mothers housing= and single parent family housing.� It= also talks about St. Ann, the institution that president Lincoln chartered.� How it still operates today.� The author as I quote says that still= women young or old need society�s support to make decent lives for their childr= en�.

Drafting (Continued= )

Weaknesses:<= /td>

1) Excerpt does n= ot need to include all the publishing information.

2) It includes st= rictly information from a source and nothing of the writer�s own contribution.<= /font>

3) The informatio= n is not organized for the reader.

4) The writer doe= s not clarify the issue for the reader.

Drafting (Continued= )

Strengths:

1) The writer has = collected a certain amount of information from one source in a single paragraph.

2) The writer has = attempted to differentiate quoted material from paraphrased.

3) The paragraph i= ncludes some relevant bibliographic information.

4) The writer has = clearly attempted not to plagiarize.

Connecting Ideas

Showing connections= between ideas can help you develop and organize your paper at the sentence level.=

Such connections al= low you to show the relationships between the words and ideas of others, as well as between your own and those of others.

Connecting Ideas (Continued)

Compare the followi= ng quotes:

Opinion surveys sho= w strong support for the death penalty in all regions of the country and among virtually all population groups. A Gallup Poll taken in September 1994 reported that 80 percent of the respondents favored the death sentence for persons convicted of murder.

[L]aw enforcement o= fficials don't consider the death penalty as an effective deterrent. According to a new national poll of 386 police chiefs and sheriffs, the death penalty was ranked as the least cost-effective way of reducing violent crime.<= /td>

Source: Worsnop, R= ichard L. �Will Support for Executions Continue to Grow?� NAACP Legal Defense and Educational Fund. CQ Researcher. March 10, 1995.

Connecting Ideas (Continued)

Rewrite each quote = in your own words first. Before doing so, consider the following:

-What is being sai= d?

-What isn�t being = said?

-Are absolute stat= ements being made?

-Are the statement= s qualified?

Now write a separat= e sentence expressing your own opinion on the issue of capital punishment.� Do you favor one view more than another?� Are you somewhere in the middle?

Connecting Ideas (Continued)

Next rewrite and re= arrange your sentences to show the connections between them.

-Are the two state= ments you rewrote opposed?

-Do you agree with= one of them more than the other?

-Would you use wor= ds like �but� or �so� to connect the ideas?

-Would you use wor= ds like �however� or �therefore�?

Finally, proofread = your paragraph to make sure it shows the appropriate connections between the i= deas presented.

Workshop Preview

Join us for the sec= ond part of this research workshop in the eighth week.

We will be discussi= ng source citation, documentation, works cited lists, and style.

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