THE PROCESS OF

RESEARCH WRITING

Steven D. Krause
Eastern Michigan University
Book: The Process of Research Writing
(Krause)
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TABLE OF CONTENTS
Licensing
About the Author
Acknowledgements and Thanks
Preface for Teachers

1: Why Write Research Projects?

1.1: Introduction
1.2: Academic Research Writing- What Is It?
1.3: The Process of Research Writing- A Guide to Understanding this Book

2: Thinking Critically About Research

2.1: What is “Research” and Why Should I Use It?
2.2: What’s Different about Academic Research?
2.3: Primary Research Versus Secondary Research
2.4: Scholarly versus Non-Scholarly Sources
2.5: Sources that are Both Scholarly and Non-Scholarly?
2.6: The Internet- The Researcher’s Challenge
2.7: Evaluating the Quality and Credibility of Your Research

3: Understanding and Using the Library and the Internet for Research
3.1: Defining “The Library” and “The Internet-” An Introduction
3.2: Researching in the Library
3.3: Accessing an Article
3.4: Some Final Tips
3.5: Researching on the Internet
3.6: A Word about Netiquette
3.7: The World Wide Web
3.8: Web Directories

4: Quoting, Paraphrasing, and Avoiding Plagiarism

4.1: How to Summarize- An Overview
4.2: How to Quote and Paraphrase- An Overview
4.3: When to Quote, When to Paraphrase
4.4: How to Avoid Plagiarism in the Research Process
4.5: Plagiarism and the Internet

5: How to Collaborate and Write With Others

5.1: Why Collaborate on Writing?
5.2: Considering (and Balancing) the Two Extremes of Collaboration
5.3: Peer Review as Collaboration
5.4: Collaboration

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6: The Working Thesis Exercise
6.1: Working With Assigned Topics
6.2: Coming Up with Your Own Idea
6.3: Brainstorming for Ideas
6.4: Moving From Ideas to Topics With the Help of the Library and the World Wide Web
6.5: Writing a Working Thesis
6.6: Assignment- Writing a Working Thesis Essay
6.7: A Student Example- “Preventing Drunk Driving by Enforcement” by Daniel Marvins

7: The Annotated Bibliography Exercise

7.1: What is an Annotated Bibliography?
7.2: Why Write Annotated Bibliographies?
7.3: Using Computers to Write Annotated Bibliographies
7.4: Assignment- Writing an Annotated Bibliography

8: The Critique Exercise

8.1: What’s a Critique and Why Does it Matter?
8.2: Starting with a “Close Reading”
8.3: Criteria- Your Reasons for Your Evaluation
8.4: Summarizing Your Research
8.5: Assignment- Writing a Critique Essay
8.6: A Student Example- “A Critique of ‘Self-Report of ADHD Symptoms in University Students” by Ashley Nelson

9: The Antithesis Exercise

9.1: Revisiting the Working (and Inevitably Changing) Thesis
9.2: Why Write an Antithesis Essay?
9.3: Generating Antithetical Points in Five Easy Steps
9.4: Finding Antithetical Points on the Internet
9.5: Strategies for Answering Antithetical Arguments
9.6: Assignment- Writing the Antithesis Essay
9.7: A Student Example- “Are Casinos Good For Las Vegas? Defending Legalized Gambling,” by Kerry Oaks

10: The Categorization and Evaluation Exercise

10.1: Revisiting Your Working Thesis Again
10.2: Why Categorize and Evaluate Evidence?
10.3: Charting Your Categories
10.4: Assignment- Writing the Categorization and Evaluation Essay
10.5: A Student Example- “Categorizing My Research on Drug Advertising” by Jeremy Stephens

11: The Research Essay

11.1: A “Research Essay” or a “Research Project” instead of a “Research Paper”
11.2: Getting Ready- Questions to Ask Yourself About Your Research Essay
11.3: Creating and Revising a Formal Outline
11.4: The Introduction
11.5: Background Information (or Helping Your Reader Find a Context)
11.6: Weaving in Evidence to Support Your Point
11.7: Antithetical Arguments and Answers
11.8: The Conclusion
11.9: “Works Cited” or “Reference” Information

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 11.10: A Student Example- “The Corruption Surrounding University Athletics” by Casey K. Copeman

12: Alternative Ways to Present Your Research

12.1: Not All Research Comes in “Papers” or Essays”
12.2: The Research Portfolio/Narrative Essay
12.3: A Student Example- “The Story of My Working Thesis Malfunction” by Amanda Kenger
12.4: The Web-Based Research Project
12.5: Web Publishing versus Hypertext
12.6: A Web Writing Recipe- What You Need to Get Started, and Where You Can Go To Get Help
12.7: The Poster Session Project

13: Citing Your Research Using MLA or APA Style

13.1: What is Citation For, Anyway?
13.2: An Abbreviated Guide to MLA Style
13.3: Formatting of Works Cited Pages, Annotated Bibliographies, and Works Consulted Documents
13.4: An Abbreviated Guide to APA Style
13.5: Formatting of Reference Pages, Bibliographies, and Annotated Bibliographies

Index
Glossary

Detailed Licensing

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Licensing
A detailed breakdown of this resource's licensing can be found in Back Matter/Detailed Licensing.

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About the Author
My name is Steven D. Krause and I am a professor in the Department of English Language and Literature at Eastern Michigan
University in Ypsilanti, MI. Most of my teaching at both the undergraduate and graduate levels explores the connections between
writing and technology. Some of my recent scholarship has appeared in the journals Kairos, Computers and Composition, College
Composition and Communication Online, and The Chronicle of Higher Education. I've also given presentations at many different
conferences.

I started teaching first year composition in 1988 as an MFA student. I earned a PhD in Rhetoric and Writing from Bowling Green
State University in 1996. My first tenure-track teaching job was at Southern Oregon University, and I've been at EMU since 1998.
You can learn way more about me than you ever would want to learn by visiting my various web sites, most of which can be found
linked off of my homepage, [Link]

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Acknowledgements and Thanks
First off, I have to thank McGraw-Hill for reverting the rights for this project back to me. I can't say that the relationship with
McGraw-Hill was always rosy, but I did learn a lot about the textbook business from all the folks I worked with there, and I want to
thank all of you for that education.
Thanks to the many readers who offered their review comments on my manuscript at various stages. Usually, this would be the part
of the book where all those folks would be listed by name. But since we never got to that stage, the reviewers are still anonymous
to me. So hopefully some of you know who you are, and thanks for your thoughts.
I want to give a special shout-out/thanks to Laura Olson, the development editor for the last version of the manuscript McGraw-
Hill sent out in 2005. As far as I can tell, Laura was the only person (other than my wife, I think) who read the book as closely and
as carefully as I did. Actually, she probably read it more closely than I did. The advice and editing she offered in the last version of
this book were great.
There are a ton of colleagues in the field and in the textbook biz I should thank, but the only two I'll mention for now: John Mauk
and Nick Carbone, each of whom offered different pieces of wisdom along the way.
And of course I have to thank the hundreds of students I've had who over the years who have helped me develop this book,
especially those who were generous enough to give me permission to rework their writing to present here as examples in the book.

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Preface for Teachers
The Process of Research Writing is based on the way that I have taught and continue to teach research writing to my first-year
writing students. Before I developed this approach, I had used a number of other textbooks for this “second semester” first year
writing course, but I was never completely satisfied with any of them. Most of the other books that I had used or considered had
what I thought was an overly static and “product-oriented” take on the process of research writing. Typically, these books ask
students in the course of a semester to write one “research paper,” and, unlike so many of the books available for the first-semester
composition course, they spend almost no time discussing the process of developing a research paper.
I see two major problems with this approach. First, everything that we know about writing suggests that writing is best taught as a
“process,” not merely as a “product.” We can and should debate what we mean when we say “writing is a process,” and I agree
with those post-process theorists who argue that we don’t have a general process theory that explains all writing situations.
Nonetheless, it is clear to me that presenting writing as a series of processes that writers must claim and experience is much more
enlightened than presenting writing as merely a paper assignment that must be turned in.
My second problem with the “write a major research paper” approach is that this doesn’t account for the diverse ways that students
actually use research in their college classes. There are courses where students are expected to write “research papers,” but there
are many more situations in which students are expected to incorporate research into their writing. Given this, it seems to me that
teaching students to write one form of “research paper” is of little use.
So, as a result of the training in my Ph.D. program, my own research in the teaching of writing, my discussions with colleagues,
and my own experiences, I developed the approach I present here. Instead of focusing on one research paper, I focus on the process
of research writing through a series of shorter writing exercises. Students begin by having to carefully think about a topic of
research for the semester and by developing a working thesis. They then write a series of shorter essays that explore that topic. All
along the way, students are continuing to research and revise their working thesis so that by the end of the term, their thinking
about their original topic of research has evolved. As a result, they are not only prepared to write a “traditional” research paper;
they better understand what it means to conduct academic research, which I believe is the real goal of an introductory writing
course.

Features
An Innovative Series of Assignments. As I mentioned earlier, the process-oriented approach to writing is at the heart of this
textbook. Part II of the book presents a series of assignments that can be treated as individual essay exercises or combined to create
a semester-long study of researching as a process. For example, instead of reading about or listening to a lecture about critiquing,
evaluation, or antithesis, the assignments in Part II encourage students to actively engage with these concepts. Assignments
include:
The Working Thesis Exercise
The Annotated Bibliography
The Critique Exercise
The Antithesis Exercise
The Categorization and Evaluation Exercise
Integration of Technology. As someone who specializes in his scholarship and teaching on the relationship between technology
and writing, I’ve never been satisfied with the approach most textbooks have to the use of computers in the writing process. For
one thing, most research writing textbooks see technology as an “add-on,” something to be discussed in one or two chapters and in
isolation from everything else. For another, I think much of the advice on using the Internet to conduct research is frankly not
accurate. In contrast, I began writing The Process of Research Writing with the assumption that current academic researchers—
students and teachers—use computers to write and the Internet to conduct all sorts of research. I discuss using computers and the
Internet throughout The Process of Research Writing, from “The Challenge of Researching on the Internet” (Chapter 1) to
“Collaborative Writing with Computers and the Internet” (Chapter 4) to “The Web-Based Research Project” option (Chapter 11).
Student Models. I’ve provided model student essays for each of the exercises in Part II, and also for the research writing projects
in Part III. These are “real world” examples that have come from my own students and experiences in teaching introductory
research writing.

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Organization
Even if you and your students do follow through the book more or less in the order it is written, I’d encourage your students to
occasionally “read ahead” to see where this book is leading. For example, my hope is that Part One of this book, “The Elements of
Research,” can be both a good starting point for your students’ research process and a helpful place to return as your students work
through their projects.
Here is what you and your students will encounter in the coming pages:
Part One, “The Elements of Research,” introduces the basic parts of what academics tend to mean by research and the research
writing process. Chapter One, “Thinking Critically about Research,” explains what is (and isn’t) research, the differences between
primary and secondary sources, scholarly and non-scholarly sources, and the role of the Internet, and also how to evaluate the
credibility of your evidence.
Chapter Two, “”Understanding and Using the Library and the Internet for Research” provides basic information about your two
most likely sources for research and evidence, your school’s library and the Internet. Chapter Three, “Quoting and Paraphrasing
Your Research” explains how to properly use research in your writing to make your points. Chapter Four, “How to Collaborate and
Write with Others,” offers ideas and strategies for collaborating at different parts of the research writing process.
Part Two, “Exercises in the Process of Research,” introduces a series of writing exercises designed to help your students to think
about and write effective research projects. Instead of explaining how to write a single “research paper,” The Process of Research
Writing breaks down the process of research into five smaller and easier-to-manage parts: the Topic Proposal, the Annotated
Bibliography, the Antithesis, the Critique, and the Categorization and Evaluation essay.
Part Three, “The Research Project,” presents several different options for presenting your research project to your audience.
Chapter Ten presents strategies for writing research essays. Chapter Eleven discusses three alternatives to the traditional research
essay. The first is the “research writing portfolio,” which allows your students to assemble a variety of different materials
(including the exercises you write from Part Two of this book) in order to describe and examine your research in a more dynamic
and interesting way. The second alternative is “The Web-Based Research Project. ” In this section, I explain the pros and cons of
web-based research projects and offer some introductory advice on how your students can make their work available to an
international audience via the World Wide Web. The third alternative, “The Poster Session Project,” describes an activity where
students present their research to others with the use of images, video, audio, and other alternative media.
Chapter 12, “Citing your Research Using MLA or APA Style” explains the basics of rules of style from the Modern Language
Association and from the American Psychological Association and how to properly cite research.

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 CHAPTER OVERVIEW

1: Why Write Research Projects?

1.1: Introduction
1.2: Academic Research Writing- What Is It?
1.3: The Process of Research Writing- A Guide to Understanding this Book

This page titled 1: Why Write Research Projects? is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated by Steven
D. Krause.

1
1.1: Introduction
The title of this book is The Process of Research Writing, and in the nutshell, that is what the book is about. A lot of times,
instructors and students tend to separate “thinking,” “researching,” and “writing” into different categories that aren’t necessarily
very well connected. First you think, then you research, and then you write.
The reality is though that the possibilities and process of research writing are more complicated and much richer than that. We think
about what it is we want to research and write about, but at the same time, we learn what to think based on our research and our
writing. The goal of this book is to guide you through this process of research writing by emphasizing a series of exercises that
touch on different and related parts of the research process.
But before going any further, you need to be aware of two important points about this book:
This book is an introduction to academic writing and research, and chances are you will keep learning about academic
writing and research after this class is over. You may have to take other writing classes where you will learn different
approaches to the writing process, perhaps one where you will learn more about research writing in your discipline. However,
even if this is your one and only “writing class” in your college career, you will have to learn more about academic writing for
every class and every new academic writing project. Learning how to write well is not something that ends when the class ends.
Learning how to write is an on-going, life-long process.
Academic writing is not the only kind of writing worth learning about, and it is not the only potential use for this book
or this class. The focus of The Process of Research Writing is the important, common, and challenging sort of writing students
in a variety of disciplines tend to do, projects that use research to inform an audience and make some sort of point; specifically,
academic research writing projects. But clearly, this is not the only kind of writing writers do.
Sometimes, students think introductory college writing courses are merely an extension of the writing courses they took in high
school. This is true for some, but for the majority of new college students, the sort of writing required in college is different from
the sort of writing required in high school. College writing tends to be based more on research than high school writing. Further,
college-level instructors generally expect a more sophisticated and thoughtful interpretation of research from student writers. It is
not enough to merely use more research in your writing; you also have to be able to think and write about the research you’ve done.
Besides helping you write different kinds of projects where you use research to support a point, the concepts about research you
will learn from this course and The Process of Research Writing will help you become better consumers of information and
research. And make no mistake about it: information that is (supposedly) backed up by research is everywhere in our day-to-day
lives. News stories we see on television or read in magazines or newspapers are based on research. Legislators use research to
argue for or against the passage of the laws that govern our society. Scientists use research to make progress in their work.
Even the most trivial information we all encounter is likely to be based on something that at least looks like research. Consider
advertising: we are all familiar with “research-based” claims in advertising like “four out of five dentists agree” that a particular
brand of toothpaste is the best, or that “studies show” that a specific type of deodorant keeps its wearers “fresh” longer. Advertisers
use research like this in their advertisements for the same reason that scientists, news broadcasters, magazine writers, and just about
anyone else trying to make a point uses research: it’s persuasive and convinces consumers to buy a particular brand of toothpaste.
This is not to say that every time we buy toothpaste we carefully mull over the research we’ve heard mentioned in advertisements.
However, using research to persuade an audience must work on some level because it is one of the most commonly employed
devices in advertising.
One of the best ways to better understand how we are effected by the research we encounter in our lives is to learn more about the
process of research by becoming better and more careful critical readers, writers, and researchers. Part of that process will include
the research-based writing you do in this course. In other words, this book will be useful in helping you deal with the practical and
immediate concern of how to write essays and other writing projects for college classes, particularly ones that use research to
support a point. But perhaps more significantly, these same skills can help you write and read research-based texts well beyond
college.

This page titled 1.1: Introduction is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated by Steven D. Krause.

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1.2: Academic Research Writing- What Is It?
Writing That Isn’t “Research Writing”
Not all useful and valuable writing automatically involves research or can be called “academic research writing.”
While poets, playwrights, and novelists frequently do research and base their writings on that research, what they
produce doesn’t constitute academic research writing. The film Shakespeare in Love incorporated facts about Shakespeare’s
life and work to tell a touching, entertaining, and interesting story, but it was nonetheless a work of fiction since the writers,
director, and actors clearly took liberties with the facts in order to tell their story. If you were writing a research project for a
literature class which focuses on Shakespeare, you would not want to use Shakespeare in Love as evidence about how
Shakespeare wrote his plays.
Essay exams are usually not a form of research writing. When an instructor gives an essay exam, she usually is asking
students to write about what they learned from the class readings, discussions, and lecturers. While writing essay exams demand
an understanding of the material, this isn’t research writing because instructors aren’t expecting students to do additional
research on the topic.
All sorts of other kinds of writing we read and write all the time—letters, emails, journal entries, instructions, etc.—are
not research writing. Some writers include research in these and other forms of personal writing, and practicing some of these
types of writing—particularly when you are trying to come up with an idea to write and research about in the first place—can
be helpful in thinking through a research project. But when we set about to write a research project, most of us don’t have these
sorts of personal writing genres in mind.
So, what is “research writing”?

Research writing is writing that uses evidence (from journals, books, magazines, the
Internet, experts, etc.) to persuade or inform an audience about a particular point.
Research writing exists in a variety of different forms. For example, academics, journalists, or other researchers write articles for
journals or magazines; academics, professional writers and almost anyone create web pages that both use research to make some
sort of point and that show readers how to find more research on a particular topic. All of these types of writing projects can be
done by a single writer who seeks advice from others, or by a number of writers who collaborate on the project.
Academic research writing—the specific focus of The Process of Research Writing and the sort of writing project you will
probably need to write in this class—is a form of research writing. How is academic research writing different from other kinds of
writing that involve research? The goal of this textbook is to answer that question, and academic research projects come in a variety
of shapes and forms. (In fact, you may have noticed that The Process of Research Writing purposefully avoids the term “research
paper” since this is only one of the many ways in which it is possible to present academic research). But in brief, academic research
writing projects are a bit different from other kinds of research writing projects in three significant ways:
Thesis: Academic research projects are organized around a point or a “thesis” that members of the intended audience
would not accept as “common sense.” What an audience accepts as “common sense” depends a great deal on the audience,
which is one of the many reasons why what “counts” as academic research varies from field to field. But audiences want to
learn something new either by being informed about something they knew nothing about before or by reading a unique
interpretation on the issue or the evidence.
Evidence: Academic research projects rely almost exclusively on evidence in order to support this point. Academic
research writers use evidence in order to convince their audiences that the point they are making is right. Of course, all writing
uses other means of persuasion—appeals to emotion, to logic, to the credibility of the author, and so forth. But the readers of
academic research writing projects are likely to be more persuaded by good evidence than by anything else.
“Evidence,” the information you use to support your point, includes readings you find in the library (journal and magazine
articles, books, newspapers, and many other kinds of documents); materials from the Internet (web pages, information from
databases, other Internet-based forums); and information you might be able to gather in other ways (interviews, field research,
experiments, and so forth).
Citation: Academic research projects use a detailed citation process in order to demonstrate to their readers where the
evidence that supports the writer’s point came from. Unlike most types of “non-academic” research writing, academic
research writers provide their readers with a great deal of detail about where they found the evidence they are using to support
their point. This processes is called citation, or “citing” of evidence. It can sometimes seem intimidating and confusing to

1.2.1 [Link]
 writers new to the process of academic research writing, but it is really nothing more than explaining to your reader where your
evidence came from.

Research Writing with Computers and the Internet

There are good reasons for writing with computers. To name just a few, computers help writers:
Revise more easily, since you don’t need to retype an entire draft;
Share their writing with others, either electronically (on disk or via email) or in “hard copy” since the writer only needs to
print additional copies;
Store and organize files, since papers that might get lost or take up a lot of room can all fit onto a computer hard drive or a
floppy diskette; and
Make correct and “nice looking” drafts with the use of features like spelling and grammar checkers, and with design features
that allow you to select different fonts and layouts.
Chances are, you already know these things.
If you are not using computers or the Internet in your academic research writing process, you need to try and learn more about the
possibilities. It can be intimidating and time consuming to begin effectively using a computer, but there are few things that will be
as rewarding for your academic writing career.

This page titled 1.2: Academic Research Writing- What Is It? is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated
by Steven D. Krause.

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1.3: The Process of Research Writing- A Guide to Understanding this Book
Writing as a Process: A Brief Explanation and Map
No essay, story, or book (including this one) simply “appeared” one day from the writer’s brain; rather, all writings are made after
the writer, with the help of others, works through the process of writing.
Generally speaking, the process of writing involves:
Coming up with an idea (sometimes called brainstorming, invention or “pre-writing”);
Writing a rough draft of that idea;
Showing that rough draft to others to get feedback (peers, instructors, colleagues, etc.);
Revising the draft (sometimes many times); and
Proof-reading and editing to correct minor mistakes and errors.
An added component in the writing process of research projects is, obviously, research. Rarely does research begin before at least
some initial writing (even if it is nothing more than brainstorming or pre-writing exercises), and research is usually not completed
until after the entire writing project is completed. Rather, research comes in to play at all parts of the process and can have a
dramatic effect on the other parts of the process. Chances are you will need to do at least some simple research to develop an idea
to write about in the first place. You might do the bulk of your research as you write your rough draft, though you will almost
certainly have to do more research based on the revisions that you decide to make to your project.
There are two other things to think about within this simplified version of the process of writing. First, the process of writing
always takes place for some reason or purpose and within some context that potentially change the way you do these steps.
The process that you will go through in writing for this class will be different from the process you go through in responding to an
essay question on a Sociology midterm or from sending an email to a friend. This is true in part because your purposes for writing
these different kinds of texts are simply different.
Second, the process of writing isn’t quite as linear and straight-forward as my list might suggest. Writers generally have to
start by coming up with an idea, but writers often go back to their original idea and make changes in it after they write several
drafts, do research, talk with others, and so on. The writing process might be more accurately represented like this:

Figure 1.3.1
Seem complicated? It is, or at least it can be.
So, instead of thinking of the writing process as an ordered list, you should think of it more as a “web” where different points can
and do connect with each other in many different ways, and a process that changes according to the demands of each writing
project. While you might write an essay where you follow the steps in the writing process in order (from coming up with an idea all
the way to proofreading), writers also find themselves following the writing process out of order all the time. That’s okay. The key
thing to remember about the writing process is that it is a process made up of many different steps, and writers are rarely successful
if they “just write.”

Using this book

The Process of Research Writing is organized in a “step-by-step” fashion. Part I of the book, “The Elements of Research,” offers
advice on getting started with research in the library, about quoting, paraphrasing, and not plagiarizing your research, and about
working with others in the research process. Part II, “Exercises in the Process of Research,” presents five different writing exercises

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that will help you explore a research topic. Part III, “The Research Project,” offers guidelines for writing a traditional research
essay, suggestions for alternative ways to present your research, and guidelines for using Modern Language Association and
American Psychological Association citation.
But you should think of The Process of Research Writing as being similar to a cookbook or an encyclopedia: you and don’t have to
read or use this book in this particular order, and you and your teacher don’t need to use all of this book in order to write successful
research projects. On the other hand, like a cookbook or an encyclopedia, you should feel free to go back to passages you’ve read
before. Remember: thinking through your research process should be systematic, but it isn’t necessarily a linear one.

This page titled 1.3: The Process of Research Writing- A Guide to Understanding this Book is shared under a CC BY-NC-SA license and was
authored, remixed, and/or curated by Steven D. Krause.

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 CHAPTER OVERVIEW

2: Thinking Critically About Research

2.1: What is “Research” and Why Should I Use It?
2.2: What’s Different about Academic Research?
2.3: Primary Research Versus Secondary Research
2.4: Scholarly versus Non-Scholarly Sources
2.5: Sources that are Both Scholarly and Non-Scholarly?
2.6: The Internet- The Researcher’s Challenge
2.7: Evaluating the Quality and Credibility of Your Research

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2.1: What is “Research” and Why Should I Use It?
Research always begins with the goal of answering a question. In your quest to answer basic research questions, you turn to a
variety of different sources for evidence: reference resources, people, evaluative and opinionated articles, and other sources. All
along the way, you continually evaluate and re-evaluate the credibility of your sources.
For example, if you wanted to find out where you could buy the best computer within your budget, your question might be “what
kind of computer should I buy and where should I buy it?” To answer your questions about computers, the first research tool you
might use is the phone book, where you would look up “Computer retailers” in the yellow pages. You might also ask friends where
they got their computers and what they thought were the best (and worst) stores to go to. You would probably also talk to your
friends about the kind of computer they bought: a Windows-based PC versus a Macintosh computer, or a desktop versus a laptop
computer, for example. You could go to a computer store and ask the salespeople for their advice, though you would perhaps be
more critical of what they tell you since they are biased. After all, salespeople are trying to sell you a computer that they sell in
their stores, not necessarily the “best” computer for the amount of money you want to spend. To get the opinions of computer
experts, you might do research in computer magazines or web sites, looking for reviews and ratings of different models of
computers in your price range.
Of course, you could skip this research process entirely. You could simply go to a store and buy the first computer in your budget
based on nothing more than a “gut feeling” or based on some criteria that has little to do with the quality of the computer—the
color, for example.
Who knows? By just guessing like this, you might actually end up with a computer as good as you would have ended up with after
your research. After all, researchers can never be certain that the evidence they find to answer their research questions is entirely
correct, and the fact that there are different kinds of computers available suggests it is possible for people to look at the research
and reach different conclusions about what is the “best computer.” Talk to loyal Macintosh computer owners and you will get a
very different answer about “the best” kind of computer than you will from loyal Windows PC owners!
Nonetheless, the likelihood is quite high that the computer you bought after careful research is a better choice than the computer
you would have bought after conducting no research at all. Most of us would agree that you have a better chance of being “right”
about your choice of computer (and just about anything else) if that choice is informed by research.

Exercise 1.1
Working alone or collaboratively in small groups, answer the following questions:
What are some examples of some of the decisions you have made that were based on a research method similar to the one
described here? What do you think would have been the result of your decision had you not done any research?
Can you think of any decisions that you have made that were not based on research? Would these decisions have turned out
more favorably had you conducted some basic research?
What kinds of decisions do think are potentially best made without research?

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2.2: What’s Different about Academic Research?
The reasons academics and scholars conduct research are essentially the same as the reasons someone does research on the right
computer to buy: to find information and answers to questions with a method that has a greater chance of being accurate than a
guess or a “gut feeling.” College professors in a history department, physicians at a medical school, graduate students studying
physics, college juniors in a literature class, students in an introductory research writing class—all of these people are members of
the academic community, and they all use research to find answers to their questions that have a greater chance of being “right”
than making guesses or betting on feelings.
Students in an introductory research writing course are “academics,” the same as college professors? Generally speaking, yes.
You might not think of yourself as being a part of the same group as college professors or graduate students, but when you enter a
college classroom, you are joining the academic community in the sense that you are expected to use your research to support your
ideas and you are agreeing to the conventions of research within your discipline. Another way of looking at it: first-year college
students and college professors more or less follow the same “rules” when it comes to making points supported by research and
evidence.

A Student Profile: Daniel Marvins, New to Academic Research

Daniel Marvins is a first year college student at a large public university in the Midwest. While he certainly wrote plenty of essays
when he was in high school, Marvins thought that the kind of research writing his teacher was asking him to do for his writing class
was different.
“In high school, we wrote more about stories and poems and newspaper articles we read,” Marvins said. “We didn’t do a lot of
research, other than looking things up on the web.”
Marvins was ready for the challenge of tackling the thinking and research that would be expected of him in college. But he still
wasn’t sure about being “an academic.” “I never thought of it that way, because I didn’t really see how the stuff I had to write for
school made me anything like my teachers. But I guess I’m starting to see the connection.”
Read Marvins’ “Working Thesis Essay” in Chapter 5.

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2.3: Primary Research Versus Secondary Research
Before you begin to answer your questions, you’ll need to know about two types of research: primary research and secondary
research. And, you’ll need to learn about the differences between them.
Primary research is usually the “raw stuff” of research—the materials that researchers gather on their own and then analyze in
their writing. For example, primary research would include the following:
The experiments done by chemists, physicists, biologists, and other scientists.
Researcher-conducted interviews, surveys, polls, or observations.
The particular documents or texts (novels, speeches, government documents, and so forth) studied by scholars in fields like
English, history, or political science.
Secondary research is usually considered research from texts where one researcher is quoting someone else to make a point. For
example, secondary research would include the following:
An article in a scientific journal that reported on the results of someone else’s experiment.
A magazine or newspaper account of an interview, survey, or poll done by another researcher.
An article in a scholarly journal or a book about a particular novel or speech.
When you quote from another article in your research project, your writing becomes an example of secondary research. When other
researchers quote information from your research project in their research project, your research project is considered a secondary
source for them. And if a researcher decides to write about you (a biography, for example) and if that researcher examines and
quotes from some of the writings you did in college-- like the research project you are working on right now-- then your project
would probably be considered a primary source.
Obviously, the divisions between primary and secondary research are not crystal-clear. But even though these differences between
primary and secondary research are somewhat abstract, the differences are good ones to keep in mind as you consider what to
research and as you conduct your research. For example, if you were writing a research project on the connection between
pharmaceutical advertising and the high cost of prescription drugs, it would be useful and informative to consider the differences
between primary research on the subject (an article where the researcher documents statistical connections) and the secondary
research (an essay where another researcher summarizes a variety of studies done by others).
Of course, the term “secondary” research has nothing to do with the quality or value of the research; it just means that to answer the
questions of your research project and to support your point, you are relying in great part on the observations and opinions of
others.
Most research projects completed by students in writing classes are based almost exclusively in secondary research because most
students in introductory writing classes don’t have the time, resources, or expertise to conduct credible primary research. However,
sometimes some modest primary research is a realistic option. For example, if you were writing about the dangers of Internet-based
computer crime and someone on your campus was an expert in the subject and was available for an interview, your interview of her
would be primary research. If you were writing about the problems of parking on your campus, you might conduct some primary
research in the form of observations, surveys of the students that drive and try to park on campus, interviews of the campus
officials in charge of parking, and so forth.

Exercise 1.2
Working alone or collaboratively in small groups, answer the following questions:
What other sorts of evidence do you think you would find that would count as “primary” research? What other sorts of
evidence do you think would count as “secondary” research?
Think about the kind of topics you are interested in researching and writing about. What sorts of “primary” research can
you imagine examining that might be useful in your writing? What sorts of “secondary” research can you imagine
examining that might be useful in your writing?

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2.4: Scholarly versus Non-Scholarly Sources
Before you begin to research you should be aware of the difference between “scholarly” and “non-scholarly” or popular sources.
Scholarly or academic publications are those where academics publish their research and opinions about topics of concern in
their discipline. By and large, scholarly publications are highly specialized periodicals, as many of their titles suggest: College
Composition and Communication, Foodservice Research International, or the Journal of Analytic Social Work. Scholarly
periodicals tend to be published less frequently than popular sources, perhaps monthly, quarterly, or even less often. For the most
part, the readers of scholarly journals are scholars themselves interested in the specific field of the publication—in other words, the
articles in these publications are written for academics (both students and teachers) interested in the field, not a “general audience.”
Because of the audience, the language of academic journals is often specialized and potentially difficult to understand for a reader
not familiar with the field.
Scholarly or academic sources tend to be kind of bland in appearance: other than charts, graphs, and illustrations that appear
predominantly in scientific publications, most academic journals include few color photos or flashy graphics. Most academic
journals are not published in order to make a profit: while they frequently include some advertising, they usually only include a few
ads to offset publication costs. Also, most academic journals are associated with academic organizations or institutions that
subsidize and support their publication. Unless you are a subscriber, chances are the only place you will find most of these journals
in your college or university library.
Usually, the articles that appear in academic journals indicate where the writer’s evidence comes from with footnotes, end notes, or
information in parentheses. Most academic articles end with a “bibliography” or a “works cited” page, which is a list of the
research the writer used in his essay. This practice—generally called “citation”—is particularly important in scholarly writing
because the main audience of these articles (other scholars) is keenly interested in knowing where the writers got their information.
As a member of the academic community, you too will have to follow some system of citation in the research project you do for
this and other classes.
Hyperlink: See “Chapter 12: Citing Your Researching Using MLA or APA Style.”
Non-scholarly or popular sources tend to be written by journalists and writers who are not necessarily experts about the subject
they are writing about. While there certainly are specialized popular sources, they tend to have names most of us have seen on the
magazine racks of grocery and drug stores—GQ, Cosmopolitan, Better Homes and Gardens, Sports Illustrated, and so on—and
even specialized popular sources tend to be written with a more general audience in mind. Writers of popular sources reach a
general and broad audience by keeping the style of the writing in their articles approachable to people from a variety of different
educational backgrounds—not necessarily members of the academic community.
Many popular periodicals are published weekly and almost all of them are published at least monthly. They tend to be visually
appealing with lots of color photographs, graphics, and advertisements. Almost all popular sources are intended to make a profit,
and some of the better known periodicals (Time or Newsweek, for example) sell millions of copies every week. Finally, popular
sources rarely provide citation information about where the writer got her information.
Generally speaking, academic and non-academic books have characteristics that are similar to academic and non-academic
periodicals. Academic books tend to be written by and for academics, are usually somewhat bland in appearance, tend to be
published by companies that are supported by academic institutions, and tend to be only available at academic libraries or
specialized bookstores. Non-academic books tend to be written by journalists or other writers trying to reach a more general
audience, they are more eye-catching in appearance, they are published by large and for profit publishing companies, and they are
more readily available at public libraries and bookstores.
Scholarly versus Non-Scholarly or Popular Sources
Scholarly Sources Non-Scholarly or Popular Sources

Usually titled according to their specialization (College English, Often titled in ways that have little to do with their focus (Newsweek,
Journal of Analytic Social Work, etc.) Time, People, etc.)

Contain articles written by and for academics with language that is Contain articles written by journalists and in a language that is for a
highly specialized for academic readers non-academic reader

Often published less frequently than monthly Almost always published at least monthly, and often weekly

Usually fairly bland in appearance Visually appealing and attractive in appearance

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 Scholarly Sources Non-Scholarly or Popular Sources

Generally published “for profit,” and many well-known popular

Generally not published “for profit” and usually supported by an
publications are very profitable; often supported by very large
academic organization or institution
corporations

Almost always available only through subscription or at an academic Almost always readily available at bookstores, grocery and convenience
library stores

Most publish fewer than 5,000 copies of an issue Many publish tens of thousands of copies each issue

Its articles follow some sort of citation system (MLA or APA, for
Very rarely contain any sort of citation information that allows readers
example) that allow its readers to know where the writer’s research
to know where writers found their information
comes from

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2.5: Sources that are Both Scholarly and Non-Scholarly?
While these differences between scholarly and non-scholarly sources might seem straight-forward, many publications are
somewhere in between scholarly and non-scholarly. A journal like College English is clearly an academic source and a magazine
like People is clearly a popular source. But categorizing magazines like Ms., Harper’s,or The Atlantic is more difficult since these
publications tend to publish articles that are in many ways similar to the articles published in more academic sources.
Another difficult to categorize source is corporate or “trade” journals. Most professions and industries have highly specialized
publications about that particular business. For example, Human Resource Executive is targeted to professionals who work in
Human Resources departments, Accounting Today is for and about the accounting business, and Advertising Age focuses on the
advertising industry. While most of the writers and editors of trade journals do not have scholarly backgrounds, they tend to be
highly focused and knowledgeable about their business. An article about hiring trends in Human Resource Executive will probably
have more in common with an academic source than it will with a popular source.
A third “in between” type of research resource is newspapers. On the one hand, most newspapers would seem to share the
characteristics of non-scholarly or popular sources: they are written for a general audience by writers who are not necessarily
experts, they include many photographs and graphics, and so on. However, a number of publications like The Chronicle of Higher
Education are quite different from most newspapers because they are written for a specialized audience, like college and
community college teachers and administrators. Further, newspapers tend to be used by a wide variety of readers and writers--
including scholars-- as a source of basic and reliable information about day-to-day events.
In research writing courses, teachers will often insist students use only or mostly scholarly sources in their research projects
because, as is discussed in some detail in the next section in this chapter, scholarly sources tend to be more credible and reliable
than non-scholarly sources. This is not to say that popular sources aren’t credible or reliable; clearly, most of them are, and in
many cases, specialized popular sources can be very useful in academic research. A research project about computer crime may
very well include relevant information from a popular source like WIRED or a trade publication written for people who work in the
computer industry.
However, scholarly sources are generally considered more credible and reliable than popular sources. They tend to publish articles
that go into more detail about their subjects, they are written for a more knowledgeable audience, and they are written by experts.

Exercise 1.3
Working alone or collaboratively in small groups, consider the following questions:
What sorts of scholarly sources are you and your classmates already familiar with? What sorts of non-scholarly sources of
evidence are you already familiar with that might be useful for your research process?
Think about the kind of topics you are interested in researching and writing about. Are you aware of any scholarly sources
where you are likely to find research on your topic? What about popular or non-scholarly publications?
If you are not yet familiar with specific titles of scholarly or popular sources that might be relevant for your topic, what
kind of research would you conduct to find these sources?

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2.6: The Internet- The Researcher’s Challenge
Along with the distinction between primary and secondary sources and the distinction between scholarly and non-scholarly
publications, you now need to consider a relatively new type of research source as you gather your evidence: the Internet,
particularly the World Wide Web. The Internet started up almost 30 years ago, and elements like electronic mail (“email”) and
bulletin board newsgroup discussions have been around for quite some time.
Widespread use of the Internet really took off in the early 1990s with the development of the World Wide Web and browser
software like Mosaic, Netscape, and Internet Explorer. In fact, the Web has become such a powerful research resource that many
beginning research writing students wonder why they should go to the library at all.
Hyperlink: See the section “What’s ‘a library?’ & ‘What’s The Internet?’” in Chapter 2, “Understanding and Using the Library
and the Internet for Research."
The Web has become such a powerful medium in part because it has such a far reach—literally, anyone anywhere in the world who
is connected to the World Wide Web with the right computer and the right software can access almost any of the hundreds of
millions of “pages” and other documents on the Web. But it also has grown so quickly because it is relatively easy to put
documents on to the Web. In fact, you too might consider exploring some of the options through your school or through a
commercial service for joining the World Wide Web community by publishing your research project on the Web.
Hyperlink: See the section “The Web-based Research Project” in Chapter 11, “Alternative Ways to Present Your Research.”
Nowadays, the Web has become dominated by corporate and “mainstream” sites that are advertised on television and in traditional
magazines and newspapers, which means that it is difficult for an individual’s Web site to compete with the Web sites of The New
York Times or [Link]. But individuals can still publish their own Web sites, and individually published Web sites can still
attract a large and international audience.
Indeed, one of the great strengths of the World Wide Web is that just about anyone can put up “professional looking” Web pages
that can reach a potential audience of millions. However, this strength of the Web is also its weakness, at least as far as being a
good place to look for research because anyone can publish what appears to be a “professional” Web site, regardless of his or
qualifications.
This fact means the Web is significantly different from more traditional sources of research. Most scholarly publications are closely
scrutinized by editors and other scholars within a particular field. Further, the articles that appear in even the most non-scholarly of
popular sources pass through a variety of different writers and editors before they make it to press.
The problem with many Web pages is that the review process and editors that we assume to be in place with traditional print
sources are simply not there. For example, it would be easy for me to fabricate a Web site (complete with charts, graphs, and fake
statistics) that argued that students and teachers who used this textbook became more fit, richer, and better-looking. Such inaccurate
claims would never pass the review process of a scholarly journal or a popular magazine--with the possible exception of the sort of
tabloid we all see at the grocery store check-out that reports on Elvis sightings. But on the Web, it is just another page which, if
someone finds it “believable,” could be included in someone’s research writing.

Figure 2.6.1 - The Dihydrogen Monoxide Research Division web site, <[Link] certainly looks like an official
and reliable web site. What seems to make it a bit suspect? What exactly is Dihydrogen Monoxide, anyway?
More seriously, many deceptive and “professional” looking Web pages present very inaccurate and misleading information and
they are not intended to be jokes. Some of these pages are the work of various hate groups—racists or Holocaust deniers, for

2.6.1 [Link]
example—and some of these sites seem to be the work of con artists. But when these sites are read uncritically, they can cause
serious problems for academic researchers.
Of course, not everything you find on the Web is untrustworthy. Far from it. For one thing, the lines between what counts as an
Internet source and a more traditional “print” source are beginning to blur. There are numerous online databases available in many
libraries that have complete text versions of articles from academic and popular periodicals, and the articles from these databases
are every bit as reliable as the traditional print sources.
Hyperlink: See the discussion about electronically available periodicals in the section “Journals, Magazines, and Newspapers” in
Chapter 2, “Understanding and Using the Library and the Internet for Research.”
Additionally, more and more traditional print sources are creating and maintaining Web sites. Almost all of the most popular news
magazines, newspapers, and television networks have Web pages that either reproduce information available in more traditional
formats or that publish articles specifically for the Web. More and more scholarly publications are becoming available on the Web
as well, and considering the international reach and low cost of publishing on the Web, it seems inevitable that more (maybe most)
academic journals will eventually move from being traditional print journals to ones available only online.
Conversely, not everything you find in traditional print publications—either scholarly or non-scholarly—is always accurate and
truthful. Despite the safeguards that most academic and popular publications follow to ensure they publish truthful and accurate
articles, there are all sorts of examples of inaccuracies in print.
More common and therefore perhaps more problematic, small errors and misrepresentations appear in both academic and popular
sources, evidence that the process of editorial review is not perfect. And what “counts” as true or accurate in many fields is a
question of some debate and uncertainty, and this is frequently reflected in published articles of all sorts.
Here’s my point: as I will discuss in the next section of this chapter, the best way to ensure that your evidence is reliable, regardless
of where you found that evidence, is to seek out a variety of different types of evidence and to think critically about the quality and
credibility of your sources. This is particularly true with Web-based research.

Exercise 1.4
Working alone or collaboratively in small groups, consider the following questions:
Think of a web site that you visit on a regular basis. What makes this site a useful and credible resource for you?
Are there any Web sites that you have come across that you thought were not believable or credible? Why did you find this
site not believable?

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2.7: Evaluating the Quality and Credibility of Your Research
Finding evidence that answers a question is only the first part of the research process. You also have to evaluate the quality and
credibility of your research. Inevitably, as we’ve already seen in this chapter, you do this as you consider the origins of your
research—primary versus secondary research, scholarly versus popular sources, the Internet, and so forth. But evaluating the
quality and credibility of your research is more subtle and complicated than just determining the source of the evidence. Consider
again the example from the beginning of this chapter about deciding which computer to buy. One of the things you would have to
weigh is the credibility of the information you received from your friends compared to the information you received from a
salesperson at the computer store. You can probably count on your friends to be trustworthy and honest, but they might not know
much about computers. Conversely, while a salesperson might know a lot about computers, you may be uncertain to what extent
you can trust him to give you the best advice. The salesperson wants to sell you a computer, which means that his motivations
might be consciously or unconsciously influencing the information he is providing you.
Who should you trust? We have all been in situations like this, and there is no easy way to answer that question. Chances are,
you’ll make your computer decision based on your interpretation of the evidence and based on what you perceive to be the
reliability and credibility of your different sources. If someone else were faced with the same computer decision and the same
evidence, they might make a different choice. That is why there are different kinds of computers on the market and that is why
different people can do the same sort of research about “the best” computer and why they can arrive at different conclusions.
Academic research is not much different in the sense that different researchers, considering the same or similar evidence, often
arrive at different conclusions. Academic research rarely provides clear answers in the sense of definitively knowing the “rights”
and “wrongs” about some issue. Not all academics think that computer hacking is wrong (or right), that the solution to commercial
over-fishing is strict international control, or that F. Scott Fitzgerald’s novel The Great Gatsby depicts the connection between
material goods and the American dream. Rather, there are debates about these issues, differences of interpretation and opinion that
result from different researchers looking at the same evidence.
Furthermore, the debates about differences of opinion on how to interpret evidence are good and healthy because these discussions
further our understanding of complex issues. If we all agreed that something was true, then there would be no point in conducting
research and writing about it. Indeed, if we all agreed about everything and had all of our questions answered as well as we thought
possible, there would be no point to education at all!
Ultimately, there is no easy formula for evaluating the credibility and reliability of research. But there are some basic questions you
should ask about your all of your evidence to ensure it is reliable and credible:
Who wrote it?
What do you think motivated the writer?
Where was it published?
When was it written?

Who wrote or said it?

Is there an author named with the evidence?
If your evidence does not name the author, it might still be reliable, especially if you have confidence about where the evidence
was published. However, most credible and reliable publications tell readers who wrote the articles they contain.
On Web pages and other Internet-based sources, it can sometimes be tricky to find the name of the Web page’s author. Many web
sites don’t name an author, which, given the nature of the Web, should send up red flags for you as a researcher regarding the
credibility of the evidence. But like print publications, more credible Web pages will include the name of the page’s writer. Be sure
to look for the writer’s name throughout the particular page (including the bottom) and related pages within the Web site.
What are the qualifications of the author?
Does he or she seem to be an expert in the field?
Have he or she written about this topic before?
Are there other experiences that seem to uniquely qualify him or her as a reliable and credible source on this topic?

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Many academic publications will give a lot of detail about their authors, including their degrees and academic training, the
institution where they work (if they are a college professor or instructor), and other publications they have had in the past. Popular
sources tend to include less information about their writers, though they too will often indicate in a byline (where the writer’s name
is listed in a magazine or newspaper article) if the writer is a reporter, contributing editor, or editor for a particular subject.
Credible web sources will also describe the qualifications of the source’s author or authors. If you can find an author’s name on a
Web site but you can’t find anything about their qualifications on their research subject, you should be suspicious about what that
research has to say.
Have you come across the writer based on some of the other research you have done?
After you have conducted a bit of research on your topic, you might find yourself coming across the same authors writing similar
articles in different publications. You might also find different publications referring to the author or her work, which would
suggest that the author is indeed reliable and credible in her field. After all, if other articles and writers refer positively to a
particular writer or her articles again and again, then it seems likely that the often-referred-to writer is credible.
Understanding and trusting the expertise of the author of your evidence is probably the most crucial test of credibility and
reliability of that evidence.

Simply put, academics find evidence that comes from an author who is a credible expert
to be much more persuasive than evidence that does not come from an expert.
For example, while my mom is a reliable source of information regarding many different topics, it would do you little good for me
to interview her for an academic research project about the problems of over-fishing. Mind you, I value my mom’s thoughts and
wisdom, and she might have some things to say about the effects of decreased catches of fish that I find insightful. However,
because my mom doesn’t have any expertise about commercial fishing and because she doesn’t know anything more (or less) about
it than most people, most of the readers of my research project won’t be persuaded by what she has to say.
On the other hand, my mother was a hospice work for many years, working with terminally ill patients and their families. If I were
conducting research about the advantages and disadvantages of hospice care for terminally ill patients, my mom might be a very
interesting and credible source.

What do you think motivated the writer?

Is the writer identified with a particular organization or group that might have a specific interest in the subject of the writing?
This can often be the source of conscious or unconscious bias. An obvious example: a writer who is identified as a member of the
National Riflemen’s Association, which represents a variety of Americans particularly interested in protecting the right to own
guns, will certainly have a different view on gun ownership than a member of The Center to Prevent Handgun Violence, an
organization working to enact gun control legislation.
You need to be particularly careful with Web-based sources of research when considering the writer’s affiliation with different
groups or organizations. There have been numerous incidents where Web page writers falsely claimed their Web pages were
affiliated with particular groups or causes.
Does the writer identify himself or herself with an explicit political group or party?
Considering a writer’s politics is particularly important when thinking about the credibility of a Web site. Besides the ease with
which a writer can misrepresent themselves or others, the low cost and wide reach of the Web has also made it an attractive forum
for hate groups, terrorists, and other “fringe” political movements. This doesn’t automatically mean the information you find on
reactionary or radical Web sites is wrong; however, writers with particularly strong and extreme politics frequently present
information that is biased to the point of inaccuracy.
Of course, while it is important to consider why a writer wrote about her subject and to think about how her motivations impact
how she wrote about his or her subject, having a particular bias or motivation doesn’t automatically lead to a lack of credibility or
reliability.

Where was it published?

Was the piece of writing published in an academic or non-academic source? A book, a journal, a magazine, etc.? I’ve already
discussed this a great deal in this chapter; generally speaking, academic sources are considered more credible than non-academic

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sources, and print-based sources are generally considered more credible than web-based sources.
But there are some more subtle tests of credibility and reliability concerning where a piece of research was published. For example,
single-authored or co-authored scholarly books on a particular subject might be more regarded as more credible than a scholarly
journal article because books go into much greater detail on topics than journal articles.
Are you familiar with the publication? If you are a new researcher to a particular field of study this can be a difficult question to
answer since you might not have heard of some of the more well-known and credible publications known in that field. But once
you get to know the field better (which will inevitably be the case as you conduct more research on your topic), chances are you
will begin to realize certain publications are seen by experts in the field as more credible than others.

When was it written?

Last, but far from least, the date of publication can dramatically effect the credibility of your research. Obviously, this is especially
important for date-sensitive research topics. If you were writing a research project about the Internet and the World Wide Web,
chances are any research older than about 1990 or so would be of limited use since the Web literally did not exist before 1990.
But other potentially less obvious topics of research have date sensitive components to them. For example, if you were doing
research on cigarette smoking or drunk driving, you would have to be careful about evaluating the credibility of research from the
1970s or 1960s or earlier since cultural “norms” in the United States for both smoking and drinking have changed a great deal.
Knowing (or rather, not knowing) the date of publication of a piece of research is yet another thing to be worried about when
evaluating the credibility of Web-based sources. Many Web sites do not include any information about the date of publication or
the date when the page was last updated. This means that you have no way of knowing when the information on that dateless page
was published.
The date of publication is a key piece of information, the sort of thing that is always included in more print sources. Again, just
because the date of publication or update is missing from a Web site does not automatically discount it as a credible source;
however, it should make you suspicious.

Exercise 1.5

Working alone or collaboratively in small groups, consider a variety of different types of research—articles from scholarly and
non-scholarly sources, newspaper articles, books, web sites, and other types of evidence. Using the criteria discussed here, how
would you rate the quality and credibility of your research? Which of your sources seems the most reliable? Are there any
pieces of evidence that, upon closer examination, do not seem credible or reliable?

Evidence Quality and Credibility Checklist

Who wrote or said it?

The writer’s name
Qualifications
Expertise in the field
Previous publications on the topic
Unique experiences of the writer
Why did the source write or say it?
Association with an organization or group
The writer’s stated or implied politics
Where (what source) was it published?
Academic/scholarly source versus non-academic/popular source
Prior knowledge of publication
When was it published or said?
And when it comes to evidence from the ‘net and World Wide Web…
It’s still important to know who wrote it, why you think they wrote it, where you found it online, and when was it
published.

2.7.3 [Link]
 If you don’t know the answers to the who/why/where/when questions, you should be skeptical of the evidence.
Don’t be fooled by Web sites that “look” real, because…
Anybody can publish information on the Web, no matter what that information is. Unlike most scholarly and many
non-scholarly publications, Web writers don’t have to have the work reviewed by editors and publishers to reach an
audience.
The Internet and the World Wide Web are still good places to find research. You just have to be a bit more careful with
them.

This page titled 2.7: Evaluating the Quality and Credibility of Your Research is shared under a CC BY-NC-SA license and was authored, remixed,
and/or curated by Steven D. Krause.

2.7.4 [Link]
 CHAPTER OVERVIEW

3: Understanding and Using the Library and the Internet for Research
3.1: Defining “The Library” and “The Internet-” An Introduction
3.2: Researching in the Library
3.3: Accessing an Article
3.4: Some Final Tips
3.5: Researching on the Internet
3.6: A Word about Netiquette
3.7: The World Wide Web
3.8: Web Directories

This page titled 3: Understanding and Using the Library and the Internet for Research is shared under a CC BY-NC-SA license and was authored,
remixed, and/or curated by Steven D. Krause.

1
3.1: Defining “The Library” and “The Internet-” An Introduction
You might think the answers to the questions “what is a library?” and “what is the Internet?” are pretty obvious. But actually, it is
easy to get them confused, and there are a number of research resources that are a bit of both: library materials available over the
Internet or Internet resources available in the library.
Understanding the differences between the library and the Internet and knowing where your research comes from is crucial in the
process of research writing because research that is available from libraries (either in print of electronic form) is generally
considered more reliable and credible than research available only over the Internet. Most of the publications in libraries
(particularly in academic libraries) have gone through some sort of review process. They have been read and examined by editors,
other writers, critics, experts in the field, and librarians.
In contrast, anyone with appropriate access to the Internet can put up a Web page about almost anything without anyone else being
involved in the process: no editors, other writers, critics, experts, or anyone else review the credibility or reliability of the evidence.
However, the line between what counts as library research and what counts as Internet research is becoming blurred. Plenty of
reliable and credible Internet-based research resources are available: online academic and popular journals, Web-based versions of
online newspapers, the homepages of experts in a particular field, and so forth.
Let’s begin with the basics of understanding the differences between libraries and the Internet.
Libraries are buildings that house and catalog books, magazines, journals, microfilm, maps, government documents, and other
resources. It would be surprising if you attended a community college, college, or university that did not have a library, and it
would be equally surprising if your school’s library wasn’t a prominent and important building on campus.
As you might expect, libraries at community colleges, colleges, and universities tend to specialize in scholarly materials, while
public libraries tend to specialize in non-scholarly materials. You are more likely to find People magazine or the latest best-selling
novels in a public library and a journal like College English and scholarly books in a college library.
Many universities have different libraries based on distinctions like who tends to use them (“graduate” or “undergraduate”
libraries) or based on specific subject matter collected within that particular library (education, social work, law, or medicine).
Almost all college and university libraries also have collections of “special items,” which include items like rare books, maps, and
government documents.
While we tend to see the library as a “place,” most people see the Internet as something less physically tangible (though still
somehow a “place”). Basically, the Internet is the international network of computers that makes things like email, the World Wide
Web, blogs, and online chat possible. In the early 1970s, the beginnings of the Internet (then known as “ARPANET”) consisted of
about a half-dozen computers located at research universities in the United States. Today, the Internet is made up of tens of millions
of computers in almost every part of the world. The World Wide Web appeared in the mid-1990s and has dramatically changed the
Internet. The Web and the Web-reading software called “browsers” (Internet Explorer and Netscape, for example) have made it
possible for users to view or “surf” a rich mix of Web pages with text, graphics, animations, and video.
Almost all universities, colleges, and community colleges in the United States provide students and faculty with access to the
Internet so they can use email and the World Wide Web, or even so they can publish Web pages. Millions of people both in and out
of school have access to the Internet through “Internet Service Providers,” which are companies both large and small that provide
customers access to the ‘net for a monthly fee.
An enormous variety of information, text, and media are available to almost anyone via the Internet: discussion groups, books
available for download or for online reading, journal and magazine articles, music and video clips, virtual “rooms” for live “chats.”
In the simplest sense, the differences between libraries and the Internet is clear: buildings, books, magazines, and other physical
materials, versus computers everywhere connected via networks, the World Wide Web, and other electronic, digitized, or “virtual”
materials.
However, in practice, these differences are not always so clear.
First, almost all university, college, and community college libraries provide patrons access to the Internet on their
campuses. Being able to access almost anything that is available on the Internet at computers in your library has the effect of
blurring the border between library and non-library resources. And just because you happened to find your research on a Web page

3.1.1 [Link]
while you were physically in the library obviously doesn’t make your Web-based research as credible as the materials housed
within the library.
Second, many libraries use the Internet or the World Wide Web to provide access to electronic databases, some of which
even contain “full text” versions of print publications. This will be covered in more detail in the next section of this chapter,
“Finding Research in the Library: An Overview;” however, generally speaking, the research from these resources (even though it
looks a lot like what you might find on a variety of Internet-based Web pages) is considered as reliable and credible as more
traditional print sources.
Third, most libraries allow for patrons to search their collections via the Internet. With an adequate Internet connection, you
don’t have to actually go to the library to use the library.
The point is that while some obvious differences still exist between research you find in the library versus research you find on the
Internet, there are many interesting similarities and points where the library and the Internet are actually one in the same.
Libraries, The Internet, and Somewhere In-between
Libraries Somewhere In-between The Internet

Email between friends

Traditional books
Newsgroups
Traditional academic journals and popular
Electronically reproduced books Personal homepages
magazines
Digitized articles from journals or Internet Search Engines
Newspapers
magazines found in a library database Web versions of printed newspapers
Microfilm and microfiche documents
Database search tools Web-based academic journals or popular
Government documents
“magazines”
Rare books and materials
Web pages for groups or organizations

This page titled 3.1: Defining “The Library” and “The Internet-” An Introduction is shared under a CC BY-NC-SA license and was authored,
remixed, and/or curated by Steven D. Krause.

3.1.2 [Link]
3.2: Researching in the Library
The best source for information about how to find things in your library will come directly from the librarians who can answer your
questions. But here is an overview of the way most academic libraries are organized and some guidelines for finding materials in
the library.
On most campuses, the main library is a very prominent building, although some schools have several smaller libraries focused on
particular subjects housed within other academic buildings. Almost all libraries have a circulation desk, where patrons can check
out items. Most libraries also have an information or reference desk that is staffed with reference librarians to answer your
questions about using reference materials, about the databases available for research, and other questions about finding materials in
the library. Libraries usually have a place where you can make photocopies for a small cost and they frequently have computer labs
available to patrons for word processing or connecting to the Internet.
Many libraries still have a centralized area with computer terminals that are connected to the library’s computerized databases,
though increasingly, these terminals are located throughout the building instead of in one specific area. (Very few libraries still
actually have card catalogs, and when they do, these catalogs are usually for specialized and small collections of materials.) You
will want to get familiar with your library’s database software because it will be your key resource in finding just about anything in
the building.
Libraries tend to have particular reading rooms or places where they keep current newspapers and periodicals, and where they keep
bound periodicals, which are previous editions of journals and magazines bound together by volume or year and kept on the shelf
like books. Many libraries also have specialized areas where they keep government documents, rare books and manuscripts, maps,
video tapes, and so forth.
How do you find any of these things in the library? Here are some guidelines for finding books, journals, magazines, and
newspapers.

Books
You will need to use the library’s computerized catalog to find books the library owns. Most library database systems allow you to
conduct similar types of searches for books. Typically, you can search by:
Author or editor. Usually, this is a “last name first” search, as in “Krause, Steven D.” If you are looking for the name of a writer
who contributed a chapter to a collection of essays, try using a “key word” search instead.
Title. Most library databases will allow you to search by typing in the complete title or part of the title.
Key word. This is different from the other types of searches in that it is a search that will find whatever words or phrases you type
in.
Whatever you type into a key word search is what you’re going to get back. For example, if you typed in “commercial fishing” into
a key word search, you are likely to get results about the commercial fishing industry, but also about “commercials” (perhaps books
about advertising) and about “fishing” (perhaps “how to” books on fly fishing, or a reference to the short story collection Trout
Fishing in America).
Most library computer databases will allow you to do more advanced key word searches that will find phrases, parts of words,
entries before or after a certain date, and so forth. You can also increase the quality of your results by doing more keyword searches
with synonyms of the word or words you originally have in mind. For example, if you do a keyword search for “commercial
fishing,” you might also want to try searching for “fish farming,” “fisheries,” or “fishing industry.”
Library of Congress Subject. Chances are, your university, college, or community college library arranges their books according
to the same system used by the U.S. Library of Congress. (The other common system, the Dewey Decimal System, is sometimes
the organizational system used at public libraries and high school libraries.) The Library of Congress system has a long but specific
list of subjects that is used to categorize every item. For example, here are some Library of Congress subjects that might be of
interest to someone doing research on the ethical practices of the pharmaceutical industry:
Pharmaceutical ethics.
Pharmaceutical ethics, United States.
Pharmaceutical industry.
Pharmaceutical industry, Corrupt practices, United States.

3.2.1 [Link]
Each one of these categories is actually a Library of Congress subject that is used to categorize books and materials. In other words,
when a new book on pharmaceuticals comes into the Library of Congress in Washington, D.C., a librarian categorizes it according
to previously determined subject categories and assigns the book a number based on that category. These “official” categories and
the related Library of Congress Call Numbers (more on that in a moment) are the way that libraries that use the Library of
Congress system keep track of their books.
Call Number. Most academic library database systems will allow you to search for a book with a particular call number. However,
this feature is probably only useful to you if you are trying to find out if your library has a specific book you want for your
research.
When you are first searching for books on a research idea or topic at your library, you should begin with key word searches instead
of author, title, or subject searches. However, once you find a book that you think will be useful in your research, you will want to
note the different authors and subjects the book fits into and search those same categories.
Here’s an example of a book entry from a library computer database with the most important parts of the entry labeled:

Figure 3.2.1
The “Subjects” information might be particularly helpful for you to find other books and materials on your topic. For example, if
you did a subject search for “Drugs- - Side effects,” you would find this book plus other related books that might be useful in your
research.
In most university libraries, to retrieve this book, you need to find it on one of the book shelves, or, as they are often known, the
“stacks.” This can be an intimidating process, especially if you aren’t used to the large scale of many college and university
libraries. But actually, finding a book on a shelf is no more complicated than finding a street address.
The Library of Congress Call Number— in this example, RM 302.5 .C64 2001– is essentially the “address” of that book within the
library. To get to it, you will first want to find out where your library keeps the books. This might be very obvious in many
libraries, and not at all obvious in others. When in doubt, check with a librarian.
The Library of Congress Call Number system works alphabetically and then numerically, so to find the book in our example, you
need to find the shelf (or shelves) where the library keeps books that begin with the call letters “RM.” Again, this will be very
obvious in many libraries, and less obvious in others. At smaller academic libraries, finding the location of the “RM” books might
be quite easy. But at some large academic libraries, you might need to find out what floor or even what building houses books that
begin with the call letters “RM.”
If you were looking for the book in our example (or any other with a call number that began with “RM”), you can expect it to be
somewhere between where they keep books that begin with the call letters “RL” and “RN.” Once you find where the “RM”s are,
you’ll need to find the next number, 302.5. Again, this will be on the shelf numerically, somewhere between books with a call
number that begins with “RM 302.4” and “RM 302.6.” By the time you get to this point, you are getting close. Then you’ll want to
locate the “.C64” part, which will be between “.C63” and “.C65, “ then the next “.D7”, and then finally the 2001.
If you go to the shelf and are not able to locate the book, there are three possible explanations: either the book is actually checked
out, you have made a mistake in looking the book up, or the library has made a mistake in cataloging or shelving the book. It’s very
easy to make a mistake and to look for a book in the wrong place, so first double-check yourself. However, libraries do make
mistakes either by mis-shelving an item or by not recording that it has been checked out. If you are sure you’re right and you think
the library has made a mistake, ask a librarian for help.

3.2.2 [Link]
One last tip: when you find the book you are looking for, take a moment to scan the other books on the shelf near it. Under
the Library of Congress system, books about similar subjects tend to be shelved near each other. You can often find extremely
interesting and useful books by looking around on the shelf like this.

Journals, Magazines, and Newspapers

Libraries group journals, magazines, and newspapers into a category called “periodicals,” which, as the name implies, are items in
a series that are published “periodically.” Periodicals include academic periodicals that are perhaps published only a few times a
year, quarterly and monthly journals, or weekly popular magazines. Newspapers are also considered periodicals.

Periodical Indexes
Your key resource for finding articles in periodic materials for your research project will be some combination of the many
different indexes that are available. There are hundreds of different indexing tools, so be sure to ask the librarians at your library
about what resources are available to you.
Many indexes are quite broad in their scope—The Reader’s Guide to Periodical Literature and the online resources ArticleFirst
and WilsonSelect are common examples—while others are quite specific, like The Modern Language Association
Bibliography(which covers fields like English, Composition and Rhetoric, and Culture Studies, not to mention studies in other
languages) and ABI/INFORM (which indexes materials that have to do with business and management).

It is crucial that you examine different indexes as you conduct your research: different
indexes will lead you to different articles that are relevant for your research idea or topic.
While indexes frequently overlap with each other, using different indexes will give you a wider variety of results. Some library
computer systems make this easy to do by allowing you to search multiple indexes at the same time. However, not all libraries have
this capability and not all indexes will allow for these kinds of searches.
Most periodical indexes have gone the way of the card catalog and are now available electronically. How these electronic databases
work varies, but typically patrons can search by keyword or author, and sometimes by subject (though “subject” in these online
databases isn’t necessarily as strict as the “subject” used in the Library of Congress system). A few indexes are still only available
in “paper” form and these tend to be kept in library reference areas.

Database interfaces: differences and similarities

As I’ve mentioned previously, there are too many differences between library databases to provide too many details about how to
use them in this chapter. You may have already noticed this in your own experiences with databases in your library.
Some of these differences can be rather confusing. For example, a “subject search” for a book in a database that uses the Library of
Congress cataloging system is not at all the same as a “subject search” with a periodical database like WilsonSelect.

Figure 3.2.2 - This is the search screen of the “FirstSearch” database system. While this particular example is of the MLA
database, all of the databases supported by FirstSearch use a similar search screen. However, different database systems will have
different search screens with different options and commands.
Fortunately, there are two common features with just about any library search software tool that will aid you in your research:
Author searches, which almost always works the same in different databases; and
Keyword searches. Keyword searches usually allow for different Boolean search functions. In some databases, you need to
indicate that you are searching for a phrase. This is often done with putting quotes around a phrase: “space shuttle” will find just

3.2.3 [Link]
 that phrase; without quotes, it will find all occurrences of the keywords space and shuttle. Some keyword searches also allow a
“not” function. For example, shuttle NOT space would exclude keyword references to the space shuttle. Boolean searches also
usually allow for “and/or” searches: “Hillary and/or Bill Clinton” would return information about Hillary Clinton, Bill Clinton,
and information that was about both Hillary and Bill Clinton.
Indexes typically provide the key information a reader needs to make some judgment about a periodical article and the information
about where to actually find the article: the title of the publication, the title of the article, the name of the author, the date of
publication, and the page numbers where the article appears. Sometimes, indexes also provide abstracts, which are brief summaries
of the article that can also let readers know if it is something they are interested in reading.
Here is an example of a typical entry from a periodical index resource; specifically, this example is a portion of an entry from the
online database Wilson Select Plus:

Figure 3.2.3

This page titled 3.2: Researching in the Library is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated by Steven D.
Krause.

3.2.4 [Link]
3.3: Accessing an Article
To find the article, you first have to determine if your library has the particular periodical. This is a key step because just because
an item is listed in an index you have available to you in your library doesn’t mean that your library subscribes to that
particular periodical. If you know it is an article that is critical to your research and it is in a periodical your library doesn’t carry,
you might want to discuss your options with a librarian. You still might be able to get access to the article, but you will probably
have to wait several days or even weeks to get it, and your library might charge you a fee.
The process of how to find out if your library subscribes to a particular periodical varies from library to library. At many libraries,
you can learn whether or not a particular periodical is available by doing a “title” search of the library’s main electronic catalog. At
other libraries, you have to conduct a search with a different electronic database.
You will also want to figure out whether or not the article you are looking for appears in a more current issue of the periodical.
Most libraries keep the current magazines, journals, and newspapers in a reading room of some sort that is separate from where
they keep older issues of periodicals. What counts as “current” depends on the periodical and your particular library’s practices. For
daily newspapers, libraries might only make a few weeks of the current editions available, while they might consider all of a year’s
worth of a journal that is only published three or four times a year as current.
If your library does carry the particular periodical publication where the article appears, your next step is to figure out how the
library carries the item. Unlike books, libraries store periodical materials in several different ways. Ask your librarian how you can
find out how your library stores particular periodicals, though this information is usually provided to you when you find out if your
library carries the periodical in the first place.
Bound periodicals. Most libraries have shelves where they keep bound periodicals,which are groups of individual issues of a
periodical that are bound together into book form. Individual issues of a magazine or journal (usually a year’s worth) are made into
one large book with the title of the periodical and the volume or year of editions of the periodical printed in bold letters on the spine
of the book.
Microfilm/microfiche. Libraries also store periodicals by converting them to either microfilm or microfiche because it takes much
less room to store these materials. Newspapers are almost always stored in one of these two formats or online. Microfilms are rolls
of film where a black-and-white duplicate of the periodical publication appears, page for page as it appeared in the original.
Microfiche are small sheets of film with black-and-white duplications of the original. To read these materials, library patrons must
use special machinery that projects the images of the periodical pages onto a screen. Check with a librarian in your library about
how to read and make copies of articles that are stored on microfilm or microfiche.
Electronic periodicals. Most college and university libraries also make periodicals available electronically through a particular
database. These articles are often available as just text, which means any illustrations, charts, or photographs that might have
accompanied the article as it was originally published won’t be included. However, some online databases are beginning to provide
articles in a format called “Portable Document File” (PDF), which electronically reproduces the article as it originally appeared in
the periodical.

Periodicals from Electronic Databases

The example of an entry from a periodical database, “International concern for the sustainability of the world's fisheries,” is an
example of one where the full text of the article is available online through the library’s database. This example also demonstrates
how the differences between “the library” and “the Internet” can be confusing. Periodical articles available online, but originally
published in a more traditional journal, magazine, or newspaper, are considered “library” and not “Internet” evidence.
For example, I was able to read the article, which appeared in The Colorado Journal of International Environmental Law & Policy,
even though my library doesn’t subscribe to the paper version of this journal, because I was able to read it electronically with the
WilsonSelect database. But even though I was only able to read an electronic version of this article delivered to me via a library
database accessed through the World Wide Web, I still consider this article as a “periodical” or “library” source.
Hyperlink: For guidelines for properly citing research materials you find as “complete text” in online databases, see “Citing Your
Researching Using MLA or APA Style.”

This page titled 3.3: Accessing an Article is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated by Steven D.
Krause.

3.3.1 [Link]
3.4: Some Final Tips
Photocopy or print out your articles. Most academic libraries won’t let you check out periodicals. This means you either have to
read and take your notes on the article while in the library, you have to make a photocopy of the article, or, if it is available
electronically, you have to print it out. It might cost you a dollar or two and take a few minutes at a photocopier or a printer, but it
will be worth it because you’ll be able to return to the article later on when you’re actually doing your writing.
Write down all the citation information before you leave the library. When you start using the evidence you find in journals,
magazines, and newspapers to support your points in your research writing projects, you will need to give your evidence credit.
The key pieces of information to note about your evidence before you leave the library include:
the type of periodical (a journal, a magazine, or a newspaper)
the title of the publication
the author or authors of the article
the title of the article
the date of the publication
the page numbers of the article
Recording all of this information does take a little time, but it is much easier to record that information when you first find the
evidence than it is to try to figure it out later on.
Hyperlink: Chapter Six, “The Annotated Bibliography Exercise,” describes the process of keeping track of the research materials
you find in the library and on the Internet in a writing project.

Other Library Materials

Chances are, the bulk of your library research will involve books and periodicals. But libraries have many other types of materials
that you might find useful for your research projects as well. Here are some examples and brief explanations of these materials.
Government Documents. Most college and university libraries in this country collect materials published by the United States
federal government. Given the fact that the U.S. government releases more publications than any other organization in the world,
the variety of materials commonly called “government documents” is quite broad. They include transcripts of congressional
hearings and committee meetings; reports from almost every government office, agency and bureau; and pamphlets, newsletters,
and periodic publications from various government sponsored institutes and associations. If your research project is about any issue
involving an existing or proposed federal law, a government reform or policy, a foreign policy, or an issue on which the U.S.
Congress held hearings about, chances are the federal government has published something about it.
Check with your librarian about the government documents available and how to search them. Most of the materials published by
the U.S. government can be researched using the same databases you use to search for periodicals and books.
Interlibrary Loan. Most college and university libraries provide their patrons ways to borrow materials from other libraries. The
nature of this service, usually called interlibrary loan, varies considerably. Many community college, college, and university
libraries in the U.S. have formed partnerships with other libraries in their geographic areas to make interlibrary loan of books and
even periodicals quite easy and convenient. On the other hand, many other libraries treat each interlibrary request as a special case,
which means it frequently isn’t as easy or as quick.
Theses and dissertations. If your college or university has graduate programs, your library probably has a collection of the theses
or dissertations written by these graduate students. These documents are usually shelved in a special place in the library, though at
most libraries, you would use the same database you used to find books to find a thesis or a dissertation.
Rare books and other special collections. Many college and university libraries have collections of unusual and often valuable
materials that they hold as part of a special collection. Most of these special collections consist of materials that can be loosely
classified as rare books: books, manuscripts, and other publications that are valuable because of their age, their uniqueness, the
fame of the author, and so forth. Your research project probably won’t require you to use these unusual collections, but rare book
and other special collection portions of the library can be fun to visit.

This page titled 3.4: Some Final Tips is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated by Steven D. Krause.

3.4.1 [Link]
3.5: Researching on the Internet
The great advantage of the Internet is it is a fast and convenient way to get information on almost anything. It has revolutionized
how all academics conduct research and practice writing. However, while the Internet is a tremendous research resource, you are
still more likely to find detailed, accurate, and more credible information in the library than on the Web. Books and journals
are increasingly becoming available online, but most are still only available in libraries. This is particularly true of academic
publications. You also have a much better chance of finding credible and accurate information in the library than on the Internet.
Hyperlink: See the sections “The Internet: The Researcher’s Wild Card” and “Evaluating the quality and credibility of your
research” in Chapter One, “Thinking Critically About Research.”
It is easy to imagine a time when most academic journals and even academic books will be available only electronically. But for the
time-being, you should view the library and the Internet as tools that work together and that play off of each other in the process of
research. Library research will give you ideas for searches to conduct on the Internet, and Internet research will often lead you back
to the more traditional print materials housed in your library.

Email
Electronic mail (“email”) is the basic tool that allows you to send messages to other people who have access to the Internet,
regardless of where they physically might be. Email is extremely popular because it’s easy, quick, and cheap—free, as long as you
aren’t paying for Internet access. Most email programs allow you to attach other documents like word processed documents,
photos, or clips of music to your messages as well.
For the purposes of research writing, email can be a useful tool in several different ways.
You can use email to communicate with your teacher and classmates about your research projects—asking questions,
exchanging drafts of essays, and so forth. Many teachers use email to provide comments and feedback on student work, to
facilitate peer review and collaboration, or to make announcements.
Hyperlink: See Chapter Four, “How to Collaborate and Write With Others.”
Depending on the subject of your research project, you can use email to conduct interviews or surveys. Of course, the
credibility of an email interview (like more traditional phone or “face to face” interviews) is based entirely on the credibility of
whom you interview and the extent to which you can trust that the person you think you are communicating with via email really is
that person. But since email is a format that has international reach and is convenient to use, you may find experts who would be
unlikely to commit to a phone or “face to face” interview who might be willing to answer a few questions via email.
You can join an electronic mailing list, or listserv, to learn more about your topic and to post questions and observations.
With the use of various email software, an emailing list works by sending email messages to a group of people known as
“subscribers.” Email lists are usually organized around a certain topic or issue of interest: movies, writing, biology, politics, or
current events. Before posting a question or quoting messages from the mailing list, be sure to review that lists’ guidelines for
posting.
Many different sorts of groups and organizations maintain mailing lists that you will be able to find most easily by finding Web-
based information about that group through a Web search.

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3.5.1 [Link]
3.6: A Word about Netiquette
Netiquette is simply the concept of courtesy and politeness when working on the Internet. The common sense “golden rule” of
every day life—“do onto others as you would want them to do to you”—is the main rule to keep in mind online as well.
But there are two reasons why practicing good netiquette in discussion forums like email, newsgroups, and chat rooms is more
difficult than practicing good etiquette in real life. First, many people new to the Internet and its discussion forums aren’t aware
that there are differences between how one behaves online versus how to behave in real life. Folks new to the Internet in general or
to a specific online community in particular (sometimes referred to as newbies) often are inadvertently rude or inconsiderate to
others. It is a bit like traveling to a different country: if you are unfamiliar with the language and customs, it is easy to
unintentionally do or not do something that is considered wrong or rude in that culture.
Second, the Internet is a volatile and potentially combative discussion space where people can find themselves offending or being
offended by others quickly. The main reason for this is the Internet lacks the visual cues of “face to face” communication or the
oral cues of a phone conversation. We convey a lot of information with the tone of our voice, our facial expression, or hand
gestures. A simple question like “Are you serious?” can take on many different meanings depending on how you emphasize the
words, whether or not you are smiling or frowning, whether or not you say it in a laughing tone or a loud and angry tone, or
whether or not you are raising your hand or pointing a finger at the speaker.
The lack of visual or oral cues is also a problem with writing, of course, but online writing tends to be much more like speaking
than more traditional forms of writing because it is usually briefer and much quicker in transmission. It’s difficult to imagine a
heated argument that turns into name calling happening between two people writing letters back and forth, but it is not at all
difficult to imagine (or experience!) an argument that arose out of some sort of miscommunication with the use of email messages
that travel from writers to readers in mere seconds.
This phenomenon of the Internet making it possible for tempers to rise quickly and for innocent conversations to lead to angry
arguments even has a name: flaming. An ongoing and particularly angry argument that takes place in a newsgroup or emailing list
forum is called a “flame war.” Flames (like conventional “fighting words”) often are the result of intentional rudeness, but they are
also the result of simple miscommunications.
Here are some basic guidelines for practicing good netiquette:
Use “common sense courtesy.” Always remember that real people are on the other side of the email or newsgroup message
you are responding to or asking about. As such, remember to try and treat people as you would want them to treat you.
Don’t type in all capital letters. “All caps” is considered shouting on the Internet. Unless you mean to shout something, don’t
do this.
Look for, ask for, and read discussion group FAQs. Many discussion groups have a “Frequently Asked Questions” document
for their members. Before posting to an Internet group, try to read this document to get an idea about what is or isn’t discussed
in the forum.
Read some of the messages before posting to your electronic group. Make sure you have a sense of the tone and type of
conversation that takes place in the forum before posting a message of your own.
Do not send advertisements, chain letters, or personal messages to a discussion group.
Ask permission to quote from others on the list. If someone writes something in a newsgroup or an emailing list discussion
forum you think might be useful to quote in your research project, send a private email to the author of the post and ask for
permission. Along these lines, do not post copyrighted material to the Internet without getting permission from the holder of the
copyright to do so.
Make sure your email messages and other discussion forum posts have subjects. Keep the subject line brief and to the point,
but be sure to include it. If your message is part of an ongoing conversation, make sure your subject is the same as the other
subject lines in the conversation.

Be on the look out for new technologies!

One of the challenges I face in offering advice on how to use the Internet for your research is that the tools available on the
Internet keep changing at an extremely rapid rate. New and exciting technologies are emerging all the time, and many of them
become popular in an amazingly short period of time. Conversely, older Internet tools (Telnet, Gopher, newsgroups, etc.) are
more fitting in a history of the Internet textbook than this one.

3.6.1 [Link]
 Here's just a partial list of emerging technologies you might be using for Internet research in the near future (if you're not using
them already):
Blogs. A blog (or "web log") is a web-based publication of articles, usually dated and published with the most current
entries first. Many blogs are very similar to a personal journal or diary, though other blogs are maintained collaboratively
and by academic or professional writers. Two of the most popular services are Blogger <[Link]> and Xanga
<[Link]
Podcasting. A "podcast" is a way of publishing sound files and making them available for others to listen to over the
Internet. Despite its name, you don't actually have to have an iPod to listen to a podcast, just a computer that can play MP3
sound files. Similar to blogs, podcasts range from individual broadcasts about virtually anything on their minds to news
organizations producing professional shows. See [Link] <[Link]> to get started.
Instant Messaging. My experience has been that most of my students are more familiar with IM than most of my fellow
faculty members. Instant messaging allows users to chat with each other in real time. Most cell phones support IM-ing, too,
called text messaging (?).
Peer-to-Peer file sharing. "Peer-to-peer" sharing is a technology that allows users on a network to share files with each
other. Usually, this is associated with music sharing, and it has been controversial because of the possibility of illegally
copying music files.
Scholarly Publishing online. There are currently significant differences between the materials available on the Internet and
in an academic library. Obviously, libraries have books and the Internet doesn’t. But that might be changing sooner than
you might think. For example, Google is working with several academic libraries around the world to scan their books into
their database. (See <[Link] More and more periodicals are making
their articles available electronically, both via “full text” databases like WilsonSelect.

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Krause.

3.6.2 [Link]
3.7: The World Wide Web
Chances are, the World Wide Web will be your most valuable Internet research tool. While you can go to literally billions of
different “pages” or sites on the Web that might be useful for your research, finding them can be a bit like finding a needle in a
haystack. This is one of the major drawbacks of the World Wide Web. Unlike the library, where the materials are strictly organized,
cataloged, and cared for, the Web is more of a jumble of files that can be difficult to find or that are missing altogether.
Fortunately, you can turn to several resources to aid in your World Wide Web research: search engines, meta-search engines, and
Web directories.
Search engines are software-driven Web sites that allow users to search by entering in a word, a phrase, or even another Web site
address. Search engines are “for profit” enterprises which come and go in the fast-paced world of the Internet.
By far, the most popular search engine currently is Google <[Link] There are other search engines of course,
notably AltaVista <[Link] and Teoma <[Link]>.
But Google is so popular it has become synonymous for most users for “search engine” and is even used as a verb, as in “Where
was George Washington born? I guess I’d better google that.”
Most search engines look deceivingly simple: enter in a few words into the window, hit return, and you’re provided thousands of
hits. However, it is somewhat more complicated than that. For one thing, search engines make money by advertising and listing
those sponsors first-- Google and other search engines note that these are “Sponsored Links.” For another, search engine searches
are conducted by machines. Unlike a library catalog, which is created by people, search engine databases are created and searched
through by powerful software that constantly scans the ever-growing World Wide Web for sites to include in its database. Software
can catalog materials faster than people, but it cannot prioritize or sort the material as precisely as people. As a result, a search
engine search will frequently return tens of thousands of matches, most of which have little relevance to you.
Hyperlink: Search engines are also a great resource when you are first trying to develop a research topic. See the “Brainstorming
with Computers” section of Chapter 5, “The Working Thesis Exercise.”
But to get the most out of a search engine search, you have to “search smart.” Typing in a word or a phrase into any search engine
will return results, but you have a much better chance of getting better results if you take the time conduct a good search engine
search.
Read through the “advanced search” tips or “help” documents. All of the major search engines provide information about
conducting advanced searches, which you should read for at least two reasons. First, the advanced search tips or help documents
explain the specific rules for conducting more detailed searches with that particular search engine. Different search engines are
similar, but not identical. Some search engines will allow a search for a word root or truncation—in other words, if you type in a
word with an asterisk in some search engines (“bank*” for example), you will do a search for other forms of the word (banks,
banker, banking, etc.). Some search engines don’t allow for this feature.
Second, many search engines have features that you wouldn’t know about unless you examined the advanced search or help
documents.

Figure 3.7.1

3.7.1 [Link]
If you click on the "Advanced Search" option on the Google homepage, you are taken to this page that offers a variety of ways to
refine your search. For example you can search for an exact phrase, for "at least one word" in a phrase, and for pages that do not
contain a particular phrase.
Use different search engines. Each search engine compiles its data a bit differently, which means that you won’t get identical
results from all search engines. Just as you should use different indexing tools when doing library periodical research, using
different search engines is a good idea.
Try using as many different synonyms and related terms for your search as possible. For example, instead of using only the
term “Drug advertising” in your search, try using “pharmaceutical advertising,” “prescription drug promotions,” “television and
prescription drugs,” and so forth.
This is extremely important because there is no systematic way to categorize and catalog information similar to the way it is done
in libraries. As a result, there is no such thing as a “subject” search on a search engine, certainly not in the way you can search
subjects with the Library of Congress system. Some Web sites might refer to drunk driving as “drunk driving,” while other Web
sites might refer to drunk driving as “driving while intoxicated.”
Take your time and look past the first page of your search results. If you do a search for “drug advertising” with a search
engine, you will get thousands of matches. Most search engines organize the results so that the pages that are most likely to be
useful in your search will appear first. However, it is definitely worthwhile to page through several pages of results. Search engines
like Google support basic Boolean search commands (and, and/or, not, etc.), and a lot of other even more sophisticated commands.
For example, Google allows you to search for synonyms for a term by typing “~” in front of it. For example, the search “~corporal
punishment” also returns information about web sites that use the synonym “spanking.”
Metasearch Engines are similar to search engines, except they are software-driven Web sites that search other search engines. The
difference is that when you do a search with a search engine like Google, you are searching only through Google’s database; when
you use a metasearch engine, you are searching through Google’s database along with other search engine databases. Simply put,
metasearch engines allow you to search through many different databases at the same time.
Like search engines, metasearch engines are commercial services and they come and go depending on their business successes and
failures. Currently, two of the more popular of these services are [Link] <[Link] and Dogpile
<[Link]
Metasearch engines might seem to have an obvious advantage over regular search engines, but in practice, this is not necessarily
the case. For one thing, metasearch engines don’t account for the different rules of different search engines very well—in other
words, they will apply the same “rules” for a search to all of the search engines they are searching, regardless of how those rules
might apply. For another thing, different search engines have different rules as to what results they rank as most important. Again,
this is something that most metasearch engines don’t account for very well in their results.
In other words, right now, metasearch engines don’t usually work as well as using several different search engines independently.
When I conduct search engine research on the World Wide Web, I prefer to visit several different search engines than one
metasearch engine.
If you do decide to use metasearches, keep in mind that the “tips” provided for search engines apply to these devices as well. To do
a “smart search” with a metasearch engine, be sure to read the “advanced search,” “search tips,” or “help” document, be sure to use
different synonyms for the key words you are using to search, and be sure to look past the first page of results.

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3.7.2 [Link]
3.8: Web Directories
Web Directories look like search engines, and many of them include a search engine component. But Web directories are different
from search engines because they are collections of data about Web sites that are categorized by people and not computer
programs.
The most famous web directory is Yahoo! <[Link] which was started in 1994 by two graduate students at
Stanford, David Filo and Jerry Yang. But there are many other Web directory sites, including the following:
About <[Link]
The WWW Virtual Library <[Link]
In a sense, Web directories are more like library databases: they are organized by people into logical categories, and the organizers
of Web directories make some choices as to what they will and won’t include in their directories and about how they will
categorize different items. However, each search engine makes up its own system for categorizing data; there is no “standardized”
system of subjects like there is with the Library of Congress system. This means that while Web directories are “more organized”
than what you might find with a search engine, they are probably “less organized” than what you might find in the library with a
book or periodical database.
Web directory searches will often return higher quality Web sites because what is and isn’t included in these directories is decided
by people and not computer software. Further, some of these Web directories, like the “Librarian’s Index to the Internet,” are quite
a bit more selective and specialized. Conversely, Web directories don’t usually give you the “quantity” of information that you are
likely to receive from search engines or metasearch engines.
In general, the best advice for working with Web directories is very similar to the best advice for working with search engines: be
sure to read the instructions on conducting advance searches, use more than one Web directory, and use synonyms for your key
terms. Use search engines, metasearch engines, and Web directories in conjunction with each other: the “computer software” based
searches you do with search and metasearch engines can help you refine the searches you conduct with the help of Web directories.
“Dos” and “Don’ts” of Research on the Web
“Dos” “Don’ts”

Do use synonyms in your keyword searches (for example, “drugs”

and “pharmaceuticals”). Don’t stop at just search engines; use directory searches, too
Do use multiple search engines and directories. Don’t forget there is no organized subject search on the Web that is
Do read the “advanced search” documents. like the subject search in a library.
Do your searches over a period of time. Don’t stop at the first page of search results; look through more than
Do remember that because anyone can create a Web site, you need the first few hits.
to evaluate the credibility of web sources very carefully.

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3.8.1 [Link]
 CHAPTER OVERVIEW

4: Quoting, Paraphrasing, and Avoiding Plagiarism

Learning how to effectively quote and paraphrase research can be difficult and it certainly takes practice. Hopefully, your abilities
to make good use of your research will improve as you work through the exercises in part two and three of The Process of Research
Writing, not to mention as you take on other research writing experiences beyond this class. The goal of this chapter is to introduce
some basic strategies for summarizing, quoting and paraphrasing research in your writing and to explain how to avoid plagiarizing
your research.
4.1: How to Summarize- An Overview
4.2: How to Quote and Paraphrase- An Overview
4.3: When to Quote, When to Paraphrase
4.4: How to Avoid Plagiarism in the Research Process
4.5: Plagiarism and the Internet

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1
4.1: How to Summarize- An Overview
A summary is a brief explanation of a longer text. Some summaries, such as the ones that accompany annotated bibliographies, are
very short, just a sentence or two. Others are much longer, though summaries are always much shorter than the text being
summarized in the first place.
Hyperlink: Chapter Six, “The Annotated Bibliography Exercise,” also offers advice on writing effective summaries.
Summaries of different lengths are useful in research writing because you often need to provide your readers with an explanation of
the text you are discussing. This is especially true when you are going to quote or paraphrase from a source.
Of course, the first step in writing a good summary is to do a thorough reading of the text you are going to summarize in the first
place. Beyond that important start, there are a few basic guidelines you should follow when you write summary material:
Stay “neutral” in your summarizing. Summaries provide “just the facts” and are not the place where you offer your opinions
about the text you are summarizing. Save your opinions and evaluation of the evidence you are summarizing for other parts of
your writing.
Don’t quote from what you are summarizing. Summaries will be more useful to you and your colleagues if you write them in
your own words.
Don’t “cut and paste” from database abstracts. Many of the periodical indexes that are available as part of your library’s
computer system include abstracts of articles. Do no “cut” this abstract material and then “paste” it into your own annotated
bibliography. For one thing, this is plagiarism. Second, “cutting and pasting” from the abstract defeats one of the purposes of
writing summaries and creating an annotated bibliography in the first place, which is to help you understand and explain your
research.
Hyperlink: For more advice on close reading, see the section called “Starting With a Close Reading” in Chapter Seven, “The
Critique Writing Exercise.”

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4.1.1 [Link]
4.2: How to Quote and Paraphrase- An Overview
Writers quote and paraphrase from research in order to support their points and to persuade their readers. A quote or a paraphrase
from a piece of evidence in support of a point answers the reader’s question, “says who?”
This is especially true in academic writing since scholarly readers are most persuaded by effective research and evidence. For
example, readers of an article about a new cancer medication published in a medical journal will be most interested in the scholar’s
research and statistics that demonstrate the effectiveness of the treatment. Conversely, they will not be as persuaded by emotional
stories from individual patients about how a new cancer medication improved the quality of their lives. While this appeal to
emotion can be effective and is common in popular sources, these individual anecdotes do not carry the same sort of “scholarly” or
scientific value as well-reasoned research and evidence.
Of course, your instructor is not expecting you to be an expert on the topic of your research paper. While you might conduct some
primary research, it’s a good bet that you’ll be relying on secondary sources such as books, articles, and Web sites to inform and
persuade your readers. You’ll present this research to your readers in the form of quotes and paraphrases.
A “quote” is a direct restatement of the exact words from the original source. The general rule of thumb is any time you use three
or more words as they appeared in the original source, you should treat it as a quote. A “paraphrase” is a restatement of the
information or point of the original source in your own words.
While quotes and paraphrases are different and should be used in different ways in your research writing (as the examples in this
section suggest), they do have a number of things in common. Both quotes and paraphrases should:
be “introduced” to the reader, particularly the first time you mention a source;
include an explanation of the evidence which explains to the reader why you think the evidence is important, especially if it is
not apparent from the context of the quote or paraphrase; and
include a proper citation of the source.
The method you should follow to properly quote or paraphrase depends on the style guide you are following in your academic
writing. The two most common style guides used in academic writing are the Modern Language Association (MLA), and the
American Psychological Association (APA). I discuss both of these different style guides in some detail in the Appendix of this
book. Your instructor will probably assign one of these styles before you begin working on your project, however, if he/she doesn’t
mention this, be sure to ask.

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4.2.1 [Link]
4.3: When to Quote, When to Paraphrase
The real “art” to research writing is using quotes and paraphrases from evidence effectively in order to support your point. There
are certain “rules,” dictated by the rules of style you are following, such as the ones presented by the MLA or the ones presented by
the APA. There are certain “guidelines” and suggestions, like the ones I offer in the previous section and the ones you will learn
from your teacher and colleagues.
But when all is said and done, the question of when to quote and when to paraphrase depends a great deal on the specific context of
the writing and the effect you are trying to achieve. Learning the best times to quote and paraphrase takes practice and experience.
In general, it is best to use a quote when:
The exact words of your source are important for the point you are trying to make. This is especially true if you are
quoting technical language, terms, or very specific word choices.
You want to highlight your agreement with the author’s words. If you agree with the point the author of the evidence makes
and you like their exact words, use them as a quote.
You want to highlight your disagreement with the author’s words. In other words, you may sometimes want to use a direct
quote to indicate exactly what it is you disagree about. This might be particularly true when you are considering the antithetical
positions in your research writing projects.
In general, it is best to paraphrase when:
There is no good reason to use a quote to refer to your evidence. If the author’s exact words are not especially important to
the point you are trying to make, you are usually better off paraphrasing the evidence.
You are trying to explain a particular a piece of evidence in order to explain or interpret it in more detail. This might be
particularly true in writing projects like critiques.
You need to balance a direct quote in your writing. You need to be careful about directly quoting your research too much
because it can sometimes make for awkward and difficult to read prose. So, one of the reasons to use a paraphrase instead of a
quote is to create balance within your writing.

tip
Introduce your quotes and paraphrases to your reader, especially on first reference.
Explain the significance of the quote or paraphrase to your reader.
Cite your quote or paraphrase properly according to the rules of style you are following in your essay.
Quote when the exact words are important, when you want to highlight your agreement or your disagreement.
Paraphrase when the exact words aren’t important, when you want to explain the point of your evidence, or when you
need to balance the direct quotes in your writing.

Four Examples of Quotes and Paraphrases

Here are four examples of what I mean about properly quoting and paraphrasing evidence in your research essays. In each case, I
begin with a BAD example, or the way NOT to quote or paraphrase.

Quoting in MLA Style

Here’s the first BAD example, where the writer is trying to follow the rules of MLA style:

Example 4.3.1:

There are many positive effects for advertising prescription drugs on television. “African-American physicians regard direct-
to-consumer advertising of prescription medicines as one way to educate minority patients about needed treatment and
healthcare options” (Wechsler, Internet).

This is a potentially good piece of information to support a research writer’s claim, but the researcher hasn’t done any of the
necessary work to explain where this quote comes from or to explain why it is important for supporting her point. Rather, she has
simply “dropped in” the quote, leaving the interpretation of its significance up to the reader.

4.3.1 [Link]
Now consider this revised GOOD (or at least BETTER) example of how this quote might be better introduced into the essay:

Example 4.3.2:

In her Pharmaceutical Executive article available through the Wilson Select Internet database, Jill Wechsler writes about one of
the positive effects of advertising prescription drugs on television. “African-American physicians regard direct-to-consumer
advertising of prescription medicines as one way to educate minority patients about needed treatment and healthcare options.”

In this revision, it’s much more clear what point the writer is trying to make with this evidence and where this evidence comes
from.
In this particular example, the passage is from a traditional print journal called Pharmaceutical Executive. However, the writer
needs to indicate that she actually found and read this article through Wilson Select, an Internet database which reproduces the “full
text” of articles from periodicals without any graphics, charts, or page numbers.
When you use a direct quote in your research, you need to the indicate page number of that direct quote or you need to indicate that
the evidence has no specific page numbers. While it can be a bit awkward to indicate within the text how the writer found this
information if it’s from the Internet, it’s important to do so on the first reference of a piece of evidence in your writing. On
references to this piece of evidence after the first reference, you can use just the last name of the writer. For example:

Example 4.3.3:

Wechsler also reports on the positive effects of advertising prescription drugs on television. She writes...

Paraphrasing in MLA Style

In this example, the writer is using MLA style to write a research essay for a Literature class. Here is a BAD example of a
paraphrase:

Example 4.3.4:

While Gatsby is deeply in love with Daisy in The Great Gatsby, his love for her is indistinguishable from his love of his
possessions (Callahan).

There are two problems with this paraphrase. First, if this is the first or only reference to this particular piece of evidence in the
research essay, the writer should include more information about the source of this paraphrase in order to properly introduce it.
Second, this paraphrase is actually not of the entire article but rather of a specific passage. The writer has neglected to note the page
number within the parenthetical citation.
A GOOD or at least BETTER revision of this paraphrase might look like this:

Example 4.3.5:

John F. Callahan suggests in his article “F. Scott Fitzgerald’s Evolving American Dream” that while Gatsby is deeply in love
with Daisy in The Great Gatsby, his love for her is indistinguishable from his love of his possessions (381).

By incorporating the name of the author of the evidence the research writer is referring to here, the source of this paraphrase is now
clear to the reader. Furthermore, because there is a page number at the end of this sentence, the reader understands that this passage
is a paraphrase of a particular part of Callahan’s essay and not a summary of the entire essay. Again, if the research writer had
introduced this source to his readers earlier, he could have started with a phrase like “Callahan suggests...” and then continued on
with his paraphrase.
If the research writer were offering a brief summary of the entire essay following MLA style, he wouldn’t include a page number in
parentheses. For example:

4.3.2 [Link]
 Example 4.3.6:

John F. Callahan’s article “F. Scott Fitzgerald’s Evolving American Dream” examines Fitzgerald’s fascination with the
elusiveness of the American Dream in the novels The Great Gatsby, Tender is the Night, and The Last Tycoon.

Quoting in APA Style

Consider this BAD example in APA style, of what NOT to do when quoting evidence:

Example 4.3.7:

“If the U.S. scallop fishery were a business, its management would surely be fired, because its revenues could readily be
increased by at least 50 percent while its costs were being reduced by an equal percentage.” (Repetto, 2001, p. 84).

Again, this is a potentially valuable piece of evidence, but it simply isn’t clear what point the research writer is trying to make with
it. Further, it doesn’t follow the preferred method of citation with APA style.
Here is a revision that is a GOOD or at least BETTER example:

Example 4.3.8:

Repetto (2001) concludes that in the case of the scallop industry, those running the industry should be held responsible for not
considering methods that would curtail the problems of over-fishing. “If the U.S. scallop fishery were a business, its
management would surely be fired, because its revenues could readily be increased by at least 50 percent while its costs were
being reduced by an equal percentage” (p. 84).

This revision is improved because the research writer has introduced and explained the point of the evidence with the addition of a
clarifying sentence. It also follows the rules of APA style. Generally, APA style prefers that the research writer refer to the author
only by last name followed immediately by the year of publication. Whenever possible, you should begin your citation with the
author’s last name and the year of publication, and, in the case of a direct quote like this passage, the page number (including the
“p.”) in parentheses at the end.

Paraphrasing in MLA Style

Paraphrasing in APA style is slightly different from MLA style as well. Consider first this BAD example of what NOT to do in
paraphrasing from a source in APA style:

Example 4.3.9:

Computer criminals have lots of ways to get away with credit card fraud (Cameron, 2002).

The main problem with this paraphrase is there isn’t enough here to adequately explain to the reader what the point of the evidence
really is. Remember: your readers have no way of automatically knowing why you as a research writer think that a particular piece
of evidence is useful in supporting your point. This is why it is key that you introduce and explain your evidence.
Here is a revision that is GOOD or at least BETTER:

Example 4.3.10:

Cameron (2002) points out that computer criminals intent on committing credit card fraud are able to take advantage of the fact
that there aren’t enough officials working to enforce computer crimes. Criminals are also able to use the technology to their
advantage by communicating via email and chat rooms with other criminals.

Again, this revision is better because the additional information introduces and explains the point of the evidence. In this particular
example, the author’s name is also incorporated into the explanation of the evidence as well. In APA, it is preferable to weave in
the author’s name into your essay, usually at the beginning of a sentence. However, it would also have been acceptable to end an
improved paraphrase with just the author’s last name and the date of publication in parentheses.

4.3.3 [Link]
This page titled 4.3: When to Quote, When to Paraphrase is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated by
Steven D. Krause.

4.3.4 [Link]
4.4: How to Avoid Plagiarism in the Research Process
Plagiarism is the unauthorized or uncredited use of the writings or ideas of another in your writing. While it might not be as
tangible as auto theft or burglary, plagiarism is still a form of theft.
In the academic world, plagiarism is a serious matter because ideas in the forms of research, creative work, and original thought are
highly valued. Chances are, your school has strict rules about what happens when someone is caught plagiarizing. The penalty for
plagiarism is severe, everything from a failing grade for the plagiarized work, a failing grade for the class, or expulsion from the
institution.
You might not be aware that plagiarism can take several different forms. The most well known, purposeful plagiarism , is handing
in an essay written by someone else and representing it as your own, copying your essay word for word from a magazine or
journal, or downloading an essay from the Internet.
A much more common and less understood phenomenon is what I call accidental plagiarism. Accidental plagiarism is the result
of improperly paraphrasing, summarizing, quoting, or citing your evidence in your academic writing. Generally, writers
accidentally plagiarize because they simply don’t know or they fail to follow the rules for giving credit to the ideas of others in
their writing.
Both purposeful and accidental plagiarism are wrong, against the rules, and can result in harsh punishments. Ignoring or not
knowing the rules of how to not plagiarize and properly cite evidence might be an explanation, but it is not an excuse.
To exemplify what I’m getting at, consider the examples below that use quotations and paraphrases from this brief passage:

Those who denounce cyberculture today strangely resemble those who criticized rock
music during the fifties and sixties. Rock started out as an Anglo-American phenomenon
and has become an industry. Nonetheless, it was able to capture the hopes of young
people around the world and provided enjoyment to those of us who listened to or played
rock. Sixties pop was the conscience of one or two generations that helped bring the war
in Vietnam to a close. Obviously, neither rock nor pop has solved global poverty or
hunger. But is this a reason to be “against” them? (ix).
And just to make it clear that I’m not plagiarizing this passage, here is the citation in MLA style:
Lévy, Pierre. Cyberculture. Trans. Robert Bononno. Minneapolis: U of Minnesota P, 2001.
Here’s an obvious example of plagiarism:

Example 4.4.1:

Those who denounce cyberculture today strangely resemble those who criticized rock music during the fifties and sixties.

In this case, the writer has literally taken one of Lévy’s sentences and represented it as her own. That’s clearly against the rules.
Here’s another example of plagiarism, perhaps less obvious:

Example 4.4.2:

The same kind of people who criticize cyberculture are the same kind of people who criticized rock and roll music back in the
fifties and sixties. But both cyberculture and rock music inspire and entertain young people.

While these aren’t Lévy’s exact words, they are certainly close enough to constitute a form of plagiarism. And again, even though
you might think that this is a “lesser” form of plagiarism, it’s still plagiarism.
Both of these passages can easily be corrected to make them acceptable quotations or paraphrases.

4.4.1 [Link]
 Example 4.4.3:

In the introduction of his book Cyberculture, Pierre Lévy observes that “Those who denounce cyberculture today
strangely resemble those who criticized rock music during the fifties and sixties” (ix).
Pierre Lévy suggests that the same kind of people who criticize cyberculture are the same kind of people who criticized rock
and roll music back in the fifties and sixties. But both cyberculture and rock music inspire and entertain young people (ix).

Note that changing these passages from examples of plagiarism to acceptable examples of a quotation and a paraphrase is
extremely easy: properly cite your sources.
This leads to the “golden rule” of avoiding plagiarism:

Always cite your sources. If you are unsure as to whether you should or should not cite a
particular claim or reference, you should probably cite your source.
Often, students are unclear as to whether or not they need to cite a piece of evidence because they believe it to be “common
knowledge” or because they are not sure about the source of information. When in doubt about whether or not to cite evidence in
order to give credit to a source (“common knowledge” or not), you should cite the evidence.

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4.4.2 [Link]
4.5: Plagiarism and the Internet
Sometimes, I think the ease of finding and retrieving information on the World Wide Web makes readers think that this information
does not need to be cited. After all, it isn’t a traditional source like a book or a journal; it is available for “free.” All a research
writer needs to do with a web site is “cut and paste” whatever he needs into his essay, right? Wrong!
You need to cite the evidence you find from the Internet or the World Wide Web the same way you cite evidence from other
sources. To not do this is plagiarism, or, more bluntly, cheating. Just because the information is “freely” available on the Internet
does not mean you can use this information in your academic writing without properly citing it, much in the same way that the
information from library journals and books “freely” available to you needs to be cited in order to give credit where credit is due.
It is also not acceptable to simply download graphics from the World Wide Web. Images found on the Internet are protected by
copyright laws. Quite literally, taking images from the Web (particularly from commercial sources) is an offense that could lead to
legal action. There are places where you can find graphics and clip art that Web publishers have made publicly available for anyone
to use, but be sure that the Web site where you find the graphics makes this explicit before you take graphics as your own.
In short, you can use evidence from the Web as long as you don’t plagiarize and as long as you properly cite it; don’t take graphics
from the Web unless you know the images are in the public domain. For more information on citing electronic sources, see Chapter
12, “Citing Your Research with MLA and APA Style.”

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Krause.

4.5.1 [Link]
 CHAPTER OVERVIEW

5: How to Collaborate and Write With Others

5.1: Why Collaborate on Writing?
5.2: Considering (and Balancing) the Two Extremes of Collaboration
5.3: Peer Review as Collaboration
5.4: Collaboration

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1
5.1: Why Collaborate on Writing?
In my teaching experience, students have mixed feelings about collaboration. Many of my students initially say they don’t want to
work with their classmates on their writing. When it comes to in-class peer review sessions or more involved collaborative project
such as small group work, they believe there is nothing they can learn about their writing from their classmates; “After all, “they
tell me, “the teacher gives the grade.”
However, most of my students tell me after the course ends that the times in which they collaborated with their classmates were
occasions where they felt they learned a lot about writing. While they might enter into collaborative exercises and writing projects
reluctantly, it’s been my experience that most students end up finding them worthwhile.
Collaborating in different ways on writing projects is a good idea for several reasons. First, composition and rhetoric teachers and
scholars have known for a long time now that one of the best ways for students to improve their writing skills is to have them share
their writing with other students. If you think about it for a moment, this is common sense. If you never show your writing to other
readers, or if you limit your audience to simply the teacher, how will you as a writer learn about the effectiveness of your writing
beyond a grade in a class?
Second, almost all “real writing” is the product of collaboration. Of course, you probably don’t collaborate on your diary or journal
entries, letters to relatives, or emails to your friends. But almost all of the writing you read in academic or popular publications has
involved different levels of collaboration, sometimes in surprising and hidden ways. For example, while I am indeed the author of
The Process of Research Writing, this book has been a collaborative project in the sense that I received a lot of advice and ideas
from my wife, friends, students, colleagues, and editors.

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5.1.1 [Link]
5.2: Considering (and Balancing) the Two Extremes of Collaboration
Collaboration always implies people working together toward a goal, but I like to think of the way collaboration actually works as
being somewhere between two extremes.
One extreme is what I call “very immediate and intimate” collaboration, where writers collaborate extremely closely, literally
sitting together in front of the computer keyboard or the pad of paper and going over each sentence of each paragraph together.
The advantages of this very close collaboration include:
An equal and immediate sense for everyone involved about how the project is going;
Writing projects that are more seamless: that is, all of the different parts fit together clearly as one complete text; and
A greater sense by individuals within a group of their roles, since all the group members are working together in the same time
and place.
The disadvantages of this type of collaboration include:
“Hard workers” in the group might resent the group members who do not seem to contribute an equal part, or some members of
the group might feel they are being silenced and manipulated by more forceful group members;
It can be difficult to coordinate times and places to meet; and
It is extremely time consuming, especially if the group is collaborating on creating a more detailed writing project.
The other extreme of collaboration is what I call “very distant” collaboration, where writers divide up the labor of a particular
project into smaller tasks that can be then assigned to members of the group and put together later, assembly-line fashion.
Some of the advantages of this type of collaboration include:
It is easy to set up tasks so each group member has the opportunity to contribute equally without duplicating the work of others;
It can be done with few (if any) meetings where all of the group members need to be present; and
Tasks can be accomplished quickly since all group members are simultaneously working on their parts of the project.
The disadvantages include:
Because it is being done in parts, the completed project may seem disjointed and uneven;
It can be difficult to manage this sort of collaboration since the individual parts of the project have to somehow be put together,
usually by a group leader, someone who is named by the others, or someone who takes on the role; and
There can be resentment within the group, either from leaders who other members of the group feel are doing a poor job, or of
those within the group perceived as not doing their share of the work.
Where most collaborative projects end up on the “collaboration spectrum” depend on the nature of the collaborative task. For
example, things like in-class peer review of each others’ rough drafts, in-class reading and writing assignments, or shorter
collaborative writing projects tend to end up closer to “very immediate and intimate” collaboration. Things like collaborative
research writing projects, research oriented web sites, or to other longer and more detailed writing projects tend to be closer to the
“very distant” collaboration side of the spectrum.
Clearly, one sort of collaboration isn’t automatically “better” than another; it depends on your purposes. The best approach to any
collaborative project is to be conscious of the strengths and weaknesses of both sides of the collaborative spectrum and strive to
emphasize the strengths of the approach within which you are working.
For example, one way to avoid some of the pitfalls of the “very immediate and intimate” types of collaboration is to make sure that
each member of the group has a clear sense of their role in the writing project and is allowed to contribute. Conversely, the
disadvantages of “very distant” types of collaboration might be avoided if members of the group strive to work on producing
writing in a similar style and if there is frequent communication among group members.

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5.2.1 [Link]
5.3: Peer Review as Collaboration
One of the most common types of collaboration done in writing classes comes in the form of in-class “group work” or as peer
review sessions. Peer review has become a common practice for contemporary composition and rhetoric classrooms. Basically, it is
the process where small groups of students read, comment on, and make suggestions for other student’s work.
While successful peer review can be hard and takes practice, it really can work. But first, you have to be willing to accept two
premises.
Your fellow students have valid comments to make on your writing projects. Students often assume that the only person whose
opinion really matters is the teacher because, after all, the teacher is the one who assigns the grade. I understand the logic of the
assumption that the “teacher is always right,” but I don’t think it’s true.
The best writing projects are ones that strive to fulfill a purpose and reach an audience that is beyond a particular class and a
particular teacher. But beyond that, your classmates represent an audience you should be trying to reach. You should listen to your
classmate’s suggestions because they are in same writing situation as you. After all, they too are trying to reach an audience that
includes their fellow classmates, and they are also writing a project that will have to be read and evaluated by the teacher.
All writing projects can be improved by revision. Sometimes we have an overly romantic view of writing and of writers who
are able to create “great works” without ever having to make any real changes. Rarely (if ever) has this been the case. Any
writing project can be improved with revision.
As straightforward as these premises might be, they can often be difficult to accept. But with practice, patience, and work with your
classmates, seeing these premises as valid becomes easier.

How peer review can work, step by step

I offer the following advice on how to get started with peer review sessions as a “recipe” where ingredients and methods can be
altered to fit the particulars of the class, the writing project, time limitations, and so forth. After all, you and your teacher probably
have ideas on what will or won’t work for peer review in your specific contexts.
With the help of your teacher, break into groups of three to five students. Groups of five work well only if the writing
project you are considering is short or if you have a lot of class time to go over each project. I would also recommend not
working in pairs since that overly limits the size of the audience.
Some students and teachers like to work with the same peer collaborators for the entire semester, while others like to work with
different collaborators with each project.
Exchange a copy of your writing project with each person in the group. You should come to the peer review session class
with several copies of your writing project to share with others in your peer review group.
Select someone to start, and have that person read their essay out loud while the other members of the group read along.
The extent to which you will be able to read your essays out loud will vary according to the particular circumstances of your
class and of the assignment, but I would encourage you to try to include this step in the process of in-class peer review. Actually
reading your writing out loud to others gives the reader and writer a real sense of the voice of an essay and is a great way for
writers and readers to catch small grammar errors.
While the writer “up” is reading, the readers should read along, marking comments in the margins of the draft they are
reading. As a reader, you should note points you hope to come back to in group discussion. You can also mark any grammatical
errors you might notice as you read.
When the writer is done reading, the readers should provide their comments. This is not the time for the writer to explain
things that the readers say they didn’t understand. Rather, this is the time for the writer to listen to what the other members of
the group have to say.
This is a crucial part of the process because the questions that readers have are ones that point to changes the writer should make in
revision rather than being answered in person. After all, you will never be able to be there when other readers (your teacher or other
people in your audience) try to understand your writing project. Readers’ questions have to be anticipated and answered in the
writing itself. So, the role of the person who just finished reading is to try and be as open-minded (and open-eared!) to their
classmates’ advice as possible.

5.3.1 [Link]
Giving good advice to classmates in peer review sessions can be a tricky process. Readers often have a hard time expressing their
comments to the person who’s writing is being discussed. On the one hand, it isn’t productive or nice to say things that might hurt
the writer’s feelings; but on the other hand, it also isn’t productive to be so nice as to not say anything that can help the writer. So
the goal here should be to somehow balance the two: advice that is “nice,” but also constructive.
Here are two suggestions to help make this step of readers giving writers constructive advice a bit easier:
Try to keep the focus of the constructive advice on the big issues. By “the big issues,” I mean things like the clarity of the
points the writer is trying to make, the use of evidence, the points where readers are particularly persuaded or particularly
confused, and so forth. This is not to say things like grammar and proofreading and such are not important—far from it. But
those issues are more about “proofreading” than they are about changing the substance of an essay.
Consider some of the questions I have at the end of each of the chapters in Part Two of the book, “Exercises in the Process
of Research.” Each of the chapters in this part of the book end with sections titled “Questions to Ask While Writing and
Researching” and “Review and Revision.” The questions you should consider very according to the writing exercise, but the
goal is always the same: what changes can you make to your writing project to make it more accessible to your readers?
Making revisions as a result questions like these (and the ones provided by your teacher) will make it much easier for you and your
group members to give each other useful advice, and it will also help keep the group on task.

A few final things to remember about successful peer review

Peer review takes practice. If you don’t think peer review works that well for you and your classmates the first time you try it,
give it another chance with a different writing project. Like most things in writing (or life!) that are rewarding and useful, good
peer review takes practice and time. If you stick with it, you’ll see that the peer review sessions you have toward the end of
term are much more productive than the ones at the beginning of the term.
If you don’t get good advice about your writing projects in class, seek out advice elsewhere. Show a draft of your writing
project to someone who’s opinion you value—friends, family, classmates—and ask them for suggestions in making the project
better. If your school has a writing center, writing lab, or other sort of tutoring center, take a copy of the writing project to it and
have a staff member look at your work.
It is always still up to you to choose what advice you want to follow. Inevitably, you will receive advice from your reviewers
that is conflicting or that is advice you simply don’t agree with. That is okay. Remember that you are not under any obligation
to incorporate all the suggestions you receive, and part of the process of becoming a better writer is learning for yourself when
you need to follow advice and when you need to follow your own instincts.

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5.3.2 [Link]
5.4: Collaboration
Collaborative Writing on Larger Projects
Collaboration on large and ongoing writing projects can be a rewarding experience for both teachers and students for several
reasons.
Collaborative groups provide a “support” mechanism that can often times be very important when working on a research
project. Writing and researching are hard work, and it can be comforting and encouraging to have the support of classmates to
help you successfully complete projects.
Collaborating with others can often make more elaborate and sophisticated research projects possible. Simply put, by
“putting their heads together,” writers working in groups can usually do more research and more analysis of a topic than
someone working alone.

Collaborating With Computers and the Internet

Two of the most significant obstacles to collaborative writing, especially collaboration on larger writing projects, are time and
place. It can be difficult to set up a meeting outside of class time that fits into the schedule of all the members of the group. This
can obviously make for a frustrating and unpleasant collaborative experience.
Computers and the Internet have dramatically extended the possibilities of collaborative writing projects. With tools like e-mail,
chat room, and instant messaging, students can collaborate “asynchronously:“ that is, they can work with each other without having
to meet in a specific place or at a specific time. While “live” communication tools like chat and instant messaging require
participants to be interacting at the same time, students can still collaborate with each other without having to be in the same place.
Chances are, you have already used email or instant messaging to do a form of “collaboration” online. Most of my students are
familiar with these technologies, and many of my students use things like email or instant messaging to plan meetings or evening
plans, even to do homework. Collaborative peer review doesn’t need to be any more complicated than this: emailing each other
(usually by including a group of email addresses in the “to” line) or chatting with each other with one of the many commercial chat
and instant messaging services.
The Internet also has a lot of potential as a collaborative writing tool. For “very immediate and intimate” styles of collaborations,
writers can work together on the same web site, but they can do it asynchronously. For projects that tend toward the “very distant”
side of the collaboration spectrum, web writers can work on parts of a web site individually and then assemble them later. For more
detail on creating collaborative web projects, see Chapter 12, “The Web-based Research Project.”This title will change...
Of course, collaborating with each other with computers and the Internet is slightly different than collaborating “face to face” with
each other. Here are some things to be think about and some things to avoid as you try to collaborate asynchronously:
Make sure everyone in your collaborative group is included in the discussion. This can be a problem with some email
applications since automatically replying to the sender of a message doesn’t necessarily mean it will go to all of the members of
your group. To make sure no one is left out, make sure that all members of the group have everyone’s correct email address, and
make sure all of these addresses appear in the “To:” line of your email software. To include multiple email addresses in the
“To:” line, separate each email address with a comma.
Make sure everyone in your collaborative group understands how to read and write messages in the format they are
being sent. For example, if you and your group members decide to send attachments of writing projects to each other, make
sure that everyone has access to the appropriate software and understands how to use it.
All of the group members need to read and respond to each other’s messages in a timely fashion. If some group members
are in the habit of checking their email once every other week, that person will have to change their habits for the purposes of
this project. Collaboration with email works best when each member of the group checks their email at least once a day.
Keep in mind the rules of good “netiquette” when working with your group members. In chapter two, “Understanding and
Using the Library and the Internet for Research,” I provided a brief guide to the practice of good online etiquette, or
“netiquette.” I would encourage you to review those guidelines as you work with your group members online. Remember that
simple misunderstandings and miscommunications, the sorts of things that are usually easy to clarify in “face-to-face”
interactions, can sometimes become arguments or “flames” online. So be sure to use common sense courtesy, and remember
that there are “real people” behind the emails that you are sending.

5.4.1 [Link]
 Remember that some things are better done “face-to-face,” so be prepared to schedule some more traditional
collaboration time. Computers and the Internet are rarely suitable to serve as a complete substitution for more traditional “face-
to-face” collaboration experiences. While collaborating via e-mail is extremely convenient, it often isn’t very efficient. Writing
and reading tasks that would only a few moments to discuss “face-to-face” can take days or longer to discuss online. So while
using electronic tools like email can minimize the number of more traditional collaboration meetings you will need to have with
your group members, it probably won’t eliminate them entirely.

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5.4.2 [Link]
 CHAPTER OVERVIEW

6: The Working Thesis Exercise

This chapter is about finding something to write about in the first place. As I suggested earlier in the introduction and in Chapter 1,
“Thinking Critically About Research,” the process of finding something to write about is complicated. In many ways, you need to
think critically about the idea of research, you need to go to the library or the internet and conduct research, and you need to
formulate a question or thesis to research all at the same time.
Sometimes, the subject of your research is called a “research question” or “problem statement.” I’ve decided to call this process
“the working thesis” exercise to emphasize the idea that embarking on a research writing project involves making “a point” that is
also a continually revised “work” in progress. A working thesis is tentative in that it will inevitably change as you go through the
process of writing and researching. But if you’re more comfortable thinking of the starting point of your research project as being
about asking the right questions or finding the right problem, that’s okay too.
6.1: Working With Assigned Topics
6.2: Coming Up with Your Own Idea
6.3: Brainstorming for Ideas
6.4: Moving From Ideas to Topics With the Help of the Library and the World Wide Web
6.5: Writing a Working Thesis
6.6: Assignment- Writing a Working Thesis Essay
6.7: A Student Example- “Preventing Drunk Driving by Enforcement” by Daniel Marvins

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1
6.1: Working With Assigned Topics
Many times, starting an academic writing assignment is easy: you write about the topic as assigned by the instructor. Of course, it is
never a good idea to simply repeat what the instructor says about a particular topic. But in many college classes, the topic of your
writing projects will be determined by the subject matter of the class and the directions of the instructor. If you are required to write
a research paper for your political science class that focuses on the effects of nationalism, chances are an essay on the relaxation
benefits of trout fishing would not be welcomed.
So, how do you write about topics assigned by the instructor? The answer to this question depends on the specific assignment and
the class, but here are a few questions you should ask yourself and your instructor as you begin to write:
• What is the purpose and who is the audience for the essay you are being asked to write? In other words, what do you
understand to be the instructor’s and your goals in writing? Is the instructor’s assignment designed to test your understanding and
comprehension of class lectures, discussions, and readings? Is the instructor asking you to reflect and argue about some aspect of
the class activities? Is the intended audience for the essay only the instructor, or is the assignment more broadly directed to other
students or to a “general reader”?
• What do you think about the topic? What’s your opinion about the topic assigned by the instructor? If it is a topic that asks you
to pick a particular “side,” what side are you on? And along these lines: to what extent would it be appropriate for you to
incorporate your own feelings and opinions about the topic into your writing?
• How much “room” is there within the assigned topic for more specialized focuses? Most assigned topics which at first appear
limiting actually allow for a great deal of flexibility. For example, you might think that an assigned topic about the “fuel economy
and SUVs” would have little room for a variety of approaches. But the many books and articles about fuel efficient vehicles
suggest the topic is actually much larger than it might at first appear.
• Does the assignment ask students to do additional research, or does it ask students to focus on the readings assigned in class?
Assignments that ask students to do additional library and Internet research are potentially much broader than assignments that ask
students to focus on class readings.

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6.1.1 [Link]
6.2: Coming Up with Your Own Idea
At other times, instructors allow students to pick a topic for their research-based writing projects. However, rarely do instructors
allow their students to write research-based essays on anything for a lot of good reasons. For example, your composition and
rhetoric course might be structured around a particular theme that you are exploring with your other reading assignments, your
discussions, and your writing. Other ideas and topics don’t really lend themselves to academic research writing. You probably have
a special person in your life worth writing about (a parent, a grandparent, a boyfriend or girlfriend, etc.), but it is usually difficult to
write a research-based essay on such a person. Some potential topics are too divisive or complex to write about in a relatively short
academic research-based essay, or some are topics that have become so overly-discussed that they have become clichés.
Besides the general theme of the course and other potential limitations to ideas for research, you also need to carefully consider
your own interests in the ideas you are thinking about researching.
If you are allowed to choose your own research project topic, be sure to chose carefully, especially if it is a topic you will be
working with throughout the term. Don’t pick a topic simply because it is the first idea that comes to mind or because you imagine
it will be “easy” to research. Focus instead on an idea that meets the goals of the assignment, is researchable, and, most
importantly, is a topic that you are interested in learning more about.
Taking the time to develop a good research topic at the beginning of the research writing process is critical. Planning ahead can be
difficult and time-consuming, and it can be tempting to seize on the first idea that seems “easy.” But all too often, these “easy” first
ideas end up being time-consuming and difficult projects. In other words, the time you spend turning your research idea into a topic
and then a working thesis will pay off when it comes time to actually write the research project assignment.

Exercise 5.1
What are some ideas that would NOT make good research projects for this class? Working in small groups, try to come up
with a list of items that you all agree would be difficult (if not impossible) to write a research project about for this class.
Are there items that you can add to your list of topics that would NOT make good research projects, ones that are
“researchable” but that seem too cliched or controversial to do effectively in one semester?

This page titled 6.2: Coming Up with Your Own Idea is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated by
Steven D. Krause.

6.2.1 [Link]
6.3: Brainstorming for Ideas
Whether you are assigned a particular topic or are allowed to choose your own topic within certain guidelines, the next step is to
explore the ideas that you might write about in more detail. This process is called “brainstorming,” though some instructors and
textbooks might refer to similar techniques as “invention” or “pre-writing.” Regardless of what it’s called, the goal is the same: to
lay the foundation for focusing in on a particular topic and the working thesis of a research-writing project.
I recommend you keep three general concepts in mind when trying any approach to brainstorming with your writing:
Not all of these approaches to brainstorming will work equally well for everyone or work equally well for all topics. Your
results will vary and that’s okay. If one of these techniques doesn’t work for you, try another and see how that goes.
When trying any of these techniques, you can’t censor yourself. Allow yourself the freedom to brainstorm about some things
that you think are bad or even silly ideas. Getting out the “bad” or “silly” ideas has a way of allowing the good ideas to come
through. Besides, you might be surprised about how some topics that initially seem bad or silly turn out to actually be good with
a little brainstorming.
Even if you know what topic you want to write about, brainstorm. Even if you know you want to write about a particular topic,
you should try to consider some other topics in brainstorming because you never know what other things you could have
written about if you don’t consider the possibilities. Besides, you still should do some brainstorming to shape your idea into a
topic and then focus it into a working thesis.

Freewriting
One of the most common and effective brainstorming techniques for writing classes, freewriting, is also easy to master. All you do
is write about anything that comes into your head without stopping for a short time—five minutes or so. The key part of this
activity though is you cannot stop for any reason! Even if you don’t know what to write about, write “I don’t know what to write
about” until something else comes to mind. And don’t worry—something else usually does come to mind.

Looping or Targeted Freewriting

Looping is similar to freewriting in that you write without stopping, but the difference is you are trying to be more focused in your
writing. You can use a more specific topic to “loop” back to if you would like, or, if you do the more open-ended freewriting first,
you can do a more targeted freewriting about one of the things you found to be a potentially workable idea. For example, you might
freewrite with something general and abstract in mind, perhaps the question “what would make a good idea for a research project?”
For a more targeted freewriting exercise, you would consider a more specific questions, such as “How could I explore and write
about the research idea I have on computer crime?”

Group Idea Bouncing

One of the best ways we all get different ideas is to talk with others. The same is true for finding a topic for research: sometimes,
“bouncing” ideas off of each other in small groups is a great place to start, and it can be a lot of fun.
Here’s one way to do it: name someone in a small group as the recorder. Each person in turn should give an idea for a potential
topic, and the recorder should write it down. Every person should take a turn quickly “bouncing” an idea out for the others—no “I
don’t know” or “come back to me!” Remember: no ideas are bad or silly or stupid at this point, so do not censor yourself or your
group members.

Clustering
Clustering is a visual technique that can often help people see several different angles on their ideas. It can be an especially
effective way to explore the details of a topic idea you develop with freewriting or looping. On a blank sheet of paper, write a one
or two word description of your idea in the middle and circle it. Around that circle, write down one or two word descriptions of
different aspects or characteristics of your main idea. Draw circles around those terms and then connect them to the main idea.
Keep building outward, making “clusters” of the main idea as you go. Eventually, you should get a grouping of clusters that looks
something like the illustration below.

6.3.1 [Link]
 Figure 6.3.1

Journalist Questions
One of the key elements of journalistic style is that journalists answer the basic questions of “What?” “Who?” “Where?” “When?”
“How?” and “Why?” These are all good questions to consider in brainstorming for your idea, though clearly, these questions are
not always equally applicable to all ideas. Here are some examples of the sort of journalistic questions you might want to ask
yourself about your idea:
What is my idea? What are the key terms of my idea?
Who are the people involved in my idea? Who is performing the action of my topic? Who are the people affected by my idea?
Where does my idea take place? Where did it come from? Is it restricted to a particular time and place?
When did my idea happen? How does it relate to the other events that might have taken place at a similar time? Are there events
that happened before or after my idea that might have effected it?
How did my idea happen, or how is it still happening?
Why did my idea happen, or why is it still happening?

Brainstorming with Computers

Computers are a great tool for fostering these and other collaborative brainstorming techniques. For example, group idea bouncing
can be used effectively with Internet “chat rooms,” with instant messaging software, or with local area network discussion tools.
You can also collaborate on your brainstorming activities with computers with little more than simple word processing or email;
Here are three variations on a similar theme:
Email exchange: This exercise is conducted as an exchange over email. Each person in a small group does a looping/targeted
freewriting to discover ideas for things she is interested in doing more research about. Then, each person in the group can post
his looping/targeted freewriting to all of the other members of the group simultaneously. Email also allows for members of the
group to collaborate with each other while not being in the same place--after all, email messages can be sent over great
distances--and not at the same time.
“Musical computers:” This approach is similar to the previous two exercises, but instead of exchanging diskettes or email
messages, members of a group of students exchange computer stations in a computer lab. Here’s how it works: a group (up to
an entire class of students) does a looping/targeted freewriting at a computer station for a set period of time. When time is up,
everyone needs to find a different computer in the fashion of the children’s game “musical chairs.” Once at the new computer
station, the new writer comments on the original freewriting exercise. The process can be repeated several times until everyone
has had a chance to provide feedback on four or five different original freewritings.

Example 5.2
By yourself, work with at least two of the brainstorming techniques described above or other brainstorming techniques
described by your instructor.
Working with others in a small group, work with at least two of the brainstorming techniques described above or other
brainstorming techniques described by your instructor. For example, have all the members of the small group each
complete their own freewriting or clustering activity on the topic of her choice. Then, compare results. How do each of you

6.3.2 [Link]
 react to different exercises? Are some techniques more useful for some?

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Krause.

6.3.3 [Link]
6.4: Moving From Ideas to Topics With the Help of the Library and the World Wide
Web
Coming up with an idea, especially using these brainstorming techniques, is not that hard to do. After all, we are surrounded by
potential ideas and things that could be researched: teen violence, computer crime, high-fat diets, drugs, copyright laws, Las Vegas,
dangerous toys. But it can be a little more tricky to figure out how ideas can be more specific and researchable topics. Ideas are
general, broad, and fairly easy for all of us to grasp. Topics, on the other hand, are more specific, narrow, and in need of research.
For example:

“Idea” “Topics”

Terrorism and the ‘net, credit card fraud, computer stalking, “helpful”
Computer Crime
hackers
Health risks, obesity, cholesterol, heart disease, health benefits of,
High-fat diets
weight loss from

Pharmaceutical Drugs Cost of prescriptions, medical advances, advertising, disease prevention

In other words, a topic is a step further in the process of coming up with a researchable project for academic writing.
Chances are, your brainstorming activities have already helped you in the process of developing your idea into a topic. But before
you move onto the next step of developing a working thesis, you should consider two more helpful topic developing techniques: a
quick library subject search and a Web engine search.
A quick library subject search is just what it sounds like: using the computerized catalog system for your library, you can get a
sense about the sort of ways other researchers have already divided up your idea into different topics.
Hyperlink: For guidelines and tips for using your library’s computer system to conduct subject searches, see Chapter Two,
“Understanding and Using the Library and the Internet for Research” and the section called “Finding Research in the Library: An
Overview.”
For example, imagine your brainstorming has led you to the general idea “fisheries” and the potential problem of over-fishing in
some part of the world. While this seems like it might be a potentially good and interesting thing to write about and to research,
“fisheries” is an idea that could be narrowed down. If you conduct a subject search on your library’s book catalog for “fisheries,”
you might find the library keeps track of different books in several categories. Some examples of these categories include:
Fisheries, Atlantic Ocean.
Fisheries, Canada.
Fisheries, Environmental Aspects.
You might also want to use your library’s periodical databases for some quick keyword searches. For example, a keyword search
for “computer crime” in a periodical database returns article titles like “Demands for coverage increase as cyber-terrorism risk is
realized” and “Making sense of cyber-exposures” (which are both articles about the concern businesses and insurance companies
have about cyber crime), and also articles like “Meet the Hackers,” an insider’s view of computer hacking that disputes it being a
“crime.” At this point in the research process, you don’t need to look up and read the sources you find, though you will probably
want to keep track of them in case you end up needing them later for your research project.
Another great place to go to brainstorm ideas into topics is one of the many search engines on the World Wide Web, and you are
probably already familiar with these services such as Google, Yahoo!, or [Link].
Hyperlink: For guidelines and tips for working with Web-based research, see the section “Finding Research on the Internet” in
Chapter Two, “Understanding and Using the Library and the Internet for Research.”
Like a quick library keyword search, doing a quick keyword search on the Web can give you some good direction about how to
turn your idea into a topic. However, keep these issues in mind when conducting your Web searches:
Search engine searches are done by computer programs, which means that they will not sort out for you what is “relevant” from
what is “irrelevant” for your search.
Most search engines and search directories offer an “advanced search” option that explains how to do a “smarter” search. Read
these instructions and you will be on your way to better searches.

6.4.1 [Link]
 Different search engines index and collect information in different ways. Therefore, you should do keyword searches with the
same phrase with a few different search engines. You might be surprised how your results will differ.
If you aren’t having much luck with the keywords of your general idea, try a couple of synonyms. For example, with “computer
crime,” you might want to try “Internet crime,” or a related term such as “computer hacking.”

Exercise 5.3

With an idea in mind, try doing a quick keyword search on the library’s computer system and on a World Wide Web Search
Engine.
What sort of differences are there in the information you get back from doing a quick keyword search at the library versus
doing one on the Web?
If you are having a hard time getting results with your searches, can you come up with any synonyms for your key words?

This page titled 6.4: Moving From Ideas to Topics With the Help of the Library and the World Wide Web is shared under a CC BY-NC-SA license
and was authored, remixed, and/or curated by Steven D. Krause.

6.4.2 [Link]
6.5: Writing a Working Thesis
The next step, developing a “working thesis,” can be a difficult and time-consuming process. However, as was the case when
considering different ideas for research in the first place, spending the time now on devising a good working thesis will pay off
later.
For our purposes here (and for most college classes), a thesis advocates a specific and debatable issue. In academic writing
(including the writing done by your professors), the thesis is often stated fairly directly in the first third or so of the writing, though
not usually at the end of the first paragraph where students are often told to place it. The sentence or two that seems to encapsulate
the issue of the essay is called a “thesis statement.”
Frequently, theses are implied—that is, while the piece of writing clearly has a point that the reader understands, there may not be a
specific sentence or two that can easily be identified as the “thesis statement.” For example, theses are often implied in newspapers
and magazines, along with a lot of the writing that appears on Web pages.
The point is a thesis is a point.
Theses are not statements of facts, simple questions, or summaries of events. They are positions that you as the writer take on and
“defend” with evidence, logic, observations, and the other tools of discourse. Most kinds of writing—and particularly academic
writing—have a thesis, directly stated or implied. Even most of the writing we largely think of as “informational” has a directly
stated or implied thesis.
Theses also tend to lend a certain organization to written arguments since what you include (or exclude) in a written text is largely
controlled by the thesis. The main goal of the thesis (either as a specific statement or as an implied statement) is to answer two key
questions that are concerns of all readers: “what’s your point?” and “why should I care?”
Now, a working thesis is more or less a temporary thesis you devise in the beginning of the research process in order to set some
direction in your research. However, as I wrote in the beginning of this chapter, you should remember:

Your working thesis is temporary and should change as you research, write, and learn
more about your topic.
Think of the working thesis as the scaffolding and bracing put up around buildings when they are under construction: these
structures are not designed to forever be a part of the building. Just the opposite. But you couldn’t build the building in the first
place if you didn’t have the scaffolding and bracing that you inevitably have to tear away from the finished building.
Here’s another way of thinking of it: while the journey of 1000 miles begins with just one step (so the saying goes), you still have
to pick some kind of direction in the beginning. That’s the purpose of a working thesis. You might change your mind about the
direction of your research as you progress through the process, but you’ve got to start somewhere.
What does a working thesis look like? Before considering some potentially “good” examples of working theses, read through these
BAD examples of statements, ones that ARE NOT theses, at least for the purposes of academic writing:
Computer crime is bad.
Fisheries around the world are important.
The Great Gatsby is an American novel.
None of these sentences would make effective theses because each of these is more or less a statement of fact. Of course, we could
debate some of the details here. But practically speaking, most people would assume and believe these statements to be true.
Because of that, these statements don’t have much potential as working theses.
These statements ARE NOT really theses either:
There are many controversial ways of dealing with computer crime.
There are many things that could be done to preserve fisheries around the world.
The Great Gatsby is a wonderful novel for several different reasons.
These revised working thesis statements are better than the previous examples, but they are not quite working theses yet. The
problem with these possible working theses is that they are hopelessly vague and give no idea to the reader where the essay is
going. Also, while these statements are a bit more debatable than the previous group of examples, they are still statements that most
people would more or less accept as facts.

6.5.1 [Link]
While this next group of statements is yet another step closer, these statements ARE NOT really good working theses either:
This essay will be about the role computer hackers play in computer crime committed on the Internet.
This essay will discuss some of the measures the international community should take in order to preserve fisheries around the
world.
My essay is about the relevance today of The Great Gatsby’s depiction of the connection between material goods and the
American dream.
Each of these statements is close to being a working thesis because each is about an idea that has been focused into a specific topic.
However, these statements are not quite working thesis statements because they don’t offer a position or opinion that will be
defended in some way. To turn these topics into working theses, the writer needs to take a side on the issues suggested in the
statements.
Now, these revised statements ARE examples of possible working theses:
While some computer hackers are harmless, most of them commit serious computer crimes and represent a serious Internet
security problem.
The international community should enact strict conservation measures to preserve fisheries and save endangered fish species
around the world.
The Great Gatsby’s depiction of the connection between material goods and the American dream is still relevant today.
If you compare these possible working theses with the statements at the beginning of this section, you will hopefully see the
differences between the “bad” and “good” working theses, and hopefully you can see the characteristics of a viable working thesis.
Each of the “good” working thesis statements:
takes a stand that is generally not considered a “fact;”
is specific enough to give the writer and potential reader some idea as to the direction the writing will take; and
offers an initial position on the topic that takes a stand.
Another useful characteristic of a good working thesis is that it can help you as writer to determine what your essay will NOT be
about. For example, the phrasing of the working thesis on computer hackers suggests to both the reader and the researcher that the
essay will NOT be about the failure of “dot com” business, computer literacy, or computer software. Certainly these issues are
related to the issue of computer hackers and computer crime, but these other issues will not become the focus of the essay.

Exercise 5.4
Working with the topic you’ve chosen, create a working thesis similar to the above examples. Try to ensure that your
working thesis is focused and to the point by keeping it to only one sentence. Creating a working thesis can be tricky, so be
sure to devote some time to try out different possible working thesis statements. And don’t forget: a working thesis is the
temporary scaffolding that will help you build your essay. It will and should change in the process of writing, so it doesn’t
need to be “perfect” at this stage.
After you have individually formed working theses, get together with a small group of classmates to share and revise them.

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Krause.

6.5.2 [Link]
6.6: Assignment- Writing a Working Thesis Essay
The process of writing a working thesis essay can take many forms. Sometimes, topic proposals are formal essays written
according to fairly strict guidelines and offering exhaustive detail. At other times, your writing about your topic might be more
personal and brief in form. Here is an example of a working thesis essay assignment:

Example 6.6.1:

Write a brief narrative essay where you discuss the topic you have decided to research and write about. Tell your audience,
your fellow classmates and your instructor how you arrived at this topic, some of the other ideas you considered in your
brainstorming activities, and the working thesis you have settled on for the start of your project. Also, be sure to let us know
about some of the initial library research you have conducted.

Questions to consider as you write your first draft

Is the research topic one assigned by the instructor? Is it focused on a specific group of texts, questions, or ideas that have to do
with a specific class?
Are you expected to come up with your own idea for research? Since it is unlikely you will be able to write about just anything,
what are some of the guidelines given to you by your instructor for what you can and can’t write about?
What are some of the ideas for research that you rejected as possibilities? Why did you reject some of these ideas?
What ideas did you decide to brainstorm about? Remember! Be sure to brainstorm about more than one idea! What
brainstorming techniques did you use to explore these ideas? Which ones seemed to work the best?
What are some of the research topics that make up your research idea? In other words, when you begin to narrow your idea into
different topics, what are some of the different research topics that interest you?
What results did you get from a quick library keyword search? Be sure the keyword search you do of your library’s databases
examines books, periodicals, and newspapers to see a full range of possibilities for research. Also, be sure to consider as many
synonyms as possible for the keyword terms you are using for your research topic.
What results did you get from a keyword search on the World Wide Web? Be sure to conduct a keyword search using more than
one search engine since different services compile their data in different ways. Also, as was also the case with your library
keyword search, be sure to consider as many synonyms as possible.
Given these steps in the process, what is your working thesis? What variations of your working thesis did you consider along
the way?
Review and Revision
As you will read again and again in this book, the first draft is only the beginning, the “raw materials” you create in order to really
write your essay. That’s because the most important step in the process of writing is showing your work to others—your instructor,
your classmates, readers you trust, your friends, and so forth—and making changes based on your impressions of their feedback.
Hyperlink: For guidelines and tips for working with your classmates in peer review sessions, see Chapter 4, “How To Collaborate
and Write With Others,” particularly the section “Peer Review as Collaboration.”
When you have a first draft complete and you are ready to show it to readers, ask them to think about these sorts of questions as
they give you feedback on your writing:
Is the topic of the topic proposal essay clear and reasonable to your readers?
What’s the working thesis? What sort of suggestions does your reader have to make the working thesis clearer? Is it clear to
your readers that your working thesis is about a debatable position? Who might disagree with the your position? What do you
think are some of the arguments against your position?
What do your readers think is your main goal as a writer in pursuing this research project? Do your readers think you have
made your purposes in writing this topic proposal and research project clear?
Do your readers understand what library and Internet research you have already done on your topic? Are there particular
examples of the library and Internet-based research that your readers think seem particularly useful or important?
Be careful to not limit your ideas for change to the things that are “easy” to fix (spelling, incomplete sentences, awkward phrases,
and so forth). If you begin your process of revision by considering the questions suggested here (and similar questions you, your
classmates, other readers, and your instructor might have), many of these “easy fix” problems will be fixed along the way. So as

6.6.1 [Link]
you go through the process of revision, think about it as a chance to really “re-see” and “re-imagine” what the whole writing
project could look like.

This page titled 6.6: Assignment- Writing a Working Thesis Essay is shared under a CC BY-NC-SA license and was authored, remixed, and/or
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6.6.2 [Link]
6.7: A Student Example- “Preventing Drunk Driving by Enforcement” by Daniel
Marvins
The assignment that was the basis for this essay asked students to write a “first person narrative” about the research project they
would be working on for the semester. “It was really important to me think about a lot of different ideas and topics because I was
worried that I might not be able to find enough research or stick with it,” Marvins said. “This project helped me think this through.”

Preventing Drunk Driving by Enforcement

Despite the fact that Americans are more aware of the problems of drunk driving than we were in the past, it is still a serious
problem in the U.S. While educating everyone about the dangers of drunk driving is certainly important, I am interested in
researching and writing about different ways to more strictly enforce drunk driving laws.
My working thesis for my research project is “While stronger enforcement measures to control drunk driving might be
controversial and a violation of individual rights, they have to be enacted to stop drunk driving deaths.” By “stronger enforcement
measures,” I mean things like police check points, lower legal levels of blood-alcohol, required breatholizer tests, less control on
police searching cars, and stronger jail sentences.
I got the idea to focus on this topic by working on some of the different brainstorming techniques we talked about in class. I tried
several different brainstorming techniques including freewriting and clustering. For me, the most useful technique was making a
list of ideas and then talking it over with the other students in my group.
We all agreed that drunk driving would be a good topic, but I thought about writing about other topics too. For example, I think it
would also be interesting to write about gun control laws, especially how they might effect deaths with kids and guns. I also
thought it might be interesting to do research on the tobacco business and the lawsuits different states are conducting against them.
But I am more interested in exploring issues about drunk driving for a couple of different reasons. First, I think drunk driving is an
issue that a lot of people can relate to because most people know that it is dangerous and it is a bad idea. For example, we hear and
read messages about not driving drunk in a lot of different advertisements. Still, even though everyone knows it is a bad idea, there
are still a lot of deaths and injuries that result from drunk driving.
Second, I’m interested in doing research on stronger enforcement of drunk driving laws because I am not sure I have made my own
mind up about it. Like everyone else, I of course think drunk driving is bad and police and society should do everything they can do
to prevent people from driving drunk. On the other hand, I also think it’s bad for police to pull over everyone they think might be
drunk even when they don’t know for sure. Strong enforcement might stop a lot of drunk driving, but it also gives police more
chances to violate individual liberties and rights.
I have done a little bit of research already and I don’t think I’m going to have any problem finding evidence to support my topic.
Drunk driving seems to be a pretty common topic with a lot of different things written about it. I did a quick search of the library’s
databases and the World Wide Web and I found thousands of different articles. I skimmed the titles and it seemed like a lot of them
would be very relevant and useful for my subject.
Drunk driving is a serious problem and everyone agrees that we should do something about it. The question is what should “it” be?
My hope is that through my research, I will learn more about how stronger enforcement of drunk driving laws can curtail drunk
driving, and I hope to be able to convince my readers of this, too.

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license and was authored, remixed, and/or curated by Steven D. Krause.

6.7.1 [Link]
 CHAPTER OVERVIEW

7: The Annotated Bibliography Exercise

7.1: What is an Annotated Bibliography?
7.2: Why Write Annotated Bibliographies?
7.3: Using Computers to Write Annotated Bibliographies
7.4: Assignment- Writing an Annotated Bibliography

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Steven D. Krause.

1
7.1: What is an Annotated Bibliography?
As you develop a working thesis for your research project and begin to collect different pieces of evidence, you will soon find
yourself needing some sort of system for keeping track of everything. The system discussed in this chapter is an annotated
bibliography, which is a list of sources on a particular topic that includes a brief summary of what each source is about. This
writing exercise is a bit different from the others in this part of The Process of Research Writing in that isn’t an “essay” per se;
rather it is an ongoing writing project that you will be “building” as you discover new pieces of evidence for your research project.
Here is an example of an entry from an annotated bibliography in MLA style:

Example 7.1.1:

Parsons, Matt. “Protecting Children on the Electronic Frontier: A Law Enforcement Challenge.” FBI Law Enforcement
Bulletin 69.10 (2000): 22-26.
This article is about an educational program used by the U.S. Navy to educate people in the Navy and their families about
some of the things that are potentially dangerous to children about the Internet. Parsons says that the educational program has
been effective.

Annotated bibliography entries have two parts. The top of the entry is the citation. It is the part that starts “Parsons, Matt’” and that
lists information like the name of the writer, where the evidence appeared, the date of publication, and other publishing
information.
Hyperlink: For guidelines on how to properly write citations for your Annotated bibliographies, see Chapter 12, “Citing Your
Research Using MLA or APA Style.”
The second part of the entry is the summary of the evidence being cited. A good annotated bibliography summary provides
enough information in a sentence or two to help you and others understand what the research is about in a neutral and non-
opinionated way.
The first two sentences of this annotation are an example of this sort of very brief, “just the facts” sort of summary. In the brief
summaries of entries in an annotated bibliography, stay away from making evaluations about the source—“I didn’t like this article
very much” or “I thought this article was great.” The most important goal of your brief summary is to help you, colleagues, and
other potential readers get an idea about the subject of the particular piece of evidence.
Summaries can be challenging to write, especially when you are trying to write them about longer and more complicated sources of
research. Keep these guidelines in mind as you write your own summaries.
Keep your summary short. Good summaries for annotated bibliographies are not “complete” summaries; rather, they provide
the highlights of the evidence in as brief and concise a manner as possible, no more than a sentence or two.
Don’t quote from what you are summarizing. Summaries will be more useful to you and your colleagues if you write them in
your own words. Instead of quoting directly what you think is the point of the piece of evidence, try to paraphrase it. (For more
information on paraphrasing your evidence, see Chapter 3, “Quoting, Paraphrasing, and Avoiding Plagiarism”).
Don’t “cut and paste” from database abstracts. Many of the periodical indexes that are available as part of your library’s
computer system include abstracts of articles. Do no “cut” this abstract material and then “paste” it into your own annotated
bibliography. For one thing, this is plagiarism. Second, “cutting and pasting” from the abstract defeats one of the purposes of
writing summaries and creating an annotated bibliography in the first place, which is to help you understand and explain your
research.
Different writers will inevitably write slightly different summaries of the same [Link] differences between different
writers’ summaries of the same piece of evidence result from different interpretations of what it important in the research; there’s
nothing wrong with that.
However, two summaries from different writers should both provide a similar summary. In other words, its not acceptable when the
difference of interpretation is the result of a lack of understanding of the evidence.

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Steven D. Krause.

7.1.1 [Link]
7.2: Why Write Annotated Bibliographies?
An annotated bibliography is an excellent way to keep track of the research you gather for your project. Make no mistake about it
— it is extremely important that you keep track of all of your evidence for your research project, and that you keep track of
it from the beginning of the process of research writing.
There’s nothing more frustrating than finding an excellent article or book chapter you are excited about incorporating into your
research project, only to realize you have forgotten where you found the article or book chapter in the first place. This is extremely
frustrating, and it’s easily avoided by doing something like writing an annotated bibliography.
You could use other methods for keeping track of your research. For example, you could use note cards and write down the source
information as a proper citation, then write down the information about the source that is important. If the material you know you
want to use from a certain source is short enough, you might even write a direct quote, which is where you write down word for
word what the source says exactly as it is written. At other times, you can write a paraphrase, which is where you write down what
the source means using your own words.
While note cards and other methods have their advantages, annotated bibliographies are an extremely useful tool for keeping track
of your research. An annotated bibliography:
Centralizes your research into one document that you can keep track of both as a print-out of a word-processed file and as a file
you save electronically.
Allows you to “copy and paste” citation information into the works cited part of your research project.
An annotated bibliography also gives you the space to start writing and thinking a bit about how some of your research might fit
into your project. Consider these two sample entries from an annotated bibliography from a research project on pharmaceutical
advertising:

Example 7.2.1:

Siegel, Marc. “Fighting the Drug (ad) Wars.” The Nation 17 June 2002: 21.
Siegel, who is a doctor himself, writes about how drug advertising has undermined the communication between doctors and
patients. He says that drug ads have driven up the costs of prescription drugs, particularly big selling drugs like those for
cholesterol.

Wechsler, Jill. “Minority Docs See DTC Ads as Way to Address ‘Race Gap.’” Pharmaceutical Executive May 2002: 32, 34.
WilsonSelect Database. Eastern Michigan University Halle Library. 20 October 2002. <[Link]
This article is about a study that said that African-American doctors saw advertising of prescription drugs as a way of
educating their patients. The ads are useful because they talk about diseases that affect African-Americans.

Even from the limited amount of information available in these entries, it’s clear that a relationship between these articles exists.
Both are similar articles about how the doctor/patient relationship is affected by drug advertising. But both are also different. The
first article is from the newspaper The Nation, which is in many ways similar to an academic journal and which is also known for
its liberal views. The second article is from a trade journal (also similar to academic journals in many ways) that obviously is an
advocate for the pharmaceutical industry.
In other words, in the process of compiling an annotated bibliography, you are doing more than keeping track of your research. You
are starting to make some comparisons and beginning to see some relationships between your evidence, a process that will become
increasingly important as you gather more research and work your way through the different exercises that lead to the research
project.
But remember: However you decide to keep track of your research as you progress through your project—annotated bibliography,
note cards, or another method—the important thing is that you need to keep track of your research as you progress through
your project!

7.2.1 [Link]
How many sources do I need?
Inevitably, students in research writing classes always ask how many sources they need to include in their research projects. In one
sense, “how many sources do I need?” is a utilitarian question, one usually attached to a student’s exploration of what it will take to
get a particular grade. Considered more abstractly, this question is also an effort to explore the scope of a research project. Like a
certain page or word count requirement, the question “how many sources do I need?” is an effort to get a handle on the scope of the
research project assignment. In that sense, asking about the number of sources is probably a good idea, a little like asking how
much something weighs before you attempt to pick it up.
But ultimately, there is no right or wrong answer to this question. Longer research projects tend to have evidence from more
different sources than shorter projects, but there is no cut-and-dry formula where “X” number of pages will equal “X” number of
sources.
However, an annotated bibliography should contain significantly more entries than you intend or expect to include in your research
project. For example, if you think you will need or if your instructor requires you to have research from about seven different
sources, you should probably have about 15 different entries on your annotated bibliography.
The reasons you need to find twice as many sources as you are likely to use is that you want to find and use the best research you
can reasonably find, not the first pieces of research you can find. Usually, researchers have to look at a lot more information than
they would ever include in a research writing project to begin making judgements about their research. And by far the worst thing
you can do in your research is to stop right after you have found the number of sources required by the instructor for your project.

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7.2.2 [Link]
7.3: Using Computers to Write Annotated Bibliographies
Personal computers, word-processing software, and the Internet can make putting together an annotated bibliography more useful
and a lot easier. If you use word-processing software to create your annotated bibliography, you can dramatically simplify the
process of creating a “works cited” or “references” page, which is a list of the sources you quote in your research project. All you
will have to do is “copy and paste” the citation from the annotated bibliography into your research project—that is, using the
functions of your computer and word processing software, “copy” the full citation that you have completed on your annotated
bibliography page and “paste” it into the works cited page of your research project.
This same sort of “copy and paste” function also comes in handy when doing research on the web. For example, you can usually
copy and paste the citation information from your library’s online database for pieces of evidence you are interested in reading. In
most cases, you should be able to “copy and paste” information you find in your library’s online database into a word processing
file. Many library databases—both for books and for periodicals—also have a feature that will allow you to email yourself results
from a search.
Keep two things in mind about using computers for your annotated bibliographies:
You will have to reformat whatever information you get from the Internet or your library’s databases in order to meet MLA or
APA style.
Don’t use the copy and paste feature to plagiarize! Simply copying things like abstracts defeats one of the important
purposes for writing an annotated bibliography in the first place, and it’s cheating.

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7.3.1 [Link]
7.4: Assignment- Writing an Annotated Bibliography
As you conduct your research for your research writing project, compile an annotated bibliography with 15-20 entries. Each entry
in your annotated bibliography should contain a citation, a brief summary of the cited material. You will be completing the project
in phases and a complete and revised version of it will be due when you have completed your research.
You should think of your annotated bibliography as having roughly twice as many sources as the number of sources you will need
to include for the research project, but your instructor might have a different requirement regarding the number of sources required.
Also, you should work on this assignment in parts. Going to the library and trying to complete this assignment in one sitting could
turn this into a dreadful writing experience. However, if you complete it in stages, you will have a much better understanding of
how your resources relate to each other.
You will probably need to discuss with your instructor the style of citation you need to follow for your research project and your
annotated bibliography. Following a citation style isn’t difficult to do, but you will want to be consistent and aware of the “rules”
from the beginning. In other words, if you start off using MLA style, don’t switch to APA style halfway through your annotated
bibliography or your research project.
Hyperlink: For an explanation of the differences of and the guidelines for using both MLA and APA style, see Chapter 12, “Citing
Your Researching Using MLA or APA Style.”
Last, but not least, you will need to discuss with your instructor the sorts of materials you need to include in your research and your
annotated bibliography. You may be required to include a balance of research from scholarly and non-scholarly sources, and from
“traditional” print resources (books, magazines, journals, newspapers, and so forth) and the Internet.

Questions to ask while writing and researching

Would you classify the material as a primary or a secondary source? Does the research seem to be difficult to categorize this
way? (For more information on primary and secondary sources, see Chapter 1, “Thinking Critically About Research” and the
section “Primary versus Secondary Research”).
Is the research from a scholarly or a non-scholarly publication? Does the research seem difficult to categorize this way?
Is the research from the Internet—a web page, a newsgroup, an email message, etc.? Remember: while Internet research is
not necessarily “bad” research, you do need to be more careful in evaluating the credibility of Internet-based sources.
(For more information on evaluating Internet research, see Chapter 1, “Thinking Critically About Research,” and the sections
“The Internet: The Researcher’s Challenge” and “Evaluating the Quality and Credibility of Your Research.”
Do you know who wrote the material you are including in your annotated bibliography? What qualifications does your source
say the writer has?
Why do you think the writer wrote it? Do they have a self-interest or a political viewpoint that might make them overly biased?
Besides the differences between scholarly, non-scholarly, and Internet sources, what else do you know about where your
research was published? Is it an academic book? An article in a respected journal? An article in a news magazine or newspaper?
When was it published? Given your research topic, how important do you think the date of publication is?
Are you keeping your summaries brief and to the point, focusing on the point your research source is trying to make?
If it’s part of the assignment, are you including a sentence or two about how you see this piece of research fitting into your
overall research project?

Revision and Review

Because of its ongoing nature, revising an annotated bibliography is a bit different than the typical revision process. Take
opportunities as you compile your annotated bibliography to show your work in progress to your classmates, your instructor, and
other readers you trust. If you are working collaboratively on your research projects, you will certainly want to share your
annotated bibliography with classmates who are working on a similar topic. Working together like this can be a very useful way to
get more ideas about where your research is going.
It is best to approach the annotated bibliography in smaller steps—five or six entries at a time. If that’s how you’re approaching this
project, then you will always be in a process of revision and review with your classmates and your instructor. You and your readers
(your instructor and your classmates) should think about these questions as you revise, review, and add entries:
Are the summaries you are including brief and to the point? Do your readers understand what the cited articles are about?

7.4.1 [Link]
 Are you following a particular style guide consistently?
If you are including a sentence or two about each of your resources, how do these sentences fit with your working thesis? Are
they clarifying parts of your working thesis that were previously unclear? Are they suggesting changes to the approach you took
when you began the research process?
Based on the research you have so far, what other types of research do you think you need to find?

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7.4.2 [Link]
 CHAPTER OVERVIEW

8: The Critique Exercise

8.1: What’s a Critique and Why Does it Matter?
8.2: Starting with a “Close Reading”
8.3: Criteria- Your Reasons for Your Evaluation
8.4: Summarizing Your Research
8.5: Assignment- Writing a Critique Essay
8.6: A Student Example- “A Critique of ‘Self-Report of ADHD Symptoms in University Students” by Ashley Nelson

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Krause.

1
8.1: What’s a Critique and Why Does it Matter?
Critiques evaluate and analyze a wide variety of things (texts, images, performances, etc.) based on reasons or criteria. Sometimes,
people equate the notion of “critique” to “criticism,” which usually suggests a negative interpretation. These terms are easy to
confuse, but I want to be clear that critique and criticize don’t mean the same thing. A negative critique might be said to be
“criticism” in the way we often understand the term “to criticize,” but critiques can be positive too.
We’re all familiar with one of the most basic forms of critique: reviews (film reviews, music reviews, art reviews, book reviews,
etc.). Critiques in the form of reviews tend to have a fairly simple and particular point: whether or not something is “good” or
“bad.”
Academic critiques are similar to the reviews we see in popular sources in that critique writers are trying to make a particular point
about whatever it is that they are critiquing. But there are some differences between the sorts of critiques we read in academic
sources versus the ones we read in popular sources.
The subjects of academic critiques tend to be other academic writings and they frequently appear in scholarly journals.
Academic critiques frequently go further in making an argument beyond a simple assessment of the quality of a
particular book, film, performance, or work of art. Academic critique writers will often compare and discuss several works
that are similar to each other to make some larger point. In other words, instead of simply commenting on whether something
was good or bad, academic critiques tend to explore issues and ideas in ways that are more complicated than merely “good” or
“bad.”
The main focus of this chapter is the value of writing critiques as a part of the research writing process. Critiquing writing is
important because in order to write a good critique you need to critically read: that is, you need to closely read and understand
whatever it is you are critiquing, you need to apply appropriate criteria in order evaluate it, you need to summarize it, and to
ultimately make some sort of point about the text you are critiquing.
These skills-- critically and closely reading, summarizing, creating and applying criteria, and then making an evaluation-- are key
to The Process of Research Writing, and they should help you as you work through the process of research writing.
In this chapter, I’ve provided a “step-by-step” process for making a critique. I would encourage you to quickly read or skim
through this chapter first, and then go back and work through the steps and exercises describe.

Selecting the right text to critique

The first step in writing a critique is selecting a text to critique. For the purposes of this writing exercise, you should check with
your teacher for guidelines on what text to pick. If you are doing an annotated bibliography as part of your research project (see
chapter 6, “The Annotated Bibliography Exercise”), then you are might find more materials that will work well for this project as
you continuously research.
Short and simple newspaper articles, while useful as part of the research process, can be difficult to critique since they don’t have
the sort of detail that easily allows for a critical reading. On the other hand, critiquing an entire book is probably a more ambitious
task than you are likely to have time or energy for with this exercise. Instead, consider critiquing one of the more fully developed
texts you’ve come across in your research: an in-depth examination from a news magazine, a chapter from a scholarly book, a
report on a research study or experiment, or an analysis published in an academic journal. These more complex essays usually
present more opportunities for issues to critique.
Depending on your teacher’s assignment, the “text” you critique might include something that isn’t in writing: a movie, a music
CD, a multimedia presentation, a computer game, a painting, etc. As is the case with more traditional writings, you want to select a
text that has enough substance to it so that it stands up to a critical reading.

Exercise 7.1
Pick out at least three different possibilities for texts that you could critique for this exercise. If you’ve already started work on
your research and an annotated bibliography for your research topic, you should consider those pieces of research as
possibilities. Working alone or in small groups, consider the potential of each text. Here are some questions to think about:
Does the text provide in-depth information? How long is it? Does it include a “works cited” or bibliography section?
What is the source of the text? Does it come from an academic, professional, or scholarly publication?

8.1.1 [Link]
 Does the text advocate a particular position? What is it, and do you agree or disagree with the text?

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8.1.2 [Link]
8.2: Starting with a “Close Reading”
The next and most important step in the process of critique writing is reading very carefully whatever it is you are going to critique.
The type of “close reading” that is essential to the process of writing a good critique should not be confused with the sort of casual
reading we do when reading the newspaper in the morning over coffee or surfing the Internet (?)or browsing through a magazine.
Close reading is a type of reading where the reader critically engages with the text in order to understand it, question it,
evaluate it, and form an opinion about it. This is a method of reading where the reader has to slow down and think along each
step of the way. The reader furthers her understanding of the text by writing as she reads and by stopping to look up unfamiliar
words in a dictionary. Ultimately, once done with a close reading of a text, the reader has begun to form an opinion about the text
and is ready to make an evaluation of it.
Close reading is not difficult to do, but it is an academic skill that can be challenging, time-consuming, and even exhausting to
those who aren’t used to doing it. Learning to closely read is challenging at first, similar in many ways to the experience many of
us have when we first start an exercise program. If you have not previously trained as a runner and are not in good physical
condition from some other sort of athletic training, you would find it challenging if not impossible to run five miles. But if you start
small, keep training, and learn and practice good habits, chances are that what once was impossible (running five miles) is now
within your grasp.
The same is true with close reading: it can be a difficult and frustrating process, but with practice and patience, anyone can become
a good close reader.
Here are some basic steps to help you in your close reading:
Write while you read. This is the most essential part of closely reading.

Writing and reading are closely related activities, and when you write about your reading
as you are reading (even in what you are reading), you inevitably understand what you
are reading better than you do if you read without writing.
Close reading includes taking notes: writing down the most important points of the text, paraphrasing, summarizing, and so forth.
Note taking is also an important part of the process of creating and maintaining an annotated bibliography and as part of the overall
process of writing research.
But mostly, what I mean when I suggest you write as you read is much messier and less systematic than note taking. I’m thinking
of activities where you write in what you are reading by writing in the margins, underlining key sentences and phrases, starring and
circling text, and so forth.
What sort of things should you underline as you read and what sorts of things should you write “in” your reading? Generally
speaking, you should underline key sentences and phrases and write comments in the margins that clarify the passage for you, that
raise questions, that remind you that a passage contains a particularly important quote or idea, or that points out where you might
agree or disagree with the text.
Explain the main points of the text in your own words. When you put something in your own words, what you are
essentially doing is “translating” the text you are critiquing into your own language and your own way of understanding
something. This is an especially useful technique when you are closely reading complex and long texts—books or more
complicated academic articles that you are having a hard time understanding. You might want to put the main points in your
own words on a separate sheet of paper. Using a separate sheet of paper makes it easier to note questions or other points about
the text as you read.
As well as helping you better understand a complex text, explaining the main points in your own words can create a sort of outline
of the text you are critiquing, which is another way of understanding the text. I’m not suggesting you create what I would call a
“formal” outline, complete with Roman numerals and appropriate letters underneath each heading. But if you put down on a
separate sheet of paper a few sentences for the main points of the text, you will automatically have an outline of sorts, with each
sentence describing the subject of a particular part of the reading.
Use a dictionary. Chances are, you have had teachers tell you to do this all throughout your schooling. And if you are anything
like me, you resisted using a dictionary while you read something for years because it slowed you down, because you couldn’t
take a dictionary wherever you wanted to go, and because it just seemed like tedious busy work. But trust me: using a

8.2.1 [Link]
 dictionary (even a small, paperback one) can be really useful in close reading because it can help you understand key words and
phrases, especially words you can’t get from context.
Sometimes, I look up complex or abstract words (ideology, justice, democracy, etc.) in the dictionary, even if I know what they
mean, because dictionary definitions will often expand or even change the way that I understand the term. If it’s a particularly
important or puzzling word, I will even go so far as to look it up in different dictionaries. The slight differences in definitions can
often help create a more full understanding of a term.
Form an opinion as you read. The two main goals of a close reading are to fully understand what the text means and to form
an opinion about whatever it is you are closely reading. If you follow the steps for close reading I outline here, you will
inevitably end up with a more informed opinion about the text that can be a starting point toward writing critically about the
text.
Certainly you don’t need to have a completely and neatly formed and complete opinion after you finish closely reading. But if you
find yourself completing a close reading but still having no opinion about what it is you are closely reading, or if you have a vague
and somewhat weak opinion about what it is you are closely reading (“it’s okay,” “there were some good points,” “I liked his main
idea,” and so forth), then you probably have not read closely enough.
Keep questioning the text. As you go along in your close reading, keep asking questions about the text: what is the point? do I
agree or disagree with the text? why? what parts of the text are you confused about? how can you find answers to the questions
you have? and how do you see it fitting into your research project? Keep asking these kinds of questions as you read and you
will soon understand the text you are critiquing a lot better.

Exercise 7.2
Following the guidelines I offer here, do a close reading of one of the pieces of research you have found. Be sure to write
“in” the text as you read (either in the margins or with post-it notes), explain the main points in your own words, look up
key words or words you don’t understand in the dictionary, and closely read toward an opinion. Be sure to bring the work
of your close reading to class to share and discuss with your classmates and your teacher.
If you are working collaboratively with classmates on a research project, you can individually do close readings of a
common text and compare your reactions. Once an agreed upon text is selected, each member of the collaborative group
should individually closely read the same text. Bring to class in the work of your close reading to compare and discuss each
of your group members’ readings.

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8.2.2 [Link]
8.3: Criteria- Your Reasons for Your Evaluation
If you do a thorough close reading of your text (taking notes, writing things in the margins, highlighting key points, looking up
things in the dictionary, etc.), then you will start to develop opinions about the text, and you will obviously have reasons for these
opinions. In the most basic sense, the reasons you have for forming your opinion is the criteria you are using to form your
evaluation.
Criteria are systems or standards for evaluation, rules or tests we use to make a judgment. We use criteria all the time. Take the
Motion Picture Association of America’s (MPAA) rating system, for example: films are assigned ratings of G, PG, PG-13, etc., by
an MPAA board based on specific criteria (violence, language, adult themes, sexual content, etc.).
In many college courses, students are asked to evaluate texts based on more or less predetermined criteria. For an example, an
essay test question that asks you to critique a novel based on its depiction of women and children within the given historical
contexts more or less has created criteria for you. If you decided instead to evaluate this novel based on some other criteria, your
teacher might be interested in your reading, but he might also be disappointed in your response, especially given that it was a
question on a test.
More often than not though (and probably for your purposes here), writers choose their own criteria to the extent that they are
appropriate for the text being critiqued. Suggesting that an article in an academic source is “bad” because it goes into too much
detail, is written for a specialized audience, and doesn’t include any glossy pictures would be unfair, because, as I discussed in
some detail in chapter one, “Thinking Critically About Research,” these criteria are not usually part of the goals or purposes of
academic articles. The same could be true of an article you found in a popular magazine. Suggesting it was “bad” because it
seemed directed at too general of an audience and it simplified certain details about the topic would be unfair as well.
So, if there are no definite standard criteria to consider in a critique, how do you come up with criteria? Well, most of the questions
suggested in chapter one on testing the credibility and reliability of your evidence might be used as criteria for your critique:
Who wrote the text and what are their qualifications?
What do you think motivated the writer to write the text?
Is the information in the text accurate and specific?
Has the author interpreted the material fairly?
Has the author defined terms clearly?
Does the writer seem to support her point with good research and reasoning?
Where was the text published?
When was it published?

Exercise 7.3
Take a look at a text you will potentially critique. If you’ve already done a close reading of a text for your critique, be sure to
use the text you used for that exercise. Either individually or collaboratively, come up with a list of possible criteria for
critiquing the text. List as many criteria as you can, keeping in mind that you will certainly not be considering all of the criteria
you come up with in your critique essay. On a sheet of paper or in a word processing file, create two columns. List the possible
criteria in one column. In the other column, note the parts of the text that you think of as support for your criteria. Here’s a
sample of a few entries:

Criteria Support

Written by an expert Speer in Marquette Poli/Sci department.

Supports ideas logically section, etc. Throughout, in the reference

Crime, Law, and Social Change

From a respected, credible and current source
academic source; article published in 2000

Working individually or collaboratively, come up with a list of criteria that you think would NOT apply to the text you are
considering for your critique. What sorts of possible criteria seem not fitting with the piece your are considering for your
critique?

8.3.1 [Link]
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curated by Steven D. Krause.

8.3.2 [Link]
8.4: Summarizing Your Research
Critiques usually include one other important component: a summary of the text being critiqued. As I discussed in chapters two and
six, the most obvious reason to summarize the text you are critiquing is your readers are probably not familiar with it. After all, one
of the main reasons why potential readers (your classmates, your teacher, and other readers interested in your topic) might read
your critique is to find out what it is you (the writer) think about the text being critiqued so the reader can decide whether or not to
read it themselves.
When writing your summary, keep in mind:
Summaries don’t contain your opinion or feelings about whatever it is you are summarizing. Explain the key points and
ideas of whatever it is you are summarizing, but save your opinions and reactions to your subject for the other parts of your
critique.
Generally, summaries don’t include quotes from the original source. The goal of the summary is to explain the key points in
your own words. However, you will want to use the quotes from the original in your critique to support your own opinion of
whatever it is you are critiquing.
Summaries are short. Like this item.
Figuring out how much summary to provide in a critique can be tricky because it depends on factors like the text you are critiquing,
your purposes in your critique, how much you can expect your readers to know about whatever it is you are summarizing, and so
forth.
But keep in mind that the goal of almost any summary (in a critique or in other types of writing) is to get your reader familiar
enough with whatever it is you are talking about so that you can go on to make your point.

Exercise 7.4
Write a brief summary of the text you intend to write your critique about, preferably one which you have already examined
with a close reading and for which you have developed a list of possible criteria. For the purposes of this exercise, keep the
summary brief—no more than 100 words or so—and be sure to strive for a summary that focuses as much as possible on
“just the facts.” Show your summary to readers who haven’t read the text that you are summarizing and ask them if they
understand what the text is generally about and if they have any questions about the text.
With a group of collaborators and your teacher, decide on a text that you will all summarize. Individually, write a brief
summary for readers you assume haven’t read the article. Keep the summaries short—less than 100 words or so—and be
sure to strive for a summary that focuses as much as possible on “just the facts.” Come together in small groups to discuss
each group members’ individually written summary. What similarities are there between each person’s summary? What are
some of the notable differences between summaries?

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8.4.1 [Link]
8.5: Assignment- Writing a Critique Essay
If you have been doing the exercises and following through the process I’ve outlined in this chapter then you should be well on
your way in the process of writing an effective critique. As you work on the writing assignment for this chapter, put to work your
new knowledge of the process of critiquing.
Critique a selection of writing you have found in your research as part of the ongoing research project. The main goal of this
critique is to provide a detailed review of the particular selection of writing that will help your audience learn about your position
on the writing selection and also to help your audience decide for themselves whether or not the writing selection is something they
might be interested in reading.

Questions to consider as you write your first draft

If you are asked to choose your own text to critique, did you spend some time carefully considering possibilities? Why did you
select the text that you did? Why did you rule out others?
As part of your close reading, did you write both about and “in” the text that you are critiquing? What sort of marginal notes did
you make? What are some of the key phrases or ideas that seemed important to you as you read that you underlined or noted
with post-it notes in the margins? What kinds of questions about your reading did you write down as you read?
How did you explain the main points of the text you closely read? What do you see as the main points of the text?
Did you use a dictionary to look up words that you didn’t understand and couldn’t understand in context? Did you look up any
complex or abstract terms? Did the dictionary definition of those terms help further your understanding of the word and the
context where they occurred? Did you look up any terms that you saw as particularly important in different dictionaries? Did
you learn anything from the different definitions?
When you finished your close reading, what was your opinion of the text you closely read? Beyond a simple “good” or “bad”
take on the reading, what are some of the reasons for your initial opinion about your reading?
What criteria seem most appropriate for the text you are critiquing? Why? What would be an example of a criteria that would
probably be inappropriate for this text? Did you consider some of the criteria that are similar to the tests for evidence I suggest
in chapter one?
Have you explained for the reader somewhere in the first part of the essay what your main point is? In other words, do you
introduce the criteria you will be using to critique your text early on in your essay?
Have you noted key quotes and passages that would serve as evidence in order to support your criteria? What passages are you
considering quoting instead of parphrasing? Are there other reasons you are turning to as support for your criteria?
Have you written a summary of your text? How familiar do you think your audience is with whatever it is you are critiquing?
How has that effected your summary?

Review and Revision

Considering the recommendations of classmates in a peer review group and of other readers is especially important for this project.
After all, if the goal of a critique essay is to give readers an idea about what it is you think of a particular reading, their direct
feedback can help ensure that you are actually accomplishing these goals.
Here are some questions you and your classmates want to consider as you revise your critique essays (of course, you and your
teachers might have other ideas and questions to ask in review too!):
Do your readers understand (generally speaking) the text that you are critiquing? Of course, how much your readers understand
the essay you are critiquing will depend on how familiar they are with it, and as the writer of the critique, you will probably
know and understand the text better than your readers. But do they understand enough about the text to make heads or tails of
the critique?
Is there too much summary and not enough critique? That is, do the comments you are receiving from your readers suggest that
they do fully understand the article you are critiquing, but they are not clear on the point you are trying to make with your
critique? Have you considered where you are including summary information in different parts of your essay?
Do your readers understand the main point you are trying to make in your criteria? Have you provided some information and
explanation about your criteria in the beginning part of your essay?
Do your readers seem to agree with you that your criteria are appropriate for whatever it is you are critiquing? Do they have
suggestions that might help clarify your criteria? Do your readers have suggestions about different or additional criteria?

8.5.1 [Link]
 Are you quoting and paraphrasing the text you are critiquing effectively? Are there places where your readers have indicated
they need more information from the critiqued text? Are there places where your readers think you might be relying too heavily
on quotes or paraphrases from the critiqued text and wish they could read more about your opinion?
As your readers understand the article you are critiquing and the points you are making about it, do you think you have created
any interest in your readers in actually reading the article themselves?

This page titled 8.5: Assignment- Writing a Critique Essay is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated by
Steven D. Krause.

8.5.2 [Link]
8.6: A Student Example- “A Critique of ‘Self-Report of ADHD Symptoms in University
Students” by Ashley Nelson
The assignment for this student was similar to the one described earlier in this chapter, to write a brief critique essay about an
important piece of research. Ashley’s topic was on the use (and misuse) of drugs to treat attention deficit disorders in adult-aged
patients. Ashley’s essay begins with an introduction that explains how this exercise fits into her overall research project and a brief
summary of the article she is critiquing. But most of her essay focuses on her critique of the article.

A Critique of “Self-Report of ADHD Symptoms in University Students: Cross-Gender and Cross-National Prevalence,” by George
J. DuPaul, Elizabeth A. Schaughency, Lisa L. Weyandt, Gail Tripp, Jeff Kiesner, Kenji Ota, and Heidy Stanish
While researching my topic, I came across many article that were interesting and that I thought could be useful for me with my
research topic. When I read “Self-Report of ADHD Symptoms in University Students: Cross-Gender and Cross-National
Prevalence,” by George J. DuPaul et al, I knew it would be a good article to critique, too.
The article explains the symptoms of Attention Deficit Hyperactivity Disorder (ADHD) and describes an experiment with
university students in the United States, New Zealand, and Italy. 1,209 students took two different self-reported surveys. The goal
of the survey was to examine the percentage of students who have ADHD symptoms, if symptoms vary between gender and
country, and also to find out if symptom patterns agree with the Diagnostic Statistical Manual of Mental Disorders (DSM). The
DSM creates the criteria to diagnose ADHD in young children. Most of the research on ADHD has been conducted with young
children; therefore understanding the symptoms in college students has not been widely studied (370).
The results showed that gender was not a big factor in the United States. However, in Italy and New Zealand women had about a
ten percent increase in the hyperactive-impulsive category. The results also proved that using the age adjusted diagnostic criteria,
compared to the DSM, more college students reported having either one symptom or both.
I think this article is good for several reasons. DuPaul and his colleagues explain what ADHD is and why it is important for college
students to be diagnosed with the right criteria. The authors are also clearly experts in their fields. I also liked this article because
the authors provide very good details about the results of their study.
DuPaul et al explain that ADHD “is characterized by developmentally inappropriate levels of inattention and impulsivity, and
motor activity” (370). ADHD begins usually in early childhood. If a child is not treated for the disease, the symptoms will still
appear in adulthood. These factors lead to “university students being at a higher risk for academic impairment and
underachievement relative to their counterparts without ADHD” (370). Despite the risks to college students, according to DuPaul et
al, most of the research on ADHD has focused on children, which is one of the motivations for this study in the first place.
The authors of this article were clearly qualified to conduct this study, too. Most of the researchers are college professors in
psychology departments around the country and around the world. Further, most of the researchers specialize in issues having to do
with ADHD (370). I think the authors’ qualifications show that they are all motivated and dedicated to help people with this
disease. This experience and dedication makes me believe that these writers conducted a credible study.
I also like this article because the authors do a good job of explaining their research and the results. They provide lots of
information about the results throughout the article, and they also provide a number of useful tables, too. The authors believe that
the DSM’s standards of criteria for what counts as ADHD are wrong for young adults because it was created for children. So the
researchers constructed a 24 item survey called the Young Adult Rating Scale that was based on traditional ADHD symptoms and
on symptoms that would appear in college-aged young people (372).
The researchers point out that there were a variety of limitations with their study. For example, the students who participated in the
survey were only from five different universities. In addition, the students were not asked any personal questions that could have
effected the outcome of the survey (378). However, DuPaul and his colleagues believe that this study helps to pave the way for
future students which “would provide a better understanding of the age-related changes associated with ADHD symptoms and the
relevance of these changes to diagnostic criteria for ADHD in university students and other adults” (378).
I think that “Self-Report of ADHD Symptoms in University Students” is an informative and interesting article, one I would
certainly recommend to anyone interested in learning more about ADHD in young adults. DuPaul and his colleagues explained and
interpreted the results of their survey very effectively.
Work Cited:

8.6.1 [Link]
DuPaul, George; Elizabeth A. Schaughency, Lisa L. Weyandt, Gail Tripp, Jeff Kiesner, Kenji Ota, and Heidy Stanish. “Self-Report
of ADHD Symptoms in University Students: Cross-Gender and Cross-National Prevalence.” Journal of Learning Disabilities. 34.4
(July/August 2001). 370-379.

This page titled 8.6: A Student Example- “A Critique of ‘Self-Report of ADHD Symptoms in University Students” by Ashley Nelson is shared
under a CC BY-NC-SA license and was authored, remixed, and/or curated by Steven D. Krause.

8.6.2 [Link]
 CHAPTER OVERVIEW

9: The Antithesis Exercise

If you are coming to this chapter after working through some of the earlier exercises in this part of the book, you might find
yourself quite attached to your topic and your working thesis. Perhaps you are so attached and focused on your topic that you have
a hard time imagining why anyone would disagree with you. This attachment is certainly understandable. After you have done so
much hunting in the library and on the Internet and thinking about your working thesis, you might have a hard time imaging how
anyone could possibly disagree with your position, or why they would want to. But it is important to remember that not all of your
potential readers are going to automatically agree with you. If your topic or take on an issue is particularly controversial, you might
have to work hard at convincing almost all of your readers about the validity of your argument.
The process of considering opposing viewpoints is the goal of this exercise, the Antithesis essay. Think about this exercise as a way
of exploring the variety of different and opposing views to the main argument you are trying to make with your research project.
9.1: Revisiting the Working (and Inevitably Changing) Thesis
9.2: Why Write an Antithesis Essay?
9.3: Generating Antithetical Points in Five Easy Steps
9.4: Finding Antithetical Points on the Internet
9.5: Strategies for Answering Antithetical Arguments
9.6: Assignment- Writing the Antithesis Essay
9.7: A Student Example- “Are Casinos Good For Las Vegas? Defending Legalized Gambling,” by Kerry Oaks

This page titled 9: The Antithesis Exercise is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated by Steven D.
Krause.

1
9.1: Revisiting the Working (and Inevitably Changing) Thesis
Chapter Five, “The Working Thesis Exercise,” describes the process of developing a working thesis. Here is a quick review of the
characteristics of a good thesis:
A thesis advocates a specific and debatable issue.
A thesis can either be directly stated (as is often the case in academic writing) or implied.
A thesis is NOT a statement of fact, a series of questions, or a summary of events.
A thesis answers the two most basic reader questions “What’s your point?” and “Why should I care?”
While it is important that you start your research project with a working thesis that is as clear as you can possibly make it, it is also
important to remember that your working thesis is temporary and it will inevitably change as you learn more about your
topic and as you conduct more research.
Here are examples of some working theses:
While some computer hackers are harmless, most of them commit serious computer crimes and represent a serious Internet
security problem.
The international community should enact strict conservation measures to preserve fisheries and save endangered fish species
around the world.
The Great Gatsby’s depiction of the connection between material goods and the American dream is still relevant today.
Chances are, if you started off with a working thesis similar to one of these, your current working thesis has changed a bit. For
example, let’s consider the working thesis “While some computer hackers are harmless, most of them commit serious computer
crimes and represent a serious Internet security problem.” While the researcher may have begun with this thesis in mind, perhaps
she changed it slightly, based on interactions with other students, her instructor, and her research.
Suppose she discovered journal articles and Web sites that suggested that, while many computer hackers are dangerous, many are
also helpful in preventing computer crimes. She might be inclined then to shift her emphasis slightly, perhaps to a working thesis
like, “While many hackers commit serious computer crimes and represent a serious Internet security problem, they can also help
law enforcement officials to solve and prevent crime.” This change is the same topic as the original working thesis (both are still
about hackers and computer crime, after all), but it does suggest a different emphasis, from “hackers as threat and problem” to
“hackers as potentially helpful.”
Of course, these changes in the working thesis are not the only changes that were possible. The original working thesis could have
just as easily stayed the same as it was at the beginning of the process or research. Further, just because the emphasis of the
working thesis may be in the process of changing doesn’t mean that other related points won’t find their way into the research
project when it is put together. While this research writer might change her emphasis to write about “good” hackers as crime
solvers, she still would probably need to discuss the fact that there are “bad” hackers who commit crimes.
The point here is simple: your working thesis is likely to change in small and even large ways based on the research you do,
and that’s good. Changing the way you think about your research topic and your working thesis is one of the main ways the
process of research writing becomes educational, interesting, and even kind of fun.

Exercise 8.1
Either as a short writing exercise or with a group of your peers, consider the evolution of your working thesis. Where did it
start out and how has it changed to what it is now? What sparked these changes in your working thesis and your point of view
on your topic? If your working thesis has not changed (yet), why do you think this is the case?

This page titled 9.1: Revisiting the Working (and Inevitably Changing) Thesis is shared under a CC BY-NC-SA license and was authored,
remixed, and/or curated by Steven D. Krause.

9.1.1 [Link]
9.2: Why Write an Antithesis Essay?
One of the key tests of a working thesis is the presence of logical points of disagreement. There’s not much point in researching and
writing about how “computer crime is bad” or “fisheries are important” or similar broad arguments because everyone more or less
would agree with these assertions. Generating an antithesis essay will help you:
test how “debatable” your working thesis actually is. If you are able to arrive at and write about the ways in which readers
might disagree with your working thesis, then chances are, your working thesis is one that readers need to be persuaded about
and need evidence to prove.
consider ways of addressing the anticipated objections to your thesis. There’s nothing wrong with reasonable readers
disagreeing with your point of view on a topic, but if you hope to persuade at least some of them with your research, you will
also need to satisfy the objections some of these readers might have.
revise your working thesis into a stronger position. If you’re having a hard time coming up with any opposition to your
working thesis, you probably have to do more work on shaping and forming your working thesis into a more arguable position.

This page titled 9.2: Why Write an Antithesis Essay? is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated by
Steven D. Krause.

9.2.1 [Link]
9.3: Generating Antithetical Points in Five Easy Steps
Generating potential objections to your working thesis—the points you can use to develop your antithesis essay—is a simple
process. In fact, if your working thesis is on a controversial topic and you’ve already done a fair amount of research, you might
need very little help generating antithetical points. If you are doing research on gun control, you have undoubtedly found credible
research on both sides of the issue, evidence that probably supports or rejects your working thesis.
In addition to those points that seem straight-forward and obvious to you already, consider these five basic steps for generating
ideas to consider your antithesis: have a working thesis, think about opposing viewpoints, think about the alternatives, and imagine
hostile audiences. Once you have generated some plausible antithetical arguments, you can consider different ways to counter these
positions. I offer some ideas on how to do that in the section “Strategies for Answering Antithetical Arguments.”
Step 1: Have a working thesis you have begun researching and thinking about. If you are coming to this chapter before
working through the working thesis essay exercises in chapter five, you might want to take a look at that chapter now.
You also need to have at least some preliminary research and thinking about your working thesis done before you consider the
antithesis. This research is likely to turn up evidence that will suggest more clearly what the arguments against your working thesis
might actually be.
Step 2: Consider the direct opposite of your working thesis. Assuming you do have a working thesis that you’ve begun to
research and think about, the next step in generating ideas for a working thesis is to consider the opposite point of view.
Sometimes, this can be as simple as changing the verb or modifying term from positive to negative (or vice-versa). Consider
these working theses and their opposites:

Working Thesis The Opposite

Drug companies should be allowed to advertise prescription drugs on Drug companies should not be allowed to advertise prescription drugs
TV. on TV.

The international community should not enact strict conservation The international community should enact strict conservation measures
measures to preserve fisheries. to preserve fisheries.

This sort of simple change of qualifiers can also be useful in exposing weak working theses because, generally speaking, the
opposite of positions that everyone simply accepts as true are ones that everyone accepts as false. If you were to change the
qualifying terms in the weak working theses “Drunk driving is bad” or “Teen violence is bad” to their opposites, you end up with
theses for positions that are difficult to hold. After all, just as most people in modern America need little convincing that drunk
driving or teen violence are “bad” things, few credible people could argue that drunk driving or teen violence are “good” things.
Usually, considering the opposite of a working thesis is more complex than simply changing the verb or modifying term from
positive to negative (or vice-versa). For example:

Working Thesis The Opposite(s)

While many hackers commit serious computer crimes and represent a Computer hackers do not represent a serious threat or Internet security
serious Internet security problem, they can also help law enforcement problem. There is little hackers can do to help law enforcement officials
officials to solve and prevent crime. solve and enforcement officials solve and

Both opposites are examples that counter the working thesis, but each takes a slightly different emphasis. The first one questions
the first premise of the working thesis about the “threat” of computer hackers in the first place. The second takes the opposite view
of the second premise.
Step 3: Ask “why” about possible antithetical arguments. Of course, these examples of creating oppositions with simple
changes demand more explanation than the simple opposite. You need to dig further than that by asking and then answering--
the question of why. For example:
Why should drug companies not be allowed to advertise prescription drugs? Because…
The high cost of television advertising needlessly drives up the costs of prescriptions.
Television commercials too frequently provide confusing or misleading information about the drugs.
The advertisements too frequently contradict and confuse the advice that doctors give to their patients.

9.3.1 [Link]
Why should the international community enact strict conservation measures to preserve fisheries? Because…
Without international cooperation, many different kinds of fish will become instinct in the coming decades.
Preventing over-fishing now will preserve fish populations for the future.
Unchecked commercial fishing causes pollution and other damage to the oceans’ ecosystems.
Step 4: Examine alternatives to your working thesis. For example, consider the working thesis “Drug companies should not
be allowed to advertise prescription drugs on television because the commercials too often contradict and confuse the advice
that doctors give their patients.” This working thesis assumes that drug ads are an important cause of problems between doctors
and patients. However, someone could logically argue that there are other more important causes of bad communication
between doctors and patients. For example, the number of patients doctors see each day and the shortness of each visit certainly
causes communication problems. The billing and bureaucracy of insurance companies also often complicates doctor/patient
communication.
Now, unlike the direct opposite of your working thesis, the alternatives do not necessarily completely invalidate your working
thesis. There’s no reason why a reader couldn’t believe that both drug advertisements on television and the bureaucracy of the
insurance companies are the cause of bad doctor/patient communication. But it is important to consider the alternatives within your
research project in order to convince your readers that the position that you are advocating in your working thesis is more accurate
(see especially the “Weighing Your Position Against the Opposition” strategy on page xx for answering these sorts of antithetical
arguments.
Step 5: Imagine hostile audiences. Whenever you are trying to develop a clearer understanding of the antithesis of your
working thesis, you need to think about the kinds of audiences who would disagree with you. By thinking about the opposites
and alternatives to your working thesis, you are already starting to do this because the opposites and the alternatives are what a
hostile audience might think.
Sometimes, potential readers are hostile to a particular working thesis because of ideals, values, or affiliations they hold that are at
odds with the point being advocated by the working thesis. For example, people who identify themselves as being “pro-choice” on
the issue of abortion would certainly be hostile to an argument for laws that restrict access to abortion; people who identify
themselves as being “pro-life” on the issue of abortion would certainly be hostile to an argument for laws that provide access to
abortion.
At other times, audiences are hostile to the arguments of a working thesis because of more crass and transparent reasons. For
example, the pharmaceutical industry disagrees with the premise of the working thesis “Drug companies should not be allowed to
advertise prescription drugs on TV” because they stand to lose billions of dollars in lost sales. Advertising companies and
television broadcasters would also be against this working thesis because they too would lose money. You can probably easily
imagine some potential hostile audience members who have similarly selfish reasons to oppose your point of view.
Of course, some audiences will oppose your working thesis based on a different interpretation of the evidence and research. This
sort of difference of opinion is probably most common with research projects that are focused on more abstract and less definitive
subjects. A reader might disagree with a thesis like “The Great Gatsby’s depiction of the connection between material goods and
the American dream is still relevant today” based on differences about how the book depicts “the American dream,” or about
whether or not the novel is still relevant, and so forth.
But there are also different opinions about evidence for topics that you might think would have potentially more concrete “right”
and “wrong” interpretations. Different researchers and scholars can look at the same evidence about a subject like conservation of
fisheries and arrive at very different conclusions. Some might believe that the evidence indicates that conservation is not necessary
and would not be effective, while other researchers and scholars might believe the completely opposite position.
Regardless of the reasons why your audience might be hostile to the argument you are making with your working thesis, it is
helpful to try to imagine your audience as clearly as you can. What sort of people are they? What other interests or biases might
they have? Are there other political or social factors that you think are influencing their point of view? If you want to persuade at
least some members of this hostile audience that your point of view and your interpretation of the research is correct, you need to
know as much about your hostile audience as you possibly can. Of course, you’ll never be able to know everything about your
hostile audience, and you certainly won’t be able to persuade all of them about your point. But the more you know, the better
chance you have of convincing at least some of them.

9.3.2 [Link]
 Exercise 8.2
Working through these steps, try to sketch out in more detail the antithetical points to your working thesis. Consider the
opposites and the alternatives to your working thesis.
Try to imagine as clearly as you can potentially hostile readers. Make a list of readers that might be hostile to your thesis
and note the reasons for their hostility.

This page titled 9.3: Generating Antithetical Points in Five Easy Steps is shared under a CC BY-NC-SA license and was authored, remixed, and/or
curated by Steven D. Krause.

9.3.3 [Link]
9.4: Finding Antithetical Points on the Internet
The best (and worst!) thing about the Internet is that almost anyone can say almost anything. This makes the Internet fertile
territory for finding out what the opposition thinks about the position you are taking in your working thesis.
A search of the Web on almost any topic will point you to web sites that take a wide variety of stances on that topic. When you do a
search for “computer hackers” or “computer crime” on the Web, you are just as likely to find links to law enforcement agencies and
articles on Internet security as you are to find links to sites that argue computer hackers are good, or even instructions on how to
commit various computer crimes.
Usenet newsgroups are also excellent places to find antithetical positions. To search newsgroups, you can browse through the list of
the newsgroups that you have access to at your university and read through the ones that have titles related to your topic. You can
also search newsgroups using the commercial service “Google Groups,” which is at <[Link]
Hyperlink: For advice on conducting effective Internet searches and using newsgroups, see Chapter Two, “Understanding and
Using the Library and the Internet for Research” and the section called “Finding Research on the Internet: An Overview.”
Keep in mind that information you find on the Internet always has to be carefully considered. This is particularly true with
newsgroups, which have much more in common with forums like talk radio or “letters to the editor” in the newspaper than they do
with academic research. This doesn’t mean this information is automatically unreliable, but you should be cautious about the extent
to which you can or should trust the validity of anything you find on the Internet.

This page titled 9.4: Finding Antithetical Points on the Internet is shared under a CC BY-NC-SA license and was authored, remixed, and/or
curated by Steven D. Krause.

9.4.1 [Link]
9.5: Strategies for Answering Antithetical Arguments
It might not seem logical, but directly acknowledging and addressing positions that are different from the one you are holding in
your research project can actually make your position stronger. When you take on the antithesis in your research project, it shows
you have thought carefully about the issue at hand and you acknowledge that there is no clear and easy “right” answer.
There are many different ways you might incorporate the antithesis into your research project to make your own thesis stronger and
to address the concerns of those readers who might oppose your point of view. For now, focus on three basic strategies: directly
refuting your opposition, weighing your position against the opposition, and making concessions.
Directly Refuting Your Opposition. Perhaps the most obvious approach, one way to address those potential readers who might
raise objections to your arguments is to simply refute their objections with better evidence and reasoning. To answer the
argument that the international community should not enact measures to preserve fisheries, demonstrate with your evidence that
it has indeed been effective. Of course, this is an example of yet another reason why it is so important to have good research
that supports your position: when the body of evidence and research is on your side, it is usually a lot easier to make a strong
point.
Answering antithetical arguments with the research that supports your point of view is also an example of where you as a
researcher might need to provide a more detailed evaluation of your evidence. The sort of questions you should answer about your
own research–– who wrote it, where was it published, when was it published, etc.–– are important to raise in countering antithetical
arguments that you think come from suspicious sources. For example, chances are that an article about the problems of more strict
drunk driving laws that appears in a trade journal for the restaurant industry is going to betray a self-interested bias.
Hyperlink: To review the process for evaluating the quality of your research, see Chapter One, “Thinking Critically About
Research,” particularly the section called “Evaluating the quality and credibility of your research.”
Weighing Your Position Against the Opposition. Readers who oppose the argument you are trying to support with your
research might do so because they value or “weigh” the implications of your working thesis differently than you do. Those
opposed to a working thesis like “Drug companies should not be allowed to advertise prescription drugs on TV” might think
this because they think the advantages of advertising drugs on television—increased sales for pharmaceutical companies,
revenue for advertising agencies and television stations, and so forth—are more significant than the disadvantages of
advertising drugs on television. Those who would argue against the working thesis “Tougher gun control laws would be of little
help in the fight against teen violence” probably think that the advantage of having fewer guns available to teenagers to use for
violence is less important than the disadvantageous effects stronger gun control laws might have on lawful gun owners.
Besides recognizing and acknowledging the different ways of comparing the advantages and disadvantages suggested by your
working thesis, the best way of answering these antithetical arguments in your own writing is to clearly explain how you weigh and
compare the evidence. In other words, even if the readers who oppose your point of view are in some ways correct, the advantages
you advocate in your working thesis are much more significant than the disadvantages.
For example, a writer might argue that any of the loss of profit to pharmaceutical companies, advertising agencies, and television
stations would be a small price to pay for the advantages of banning prescription drug TV ads. A writer with a working thesis like
“Tougher gun control laws would be of little help in the fight against teen violence” might have to defend his arguments against a
hostile audience by suggesting that in the long-run, the costs of infringing the right to bear arms and our other liberties would far
outweigh the few instances of teen violence that might be stopped with stronger gun control laws.
Making Concessions. In the course of researching and thinking about the antithesis to your working thesis and its potentially
hostile audiences, it may become clear to you that these opposing views have a point. When this is the case, you may want to
consider revising your working thesis or your approach to your research to make some concessions to these antithetical
arguments.
Sometimes, student researchers “make concessions” to the point of changing sides on their working thesis—that is, in the process
of researching, writing, and thinking about their topic, a research moves from arguing a working thesis like “Most computer
hackers are criminals and represent a great risk to Internet security” to one like “Most computer hackers are merely curious
computer enthusiasts and can help solve problems with Internet security.”
This sort of shift in thought about an issue might seem surprising, but it makes perfect sense when you remember the purpose of
research in the first place. When we study the evidence on a particular issue, we often realize that our initial and uninformed

9.5.1 [Link]
impression or feelings on an issue were simply wrong. That’s the role of research: we put more trust in opinions based on research
than in things based on “gut instinct” or feelings.
Usually, most concessions to antithetical perspectives on your working thesis are less dramatic and can be accomplished in a
variety of ways. You might want to employ some qualifying terms to “hedge” a bit. For example, the working thesis “Drug
companies should not be allowed to advertise prescription drugs on TV” might be qualified to “Drug companies should be closely
regulated about what they are allowed to advertise in TV.” The working thesis “The international community should enact strict
conservation measures to preserve fisheries and save endangered fish species around the world” might be changed to “The
international community should enact stronger conservation measures to preserve fisheries and help endangered fish species
around the world.” Both of these are still strong working theses, but they also acknowledge the sort of objections the opposition
might have to the original working thesis.
But be careful in using qualifying terms! An over-qualified working thesis can be just as bad as a working thesis about
something that everyone accepts as true: it can become so watered-down as to not have any real significance anymore. For
example, theses like “Drug company television advertising is sometimes bad and sometimes good for patients” and “While there
are good reasons for enacting stronger conversation measures for protecting endangered fish species, there are also good reasons to
not make new conservation laws” are both over-qualified to the point of taking no real position at all.

Exercise 8.3
Once you understand the antithetical arguments to your working thesis, how might you answer them? On a sheet of paper or in
a word processing program, create two columns. In the left column, write a brief summary of as many antithetical arguments as
you can, arguments you came up with on your own or from Exercise 6.2. In the right column, answer each of the antithetical
arguments listed in the left, referring to the strategies noted in this section or other fitting approaches.

But You Still Can’t Convince Everyone…

If you are using research to convince an audience about something, then you must understand the opposite side of the argument you
are trying to make. That means you need to include antithetical positions in your on-going research, you should think about the
opposites and alternatives to the point you are making with your working thesis, you have to imagine your hostile audience as
clearly as possible, and you should employ different strategies to answer your hostile audiences’ objections.
But even after all this, you still can’t convince everyone that you’re “right.” You probably already know this. We have all been in
conversations with friends or family members where, as certain as we were that we were right about something and as hard as we
tried to prove we were right, our friends or family were simply unwilling to budge from their positions. When we find ourselves in
these sorts of deadlocks, we often try to smooth over the dispute with phrases like “You’re entitled to your opinion” or “We will
have to agree to disagree” and then we change the subject. In polite conversation, this is a good strategy to avoid a fight. But in
academic contexts, these deadlocks can be frustrating and difficult to negotiate.
A couple of thousand years ago, the Greek philosopher and rhetorician Aristotle said that all of us respond to arguments based on
three basic characteristics or appeals: logos or logic, pathos or emotional character, and ethos, the writer’s or speaker’s perceived
character. Academic writing tends to rely most heavily on logos and ethos because academics tend to highly value arguments based
on logical research and arguments that come from writers with strong “character-building” qualifications—things like education,
experience, previous publications, and the like. But it’s important to remember that pathos is always there, and particularly strong
emotions or feelings on a subject can obscure the best research.
Most academic readers have respect for writers when they successfully argue for positions that they might not necessarily agree
with. Along these lines, most college writing instructors can certainly respect and give a positive evaluation to a piece of writing
they don’t completely agree with as long as it uses sound logic and evidence to support its points. However, all readers—students,
instructors, and everyone else—come to your research project with various preconceptions about the point you are trying to make.
Some of them will already agree with you and won’t need much convincing. Some of them will never completely agree with you,
but will be open to your argument to a point. And some of your readers, because of the nature of the point you are trying to make
and their own feelings and thoughts on the matter, will never agree with you, no matter what research evidence you present or what
arguments you make. So, while you need to consider the antithetical arguments to your thesis in your research project to convince
as many members of your audience as possible that the point you are trying to make is correct, you should remember that you will
likely not convince all of your readers all of the time.

9.5.2 [Link]
This page titled 9.5: Strategies for Answering Antithetical Arguments is shared under a CC BY-NC-SA license and was authored, remixed, and/or
curated by Steven D. Krause.

9.5.3 [Link]
9.6: Assignment- Writing the Antithesis Essay
Based on the most current and most recently revised version of your working thesis, write a brief essay where you identify, explain,
and answer the antithesis to your position. Keep in mind that the main goal of this essay is to think about an audience of readers
who might not agree with you and to answer at least some of the questions and complaints they might have about your research
project. Be sure to include evidence about both the antithesis and your working thesis, and be sure to answer the objections hostile
readers might have.

Questions to consider as you write your first draft

Have you revisited your working thesis? Based on the research and writing you have done up to this point, how has your
working thesis changed?
Have you done enough research on the antithetical position to have a clear understanding of the objections? (You might want to
review the work you’ve done with your annotated bibliography at this point). What does this research suggest about the
opposition’s points and your points?
What sort of brainstorming have you done in considering the antithesis? Have you thought about the “opposite” of your thesis
and the reasons why someone might hold that point of view? Have you considered the “alternatives” to your working thesis and
why someone might find one or more of these alternative viewpoints more persuasive than your points?
Have you clearly imagined and considered what your “hostile audience” is like? What sorts of people do you think would
object to your working thesis? What kind of motivations would hostile audiences have to disagree with you?
In considering the objections to your working thesis, do you believe that the evidence is on your side and you can refute hostile
audiences’ objections directly with the research you have done?
When you compare the points raised by the antithesis to the points of your working thesis, do you think that the advantages and
values of your working thesis outweigh those of the antithesis?
Are there some concessions that you’ve made to your working thesis based on the points raised by the antithetical point of
view? How have you incorporated these concessions into your revised working thesis?

Revision and Review

During the peer review process, you should encourage your readers to review your rough draft with the same sort of skeptical view
that a hostile audience is likely to take toward your points. If your readers already disagree with you, this won’t be difficult. But if
they more or less agree with the argument you are trying to make with your research, ask them to imagine for a moment what a
hostile reader might think as they examine your essay. You might even want to help them with this a bit by describing for your
reviewers the hostile audience you are imagining.
Hyperlink: For guidelines and tips for working with your classmates in peer review sessions, see Chapter four “How To
Collaborate and Write With Others,” particularly the section “Peer Review as Collaboration.”
Do your readers clearly understand the antithetical positions you are focusing on in your essay? Do they think that the
antithetical positions you are focusing on in your essay are the most important ones? Do they believe you have done enough
research on the antithetical positions to adequately discuss them in your essay?
What other objections to the argument you are trying to make with your working thesis do your readers have? In other words,
have they thought of antithetical arguments that you haven’t considered in your essay?
Do your readers think that you have clearly answered the antithetical arguments to your working thesis? Do they accept the
logic of your arguments? Do they believe incorporating more evidence into the essay would make your answer to the
antithetical arguments better?
Imagining themselves as members of the “hostile audience,” do your readers find themselves at least partially persuaded by the
answers you have to the antithetical arguments in your essay? Why or why not?

This page titled 9.6: Assignment- Writing the Antithesis Essay is shared under a CC BY-NC-SA license and was authored, remixed, and/or
curated by Steven D. Krause.

9.6.1 [Link]
9.7: A Student Example- “Are Casinos Good For Las Vegas? Defending Legalized
Gambling,” by Kerry Oaks
For this assignment, the instructor asked students to write a short essay that addressed a few of the main antithetical arguments to
each student’s working thesis. Kerry Oaks’ research up to this point had focused almost exclusively on the positive aspects of
gambling in Las Vegas. “Researching the other side of this argument was an important step for me,” Oaks said. “I still think that
gambling—particularly in a place like Las Vegas—is good for the economy and everything else. But my research for the antithesis
assignment also made me think that maybe casinos should spend more money on trying to prevent some of the problems they’re
causing.”

Are Casinos Good For Las Vegas? Defending Legalized Gambling

Antithesis Essay Assignment
Few places in this country are as exciting as Las Vegas, Nevada, a city known for its “party” atmosphere and legalized gambling.
My working thesis, which is “Casinos and legalized gambling have had a positive economic effect on Las Vegas,” has explored
how and why Las Vegas became such a popular tourist destination. Needless to say, there are a lot critics who disagree with my
working thesis. While these antithetical positions are important, I believe that they can be answered.
Some critics say that the economic and employment gains offered by legalized gambling are exaggerated. In an excerpt published
on the PBS documentary show Frontline web site, John Warren Kindt says the economic benefits of legalized gambling have been
exaggerated. While gambling initially leads to more jobs, it ultimately is a bad business investment.
However, the same sort of economic problems that Kindt describes happening in other parts of the country haven’t happened in Las
Vegas. In fact, Las Vegas remains one of the fastest growing cities in the United States. For example, as Barbara Worcester wrote in
her article, “People Flock to Las Vegas for Relocation, Employment,” the unemployment rate in Las Vegas in December 1999 was
3.1 percent, which is the lowest unemployment rate since August 1957, when it was 2 percent. (44).
Another argument is that casinos in the Las Vegas area cause crime, suicide, and murder. According to Jay Tolson’s article “Face of
the Future?” “Clark County has almost 70 percent of the population of a state that leads the nation in its rates of suicide, high
school dropouts, death by firearms, teenage pregnancies, and death from smoking.” (52).
Clearly, this is a real problem for the area and for the state, but it cannot all be blamed on the casinos. Frank Fahrenkopf, President
of the American Gambling Association, said in an interview with the PBS documentary show Frontline that there’s nothing about
gambling in itself that creates crime and these problems. As Fahrenkopf was quoted on the Frontline web site, “Any enterprise that
attracts large numbers of people. The crime rate at Orlando went up. It wasn't anything that Mickey and Minnie were doing that
caused it, it was just that it was a draw of people to a community.”
Even with these negative effects of crime and such, legalized gambling has still greatly improved the lives of people in Las Vegas.
As Tolson writes, “there is still a sense that Las Vegas is a place where working people can realize the American Dream” (50) made
possible in part by taxes on gambling instead of property or income.
Certainly, Las Vegas has all kinds of problems, but they are the same ones as those associated with any major and rapidly growing
city in the United States. But on the whole, I think the benefits of casinos in Las Vegas outweigh the disadvantages of gambling.
After all, there wouldn’t be much of anything in Las Vegas if it weren’t for the casinos that thrive there.
Works Cited.
“Easy Money: A Report on America’s Booming Gambling Industry and Its Economic and Political Clout.” Frontline. PBS Online.
June 1997. <[Link] 23 October 2001.
Kindt, John Warren. “An Excerpt from The Business-Economic Impacts of Licensed Casino Gambling in West Virginia: Short-Term
Gain but Long-Term Pain.” in “Easy Money: A Report on America’s Booming Gambling Industry and Its Economic and Political
Clout.”
Fahrenkopf, Frank. “Interview Exerpt.” in “Easy Money: A Report on America’s Booming Gambling Industry and Its Economic
and Political Clout.”
Tolson, Jay. “The Face of the Future?” U.S. News & World Report11 June 2001: 48-56.
Worcester, Barbara A. “People Flock to Las Vegas for Relocation, Employment.” Hotel & Motel Management 214.4 (1999): 44.

9.7.1 [Link]
This page titled 9.7: A Student Example- “Are Casinos Good For Las Vegas? Defending Legalized Gambling,” by Kerry Oaks is shared under a
CC BY-NC-SA license and was authored, remixed, and/or curated by Steven D. Krause.

9.7.2 [Link]
 CHAPTER OVERVIEW

10: The Categorization and Evaluation Exercise

Topic hierarchy
10.1: Revisiting Your Working Thesis Again
10.2: Why Categorize and Evaluate Evidence?
10.3: Charting Your Categories
10.4: Assignment- Writing the Categorization and Evaluation Essay
10.5: A Student Example- “Categorizing My Research on Drug Advertising” by Jeremy Stephens

This page titled 10: The Categorization and Evaluation Exercise is shared under a CC BY-NC-SA license and was authored, remixed, and/or
curated by Steven D. Krause.

1
10.1: Revisiting Your Working Thesis Again
Before you start working on the categorization and evaluation exercises, you should revisit the progress of your working thesis. In
chapter eight, I began the discussion of the antithesis essay by encouraging you to first take a moment to take stock of the current
version of your working thesis. It’s important to embark on research projects with some sense of where you’re going, and the main
advantage and goal of a working thesis is it establishes a direction for you to pursue your research.
As I’ve also said before, your working thesis will almost inevitably change a bit as you work your way through the process of
research writing and the exercises in this book. You begin in one place with some sense of direction about what you want to
research, but when you start gathering and examining your evidence and as you work through the exercises, it’s important to be
willing and able to change directions. In other words, a working thesis is where you start your research project, but it isn’t
necessarily where you end your research project.

Exercise 9.1
Either as a short writing exercise or with a group of your peers, consider once again the evolution of your working thesis.
Where did it start out and how has it changed to what it is now? What sparked these changes in your working thesis and your
point of view on your topic? If your working thesis has not changed yet, why do you think this is the case? If you did revisit
your working thesis at the beginning of chapter 8, did the antithesis essay project (also in Chapter 8) make you reconsider your
working thesis again? Why or why not?

This page titled 10.1: Revisiting Your Working Thesis Again is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated
by Steven D. Krause.

10.1.1 [Link]
10.2: Why Categorize and Evaluate Evidence?
We divide things into categories in order to make some sense of and interpret all sorts of different things. Stores are arranged
according to categories that tend to make sense of what’s in them for shoppers—for example, department stores divide their
merchandise up into categories like women’s clothing, hardware, sporting goods, housewares, and so forth.
We also expect things to be categorized in a descriptive and sensible way. Department stores tend to arrange things by what you
might use them for and who might use them: kitchen things are in one part of the store, sheets in another, women’s clothing in one
part, and men’s clothing in still another part. These categories aren’t the only way the department store owners could arrange
things. They could arrange things by color—all of the blue things in one part of the store (blue cookware, blue sheets, blue shirts,
etc.), all of the white things in another part of the store, and so forth. While that might make for a visually interesting store, it would
be very difficult for customers to find anything in such an arrangement.
Categorizing your research will:
Help you (and eventually your readers) make better sense of what sort of evidence you have.
Enable you to compare and contrast different pieces of evidence and to evaluate your research, which is an essential step in the
process of research writing.
Give you get a clearer sense of the evidence that you have and the evidence you are lacking.

Dividing, Conquering, Categorizing: A Few Rules to Follow

While there are no formal rules for categorizing your research, there are a few guidelines that you need to consider as you begin to
categorize your research for the purposes of writing about and evaluating it.
You have to have a significant body of research to categorize in the first place. Hopefully, you have started compiling an
annotated bibliography (see chapter six) and you have been working on adding to your annotated bibliography as you have
progressed through the other exercises and projects in The Process of Research Writing by gathering materials from the library,
the Internet, interviews, and so forth. If you haven’t done these things yet, you probably aren’t ready for the categorization and
evaluation essay exercise.
Each piece of research has to fit into a category. No matter how you decide to categorize your research, be sure that all of it can
be put into at least one category.
As you try to meet this guideline, be careful to follow the next one as well:
As much as possible, each category should have at least two pieces of research. Avoid having categories with just one item. One
item categories don’t allow you to make comparisons or generalizations about how things might be similar; they only
demonstrate how things are different, which is only one of the functions of categorizing your research. Also, if you allow
yourself one item categories, it can often be a little too tempting to make too many one item categories.
If you get completely stuck with what categories to put some of your evidence in, you can create a “miscellaneous” category,
though I would encourage you to avoid it if you can. Having categories that are more specific than “miscellaneous” will help you in
writing about these categories and what they mean for your research.
Categories should be as distinct and different from each other as possible. If there is no difference between the items that you
put in the category “from newspapers” and those from the category “from nonacademic sources,” then put all of the sources
from both categories into only one category.
Last but not least, categories should make sense and tell you and potential readers about what your think of your evidence. It
probably wouldn’t make much sense and wouldn’t be very meaningful to have a category consisting of articles that appeared on
page four of newspapers, or a category consisting of articles that were published in journals with titles that begin with the letter
“R.”
Sometimes, categories that might seem to be illogical actually make sense once they are explained. It might not seem to make
much sense for a writer to categorize his evidence according to the gender of the authors. But if the writer is trying to make a point
about how men and women hold different attitudes about the topic of the research, it might make quite a bit of sense to have at least
one category that examines the gender of the source.

10.2.1 [Link]
Some Sample Categories
Beyond the few general rules I just described, categorizing things can be a very idiosyncratic and specific activity. But to get you
started in coming up with categories of your own, I’d like to suggest a few ways to categorize your research that should be
applicable for most research projects:

Categories of the Author

“Academic” or scholarly writer
Non-expert writer (a magazine writer or writers with no stated credentials, for example)
“Non-writers” (that is, pieces of evidence where no author is named)

Categories of Source
Primary Sources
Secondary Sources
(See the discussion in chapter one on the differences between primary and secondary sources)
Academic journal or book
Non-academic or popular press magazine or book
Newspapers
Internet-based resources
Interviews (or other primary research you may have conducted)

Other Potentially Useful Categories

Date of publication—either a particular year, before or after a particular event, etc. For example, if your working thesis was
about gun control and teen violence, it might be significant to compare the research you have that was published before the
1999 Columbine High School shootings to the research that was published after the shootings.
Research that generally supports your working thesis
Research that generally supports antithetical arguments to your working thesis (see chapter eight)
Of course, not all of these sample categories will work equally well for all research projects, and it is possible that the categories
you will find most useful for this exercise are ones that are very specific to your own research project.

Exercise 7.2
Which of the previous sample categories seem to be most potentially useful for your research project? What other ideas do you
have for other categories on your research? Working alone or in small groups, consider as many categories for your evidence as
possible.

This page titled 10.2: Why Categorize and Evaluate Evidence? is shared under a CC BY-NC-SA license and was authored, remixed, and/or
curated by Steven D. Krause.

10.2.2 [Link]
10.3: Charting Your Categories
Once you have some ideas about what categories you think will be useful for dividing your evidence, you have to figure out how
you want to do it. I recommend you create a table or chart, either by taking advantage of the table function of your word processor,
using a spreadsheet software, or just good old-fashioned paper and pen or pencil. Write your categories across the top and some
basic citation information-- author, title, publication, etc.-- about each piece of your evidence along the left side of the table. In
each “cell” of the table or chart created by this arrangement, indicate if the article falls into that category and make any other
notation that you think will help explain how the article fits into that category.
The example below is part of a categorization chart that explores the topic of computer crime and computer hacking. The writer’s
current working thesis at this stage of the project was “While many hackers commit serious computer crimes and represent a
serious Internet security problem, they can also help law enforcement officials to solve and prevent crime.” The left-hand column
lists the title of the articles that the writer is categorizing, while the categories themselves are listed across the top row.
There are other possibilities for categories not included here of course, and I would encourage you to come up with as many
categories as you can for this step in the process of writing a categorization essay. There are ten different pieces of evidence being
categorized here. You could do more or less, though again, though for this exercise to be effective, you should chart at least five or
six pieces of evidence.
As you can also see here, most of the entries include at least a few extra notes to explain why they are in different categories. That’s
okay, and these notes might be helpful to the writer later on when he puts together his categorization and evaluation essay.
A Categorization Chart Example

Web-based Academic/Trad Gov. Doc Hackers always Hackers Enforcement/

Evidence: Popular Sources
Sources e Sources Sources bad sometimes good fighting crime

Brenner, Susan XX (Legal

XX XX (courts,
[Link] XX issues/laws
(Law school) laws, etc.)
, 01 against)

Cameron, Al
“Fighting XX (cops,
XX XX (Money &
Internet Freud” company
(Trade Pub) business)
Business software)
Credit, 02

“[Link] XX XX
v” XX (Dept. of (terrorism, XX (FBI, etc.)
US. Gov., 02 Justice) fraud)

“Cybercrime
soars”
XX
Info XX
(Trade pub)
Management
Jrnl,02

Markoff, John.
XX (private
“New Center...” XX XX (business)
business)
NYT, 10/99

Neighly,
Patrick
XX (“hanging
“Meet the
XX (??) out” with
hackers”
hackers)
America’s
Network, 00

Palmer, CC.
“Ethical XX XX (can help XX (hackers
Hacking” (Trade pub) with business) fighting crime)
IBM Sys. J, 01

10.3.1 [Link]
 Web-based Academic/Trad Gov. Doc Hackers always Hackers Enforcement/
Evidence: Popular Sources
Sources e Sources Sources bad sometimes good fighting crime

Sauer, Geoffrey
“Hackers, XX XX (the
Order, Control” (Culture “culture” of
Bad Subjects studies) hacking)
2/96

Speer, David
XX (business
“Redefining XX XX
but individuals,
Borders:” (Crimin-ology) (abstract ideas)
too)
C, L & S C, 00

“World
XX XX (business, XX (inter-
Cybercrime...” XX
(CNN web site) terrorism) national effort)
CNN, 10/02

Presumably, you are not familiar with the specifics about these pieces of evidence; but for the purposes of this example, it’s more
important that you understand the categories and the process the writer must have gone through to come up with this chart. The
number of observations that can be made from a chart like this could be explored in more detail in a categorization and evaluation
essay. You’ll use your own chart to complete such an essay later in this chapter.
While the reasons for the articles for being put into the category “Hackers always bad” are similar (fear of damage to business
and the potential for terrorism), the reasons why the articles were put into the category “Hackers sometimes good” vary. The
Palmer essay suggests that hackers might be beneficial (when they work “ethically,” as the title says) in order to help protect
business from the attacks of “bad” hackers. While both the Neighly and Sauer articles make distinctions between “good” and
“bad” hackers, these essays are more focused on hackers as people than as criminals.
All of this suggests that if the writer wanted to continue exploring this idea of “hacking,” it might be wise for the researcher to
carefully consider how hacking is discussed. For example, how does each article define “hacking?” How does each article assess
the potential threat or potential benefit of computer hacking?
With the possible exception of the Neighly essay, the three essays that describe computer hacking as something that is
sometimes good are from academic or “trade” publications. The writer put question marks in his chart in the “Academic/Trade
Sources” category next to the Neighly essay because it was a difficult to categorize source that seemed to fit best here. .
Interestingly enough, one of the “hackers sometimes good” publication was produced by the computer company IBM. The
professional and trade publications that suggest computer hacking is always bad focus on the issues of the law, law
enforcement, or criminology.
Almost all of the evidence included here is concerned with enforcing the laws and fighting against cybercrime, but there seems
to be little consensus as to how to do it. Some of the resources are advocating for tougher U.S. federal laws; one is advocating
international action; and some are suggesting that enforcement must come mainly from the Internet business community.
There is only one government publication listed on this categorization chart, which suggests that either the U.S. government has
not published many documents on computer crime and hacking, or the researcher ought to consider conducting some more
research that focuses on government documents.
The same can be said in some ways about Web-based resources: all of the Web-based research portrays computer hacking as an
unlawful and criminal act. Considering the fact that the World Wide Web is a space with many divergent views (especially about
topics like computer crime and computer hacking), it seems logical that there may be worthwhile to see what other evidence is
available on the Web.
This process of charting your categories is one that can go much further than suggested here. For example, perhaps your initial
categories have prompted you to consider new ways to categorize your evidence, which might lead to additional relationships
between your sources. You might also include more evidence, which again might lead to different observations about your
evidence.
Ultimately, you have to write about the results of your categorization in the form of an essay. I will describe this in more detail in
the next section of this chapter, but you might want to consider two strategies as you move from the “charting” phase of this
exercise to the “drafting” phase:

10.3.2 [Link]
 You will have to explain the significance of your different categories and groupings of evidence in your essay for this exercise,
perhaps more than you might think. As the writer, the division of the evidence might make perfect sense to you, but that “sense”
often is not as accessible to your readers. This potential of missing your audience is possible with any writing project, but it is
something to be especially mindful about with this exercise.
Charting of evidence will probably yield many different and interesting points of comparison and evaluation, but you should
focus on the points of comparison you think are the most significant. In other words, you probably shouldn’t talk about each and
every category you chart.

Exercise 9.3

Try creating a categorization chart of your own. Working alone or in small collaborative groups, group your sources according
to categories that make sense to you, perhaps the ones you developed in the previous exercise. On a piece of paper or on a
computer using a spreadsheet or table-making software, create a chart that looks similar to the one in this section. Do you
notice similarities or differences between your evidence you didn’t notice before? Are there any short-comings or other
imbalances between your categories that might help you better target what you need in any additional research? What other
sorts of observations can you make about your research?

This page titled 10.3: Charting Your Categories is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated by Steven D.
Krause.

10.3.3 [Link]
10.4: Assignment- Writing the Categorization and Evaluation Essay
Write an essay that categorizes the evidence you have up to this point in order to assess the strengths and weakness of various types
of evidence, to draw some conclusions about your evidence and topic, and to take inventory of your research. Be sure to explain the
categories you establish for comparing and contrasting your evidence and to make some sort of conclusion based on your criteria.
In this writing exercise you need to be especially careful about understanding your audience. If your main audience for this project
is a group of readers who are already familiar with the evidence you will be comparing (because they are classmates that you’ve
been collaborating with all semester, for example) and the purposes of your comparison, then you may not have to provide much
summary of the research you are categorizing and evaluating.
On the other hand, if your main audience for this project is not already familiar with your research or the process you’ve gone
through to categorize your evidence, you might have to provide both a detailed explanation of the process you went through to
categorize your evidence and a summary of the evidence you are categorizing. When in doubt, you should assume that your readers
are not familiar with the process of categorization or the evidence being categorized and evaluated.
Another important part of this writing exercise is focusing in on just a few categories in order to make an overall evaluation of the
evidence. Remember: the goal of categorizing your evidence the way you have here is to make evaluations of your evidence that
are interesting to you and potential readers. In the example discussed in the previous section of this chapter, there are five different
“observations” or points that could be the focus of evaluation. While some of these observations could be combined for the
purposes of an essay for this project, it would be very difficult for the writer to talk about all of these points and still have a focused
and clear essay.

Questions to consider as you write your first draft

Have you revisited your working thesis yet again? Based on the research and the writing that you have done, has it changed
since the beginning of your project? Has it changed since chapter four? How?
Have you gathered enough research to effectively categorize and evaluate it, at least five or six different pieces of evidence (and
ideally more)?
What sorts of categories are you using to “divide and conquer” your evidence? Which of your categories seem unique to your
research project? Have you considered some of the categories suggested in the “Some Sample Categories” section of this
chapter?
Have you followed the guidelines discussed in the “Dividing, Conquering, and Categorizing: A Few Rules to Follow” section
of this chapter? Can you fit all of your research into at least one of your categories? Have you avoided single item categories or
“miscellaneous” categories? Is there a clear difference between your categories? Do your categories help you and your potential
readers make sense of the evidence you are comparing?
Did you chart your categories using a word processor’s table function, a spread sheet, or paper and pen/pencil as suggested in
the “Charting Your Categories” section? Would additional evidence or categories make your comparisons more useful? If you
didn’t create a chart similar to the example in this chapter, how did you decide to categorize your research in order to evaluate
it?
What observations did you make about your categorization chart? Were there relationships, comparisons, contrasts, or other
connections between evidence and categories that you were expecting? Were there ones you weren’t? Did your categorization
chart give you a better sense of the kinds of evidence you have? Did you get a sense of the kinds of evidence that you don’t
have and perhaps need to research further?
What sort of evaluations can you make about your evidence based on these categorizations? Do you notice any patterns within
categories or between different categories? Did you find yourself making evaluative statements similar to the examples at the
end of the “Charting Your Categories” section of this chapter?
What do you think your audience will see as the one or two most important points of evaluation that you’ve learned from
categorizing your evidence?

Revision and Review

If you made a chart to categorize your evidence as you wrote a draft of your essay, you might want to share that with your peers in
the revision process. They might see something about the relationship between your pieces of evidence that you haven’t noted in
your essay.

10.4.1 [Link]
Here are some questions you and your classmates want to consider as you revise your critique essays (of course, you and your
teachers might have other ideas and questions to ask in review too!):
Is the writer’s evaluation and comparison of the research clear to readers? Do readers understand the point the writer is trying to
make with this categorization and evaluation essay project? What would make this evaluation clearer?
Is the writer providing sufficient summary and explanation of the research being categorized and evaluated for this group of
readers? What additional information might some readers need to understand the writer’s point? Is there too much summary for
the writer’s intended audience?
Does the writer explain the categorization process they went through in evaluating their research? Do the categories make sense
in understanding the research? As a reader, do you have any other suggestions for ways the writer could categorize their
research?

This page titled 10.4: Assignment- Writing the Categorization and Evaluation Essay is shared under a CC BY-NC-SA license and was authored,
remixed, and/or curated by Steven D. Krause.

10.4.2 [Link]
10.5: A Student Example- “Categorizing My Research on Drug Advertising” by
Jeremy Stephens
For this assignment, Jeremy was required to write an essay similar to the assignment outlined above, to categorize his research and
to draw some conclusions about his evidence based on these categories. “This was a hard assignment, and I’m not sure if I did it
right,” Jeremy wrote in a memo that introduced this project. “It did help me to see more clearly what evidence I had and what I
needed.”

Categorizing My Research on Drug Advertising

When I started to take a closer look at the different sorts of evidence I had gathered for my research project on the problems of drug
advertising on television, I noticed several different trends. To get a better understanding of the evidence, I began by categorizing
all of my evidence by the type of media-- books, web sites, articles from academic and professional sources, and articles from more
popular sources. From there, I divided the evidence into two additional categories: those that supported my working thesis on
limiting drug advertisements and those that did not support my working thesis.
One of the things I noticed is that I had not realized how much evidence I had from trade and professional sources, things that
weren’t really academic but that weren’t from popular sources either. I’ve decided to focus on these sources and some web site
sources too because they have made me think more carefully about my topic.
My working thesis is that drug commercials on television ought to be severely limited because they are misleading and make false
or exaggerated claims about the benefits of the drugs. Some of the articles in professional and trade publications disagreed with this
thesis. For example, Carol Rados wrote an article called “RX Ads Come of Age,” published in FDA Consumer, which is a
publication of the Food and Drug Administration. Rados wrote “There seems to be little doubt that DTC advertising can help
advance the public health by encouraging more people to talk with health care professionals about health problems, particularly
undertreated conditions such as high blood pressure and high cholesterol” (22). While Rados does note that there has been a lot of
criticism of drug ads on TV, she makes it clear that the benefits actually outweigh the harms of these ads.
However, many of the professional sources agreed with my thesis. For example, Emma Dorrey’s brief article in Chemical and
Industry titled “FDA sends 23 warning letters to drug companies” supported my thesis because it points out that there have been a
number of problems with the ads. Dorrey reports that the drug industry claims to work hard at self-regulating and that the
companies say the ads educate consumers. However, despite the laws and the efforts of the FDA, there are still a lot of misleading
ads:

One of the problems, according to Barbara Mintzes of the Center for Health Services and
Policy Research at the University of British Columbia in Canada, is that the FDA can
only regulate after the fact. And “companies do not face any sanctions other than needing
to withdraw the ad if the information is inaccurate or misleading”(6).
I also noted that I had two articles from trade publications that focused on media, publishing, and advertising, both of which
supported my working thesis. The first came from the publication Broadcasting and Cable, which I accessed via the WilsonSelect
database. In the article titled “Relaxed Rules on Drug Ads Find Allies,” Bill McConnell reports on a move by the FDA to relax the
rules for drug companies to list the side effects of their medications, a move that would help the drug companies.
The second was an editorial by Allan Wolper in Editor and Publisher titled “Accepting Drug Ads a Risky Proposition.” Wolper
tells the story of a controversial cholesterol medication that was being simultaneously criticized and advertised in The New York
Times in November 2004. As Wolper points out, “pharmaceutical ads present an ethical problem for newspaper sales acceptability
departments, which love the revenue the ads bring in but worry that the claims associated with them will hurt the credibility of their
news organization” (22). Both of these articles were published in trade journals for the media, which benefits by the money drug
companies pay them to advertise their products. However, both of these articles express how these ads can ultimately hurt their
credibility, too.
Almost all of the web sites I came across supported my working thesis too. I looked at a lot of different sites, but I rejected any site
that did not name the author or who had an author that wasn’t familiar to me because I just wasn’t sure if they were credible. I also
rejected web sites created by drug companies because of the obvious bias of these sites.

10.5.1 [Link]
Instead, I focused on web sites maintained by news organizations or other organizations I had heard of and that seemed credible.
For example, I came across an article on the Consumer Reports web site called “Free rein for drug ads?” The article, published in
February 2003, says that there has been a decrease in the number of drug ads being reviewed by the FDA, and this drop-off of the
number of letters sent from the FDA to drug companies about their ads “has raised concerns among some legislators and policy
researchers because it leaves potentially false or misleading drug information in the public eye for longer periods.”
I also read a transcript of an internet chat with Dr. Jeffery Kahn, who was [Link]’s bioethics columnist. Kahn chatted over the
internet with all kinds of different people about drug advertising. Kahn said that he thought drug companies were “overzealous in
how they market, leading to misunderstanding and confusion for patients.”Judging from the rest of the transcript, it appears that
most of the participants agreed with Kahn. One of the things that I thought was interesting about this piece of evidence was how the
source made it more credible. If it had just been a chat session somewhere out on the internet, it wouldn’t have been as good of a
source.
Categorizing my evidence was a helpful exercise for me. I knew that I had evidence from a variety of different kinds of sources,
but by focusing on trade publications and credible internet sources, I feel like I am in a good place to start my research project.
Looking again at these professional publications and web sites has made me think about my working thesis more carefully.
Works Cited:
“Chat Transcript: Jeff Kahn on Drug Marketing Ethics.” [Link] 16 August 1999. 20 June 2005 <[Link]
Dorrey, Emma. “FDA Sends 23 Warning Letters About Drug Ads.” Chemistry and Industry 7 February 2006: 6.
“Free Rein for Drug Ads?” [Link] February 2003. 15 June 2005 <[Link]
McConnell, Bill. “Relaxed Rules on Drug Ads Find Allies.” Broadcasting and Cable 19 January 2004:34. Electronic.
WilsonSelect. Eastern Michigan University Halle Lib. 15 June 2005.
Rados, Carol. “Truth in Advertising: Rx As Come of Age.” FDA Consumer July-August 2004: 20-27.
Wolper, Allen. “Accepting Drug Ads a Risky Proposition.” Editor and Publisher January 2005: 22.

This page titled 10.5: A Student Example- “Categorizing My Research on Drug Advertising” by Jeremy Stephens is shared under a CC BY-NC-
SA license and was authored, remixed, and/or curated by Steven D. Krause.

10.5.2 [Link]
 CHAPTER OVERVIEW

11: The Research Essay

11.1: A “Research Essay” or a “Research Project” instead of a “Research Paper”
11.2: Getting Ready- Questions to Ask Yourself About Your Research Essay
11.3: Creating and Revising a Formal Outline
11.4: The Introduction
11.5: Background Information (or Helping Your Reader Find a Context)
11.6: Weaving in Evidence to Support Your Point
11.7: Antithetical Arguments and Answers
11.8: The Conclusion
11.9: “Works Cited” or “Reference” Information
11.10: A Student Example- “The Corruption Surrounding University Athletics” by Casey K. Copeman

This page titled 11: The Research Essay is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated by Steven D. Krause.

1
11.1: A “Research Essay” or a “Research Project” instead of a “Research Paper”
Throughout this book, I’ve purposefully avoided the term “research paper” for three reasons. First, while teachers assign and
students write essays in college classes that are commonly called “research papers,” there is no clear consensus on the definition of
a research paper. This is because the definition of “research” differs from field to field, and even between instructors within the
same discipline teaching the same course.
Second, while the papers we tend to call “research papers” do indeed include research, most other kinds of college writing require
at least some research as well. All of the exercises outlined in Part Two of the book, ” Exercises in the Process of Research” are
examples of this: while none of these assignments are “research papers,” all of them involve research in order to make a point.
A third reason has to do with the connotations of the word “paper” versus the word “essay.” For me, “paper” suggests something
static, concrete, routine, and uninteresting—think of the negative connotations of the term bureaucratic “paperwork,” or the
policing mechanism of “showing your papers” to the authorities. On the other hand, the word “essay” has more positive
connotations: dynamic, flexible, unique, and creative. The definitions of essay in dictionaries I have examined include terms like
“attempt,” “endeavor,” and “a try.” As a writer, I would much rather work on something that was a dynamic and creative endeavor
rather than a static and routine document. My hope is that you, as a student and a writer, feel the same way.
This chapter is about writing a research essay. While I cannot offer you exact guidelines of how to do this for each and every
situation where you will be asked to write such a paper or essay, I can provide you with the general guidelines and advice you’ll
need to successfully complete these sorts of writing assignments. In the next chapter, I’ll describe a few alternatives to presenting
your research in a conventional essay.

This page titled 11.1: A “Research Essay” or a “Research Project” instead of a “Research Paper” is shared under a CC BY-NC-SA license and
was authored, remixed, and/or curated by Steven D. Krause.

11.1.1 [Link]
11.2: Getting Ready- Questions to Ask Yourself About Your Research Essay
If you are coming to this chapter after working through some of the writing exercises in Part Two, “Exercises in the Process of
Research,” then you are ready to dive into your research essay. By this point, you probably have done some combination of the
following things:
Thought about different kinds of evidence to support your research;
Been to the library and the internet to gather evidence;
Developed an annotated bibliography for your evidence;
Written and revised a working thesis for your research;
Critically analyzed and written about key pieces of your evidence;
Considered the reasons for disagreeing and questioning the premise of your working thesis; and
Categorized and evaluated your evidence.
In other words, you already have been working on your research essay through the process of research writing.
But before diving into writing a research essay, you need to take a moment to ask yourself, your colleagues, and your teacher some
important questions about the nature of your project.
What is the specific assignment?
It is crucial to consider the teacher’s directions and assignment for your research essay. The teacher’s specific directions will in
large part determine what you are required to do to successfully complete your essay, just as they did with the exercises you
completed in part two of this book.
If you have been given the option to choose your own research topic, the assignment for the research essay itself might be open-
ended. For example:

Example 11.2.1:

Write a research essay about the working thesis that you have been working on with the previous writing assignments. Your
essay should be about ten pages long, it should include ample evidence to support your point, and it should follow MLA style.

Some research writing assignments are more specific than this, of course. For example, here is a research writing assignment for a
poetry class:

Example 11.2.2:

Write a seven to ten page research essay about one of the poets discussed in the last five chapters of our textbook and his or her
poems. Besides your analysis and interpretation of the poems, be sure to cite scholarly research that supports your points. You
should also include research on the cultural and historic contexts the poet was working within. Be sure to use MLA
documentation style throughout your essay.

Obviously, you probably wouldn’t be able to write a research project about the problems of advertising prescription drugs on
television in a History class that focused on the American Revolution.
What is the main purpose of your research essay?
Has the goal of your essay been to answer specific questions based on assigned reading material and your research? Or has the
purpose of your research been more open-ended and abstract, perhaps to learn more about issues and topics to share with a wider
audience? In other words, is your research essay supposed to answer questions that indicate that you have learned about a set and
defined subject matter (usually a subject matter which your teacher already more or less understands), or is your essay supposed to
discover and discuss an issue that is potentially unknown to your audience, including your teacher.
The “demonstrating knowledge about a defined subject matter” purpose for research is quite common in academic writing. For
example, a political science professor might ask students to write a research project about the Bill of Rights in order to help her
students learn about the Bill of Rights and to demonstrate an understanding of these important amendments to the U.S.
Constitution. But presumably, the professor already knows a fair amount the Bill of Rights, which means she is probably more

11.2.1 [Link]
concerned with finding out if you can demonstrate that you have learned and have formed an opinion about the Bill of Rights based
on your research and study.
“Discovering and discussing an issue that is potentially unknown to your audience” is also a very common assignment, particularly
in composition courses. As the examples included throughout The Process of Research Writing suggest, the subject matter for
research essays that are designed to inform your audience about something new is almost unlimited.
Hyperlink: See Chapter 5: The Working Thesis Exercise” and the guidelines for “Working With Assigned Topics” and “Coming
Up With a Topic of Your Own Idea.”
Even if all of your classmates have been researching a similar research idea, chances are your particular take on that idea has gone
in a different direction. For example, you and some of your classmates might have begun your research by studying the effect on
children of violence on television, either because that was a topic assigned by the teacher or because you simply shared an interest
in the general topic. But as you have focused and refined this initially broad topic, you and your classmates will inevitably go into
different directions, perhaps focusing on different genres (violence in cartoons versus live-action shows), on different age groups
(the effect of violent television on pre-schoolers versus the effect on teen-agers), or on different conclusions about the effect of
television violence in the first place (it is harmful versus there is no real effect).
Who is the main audience for your research writing project?
Besides your teacher and your classmates, who are you trying to reach with your research? Who are you trying to convince as a
result of the research you have done? What do you think is fair to assume that this audience knows or doesn’t know about the topic
of your research project? Purpose and audience are obviously closely related because the reason for writing something has a lot to
do with who you are writing it for, and who you are writing something for certainly has a lot to do with your purposes in writing in
the first place.
In composition classes, it is usually presumed that your audience includes your teacher and your classmates. After all, one of the
most important reasons you are working on this research project in the first place is to meet the requirements of this class, and your
teacher and your classmates have been with you as an audience every step of the way.
Contemplating an audience beyond your peers and teachers can sometimes be difficult, but if you have worked through the
exercises in Part Two of The Process of Research Writing, you probably have at least some sense of an audience beyond the
confines of your class. For example, one of the purposes “Critique Exercise” in Chapter 7 is to explain to your readers why they
might be interested in reading the text that you are critiquing. The goal of the “Antithesis Exercise” in Chapter 8 is to consider the
position of those who would disagree with the position you are taking. So directly and indirectly, you’ve probably been thinking
about your readers for a while now.
Still, it might be useful for you to try to be even more specific about your audience as you begin your research essay. Do you know
any “real people” (friends, neighbors, relatives, etc.) who might be an ideal reader for your research essay? Can you at least
imagine what an ideal reader might want to get out of reading your research essay?
I’m not trying to suggest that you ought to ignore your teacher and your classmates as your primary audience. But research essays,
like most forms of writing, are strongest when they are intended for a more specific audience, either someone the writer knows or
someone the writer can imagine. Teachers and classmates are certainly part of this audience, but trying to reach an audience of
potential readers beyond the classroom and the assignment will make for a stronger essay.
What sort of “voice” or “authority” do you think is appropriate for your research project?
Do you want to take on a personal and more casual tone in your writing, or do you want to present a less personal and less casual
tone? Do you want to use first person, the “I” pronoun, or do you want to avoid it?
My students are often surprised to learn that it is perfectly acceptable in many types of research and academic writing for writers to
use the first person pronoun, “I.” It is the tone I’ve taken with this textbook, and it is an approach that is very common in many
fields, particularly those that tend to be grouped under the term “the humanities.
For example, consider this paragraph from Kelly Ritter’s essay “The Economics of Authorship: Online Paper Mills, Student
Writers, and First-Year Composition,” which appeared in June 2005 issue of one of the leading journals in the field of composition
and rhetoric, College Composition and Communication:

11.2.2 [Link]
 Example 11.2.3:

When considering whether, when, and how often to purchase an academic paper from an online paper-mill site, first-year
composition students therefore work with two factors that I wish to investigate here in pursuit of answering the questions
posed above: the negligible desire to do one’s own writing, or to be an author, with all that entails in this era of faceless
authorship vis-á-vis the Internet; and the ever-shifting concept of “integrity,” or responsibility when purchasing work,
particularly in the anonymous arena of online consumerism. (603, emphasis added)

Throughout her thoughtful and well-researched essay, Ritter uses first person pronouns (“I” and “my,” for example) when it is
appropriate: “I think,” “I believe,” “my experiences,” etc.
This sort of use of the personal pronoun is not limited to publications in English studies. This example comes from the journal Law
and Society Review (Volume 39, Issue 2, 2005), which is an interdisciplinary journal concerned with the connections between
society and the law. The article is titled “Preparing to Be Colonized: Land Tenure and Legal Strategy in Nineteenth-Century
Hawaii” and it was written by law professor Stuart Banner:

Example 11.2.4:

The story of Hawaii complicates the conventional account of colonial land tenure reform. Why did the land tenure reform
movement of the late nineteenth and early twentieth centuries receive its earliest implementation in, of all places, Hawaii? Why
did the Hawaiians do this to themselves? What did they hope to gain from it? This article attempts to answer these questions.
At the end, I briefly suggest why the answers may shed some light on the process of colonization in other times and places, and
thus why the answers may be of interest to people who are not historians of Hawaii. (275, emphasis added)

Banner uses both “I” and “my” throughout the article, again when it’s appropriate.
Even this cursory examination of the sort of writing academic writers publish in scholarly journals will demonstrate my point:
academic journals routinely publish articles that make use of the first person pronoun. Writers in academic fields that tend to be
called “the sciences” (chemistry, biology, physics, and so forth, but also more “soft” sciences like sociology or psychology) are
more likely to avoid the personal pronoun or to refer to themselves as “the researcher,” “the author,” or something similar. But even
in these fields, “I” does frequently appear.
The point is this: using “I” is not inherently wrong for your research essay or for any other type of academic essay. However, you
need to be aware of your choice of first person versus third person and your role as a writer in your research project.
Generally speaking, the use of the first person “I” pronoun creates a greater closeness and informality in your text, which can create
a greater sense of intimacy between the writer and the reader. This is the main reason I’ve used “I” in The Process of Research
Writing: using the first person pronoun in a textbook like this lessens the distance between us (you as student/reader and me as
writer), and I think it makes for easier reading of this material.
If you do decide to use a first person voice in your essay, make sure that the focus stays on your research and does not shift to you
the writer. When teachers say “don’t use I,” what they are really cautioning against is the overuse of the word “I” such that the
focus of the essay shifts from the research to “you” the writer. While mixing autobiography and research writing can be interesting
(as I will touch on in the next chapter on alternatives to the research essay), it is not the approach you want to take in a traditional
academic research essay.
The third person pronoun (and avoidance of the use of “I”) tends to have the opposite effect of the first person pronoun: it creates a
sense of distance between writer and reader, and it lends a greater formality to the text. This can be useful in research writing
because it tends to emphasize research and evidence in order to persuade an audience.
(I should note that much of this textbook is presented in what is called second person voice, using the “you” pronoun. Second
person is very effective for writing instructions, but generally speaking, I would discourage you from taking this approach in your
research project.)
In other words, “first person” and “third person” are both potentially acceptable choices, depending on the assignment, the main
purpose of your assignment, and the audience you are trying to reach. Just be sure to consistent—don’t switch between third person
and first person in the same essay.
What is your working thesis and how has it changed and evolved up to this point?

11.2.3 [Link]
If you’ve worked through some of the exercises in part two of The Process of Research Writing,you already know how important it
is to have an evolving working thesis. If you haven’t read this part of the textbook, you might want to do so before getting too far
along with your research project. Chapter Five, “The Working Thesis Exercise,” is an especially important chapter to read and
review.
Remember: a working thesis is one that changes and evolves as you write and research. It is perfectly acceptable to change your
thesis in the writing process based on your research.

Exercise 10.1
Working alone or in small groups, answer these questions about your research essay before you begin writing it:
What is the specific research writing assignment? Do you have written instructions from the teacher for this assignment?
Are there any details regarding page length, arrangement, or the amount of support evidence that you need to address? In
your own words, restate the assignment for the research essay.
What is the purpose of the research writing assignment? Is the main purpose of your research essay to address specific
questions, to provide new information to your audience, or some combination of the two?
Who is the audience for your research writing assignment? Besides your teacher and classmates, who else might be
interested in reading your research essay?
What sort of voice are you going to use in your research essay? What do you think would be more appropriate for your
project, first person or third person?
What is your working thesis? Think back to the ways you began developing your working thesis in the exercises in part two
of The Process of Research Writing. In what ways has your working thesis changed?
If you are working with a small group of classmates, do each of you agree with the basic answers to these questions? Do the
answers to these questions spark other questions that you have and need to have answered by your classmates and your teacher
before you begin your research writing project?

Once you have some working answers to these basic questions, it’s time to start thinking about actually writing the research essay
itself. For most research essay projects, you will have to consider at least most of these components in the process:
The Formal Outline
The Introduction
Background Information
Evidence to Support Your Points
Antithetical Arguments and Answers
The Conclusion
Works Cited or Reference Information
The rest of this chapter explains these parts of the research essay and it concludes with an example that brings these elements
together.

This page titled 11.2: Getting Ready- Questions to Ask Yourself About Your Research Essay is shared under a CC BY-NC-SA license and was
authored, remixed, and/or curated by Steven D. Krause.

11.2.4 [Link]
11.3: Creating and Revising a Formal Outline
Frequently, research essay assignments will also require you to include a formal outline, usually before the essay begins following
the cover page. Formal outlines are sort of table of contents for your essay: they give the reader a summary of the main points and
sub-points of what they are about to read.
The standard format for an outline looks something like this:
I. First Major Point
A. First sub-point of the first major point
1. First sub-point of the first sub-point
2. Second sub-point of the first sub-point
B. Second sub-point of the first major point
II. Second Major point
And so on. Alternatively, you may also be able to use a decimal outline to note the different points. For example:
1. First Major point
1. First sub-point of the first major point
1. First sub-point of the first sub-point
2. Second sub-point of the first sub-point
2. Second sub-point of the first major point
2. Second Major point
Sometimes, teachers ask student writers to include a “thesis statement” for their essay at the beginning of the outline.
Generally speaking, if you have one “point,” be it a major point or a sub-point, or sub-point of a sub-point (perhaps a sub-sub-
point!), you need to have at least a second similar point. In other words, if you have a sub-point you are labeling “A.,” you should
have one labeled “B.” The best rule of thumb I can offer in terms of the grammar and syntax of your various points is to keep them
short and consistent.
Now, while the formal outline is generally the first thing in your research essay after the title page, writing one is usually the last
step in the writing process. Don’t start writing your research essay by writing a formal outline first because it might limit the
changes you can make to your essay during the writing process.
Of course, a formal outline is quite different from a working outline, one where you are more informally writing down ideas and
“sketching” out plans for your research essay before or as you write. There are no specific rules or methods for making a working
outline-- it could be a simple list of points, it could include details and reminders for the writer, or anything in-between.
Making a working outline is a good idea, particularly if your research essay will be a relatively long and complex one. Just be sure
to not confuse these two very different outlining tools.
If you’re having trouble starting to write your research essay, revisit some of the tips I suggest in the “Brainstorming for Ideas”
section of Chapter Five, “The Working Thesis Exercise.”

Exercise 10.2
Working alone or in small groups, make a formal outline of an already completed essay. You can work with any of the
sample essays in previous chapters in The Process of Research Writing or any other brief sample. Don’t work with the
sample research essay at the end of this chapter, though-- there is a sample formal outline included with it.
If you and your classmates made a formal outline of the same essay, compare your outlines. Were there any significant
differences in your approaches to making an outline? What were they?

This page titled 11.3: Creating and Revising a Formal Outline is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated
by Steven D. Krause.

11.3.1 [Link]
11.4: The Introduction
Research essays have to begin somewhere, and this somewhere is called the “introduction.” By “beginning,” I don’t necessarily
mean only the first paragraph—introductions in traditional research essays are frequently several paragraphs long. Generally
speaking though, the introduction is about 25 percent or less of the total essay; in other words, in a ten-page, traditional research
essay, the introduction would rarely be longer than two and a half pages.
Introductions have two basic jobs to perform:
To get the reader’s attention; and
To briefly explain what the rest of the essay will be about.
What is appropriate or what works to get the reader’s attention depends on the audience you have in mind for your research essay
and the sort of voice or authority you want to have with your essay. Frequently, it is a good idea to include some background
material on the issue being discussed or a brief summary of the different sides of an argument. If you have an anecdote from either
your own experience or your research that you think is relevant to the rest of your project or will be interesting to your readers, you
might want to consider beginning with that story. Generally speaking, you should avoid mundane or clichéd beginnings like “This
research essay is about…” or “In society today…”
The second job of an introduction in a traditional research essay is to explain to the reader what the rest of the essay is going to be
about. This is frequently done by stating your “thesis statement,” which is more or less where your working thesis has ended up
after its inevitable changes and revisions.
A thesis statement can work in a lot of different places in the introduction, not only as the last sentence at the end of the first
paragraph. It is also possible to let your readers know what your thesis is without ever directly stating it in a single sentence. This
approach is common in a variety of different types of writing that use research, though traditionally, most academic research essays
have a specific and identifiable thesis statement.
Let’s take a look at this example of a WEAK introductory paragraph:

Example 11.4.1:

In our world today, there are many health problems, such as heart disease and cancer. Another serious problem that affects
many people in this country is diabetes, particularly Type II diabetes. Diabetes is a disease where the body does not produce
enough insulin, and the body needs insulin to process sugars and starches. It is a serious disease that effects millions of people,
many of whom don’t even know they have the disease. In this essay, I will discuss how eating sensibly and getting plenty of
exercise are the most important factors in preventing Type 2 Diabetes.

The first two sentences of this introduction don’t have much to do with the topic of diabetes, and the following sentences are rather
vague. Also, this introduction doesn’t offer much information about what the rest of the essay will be about, and it certainly doesn’t
capture the reader’s attention.
Now, consider this revised and BETTER introductory paragraph:

Example 11.4.2:

Diabetes is a disease where the body does not produce enough of insulin to process starches and sugars effectively. According
to the American Diabetes Association web site, over 18 million Americans have diabetes, and as many as 5.2 million of these
people are unaware that they have it. Perhaps even more striking is that the most common form of diabetes, Type 2 Diabetes, is
largely preventable with a sensible diet and exercise.

This introduction is much more specific and to the point, and because of that, it does a better job of getting the reader’s attention.
Also, because it is very specific, this introduction gives a better sense to the reader where the rest of the essay will be leading.
While the introduction is of course the first thing your readers will see, make sure it is one of the last things you decide to revise
in the process of writing your research essay. You will probably start writing your essay by writing an introduction—after all,
you’ve got to start somewhere. But it is nearly impossible to write a very effective introduction if the rest of the essay hasn’t been

11.4.1 [Link]
written yet, which is why you will certainly want to return to the introduction to do some revision work after you’ve written your
essay.

Exercise 10.3

Working alone or in small groups, revise one of the following “bad” introductions, being sure to get the reader’s attention, to
make clear what the essay being introduced would be about, and to eliminate unneeded words and clichés. Of course, since you
don’t have the entire essay, so you may have to take certain liberties with these passages. But the goal is to improve these “bad
beginnings” without changing their meaning.
Example #1:
In society today, there are many problems with television shows. A lot of them are not very entertaining at all. Others are
completely inappropriate for children. It’s hard to believe that these things are on TV at all. In fact, because of a lot of the bad
things that have been on television in recent years, broadcasters have had to censor more and more shows. They have done
some of this voluntarily, but they have also been required to do this by irate advertisers and viewers as well. For example,
consider Janet Jackson’s famous “wardrobe malfunction” at the 2004 Super Bowl. I contend that Jackson’s performance in the
2004 Super Bowl, accident or not, has lead to more censorship on television.
Example #2:
There are a lot of challenges to being a college student. We all know that studying and working hard will pay off in the end. A
lot of college students also enjoy to cheer for their college teams. A lot of colleges and universities will do whatever it takes to
have winning teams. In fact, some colleges and universities are even willing to allow in students with bad test scores and very
low high school grades as long as they are great athletes and can make the team better. All of this leads to a difficult to deny
observation: college sports, especially Division I football, is full of corruption and it is damaging the academic integrity of
some of our best universities.

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11.4.2 [Link]
11.5: Background Information (or Helping Your Reader Find a Context)
It is always important to explain, contextualize, and orientate your readers within any piece of writing. Your research essay is no
different in that you need to include background information on your topic in order to create the right context for the project.
In one sense, you’re giving your reader important background information every time you fully introduce and explain a piece of
evidence or an argument you are making. But often times, research essays include some background information about the overall
topic near the beginning of the essay. Sometimes, this is done briefly as part of the introduction section of the essay; at other times,
this is best accomplished with a more detailed section after the introduction and near the beginning of the essay.
How much background information you need to provide and how much context you need to establish depends a great deal on how
you answer the “Getting Ready” questions at the beginning of this chapter, particularly the questions in which you are asked to
consider you purpose and your audience. If one of the purposes of your essay is to convince a primary audience of readers who
know little about your topic or your argument, you will have to provide more background information than you would if the main
purpose of your essay was to convince a primary audience that knows a lot about your topic. But even if you can assume your
audience is as familiar with the topic of your essay as you, it’s still important to provide at least some background on your
specific approach to the issue in your essay.
It’s almost always better to give your readers “too much” background information than “too little.” In my experience, students too
often assume too much about what their readers (the teacher included!) knows about their research essay. There are several reasons
why this is the case; perhaps it is because students so involved in their research forget that their readers haven’t been doing the
same kind of research. The result is that sometimes students “cut corners” in terms of helping their audience through their essay. I
think that the best way to avoid these kinds of misunderstandings is for you to always remember that your readers don’t know as
much about your specific essay as you do, and part of your job as a writer is to guide your reader through the text.
In Casey Copeman’s research essay at the end of this chapter, the context and background information for the subject matter after
the introduction; for example:

Example 11.5.1:

The problems surrounding corruption in university athletics have been around ever since sports have been considered
important in American culture. People have emphasized the importance of sports and the significance of winning for a long
time. According to Jerome Cramer in a special report published in Phi Delta Kappan, "Sports are a powerful experience, and
America somehow took this belief of the ennobling nature of sports and transformed it into a quasi-religion" (Cramer K1).

Casey’s subject matter, college athletics, was one that she assumed most of her primary audience of fellow college students and
classmates were familiar with. Nonetheless, she does provide some basic information about the importance of sports team in
society and in universities in particular.

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authored, remixed, and/or curated by Steven D. Krause.

11.5.1 [Link]
11.6: Weaving in Evidence to Support Your Point
Throughout your research essay, you need to include evidence that supports your points. There is no firm rule as to “how much”
research you will want or need to include in your research essay. Like so many other things with research writing, it depends on
your purpose, the audience, the assignment, and so forth. But generally speaking, you need to have a piece of evidence in the
form of a direct quote or paraphrase every time you make a claim that you cannot assume your audience “just knows.”
Hyperlink: See Chapter 3: “Quoting, Paraphrasing, and Avoiding Plagiarism” for more details on how to effectively introduce
quotes and paraphrases into your research writing.
Stringing together a series of quotes and paraphrases from different sources might show that you have done a lot of research on a
particular topic, but your audience wants to know your interpretation of these quotes and paraphrases, and your reader wants and
needs to be guided through your research. To do this, you need to work at explaining the significance of your evidence throughout
your essay.
For example, this passage does a BAD job of introducing and weaving in evidence to support a point.

Example 11.6.1:

In America today, the desire to have a winning team drives universities to admit academically unqualified students. “At many
universities, the tradition of athletic success requires coaches to produce not only competitive by championship-winning
teams” (Duderstadt 191).

The connection between the sentence and the evidence is not as clear as it could be. Further, the quotation is simply “dropped in”
with no explanation. Now, compare it with this revised and BETTER example:

Example 11.6.2:

The desire to always have a winning team has driven many universities to admit academically unqualified student athletes to
their school just to improve their sports teams. According to James Duderstadt, former president of the University of Michigan,
the corruption of university athletics usually begins with the process of recruiting and admitting student athletes. He states that,
"At many universities, the tradition of athletic success requires coaches to produce not only competitive but championship-
winning teams" (Duderstadt 191).

Remember: the point of using research in writing (be it a traditional research essay or any other form of research writing) is not
merely to offer your audience a bunch of evidence on a topic. Rather, the point of research writing is to interpret your research in
order to persuade an audience.

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curated by Steven D. Krause.

11.6.1 [Link]
11.7: Antithetical Arguments and Answers
Most research essays anticipate and answer antithetical arguments, the ways in which a reader might disagree with your point.
Besides demonstrating your knowledge of the different sides of the issue, acknowledging and answering the antithetical arguments
in your research essay will go a long way toward convincing some of your readers that the point you are making is correct.
Hyperlink: See Chapter 8: “The Antithesis Exercise,” which offers strategies for researching, developing, and answering
antithetical arguments in your research writing.
Antithetical arguments can be placed almost anywhere within a research essay, including the introduction or the conclusion.
However, you want to be sure that the antithetical arguments are accompanied by “answering” evidence and arguments. After all,
the point of presenting antithetical arguments is to explain why the point you are supporting with research is the correct one.
In the essay at the end of this chapter, Casey brings up antithetical points at several points in her essay. For example:

Example 11.7.1:

To be fair, being a student-athlete isn’t easy. They are faced with difficult situations when having to juggle their athletic life
and their academic life at school. As Duderstadt said, "Excelling in academics is challenging enough without the additional
pressures of participating in highly competitive athletic programs" (Duderstadt 190). So I can see why some athletes might
experience trouble fitting all of the studying and coursework into their busy schedules.

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Steven D. Krause.

11.7.1 [Link]
11.8: The Conclusion
As research essays have a beginning, so do they have an ending, generally called a conclusion. While the main purpose of an
introduction is to get the reader’s attention and to explain what the essay will be about, the goal of a conclusion is to bring the
reader to a satisfying point of closure. In other words, a good conclusion does not merely “end” an essay; it wraps things up.
It is usually a good idea to make a connection in the conclusion of your essay with the introduction, particularly if you began your
essay with something like a relevant anecdote or a rhetorical question. You may want to restate your thesis, though you don’t
necessarily have to restate your thesis in exactly the same words you used in your introduction. It is also usually not a good idea to
end your essay with obvious concluding cues or clichéd phrases like “in conclusion.”
Conclusions are similar to introductions on a number of different levels. First, like introductions, they are important since they
leave definite “impressions” on the reader—in this case, the important “last” impression. Second, conclusions are almost as
difficult to write and revise as introductions. Because of this, be sure to take extra time and care to revise your conclusion.
Here’s the conclusion of Casey Copeman’s essay, which is included at the end of this chapter:

Example 11.8.1

As James Moore and Sherry Watt say in their essay “Who Are Student Athletes?”, the “marriage between higher education and
intercollegiate athletics has been turbulent, and always will be" (7). The NCAA has tried to make scholarly success at least as
important as athletic success with requirements like Proposition 48 and Proposition 16. But there are still too many cases where
under-prepared students are admitted to college because they can play a sport, and there are too still too many instances where
universities let their athletes get away with being poor students because they are a sport superstar. I like cheering for my
college team as much as anyone else, but I would rather cheer for college players who were students who worried about
learning and success in the classroom, too.

Exercise 11.8.1

If you worked with the examples in Exercise 10.3, take another look at the revised introductions your wrote. Based on the work
you did in that exercise, write a fitting conclusion. Once again, since you don’t have the entire essay, you’ll have to take some
liberties with what you decide to include in your conclusion.

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11.8.1 [Link]
11.9: “Works Cited” or “Reference” Information
If I were to give you one and only one “firm and definite” rule about research essay writing, it would be that you must have a
section following the conclusion of your essay that explains to the reader where the evidence you cite comes from. This
information is especially important in academic essays since academic readers are keenly interested in the evidence that supports
your point.
If you’re following the Modern Language Association rules for citing evidence, this last section is called “Works Cited.” If you’re
following the American Psychological Association rules, it’s called “References.” In either case, this is the place where you list the
full citation of all the evidence you quote or paraphrase in your research essay. Note that for both MLA and APA style, research
you read but didn’t actually use in your research essay is not included. Your teacher might want you to provide a
“bibliography” with your research essay that does include this information, but this is not the same thing.
Hyperlink: For guidelines for properly citing your evidence and compiling “Works Cited” or “Reference” pages, see Chapter 12:
Citing Your Research Using MLA or APA Style.”
Frankly, one of the most difficult aspects of this part of the research essay is the formatting—alphabetizing, getting the spacing
right, underlining titles or putting them in quotes, periods here, commas there, and so forth. Again, see the appendix for information
on how to do this. But if you have been keeping and adding to an annotated bibliography as you have progressed through the
process of research (as discussed in chapter six), this part of the essay can actually be merely a matter of checking your sources and
“copying” the citation information from the word processing file where you have saved your annotated bibliography and “pasting”
it into the word processing file where you are saving your research essay.
Hyperlink: See the assignment for constructing an annotated bibliography in Chapter 6: The Annotated Bibliography Exercise.”

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curated by Steven D. Krause.

11.9.1 [Link]
11.10: A Student Example- “The Corruption Surrounding University Athletics” by
Casey K. Copeman
The assignment that Casey Copeman followed to write this research essay is similar to the assignment described earlier in this
chapter:
Write a research essay about the working thesis that you have been working on with the previous writing assignments. Your essay
should be about ten pages long, it should include ample evidence to support your point, and it should follow MLA style.
Of course, it’s also important to remember that Casey’s work on this project began long before she wrote this essay with the
exercises she worked through to develop her working thesis, to gather evidence, and to evaluate and categorize it.

The Corruption Surrounding University Athletics

By Casey Copeman
Outline
I. Introduction
II. Origins and description of the problem
A. The significance of sports in our society
B. The drive and pressure for universities to win leads to admitting academically unqualified student athletes
III. The Eligibility Rules Proposition 48 and Proposition 16
A. Proposition 48 explained
B. Proposition 16 explained
C. Proposition 16 challenged but upheld in the courts
D. Academic eligibility rules still broken
IV. Rules Broken At School
A. The pressures faced by athletes and universities
1. The pressures of being a student athlete
2. The pressures put on universities to recruit “good players”
B. “Athletics” emphasized over studies indirectly and directly
1. The indirect message is about sports above academics
2. Occasionally, the message to emphasize sports is direct
3. Student-athletes often steered into “easy” classes
C. Good student athletes, mostly in sports other than football and men’s basketball, get a bad name
V. Conclusion
Most young people who are trying to get into college have to spend a lot of time studying and worrying. They study to get good
grades in high school and to get good test scores, and they worry about whether or not all of the studying will be enough to get
them into the college of their choice. But there is one group of college students who don’t have to study and worry as much, as long
as they are outstanding football or basketball players: student athletes.
Issues involving student athletes with unsatisfactory test scores, extremely low grade point averages, special privileges given to
them by the schools, and issues concerning their coaches' influence on them academically, have all been causes of concern with
university athletics. The result is a pattern where athletics at the university level are full of corruption surrounding the academic
standards and admittance policy that are placed upon some university athletes. In this essay, I will explain what I see as the source
of this corruption and the ways in which academic standards are compromised in the name of winning.
The problems surrounding corruption in university athletics have been around ever since sports have been considered important in
American culture. People have emphasized the importance of sports and the significance of winning for a long time. According to
Jerome Cramer in a special report published in Phi Delta Kappan, "Sports are a powerful experience, and America somehow took
this belief of the ennobling nature of sports and transformed it into a quasi-religion" (Cramer K1). Cramer also says,

11.10.1 [Link]
 "The original sin of sports in United States society seems to have been committed when
we allowed our games to assume too much of our lives. It was as if we could measure our
moral fiber by the won/lost record of our local team. Once schools began to organize
sports, winning became a serious institutional consideration. Our innocence vanished
when we refused to accept losing" (Cramer K1).
This importance of sports and winning in the United States today is what has led to this corruption that we now see in our top
universities when it comes to athletes and how they are treated by their schools.
The desire to always have a winning team has driven many universities to admit academically unqualified student athletes to their
school just to improve their sports teams. According to James Duderstadt, former president of the University of Michigan, the
corruption of university athletics usually begins with the process of recruiting and admitting student athletes. He states that, "At
many universities, the tradition of athletic success requires coaches to produce not only competitive but championship-winning
teams" (Duderstadt 191). This, in turn, "puts enormous pressure to recruit the most outstanding high school athletes each year,
since this has become the key determinant of competitive success in major college sports"(Duderstadt 192).
According to Duderstadt, "Coaches and admissions officers have long known that the pool of students who excel at academics and
athletics is simply too small to fill their rosters with players who meet the usual admissions criteria" (Duderstadt 193). This
pressure put on coaches to recruit the best athletes "leads them to recruit athletes who are clearly unprepared for college work or
who have little interest in a college education" (Duderstadt 193). This obviously leads to a problem because although most
universities have standards that must be met for students to be admitted, "in all too many cases, recruited athletes fail to meet even
these minimum standards" (Duderstadt 193).
The National Collegiate Athletic Association (NCAA) set some minimum standards for admission in January of 1986. They had
decided that "the time had come to make sure that college athletes were not only athletically qualified, but that they also were
academically competent to represent schools of higher learning" (Cramer K4). Proposition 48 required that "all entering athletes
score a minimum of 700 on their Scholastic Aptitude Test (SAT) and achieve a minimum high school grade point average in core
academic courses of 2.0, or sit out their first year" (Duderstadt 194). This seemed like a fairly reasonable rule to most universities
around the country, and some even thought, "a kid who can not score a combined 700 and keep a C average in high school should
not be in college in the first place" (Cramer K4).
In 1992, the NCAA changed these requirements slightly with the introduction of proposition 16. According to the document “Who
Can Play? An Examination of NCAA’s Proposition 16,” which was published on the National Center for Educational Statistics in
August 1995, Proposition 16 requirements are “more strict than the current Proposition 48 requirements. The new criteria are based
on a combination of high school grade point average (GPA) in 13 core courses and specified SAT (or ACT) scores.”
Some coaches and college athletes have argued against proposition 48 and proposition 16 because they claim that they unfairly
discriminate against African-American students. According to Robert Fullinwider’s web-based article “Academic Standards and
the NCAA,” some “black coaches were so incensed that they toyed with the idea of boycotting NCAA events.” Fullinwider goes
on:

John Thompson, then-coach of Georgetown University’s basketball team, complained that

poor minority kids were at a disadvantage taking the "mainstream-oriented" SAT.
"Certain kids," he noted just after the federal court’s decision, "require individual
assessment. Some urban schools cater to poor kids, low-income kids, black and white. To
put everybody on the same playing field [i.e., to treat them the same in testing] is just
crazy."
Fullinwider writes that the legality of Proposition 16 was challenged in March 1999 on the basis that it was discriminatory to
African-American student athletes. However, in its summary of the case Cureton v. NCAA, the Marquette University Law School
You Make the Call web site explains that the federal courts ultimately decided that Proposition 16 was not a violation of students’
civil rights and could be enforced by the NCAA.
With rules like Proposition 48 and Proposition 16, "the old practice of recruiting athletes who are clearly unqualified for admission
with the hope that their contributions on the field will be sufficient before their inadequacy in the classroom, slowed somewhat"

11.10.2 [Link]
(Duderstadt 195). However, as facts show today, it seems as if these rules are harder to enforce in some universities than the NCAA
originally thought.
There have been many documented instances of athletes being admitted to a university without even coming close to meeting the
minimum requirements for academic eligibility set by the NCAA. One such instance happened just one year after Proposition 48
was enacted. North Carolina State University signed Chris Washburn, "one of the most highly recruited high school seniors in the
nation" (Cramer K4). Although Washburn proved to be valuable to the team, it was later found out that "his combined score on the
SAT was a whopping 470," and that he had "an abysmal academic record in high school" (Cramer K4). Both his SAT score and his
poor grades in high school all fell much lower than the standards set by the NCAA.
According to Art Padilla, former vice president for academic affairs at the University of North Carolina System, student athletes
like Chris Washburn are not uncommon at most universities (Cramer K5). He states, "Every major college sports institution has
kids with that kind of academic record, and if they deny it, they are lying" (Cramer K5).
The admitting of unqualified students is not the only place where colleges seem to step out of bounds though. Once the athlete has
been admitted and signed with the university, for some, a long list of corruption from the university is still to follow when it comes
to dealing with their academics.
Furthermore, many universities face a lot of pressure to recruit good players to their schools regardless of their academic skills.
Debra Blum reported in 1996 about the case of a star basketball player who wanted to attend Vanderbilt University. As Blum
writes, “Vanderbilt denied him (basketball player Ron Mercer) admission, describing his academic record as not up to snuff. So he
enrolled at Kentucky, where he helped his team to a national championship last season” (A51). The case of Vanderbilt losing
Mercer caused a lot of “soul searching” at Vanderbilt, in part because there was a lot of pressure from “other university
constituents, particularly many alumni ... to do what it takes to field more-competitive teams, especially in football and men’s
basketball” (A51).
But these pressures are also the point where school officials are tempted to break the rules. As John Gerdy wrote in his article "A
Suggestion For College Coaches: Teach By Example,” in universities where the purpose of recruiting a great athlete is to improve
the team, they often claim, "intercollegiate athletics are about education, but it is obvious that they are increasingly about
entertainment, money, and winning" (28).
Mixed messages are sent when some student-athletes "are referred to as "players" and "athletes" rather than "students" and
"student-athletes" (Gerdy 28). It is clear that these student-athletes are sometimes only wanted for their athletic ability, and it is also
clear that there are sometimes many pressures to recruit such students. As Austin C. Wherwein said, many student athletes "are
given little incentive to be scholars and few persons care how the student athlete performs academically, including some of the
athletes themselves" (Quoted in Thelin 183).
In some cases, coaches directly encourage students to emphasize their athletic career instead of their studies. One such instance,
reported in Sports Illustrated by Austin Murphy, involves an Ohio State tailback, Robert Smith, who quit the football team "saying
that coaches had told him he was spending too much time on academics" (Murphy 9). Smith claims that offensive coordinator
Elliot Uzelac "encouraged him to skip a summer-school chemistry class because it was causing Smith, who was a pre-med student,
to miss football practice" (Murphy 9). Smith did not think this was right so he walked off the team (Murphy 9). Supposedly, "the
university expressed support for Uzelac, who denied Smith's allegations" (Murphy 9).
Another way some universities sometimes manage the academic success of their student-athletes is to enroll them in easier classes,
particularly those set up specifically for student-athletes. The curriculum for some of these courses is said to be "less than
intellectually demanding"(Cramer K2). Jan Kemp, a remedial English professor at the University of Georgia who taught a class
with just football players for students, was "troubled by the fact that many of her students seemed incapable of graduating from
college" (Cramer K2). This seems surprising, but in fact some athletes from the University of Georgia "were described as being
given more than four chances to pass developmental studies classes" without ever being successful (Cramer K2). Also, "school
records show that in an effort to keep athletes playing, several were placed in the regular academic curriculum without having
passed even the watered-down classes" (Cramer K2). Although this particular story comes from the University of Georgia, it is not
just unique to that school. Many universities have been guilty of doing such things for their athletes just so they could continue to
play on the team.
Of course, not all student-athletes are bad students. Many student-athletes actually do well in school and excel both athletically and
academically. But although these true "student-athletes" do exist, they are often overshadowed by those negative images of athletes
who do not do as well in school. And while all sorts of different sports have had academic problems with their athletes, the

11.10.3 [Link]
majority of corruption at the university level exists in football and basketball teams (Cramer K3). According to Duderstadt,
"football and basketball are not holding their own when it comes to student academic honors" (Duderstadt 190). He says "Football
and basketball have developed cultures with low expectations for academic performance. For many student-athletes in these sports,
athletics are clearly regarded as a higher priority than their academic goals" (Duderstadt 191). So although this label of the bad
student-athlete does not even come close to applying to all athletes, some universities are still considered, as John Thelin wrote in
his book Games Colleges Play, "academically corrupt and athletically sound" (199).
As James Moore and Sherry Watt say in their essay “Who Are Student Athletes?”, the “marriage between higher education and
intercollegiate athletics has been turbulent, and always will be" (7). The NCAA has tried to make scholarly success at least as
important as athletic success with requirements like Proposition 48 and Proposition 16. But there are still too many cases where
under-prepared students are admitted to college because they can play a sport, and there are too still too many instances where
universities let their athletes get away with being poor students because they are a sport superstar. I like cheering for my college
team as much as anyone else, but I would rather cheer for college players who were students who worried about learning and
success in the classroom, too.
Works Cited
Blum, Debra E. "Trying to Reconcile Academies and Athletics." Chronicle of Higher Education 42 (1996): A51-A52.
Cramer, Jerome. "Winning or Learning? Athletws- and Academws- In America." Phi Delta Kappan 67 (1986): KI-K9.
“Cureton v. NCAA.” You Make the Call. University of Marquette Law School. 2.3 (2000). 2 August 2005.
<[Link]
Duderstadt, James J. Intercollegiate Athletics and the American University: A University President's Perspective. Ann Arbor: The
University of Michigan Press, 2000.
Fullinwider, Robert K. “Academic Standards and the NCAA.” Institute for Philosophy and Public Policy. 19.2/3 (1999). 2 August
2005. <[Link]/IPPP/spring_summer99/>
Gerdy, John R. "A Suggestion For College Coaches: Teach By Example." Black Issues In Higher Education 14 (1997): 28-29.
Moore, James L. III, and Sherry K. Wart. "Who Are Student Athletes?" New Directions For Student Services 93 (2001): 7-18.
Murphy, Austin. "Back On the Team." Sports Illustrated 76 (1992): 9.
Thelin, John R. Games Colleges Play: Scandal and Reform in Intercollegiate Athletics. Baltimore: The Johns Hopkins University
Press, 1994.
“Who Can Play? An Examination of NCAA’s Proposition 16.” National Center for Educational Statistics Web Site. August 1995. 2
August 2005. < [Link]

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11.10.4 [Link]
 CHAPTER OVERVIEW

12: Alternative Ways to Present Your Research

12.1: Not All Research Comes in “Papers” or Essays”
12.2: The Research Portfolio/Narrative Essay
12.3: A Student Example- “The Story of My Working Thesis Malfunction” by Amanda Kenger
12.4: The Web-Based Research Project
12.5: Web Publishing versus Hypertext
12.6: A Web Writing Recipe- What You Need to Get Started, and Where You Can Go To Get Help
12.7: The Poster Session Project

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1
12.1: Not All Research Comes in “Papers” or Essays”
In Chapter Ten, “The Research Essay,” I describe the process for writing a conventional research essay. While research essay
writing tasks vary quite a bit, there are some general guidelines that you will want to consider when you are asked by a college
professor to write a “research paper” or “research essay.”
Of course, the traditional essay form (typed, double-spaced, thesis-driven, written in a linear “from beginning to end” style) is still
the most common writing assignment in college classrooms, and this will probably remain the case for some time to come.
Increasingly however, college teachers are considering alternatives to this form. Some of these alternatives have actually been
common in composition classes for a while now-- for example, the “I-Search” research essay (which was pioneered by Ken
Macrorie in the late 1980s) and portfolio-based writing projects and assessments.
Others alternatives are more recent. The increased power and availability of computer technology has played a significant role in
presenting research in a way that is different from the conventional essay. For example, the World Wide Web allows (some might
even say requires) writers to publish documents that include graphics and photographs, and even audio and video files.
In some ways, these alternatives to the research essay still have the same basic requirements that I’ve discussed in all the previous
chapters in The Process of Research Writing. After all, you are still trying to convince and inform an audience about a particular
point, and you do this with your use and interpretation of evidence.
In other ways, presenting your research in an alternative fashion and with alternative sorts of evidence change in interesting ways
the role and place in research in both academic and non-academic settings. Besides that, writing about your research in a “non-
traditional” way might shed a different and informative light on your topic, and it might even be fun.
Obviously, there is no limit to the number of alternatives and variations to the traditional research essay. In this chapter, I will
describe three ways of approaching research writing differently: The research portfolio/narrative essay, the Web-based research
project, and the poster session project. These projects could be completed either along with or instead of a more traditional research
essay, and I would also encourage you to experiment and explore other alternatives and combinations of projects.

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12.1.1 [Link]
12.2: The Research Portfolio/Narrative Essay
A “research portfolio” is a collection of writing you’ve done in the process of completing your research. Of course, the details
about what is included in this portfolio will vary based on the class assignments. However, if you’ve been following through the
exercises in Part Two of this textbook, chances are your portfolio will consist of some combination of these projects:
The topic proposal exercise
The critique exercise
The antithesis exercise
The categorization and evaluation exercise
The annotated bibliography exercise
A research portfolio might also include your work on some of the various exercises in The Process of Research Writing and other
assignments given to you from your teacher.
The goal of the exercises in Part II of this book is to help you work through the process of research writing, and to help you write
an essay along the lines of what I describe in Chapter Ten, “The Research Essay.” However, as an alternative to using this previous
work to write a research essay, you could write an essay about these exercises to tell the story of researching your topic.
This project, “The Research Portfolio/Narrative Essay” is similar to a more conventional research essay in that the writer uses cited
evidence to support the point exemplified in a working thesis. However, it is different in that the writer focuses on the process of
researching his topic, a narrative about how he developed and explored the working thesis.

The Assignment
Write a seven to ten page narrative essay about the process of working through the previously assigned exercises in the class. Be
sure to explain to your audience-- your teacher, classmates, and other readers interested in your topic-- the steps you took to first
develop and then work through your research project.

This page titled 12.2: The Research Portfolio/Narrative Essay is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated
by Steven D. Krause.

12.2.1 [Link]
12.3: A Student Example- “The Story of My Working Thesis Malfunction” by Amanda
Kenger
In the course where Amanda wrote this essay, students were given the option to either follow the Chapter Ten assignment for
writing a more “conventional” research essay, or to write a research portfolio/narrative essay following the assignment described in
this chapter. Amanda said that she originally chose to write a portfolio/narrative essay because “I thought it would be a piece of
cake. I was wrong.” She soon realized that this assignment required her to think carefully about how to present her research to her
readers, and it required her to follow an approach that was different from her previous academic writing experiences. Overall,
Amanda was glad she chose this writing option “because it gave me an opportunity to do something out of the ordinary.”

The Story of My Working Thesis Malfunction

When we were fist given the assignment for the final research project, I was sure that I was going to write a traditional research
paper. I have done all of the research, written out the annotated bibliography, and have created a fairly decisive working thesis.
However, I finally decided to work through the research portfolio essay option after looking at the work I created during the
semester and realizing how much things have changed from start to finish.
I wrote four essays that examine my thesis and my sources and my working thesis changed with each essay. It transformed from
my original idea that three events in history changed television censorship to my final working thesis, "Janet Jackson's 2004 Super
Bowl wardrobe malfunction has changed the way that Americans view television."
Each of the essays I wrote has had an effect on my final working thesis. This is especially surprising for me because previously,
when I came up with an idea or a thesis, my mind is usually made up. But I think that story of working through the different
exercises this semester shows how much my original working thesis changed.
I first decided on the idea for my original working thesis through writing my topic proposal essay. This essay got me thinking about
the evolution of television censorship from shows like I Love Lucy to Desperate Housewives. I began to think of events in
television history that would have caused a domino effect in censorship. So in my topic proposal essay, I said that there were three
events in TV history that drastically changed the way that television was censored. The first of these three events was Elvis on The
Ed Sullivan Show. His sexual dance moves sent shockwaves through conservative America. For the second event, I chose George
Carlin's classic comedy skit "Filthy Words." The skit included "seven words you can never say on television" and was played over
the radio by a small town DJ. The controversy surrounding the skit eventually snowballed into a lawsuit, and finally a Supreme
Court case. For the third event I chose Janet Jackson's 2004 Super Bowl halftime show performance. Her "wardrobe malfunction"
on live television became grounds for the institution of a delay on all live broadcasts.
One of the reasons that I decided to choose three events was because I wanted to trace some longer trends in television, and also
because I was worried about not having enough evidence to support my thesis in a research essay. I can see now though that I had
too much going on in my original thesis. I was going to have far too much information and my paper would probably lose its focus.
Also, when I look back at my topic proposal essay now, I see that I only cited one reference each for Presley and Carlin, and I
wrote that I found, "hundreds of articles on several databases and on the World Wide Web" about Jackson. That should have been
my first red flag that the bulk of the information available to me was going to be on Jackson.
Regardless, when I completed my topic proposal essay, my working thesis was, "Three main events in history have changed
censorship: Elvis on The Ed Sullivan Show, George Carlin's Supreme Court case, and Janet Jackson on the 2004 Super Bowl."
My evaluation of my own working thesis continued throughout my critique essay. For this essay, I chose to critique an article called
"The New Puritanism" by Eric Gillin and Greg Lindsay, published in Advertising Age and accessed electronically through the
Wilson Select database. This article investigated the consequences of Jackson's Super Bowl stunt and, to my surprise, these
consequences were not only felt in television. The wave of conservatism that Jackson created was felt strongly in the world of
advertising and big business. The article poses the seemingly unanswerable question of how to make everyone content with mass
media content.
Gillin and Lindsay lean towards the idea that the conflict that lies in censorship is a generational one. They write "74% of
consumers ages 12 to 20 said CBS overreacted in its response". They also describe some of the possible solutions that have been
proposed to solve the censorship conflict. Some of these suggestions include running parallel ad campaigns with designated ratings.
This article finally caused me to realize the seriousness of Jackson's actions. "The New Puritanism" pointed out several ways in
which advertising companies and big businesses like Wal-Mart altered their campaigns and content after the incident. For example,

12.3.1 [Link]
Wal-Mart pulled Maxim magazine off of their shelves and Budweiser pulled some of their commercials off ofthe air. Gillin and
Lindsay describe an impossible situation in both television and advertising, and warn, "sex or violence... may be off the mainstream
for good" (6).
Gillin’s and Lindsay’s article first got me thinking about the fusion of academic culture and popular culture. Going into this project,
I assumed that every academic article was going to take the side of the FCC. Much to my surprise, almost all the academic articles I
found carried warnings of the FCC's over-involvement in the media.
This article also made me look once again at my working thesis. When I was searching for an article to critique, I could not find
any on Carlin or Elvis. The sources that I had for the Carlin and Elvis consisted mostly of web sites or page long narratives. I found
it very difficult to locate any article that I would be able to use in my critique essay. Another red flag. However, after my critique
essay I felt more confident in stating that Jackson's halftime show changed media censorship.
When it came time for me to write my antithesis essay, I was really worried. Almost all of the articles I found warned about the
dangers of the FCC's power. I was concerned that I would not be able to find any evidence that supported my antithetical
arguments. I finally found my answer on a website created by United States Senator Sam Brownback. Senator Brownback served
as one of the sponsors for the Broadcast Decency Act of 2004. He wants stronger regulations from the FCC and other parts of the
government. On his web site, Brownback stated that Jackson's halftime show "is just the most memorable example of the growing
volume of inappropriate material that is broadcast..." He argues that Jackson's halftime show did not serve as an important event in
censorship history, only the most recognizable. Brownback goes on:

We live in a nation where we hold the First Amendment in high regard. In an effort to
maintain the free exchange of information, thoughts, and opinions, we strive to avoid
government involvement in communications content. At the same time, we are nation
raising children. With the turning of a tuning knob, or a click of the remote, Americans
are presented with the content of the public airwaves and the culture it generates.
Broadcasters can express any viewpoint and idea they want, but they have a legal and
moral duty to ensure that viewers, especially minors, are not presented with explicit
material.
In response to this, I found an article on the web site “Intellectual Conservative Politics and Philosophy” by Wendy McElroy titled
"Censorship is Not a Solution for Trashy TV." She directly challenges Brownback and says that the consequences of the Broadcast
Decency Act "may be far worse than a bit of trashy exhibitionism on TV.” McElroy's article defended my idea that Jackson's
halftime show changed censorship in that it propelled the Broadcast Decency Act into the public interest.
Critic Tom Shales, writing for Television Week, agrees. In an article I found via the Wilson Select database titled “The Real
Indecency Is The Show In Washington,” Shales said:

Clearly the saddest and most infuriating irony of the whole mess is that Federal
Communications Commission Chairman Michael Powell is demagoguing this “issue”
into a national frenzy, or at least a federal frenzy, about indecency in the media, thus
distracting attention from his attempt to impose a radical relaxation of media ownership
rules on the country.
When I wrote my antithesis paper I was still thinking of using Carlin's Supreme Court case in my thesis. I included a paragraph
arguing that Carlin's "filthy words" are still filthy by today's standards. I still believe this to be true, and I think I made a solid
argument defending my thesis. The problem was that I did not include any citations to back up my argument. My main reason for
holding onto Carlin in my thesis was to make sure that I had enough research in my essay. However, the antithesis paper reaffirmed
for me that Jackson “wardrobe malfunction” incident was a good subject for my essay. The antithesis essay put my doubts to rest
by showing me that there were people that disagreed with my thesis and also that I could argue my position.
It was because of the categorization essay that I was finally able to decide on my thesis. After I put all of my sources into credible
and non-credible categories, I discovered that most of the non-credible sources were on Elvis or Carlin. I simply did not have
credible sources on either of the two and made the final decision to cut them completely out of my working thesis. I also divided
my citations into sources that were for the FCC and sources that were against the FCC. Again I saw the reoccurring theme that

12.3.2 [Link]
most of my sources were against the FCC and its involvement in mass media. In "The Darker Reaches of the Government,"
Anthony Mathews warns that if the FCC and the United States government continue to control our television media, "no
constitutional guarantee of basic freedoms will exist"(243). It seemed that most of my research made a similar point about the
importance of keeping our First Amendment rights in tact.
Even though the categorization exercise was by far the most difficult for me to complete, I learned the most about my working
thesis by doing it. The essay made me think more seriously about my sources. In a way, it only makes sense that most of my
articles were against the FCC's involvement in media because the articles are part of the media. Why would a journalist, author or
any writer suggest that the FCC should censor mass media when their articles, journals and books could be just as easily censored?
Our First Amendment rights are not limited to television and other technologies, a point that I neglected to consider at the
beginning of the semester. Also it proved challenging to put my sources into credible and non-credible categories. I would not cite
People as a credible source if I was writing about pharmaceuticals, but I felt that I had to consider the magazine an expert on my
subject of Janet Jackson. In other words, it seems to me that credible and non-credible sources can differ depending on the subject
matter.
I wish that I could have done the categorization and evaluation exercise earlier in the semester. After taking one look at my notes
and prewriting for that exercise, I realized that I had more than enough information on Jackson to write an essay. If I had
categorized my sources sooner I would have revised my working thesis much earlier in the semester. And beyond that, I think that
this was the exercise where I learned the most about research writing. I plan on working through some of the categorizing exercises
the next time I have to write a research essay, especially making a chart to help me sort through my evidence. Perhaps by doing so I
will be able to see more clearly what sources will work in my essay and what points I can include in my working thesis.
Even though my working thesis has changed drastically throughout the duration of the semester, I feel that I am now finally happy
with my thesis: "Janet Jackson's 2004 Super Bowl wardrobe malfunction has changed the way that Americans view television." I
have good evidence supporting my thesis, I can defend my thesis against an antithetical argument and I know where my own
opinion lies. I don't know if I will ever use my knowledge of Jackson's wardrobe malfunction in my everyday life, though if it does
come up in conversation, I’ll have my answer. But I do think that the skills I learned through revising my working thesis and
writing these essays will prove useful in many future essays to come.
Works Cited:
Brownback, Sam. “Broadcast Decency: S. 2056, The Decency Enforcement Act of 2004.” U.S. Senator Sam Brownback
homepage. 30 May 2005. <[Link]/[Link]>
Gillin, Eric and Greg Lindsay. “The New Puritanism.” Advertising Age 5 April 2004: 1, 34-5. Wilson Select database stuff....
Mathews, Anthony. "The Darker Reaches of the Government." Modem Law Review. 1 Nov. 1980: JSTOR.25 May 2005.
McElroy, Wendy. "Censorship is Not a Solution for Trashy TV." The Intellectual Conservative. 19 Feb. 2004. 30 May 2005.
<[Link]/[Link]>
Shales, Tom. “The Real Indecency Is The Show In Washington.” Television Week 23.11 (15 March 2004): 37. Wilson select stuff.

This page titled 12.3: A Student Example- “The Story of My Working Thesis Malfunction” by Amanda Kenger is shared under a CC BY-NC-SA
license and was authored, remixed, and/or curated by Steven D. Krause.

12.3.3 [Link]
12.4: The Web-Based Research Project
Most academics—students and teachers alike—have become comfortable with using the Internet for at least a part of their research.
As I have said in many other places in The Process of Research Writing, you have to be cautious when using many web-based
sources because they aren’t necessarily as credible as other popular and academic sources. Nonetheless, the Web still represents a
great place to find information on a wide variety of topics, and it is a great place for you to publish research on almost any topic.

The Advantages of the Web-Based Research Project

There are many advantages to creating Web sites that have nothing to do with writing research projects. Making Web pages is fun
—the Internet is a great place to post pictures of your friends and pets, and it’s a good way to share your writing with others
through blogging or posting your poetry or short stories. But for the purposes of publishing academic research, I believe the Web
has three main advantages over more traditional “paper” outlets.
The Web allows you to present your research with graphics, with multimedia, and/or as a “hypertext.”
While paper-based research projects limit you to black-and-white typed text on a page (with perhaps a few graphic elements here
and there), Web-based research projects will almost certainly include colors and graphics to enhance the effectiveness of the site.
It’s also possible to include some simple multimedia elements into your research project—sound clips, short video clips, or
animation, for example.
The Web also makes it possible to present your research project not as a linear “beginning to end” essay but as a “hypertext,” a type
of text that allows for—even encourages—different approaches and readings. I discuss this in a bit more detail later on in this
chapter.
Your research project can become available to a broad, diverse, and international audience.
Traditional paper-based research projects usually only reach a small audience—your classmates, your teacher, and perhaps other
friends and colleagues. Web-based research projects are available to any of the tens of millions of people all over the world who
spend at least some time surfing the Web.
Now, let’s be realistic: your Web site is not going to have as many readers as popular sites like Yahoo! or the CNN web site. Just as
is the case with traditional publishing, simply making your writing available is no guarantee that you will attract a large audience of
readers.
However, the potential reach of your Web-based research project is enormous, certainly much larger than the potential audience of
a more traditional research project. Further, if you register your site with various search engines and search directories (and most of
them provide information on how to do this), your site will eventually show up on the searches that other researchers conduct.
The Web Facilitates Collaboration
Chances are, you are already familiar with one of the Web’s most powerful features, the “link:” the highlighted element of text that
a Web reader clicks on in order to go to another Web page. The ability to link your Web page to just about any other Web page out
there allows you to make a lot of very literal connections to other writers and publications, which is in itself a form of
collaboration.
But in a more concrete sense, the Web facilitates collaboration with your colleagues since you can build links to each others’ Web
sites. This allows writers to work simultaneously on different parts of the same document, and to link to each other when it comes
time to put the research project together. In my experiences as writer and a teacher, this approach is an excellent balance between
the two extremes of collaboration I describe in Chapter Four “How to Collaborate and Write With Others”.

The Disadvantages of the Web-Based Research Project

While the advantages of creating Web sites for your research are significant, the disadvantages are significant as well. So before
you commit yourself and your colleagues to Web-based research project, you need to take a moment to consider some of the
challenges you’ll face in making your Web site and your abilities to cope with these potential problems.
Computer hardware and software access
To make a Web page, you obviously need to have easy access to a personal computer connected to the Internet, either one you own,
one where you live, or one at your school that you can use on a fairly regular basis. You will also need to have at least some basic

12.4.1 [Link]
software to create and edit your Web site and to manipulate graphics. Last, and far from least, you need to have access to a server,
which is a computer on a network that delivers (or serves) Web pages to users. I discuss all of these issues in more detail later in
this chapter.
For some students and teachers, these access issues are very difficult to overcome. For example, at the university where I teach,
students don’t have “easy access” to a server where they can publish their Web sites. While this is a state of affairs that is changing,
it means that it is quite challenging for my students to publish their Web sites, even though most of them have access to a personal
computer.
Learning about HTML and other computer literacy skills
Making web pages using Hypertext Markup Language (HTML) and HTML editing software is actually surprisingly easy. Making a
basic Web site—made up of individual Web pages that are just text, links, and simple graphics— is not “computer programming”
in the sense that it requires special computer skills or training.
However, making a Web site does require a degree of computer skill and literacy that many of my students and fellow English
teachers have not quite achieved. In other words, while you don’t have to be a “computer geek” to make a simple Web site, you do
need to be relatively “computer literate” to learn how to make a Web site.
Time, time, and time!
Creating, uploading, trouble-shooting, and editing Web sites simply takes time, certainly more time than simply typing an essay
with a word processor. You are already probably spending a lot of time researching and writing about your research project; given
the time it takes to learn how to make Web pages and then to actually make them, it might be logistically impossible for you and
your classmates to put together Web-based research projects in an academic term.
But it is also more time consuming because when you create a web site—even a simple one as a class project—you are moving
from the role of “academic writer” to “Web publisher.” And as a Web publisher, you need to concern yourself with things like
layout, colors, links, and graphics. So if you and your classmates decide to present your research on the Web, you should probably
budget more time for completing the final version of your web site than you would if you were writing an essay or creating a
research portfolio.

This page titled 12.4: The Web-Based Research Project is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated by
Steven D. Krause.

12.4.2 [Link]
12.5: Web Publishing versus Hypertext
After considering the advantages and disadvantages of creating a research-based Web site in the first place, the next step is to
decide if you want to merely publish your research essay on the Web, or if you want to develop a hypertext version of your
research project.
By merely “publish,” I mean the process where you take your research essay as it exists on paper, convert it into an “HTML file” or
as a “PDF file” (Portable Document Format) and then upload it to the Web. By hypertext, I mean the process where you create a
series of HTML files that contain the text to your research project and that contain highlighted words, phrases, or images that allow
potential readers to explore and read your research in nonsequential ways.
A Web published research essay is really no different than the sort of traditional research essay project I discussed in chapter ten,
except that it is available on the World Wide Web. If we were to map this essay, it might look something like this:

Figure 12.5.1
With Web published research essay projects, you are expecting your readers to read in a particular order, from beginning to end,
from “A” to “F.” In fact, each of these different parts of your research essay project could be part of one text file, available to your
reader to scroll through or print and read later. And of course, if you decide to publish your research essay as a PDF, then readers
will have to either print your essay or use software like Adobe Acrobat Reader to read your essay.
There are two advantages to web publishing your essays like this:
It is easy to do. Since most word processing software allows users to convert files into HTML or PDFs, publishing a paper-
based research project is simply a matter of saving in a different format and uploading to a server.
Web publishing preserves the order and “feel” of a paper-based research [Link] is especially true of PDFs.
The main disadvantage of Web publishing like this is it isn’t as dynamic or as flexible as a hypertextual research project. This
depends on the audience of course, but often times, web readers are more likely to read and use your web site if it is presented as
hypertext intended to be read on the screen.
A “hypertextual” research project might be mapped like this:

Figure 12.5.2
In this example, each of the boxes represents a different part of the Web site, and thus a different file—instead of scrolling from one
part of the Web site to the next, readers have to follow links to other parts of the site. While most hypertext Web sites begin with
some starting point (often a sort of “table of contents” page), they are written and designed in a way that allows for multiple ways
of reading. Readers could as easily read from point “D” to point “F” as they can read from point “A” to point “B,” and, if the
hypertext is effectively presented, both readings will be informative to the reader.
The main advantage of presenting a research project as a hypertext is basically the opposite of simply “Web publishing” a research
essay: hypertexts are dynamic and more interactive than traditional essays presented on the Web, and readers they give readers
more and different opportunities to interact with them.

12.5.1 [Link]
Think of your own reading habits when it comes to the World Wide Web: chances are, you are more likely to read through a site
that presents text in small chunks and that allows you to select links to the part of the site that interests you. Further, if you are a
typical Web reader, you are less likely to read through a site if you have to scroll down the page or print out the site to read it.
Along these lines, the main disadvantages of research projects presented as hypertexts are the opposite of Web published research
essays:
They aren’t as easy to make. For one thing, it might take a considerable amount of work to divide up the parts of your
research project into different parts of a hypertext. For another, each separate part or “page” of your Web site (represented here
by the different lettered boxes) is a separate HTML document that you need to create and maintain. While this isn’t difficult to
do, it does take some time and effort, certainly more so than if you were to simply convert a word-processed file into a Web
page.
Hypertextual research projects can’t preserve the order of presentation. After all, one of the points of a hypertext is to give
your reader options in how they want to read it. While you can create hypertexts that give readers the option of reading the
project straight through, your readers might not choose to read that way, which can cause some confusion.

This page titled 12.5: Web Publishing versus Hypertext is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated by
Steven D. Krause.

12.5.2 [Link]
12.6: A Web Writing Recipe- What You Need to Get Started, and Where You Can Go
To Get Help
If you want to publish your research writing on the web, you will need to learn a few basic computer skills, you’ll need some
modest computer hardware and software, and you’ll need to have access to computer server space that can host your web sites.
Here is a basic “Web Writing recipe” to get you started.
A little knowledge of HTML. Hypertext Markup Language is the basic coding system that makes the Web work. Technically, you
don’t have to use HTML to make your web sites, but not knowing anything about HTML can be very confusing.
Fortunately, HTML is fairly easy to learn. There are many guides to HTML available for free on the Web (and the The Process of
Research Writing Catalyst Web site links to some of them), and there are also many books available that provide basic instruction
in working with HTML.
Some basic computer hardware and software. Most personal computers connected to the Internet can be used to make Web
pages. However, not all personal computers have the basic software needed to make Web pages.
You can make a Web page with just about any text editing program, even something as simple as “Note Pad,” which comes on all
Windows-based personal computers. However, you will probably want to use a software application specifically designed for
making Web pages. There are a variety of free applications that can help you, and there are links to some of these programs at the
The Process of Research Writing Catalyst Web site, though the best programs are commercial products. Currently, the two best
known products for making Web sites are Microsoft’s FrontPage and Macromedia’s Dreamweaver. You may want to ask the
Information Technology specialists at school about the availability of this software on your campus.
Finally, since you will probably want to include some graphics and photographic images with your Web site, you will also need
software that handles graphics and photographs. Again, some of these products are free (though the best ones are not), and you may
want to ask the Information Technology specialists at school about the availability of this software.
Access to a web server. In order to make your Web site available to other readers, you need to upload your Web site (the HTML
files and any of the graphics accompany your site) to a Web server. A server “serves” files to Web readers (usually known as
“clients” or “users”) when they request a particular Web site by entering in a specific web address.
Increasingly, many colleges and universities are providing web server space to the academic community so that they can publish
their work on the World Wide Web. Ask your local Information Technology specialist for information. There are also numerous
other ways to make your Web site available on a server, both for a modest cost or for free.

The Assignment
Create a web site to present your research project. Keep in mind that you will need to decide early in the process if you want to
present your research as a “web published” version of a linear essay or if you want to present your research in a “hypertextual”
format. You should keep in mind an audience of your classmates and your teacher, but remember that your web site will be
accessible by anyone on the Internet interested in your topic. Your web site should have as much content as a more conventional
essay, and you will need to cite evidence as appropriate as well.
There are many possible variations to this assignment. For example, since web site projects are excellent opportunities for
collaboration, this might be a good project to work on with your classmates.

This page titled 12.6: A Web Writing Recipe- What You Need to Get Started, and Where You Can Go To Get Help is shared under a CC BY-NC-
SA license and was authored, remixed, and/or curated by Steven D. Krause.

12.6.1 [Link]
12.7: The Poster Session Project
At many academic conferences in a variety of different disciplines, faculty and student participants often have the option to present
their research to other conference participants in a “Poster Session.” It’s similar in some ways to a science fair of the sort you might
remember from junior high school: participants literally make a poster or some other sort of multi-media presentation (photographs,
charts, sound recordings, video) that represent the presenter’s research.
The poster session project is different from the other alternatives to the traditional research paper I’ve discussed in this chapter
because it is a supplement rather than a replacement for other research writing projects. But poster sessions are important
supplements to other writing projects because they provide a different way for researchers to interact with each other and their
projects, and they can work well for students in composition courses, too.

The Assignment
Based on the work you have completed with your research project, create a presentation for poster session. Your presentation could
be a poster, but it does not have to be limited to just a poster. You might include other sorts of models or representations, audio
files, video, etc.-- use your imagination! During our poster session, you will be expected to answer questions from others about
your presentation.
Poster sessions can be small, limited to a single class, or, as the example of the Eastern Michigan University “Celebration of
Student Writing” demonstrates, they can be very large. You might also supplement their poster with a short essay that explains
what choices you made in putting together your presentation and why.

A Program-wide Poster Session: The Eastern Michigan University “Celebration of Student Writing”

Eastern Michigan University’s First Year Composition program has an innovative program-wide Poster Session presentation called
the “Celebration of Student Writing.” Every semester, hundreds of students enrolled in first year composition courses and their
instructors gather for the afternoon-long celebration. They share posters and presentations of their own and they browse and visit
the posters and presentations of their classmates.

Figure 12.7.1 - Students visit and browse classmate’s projects at the Celebration of Student Writing.
What kinds of posters and presentations do students put together? “Sometimes, whole classes work on a single project, or a single-
themed project,” said Linda Adler-Kassner, the director of the first year composition program at EMU. “Others do individual
projects related to a single theme. For example, one student made life-sized cardboard people representing the communities they
studied, then made speech balloons coming from them to give some details about their findings and wrote explanations about the
process.”

Figure 12.7.2 - Cardboard cut-outs represent the members of a student’s research community.
Other projects have included the use of video, interactive games where audiences try to answer questions about a research project,
models that represent some aspect of the research project, and almost every imaginable sort of poster. “We’ve even had students
who dress up in costume to represent their research,” Adler-Kassner said.

12.7.1 [Link]
The celebration is the culmination of the first year writing experience where student research focuses on issues of language and
community. Students write a variety of research writing projects throughout the semester and then share their work during the
celebration. And students take their posters and presentations for the celebration quite seriously. “It's one thing to come up with a
catchy project-- and that takes some thinking, too-- and another to figure out how to let visitors know how much work, and what
kind of work, has gone into coming to that point.”
The main audience for the celebration is other students and instructors involved in the first year composition program at EMU. But
other members of the EMU community attend the celebration as well-- other students, faculty, and university administrators. And
the large and diverse audience bring an added significance to the students’ research. “Students feel like people actually do care
about what they write, and that the writing of others is actually interesting to them,” Adler-Kassner said. “They feel more a part of
the institution because this event is attended by so many folks. They feel like they have something to say, and that people are
interested.”
For more information on the Eastern Michigan University First Year Composition program’s “Celebration of Student Writing,”
visit the program’s web site at [Link]/english/fycomp

This page titled 12.7: The Poster Session Project is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated by Steven D.
Krause.

12.7.2 [Link]
 CHAPTER OVERVIEW

13: Citing Your Research Using MLA or APA Style

13.1: What is Citation For, Anyway?
13.2: An Abbreviated Guide to MLA Style
13.3: Formatting of Works Cited Pages, Annotated Bibliographies, and Works Consulted Documents
13.4: An Abbreviated Guide to APA Style
13.5: Formatting of Reference Pages, Bibliographies, and Annotated Bibliographies

This page titled 13: Citing Your Research Using MLA or APA Style is shared under a CC BY-NC-SA license and was authored, remixed, and/or
curated by Steven D. Krause.

1
13.1: What is Citation For, Anyway?
As I’ve discussed throughout The Process of Research Writing Writing, citation is one of the key elements that distinguishes
academic research writing from other kinds of writing. Academic readers are keenly interested in knowing where the writer found
her evidence, in many cases so the reader can retrieve that evidence and read it themselves if they want.
Second, academic writers are also very interested in giving credit to other writers’ ideas. As I discussed in chapter three, “Quoting
and Paraphrasing Your Research,” to not give proper credit to another writer’s words or ideas is plagiarism. To not use citation in
academic writing is simply against the rules.
So, in the most general sense, the goal of citation in academic writing is pretty straight-forward: properly citing your research in
your writing explains to your readers where you found the evidence to support your points.

Finding Out More About MLA and APA Citation

There are several different sets of “rules” that academics use for citing research. The two most commonly used in writing classes
and used by academics working in the humanities (things like English, history, philosophy, Women’s studies, and education) and
the “soft sciences” (psychology, sociology, political science, and so forth) are the guidelines of the Modern Language Association
and those of the American Psychological Association.
While academic journals that focus on scholarship having to do with literature and language tend to follow the MLA guidelines,
there are other English studies journals that use the style rules of the APA.
This chapter includes an abbreviated version of the basic rules of both MLA and APA style you will need to cite most types of
materials you include in your research project. But for materials and details about citation that you don’t find included here, you
may want to consult the official style guides, their Web sites, or other documentation sources.
The definitive guide for the rules of MLA is:
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. Sixth Edition. New York: Modern Language Association of
America, 2003.
For APA style, the definitive guide is:
American Psychological Association. Publication Manual of the American Psychological Association. Fifth Edition. Washington:
APA, 2001.
Both the MLA and APA style guides are very complete. However, as you work on citing your research and review the guidelines I
offer here, keep in mind two things:
No style guide accounts for everything. While there are rules of citation for almostall of the different types of evidence you
might use in your research projects, you might come across some type of evidence that doesn’t seem to be covered. Talk with
your teacher when this happens, but you may need to approximate what you think is the proper citation style.
Style guides are evolving, changing, and open to interpretation. While it may seem that the rules for citation in MLA, APA,
and other style guides have always and forever been the same and are completely beyond any interpretation, this is not the case.
The most obvious recent example as to how style guides change is the internet. Up until a few years ago, there were no good
rules with any of the common style guides as to how to cite information from a web site because there were no web sites.

This page titled 13.1: What is Citation For, Anyway? is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated by
Steven D. Krause.

13.1.1 [Link]
13.2: An Abbreviated Guide to MLA Style
Parenthetical Citation
MLA style uses “parenthetical citation” instead of footnotes or endnotes to indicate within the text the source of a quote or a
paraphrase. There should be enough information within the parenthetical citation to help your reader locate the complete
bibliographic information on your “works cited” page.
In MLA style, it’s best to weave parenthetical citations into the flow of the sentence—avoid merely “dropping” citations into the
text that disrupt it. Also, be sure that the parenthetical citation information clearly refers to the material you are citing. See Chapter
Three, “Quoting and Paraphrasing Your Research,” for suggestions on how to do this effectively.

Author in a phrase
Whenever possible, incorporate the name of the author into the sentence and note the page number in the parentheses. Use the
author’s full name on the first reference, and the author’s last name on each subsequent reference.

Example 13.2.1:

Sara Baase writes in A Gift of Fire “The desire for the advantages of small community life ... is prompting many professionals
and knowledge workers to move to small towns” (296).

Author in the citation

When you don’t name the author in the sentence, you need to include it in the parenthetical citation.

Example 13.2.2:

Still, many people “prefer city life for its vibrancy and career and social opportunities” (Baase 296).

Two or three authors

Name all of the authors, preferably in the sentence, but if not, in the parenthetical citation. Use the authors’ full names on the first
reference, and the authors’ last names on each subsequent reference.

Example 13.2.3:

As David D. McKenny, Werner M. Newhausser, and David Julius explain, while we know a lot about how people detect heat,
“little is known about how we detect cold” (52).

Group or corporate author

If the text is the product of a group, a committee, a corporation, etc., use the group or corporate author as you would an author
name.

Example 13.2.4:

According to the National Research Council’s report Inland Navigation System Planning, the U.S. Army Corps of Engineers
finds itself between those advocating for commerce and those wanting to protect the environment (ix).

Unknown author
Use the title of the work or a shortened version of it instead of the author’s name. Generally speaking, you should avoid using
phrases like “anonymous” or “unknown author.”

13.2.1 [Link]
 Example 13.2.5:

As reported in the article “TV Dropped from Medicare Bill,” ...

Author of two or more pieces of evidence in your project

It’s not uncommon to cite different works from the same author in an essay. When this happens, you need to make it clear in your
citation which work you are quoting.

Example 13.2.6:

The Financial Services Information Sharing and Analysis Center was designed to combat cybercrime (Markoff, “New Center,”
C-2).

Work in an anthology
When you quote a work that is reprinted in an anthology, use the name of the author of the work (not the name of the editor) and
the page numbers from the anthology. In your Works Cited page, you will note the name of the editor and the anthology.

Example 13.2.7:

Lehan connects the character Gatsby with other myths of man-god figures, both as seen through his eyes and the eyes of other
characters (80-1).

Indirect source
An indirect quote is when you quote from a piece of evidence where that writer is quoting someone else. To properly cite indirect
quotes, use the abbreviation “qtd.” in the parenthetical citation to explain the source of the indirect quote.

Example 13.2.8:

Steve Miller said “I have no financial incentive to kid you about anything” (qtd. in Naughton 24).

A work without a page number (including Web sites)

This would include quotations and paraphrases from a Web site or other Internet source, from a television show, a radio program,
and so forth. On the first reference to this sort of evidence, try to work an explanation of the source within the sentence itself to
make it clear why you aren’t noting a page number.

Example 13.2.9:

“The Term Hacker,” according to Susan Brenner’s web site [Link], “also tends to connote membership in the global
community defined by the net.”
The CNN web site reported about a recent international conference about Internet crime in the article “World cybercrime
experts see need for laws, ties.”

You should also use this approach when you are citing newspaper, journal, or other types of articles that originally appeared in a
“traditional” print source but that you discovered through a Web site or a database that did not note page numbers. This can make
for some awkward phrasing, but it is important to indicate that the version of the text you are using is not paper-based but is Web-
based.

Example 13.2.10:

According to Robert Pear in his 1999 article “Drug Companies Getting F.D.A. Reprimands for False or Misleading
Advertising,” available through the New York Times Web Site, “The Federal Government has repeatedly reprimanded drug
companies” for making false claims in their ads.

13.2.2 [Link]
On references after the first one to the evidence, refer to it by the last name of the author.

This page titled 13.2: An Abbreviated Guide to MLA Style is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated
by Steven D. Krause.

13.2.3 [Link]
13.3: Formatting of Works Cited Pages, Annotated Bibliographies, and Works
Consulted Documents
Whenever you include quotes and paraphrases in your research essays, you must note the bibliographic information about where
you found this evidence. In MLA style, this is called a “Works Cited” page. The “Works Cited” page is a list of citations which is
alphabetized based on author’s last names (or, if a piece of evidence doesn’t have an author, on the title of the evidence, not
counting the words “A,” “An,” or “The”) that explains where you found your research.
Works cited pages include only the evidence that you quoted in your essay. Unlike an annotated bibliography (like the project I
describe in Chapter Six), a works cited pages include only a citation and not an annotation. Finally, you might be required to put
together a “Works Consulted” list. This is a list of citations for all the work that you considered but didn’t necessarily quote in your
research project.
MLA style calls for Works Cited pages to be double-spaced with a hanging indent of a half inch, as you can see in the examples
here. The specific format for each of your entries on your Works Cited page will vary according to the type of evidence. But in
general, each of your entries should include enough information about the research you are quoting or paraphrasing so that the
reader could find this research themselves if they wanted to find it.

Books
Works Cited entries for a book always include:
The Author or authors. Last name first of the first author; for each author after that, it is first name first.
Title of the book. You should underline the title or put it in italics.
Publication information. This includes the name of the publisher and the city of publication.
Year of publication.

Book, single author

Example 13.3.1:

Brackett, Virginia. F. Scott Fitzgerald: Writer of the Jazz Age. Greensboro, NC : Morgan Reynolds Publishers, 2002.

Book, two or more authors

With multiple authors, list the first author last name first, separated from the author’s first name with a comma. List all of the
authors first name followed by the last name.

Example 13.3.2:

Jennings, Simon, Michel J. Kaiser, and John D. Reynolds. Marine Fisheries Ecology. Oxford: Blackwell Science, 2001.

Book, corporate or group author

Example 13.3.3:

National Research Council. Inland Navigation System Planning: The Upper Mississippi River—Illinois Waterway.
Washington, D.C.: National Academy Press, 2001.

Selection from an anthology or a chapter from a book that is edited

Example 13.3.4:

Lehan, Richard. “The Great Gatsby--The Text as Construct: Narrative Knots and Narrative Unfolding.” F. Scott Fitzgerald :
New Perspectives. Eds. Jackson R. Bryer, Alan Margolies, and Ruth Prigozy. Athens, GA: U Georgia P, 2000. 78-89.

Don’t use “p.” or “pp.” for noting page numbers.

13.3.1 [Link]
If you include two or more items from the same anthology or edited book, you should list the edited book as an entry by itself in
the works cited page.

Example 13.3.5:

Bryer, Jackson R., Alan Margolies, and Ruth Prigozy, Eds. F. Scott Fitzgerald : New Perspectives. Athens, GA: U Georgia P,
2000.

In addition, list each of the selections from the anthology according to the author of the selection, the title, and then a reference to
the anthology.

Example 13.3.6:

Lehan, Richard. “The Great Gatsby--The text as construct: narrative knots and narrative unfolding.” Bryer, Margolies, and
Prigozy, 78-89.

Book, translation

Example 13.3.7:

Derrida, Jacques. Writing and Difference. Trans. Alan Bass. Chicago: U of Chicago P, 1978.

Book, edition other than the first

Example 13.3.8:

Baase, Sara. Gift of Fire : Social, Legal, and Ethical Issues for Computers and the Internet. 2nd ed. Upper Saddle River, NJ:
Prentice Hall, 2003.

Entry from a reference work

If there is a specific author for the entry, list it. Otherwise, begin with the title of the entry.

Example 13.3.9:

Gale, Robert L. “Nick Carraway.” An F. Scott Fitzgerald Encyclopedia. Westport, CT: Greenwood Press, 1998.
“Crime.” The Random House Dictionary of the English Language. 2nd ed. New York: Random House, 1987.

Periodicals
Works Cited entries for magazines, journals, newspapers, and other periodicals include:
The Author or authors. Last name first of the first author; for each author after that, it is first name first.
Article Title. Enclose the title and sub-title in quotes, with the period at the end of the title inside the quotes.
Publication information. This includes the periodical title, underlined or italicized; the volume and issue number, when they are
available; and the date of publication. For journals, the year goes in parentheses followed by a colon and the page numbers. For
magazines and newspapers, list the month or the day and the month before the year, and don’t use parentheses. Don’t use “p.”
or “pp.” to indicate page numbers.
Date of publication. This listing will vary according the frequency of the periodical, whether or not it is published by volume,
and so forth.

Article in a weekly magazine

Example 13.3.10:

Wood, Chris. “Fighting Net Crime.” Macleans 12 June 2000: 38-40.

13.3.2 [Link]
Article in a monthly magazine

Example 13.3.12:

Canby, Peter. “The Forest Primeval: A Month in Congo’s Wildest Jungle.” Harper’s Magazine July 2002: 41-56.

Article in a newspaper

Example 13.3.13:

Markoff, John. “New Center Will Combat Computer Security Threats.” The New York Times 1 October 1999: C2.

Editorial or Letter to the Editor

After the title, indicate if the selection is an editorial or a letter as indicated in the examples below.

Example 13.3.14:

McLoughlin, Mary Lou. Letter. Newsweek 5 August 2002: 12.

“Hauptman, Timmer, Carlberg for Council.” Editorial. The Ann Arbor News 22 October 2002: A8.

Article in a journal paginated by volume

Some academic journals number the pages according to the volume instead of the issue.

Example 13.3.15:

Vann, Irvin B., and G. David Garson. “Crime Mapping and Its Extension to Social Science Analysis.” Social Science
Computer Review 19 (2001): 471-479.

Article in a journal paginated by issue

Some academic journals number the pages of each issue. When this is the case, put a period after the volume number and before
the issue number.

Example 13.3.16:

Mansfield, Peter. “The Cancer Industry.” The Ecologist 32.3 (2002): 23.

Unsigned article in a periodical

When no author’s name is available in any type of periodic publication, begin with the name of the article. When alphabetizing it
on your Works Cited page, exclude “A,” “An,” and “The.” For example, an unsigned article in a magazine would look like this:

Example 13.3.17:

“An Overdose on Drug Advertising. Is it Driving Up Costs?” Business Week 22 May 2000: 52.

Electronic and Internet-based Sources

Properly citing things from electronic and Internet-based sources like the World Wide Web, email, newsgroups, and CD-ROMs can
be confusing. Because these resources are still relatively “new” to the academic community (at least relative to things like books
and paper journals), there is still some debate about the precise method of citing some of these sources. The sixth edition of the
MLA Handbook for Writers of Research Papers makes a lot of progress in addressing these kinds of sources, but questions remain
and new types of electronic sources are coming available all the time.
Even though electronic and internet-based sources may look different from traditional journals and books, the basic elements and
goals of citation remain the same. Entries should include:

13.3.3 [Link]
 Author or Authors, which again, should be last name first of the first author and first name first for each author after the first.
Unlike traditional books and periodicals, the names of authors of electronic resources (especially Web sites) are often located at
the end of the article or another location.
Title of the article or selection. For an online journal or periodical, a selection from a database, a scholarly project, or similar
resource, indicate the title of the article or selection with quotes.
Publishing information. This might be the title of the online journal or periodical, or the name of the database, scholarly project,
or similar resource. This information should appear underlined or in italics.
Date of publication. As is the case with periodicals, this listing will vary according the frequency of publication of the
periodical, whether or not it is published by volume, and so forth. As is the case with the names of the author or authors, finding
the date of publication for many electronic resources is challenging. Be sure to look for it carefully, including at the end of the
selection.
There are two other elements that are generally common to electronic and internet-based sources:
Information about the type of electronic resource. As the examples suggest, you need to indicate that your piece of evidence is
from an electronic database, a Web site, an email message, and so forth.
The date of access. Quite literally, this means the date that you found the research. This is important because, as most “Web
surfers” have experienced, electronic resources can change and be unavailable without warning.

A “text only” periodical article available via an electronic database

As I discussed in chapter two, most community college, college, and university libraries nowadays offer their patrons access to
electronic versions of some traditional print resources. These databases, such as Wilson Select and Articles First, include “full text”
of articles that appeared originally as an article in the print publication as part of the entries.
These sorts of electronically available resources are just as credible as print resources because they are essentially one in the same.
The electronic version of an article from Time magazine is just as credible as the same article from the “paper version” of Time
magazine. The concern comes in how you properly cite this material.
If the periodical article is available to you as “text only” and it does not include page numbers, layout, or graphics, you need to
indicate clearly that you are accessing that article via an electronic database. To properly cite an article that is only text, you need to
first note all of the relevant information you would in a print version of the article and then indicate information about the
electronic database, including:
• The name of the database. In this example, Wilson Select.
• The library or library system where you accessed that database. In this case, it would be Eastern Michigan University Halle
Library. If you don’t know this information, write “Electronic.”
• The date of access. That is, when you found the article.
• The address of the database or where you accessed the database.

Example 13.3.18:

Wechsler, Jill. “Minority Docs See DTC Ads as Way to Address ‘Race Gap.’” Pharmaceutical Executive May 2002: 32, 34.
WilsonSelect Database. Eastern Michigan University Halle Library. 20 October 2002. <[Link]

A “PDF” periodical article available via an electronic database

Increasingly, databases like Wilson Select are making articles available in Portable Document Format (PDF). PDFs, which have to
be downloaded to a computer and viewed or printed out with software like Adobe Acrobat, look exactly like the print version of a
periodical article. They include page numbers, graphics, charts, and anything else associated with the original layout. Essentially,
they are the same as the print version (or at least a photocopy of the print version).
Because of this, I recommend that you cite PDF versions of periodical articles that you find via an electronic database the same
way that you cite an article you find with print.

13.3.4 [Link]
Article in a Periodical Published on the World Wide Web
To cite an article from a periodical that is published on the World Wide Web, adapt as closely as possible the rules for citing articles
that appear in print. The major difference is you need to indicate the Web address or “URL” of the publication.

Example 13.3.19:

Sauer, Geoffrey. “Hackers, Order, and Control.” Bad Subjects February 1996. 15 August 2002. <[Link]/bs/24/[Link]>.
Goozner, Merrill, and Andrew Sullivan. “The Pharmaceutical Industry.” Slate 9 April 2001. 13 January 2002. <[Link]>

Article in a Web Version of a Print Periodical or Other Media Outlet

Many newspapers and popular magazines release a “web version” of the publication. Cite these sorts of documents as you would
articles from a periodical published on the Web.

Example 13.3.20:

Pear, Robert. “Drug Companies Getting F.D.A. Reprimands for False or Misleading Advertising.” New York Times 28 March
1999. 15 August 2002. <[Link]
“World Cybercrime Experts See Need for Laws, Ties.” [Link] 16 October 2002. 24 October 2002. <[Link]

Book Being Accessed Electronically Through a Database or The Web

As is the case with periodicals, include the same information you would with a traditional print book, along with the date of access
and the information about the database of the Web site.

Example 13.3.21:

Icove, David J., Karl A. Seger, and William R. VonStorch. Computer Crime: A Crimefighter’s Handbook. Sebastopol, CA:
O’Reilly and Associates, 1995. Net Library E-Book. Eastern Michigan University Halle Library. 27 October 2002.
<[Link]

Scholarly or Reference Web-based Database

Example 13.3.22:

F. Scott Fitzgerald Centenary Homepage. University of South Carolina. 16 July 2002. < [Link]

General Web Page or Web Site

If available, include the author or authors of the Web page or site, the title, and the date of publication. If there is no title available,
include a descriptive phrase such as “home page,” not underlined, italicized, or within quotation marks.

Example 13.3.23:

Stanger, Keith. “Library Guy” Keith Stanger’s Home Port. 7 September 2002. 24 October 2002. <[Link]
Krause, Steven. Home page. 28 March 2005. <[Link]

When you are missing information about the web site, cite based on the information that you have available.

Posting to a emailing list, online group, or newsgroup

Begin with the author’s name (even if the name is obviously a pseudonym), followed by the subject line of the post, the phrase
Online posting, the name of the emailing list, group, or newsgroup, and the URL of the group, if available. If it’s possible, cite from
the group’s archives.

13.3.5 [Link]
 Example 13.3.24:

Denkinger, Troy. “Re: [SLE] very newbie network quest.” Online Posting. 1 February 2000. English SuSE Linux Discussions.
24 October 2002. <[Link]/archive/suse-linux-e/2000-Feb/>.

Email message

Example 13.3.25:

Poe, Marshall. “Re: Reflections/Questions about your JEP article.” Email to the author. 5 June 2002.

Synchronous communication message

This would include a posting in a MOO, a MUD, an IRC, or other chat format. Whenever possible, be sure to cite from the group’s
archives.

Example 13.3.26:

Spehar, Donna L. “Researching Who Done It: Building Online Research Skills for Composition II Students.” C&W Online
2001/Connections MOO. 16 April 2001. 24 October 2002. <[Link]/cwonline2001/...[Link]>.

CD-ROM, diskette, or similar medium

Cite this kind of source like you were citing the print version of the resource, but indicate the nature of the medium in the citation.

Example 13.3.27:

Johns Hopkins University and the Annenberg/CPB Project. A Doll House: Based on the Play by Henrik Ibsen. South
Burlington, VT: The Annenberg/CPB Multimedia Collection, 1997.

Other Kinds of Sources

Interview
List the person interviewed as if they were the author. If the interview came from another source (radio or television, for example),
indicate that with the citation information. If it is an interview that you conducted, be sure to list that and how you conducted the
interview (personal interview, telephone interview, email interview, etc.)

Example 13.3.28:

Simmons, Gene. Interview with Terry Gross. Fresh Air. National Public Radio. 4 February 2002.
Wannamaker, Annette. Personal Interview. 13 August 2000.

Lecture or Speech
List the name of the speaker, the title in quotation marks, the name of the institution or group sponsoring the speech, the place, and
the date. If there is no title for the speech, use an appropriate label such as “Lecture” or “Keynote speech.”

Example 13.3.29:

Mauk, Jonathan. “Anti-Reading: Evaluating Student Essays in Current-Traditional Pedagogy.” Conference on College
Composition and Communication Convention. Milwaukee, WI. 29 March 1996.

Government Document
If identified, begin with the last name of the author; if not, begin with the name of the government followed by the appropriate
agency or subdivision. Only abbreviate things if they can be easily understood. For congressional documents, be sure to note the
number, session, and house of Congress (“S” for Senate and “H” or “HR” for House of Representatives), and the type (Report,
Resolution, Document, etc.) in abbreviated form, and number the material. If you are citing from the Congressional Record,

13.3.6 [Link]
provide only the date and page number. Otherwise, end with the publication information, often the Government Printing Office
(GPO).

Example 13.3.30:

United States Congress, House Committee on Resources, Subcommittee on Fisheries Conservation, Oceans, and Wildlife.
Ecosystem-based Fishery Management and the Reauthorization of the Magnuson-Stevens Fishery Conservation and
Management Act. U.S. House 107th Congress. Washington, D.C.: U.S. GPO, 2002.

Pamphlet or Brochure
Treat pamphlets and brochures as books. If the name of the author is unavailable, begin with the name of the pamphlet or brochure.

Example 13.3.31:

Sun Safety for Kids: The SunWise School Program. Washington, DC: U.S. Environmental Protection Agency, 2000.

Film, DVD, or Videocassette

Generally, begin with the title, underlined or italicized. Then list the director, the company distributing the work, the version of the
work you are citing if it is either a DVD or video, and the year of release. If you are focusing on a particular performer, director,
producer, or writer, you can begin with that person’s name. For example:

Example 13.3.32:

The Lord of the Rings: The Fellowship of the Ring. Dir. Peter Jackson. New Line Cinema, 2001.
Luhrmann, Baz, dir. Moulin Rouge. 2000. DVD. Twentieth Century Fox Home Entertainment, 2001.

Television or Radio Program

Cite the way that you would a film, DVD or video, but be sure to note the network.

Example 13.3.33:

The Daily Show. John Stewart. Comedy Central Network. 24 October 2002.
All Things Considered. National Public Radio. 24 March 2001.

This page titled 13.3: Formatting of Works Cited Pages, Annotated Bibliographies, and Works Consulted Documents is shared under a CC BY-
NC-SA license and was authored, remixed, and/or curated by Steven D. Krause.

13.3.7 [Link]
13.4: An Abbreviated Guide to APA Style
Parenthetical Citation
APA style uses “parenthetical citation” to indicate quotations, summaries, paraphrases, and other references to evidence that
supports your point. There should be enough information within the parenthetical citation to help your reader locate the complete
bibliographic information on your “References” page.
In APA style, the general rule is to indicate the author of the evidence you are citing immediately followed by the date (in
parentheses) when that evidence was published. Also, it’s best to try to “weave” the citation into the text of your essay instead of
merely “dropping” quotes into place. See Chapter Three, “Quoting and Paraphrasing Your Research,” for suggestions on how to do
this effectively.

Author in a phrase
To indicate a paraphrase, use the author’s last name followed immediately by the date of publication in parentheses.

Example 13.4.1:

Baase (1997) suggests that the appeals of living in smaller communities has been attractive to many information professionals.

When you are quoting directly from the author, you should still note the author’s last name followed by the date of publication in
parentheses. In addition, at the end of the quotation, list the page number, preceded by “p.,” in parentheses.

Example 13.4.2:

Still, Baase (1997) indicates that many professionals “prefer city life for its vibrancy and career and social opportunities” (p.
296).

Author in the citation

When you don’t name the author in the sentence, you need to include it in the parenthetical citation.

Example 13.4.3:

The threat some believe the Internet represents a serious threat to community that needs to be regulated with laws (Baase,
1997).

Two authors
Use both author’s last names in all references. When naming the authors within the text of your essay, join their names with the
word “and;” when noting them within the citation, use an ampersand (&).

Example 13.4.4:

Skinner and Fream (1997) found differences in attitudes about computer crime among men and women.
There are differences in attitudes about computer crime among men and women (Skinner & Fream, 1997).

Three to Five authors

Use all of the authors’ last names for the first reference. For each subsequent reference, use the first author’s last name and the
phrase “et al.”

Example 13.4.5:

Hawisher, LeBlanc, Moran, and Selfe (1996) point out that before 1980, the computer was for most English teachers “new and
difficult territory” (p.48).

13.4.1 [Link]
 Hawisher et al. (1996) also state...

For six or more authors, use only the first author’s last name followed by the phrase “et al.” on all references, including the first.

Group or corporate author

If the text is the product of a group, a committee, a corporation, etc., use the group or corporate author as you would an author
name. If the name of the group is long, use the complete name on the first reference, followed by an abbreviation in brackets. Use
the abbreviation on subsequent references.

Example 13.4.6:

According to the National Research Council (2001), the U.S. Army Corps of Engineers often finds itself between those
advocating for commerce and those wanting to protect the environment.

Unknown author
Use the title of the work or a shortened version of it instead of the author’s name.

Example 13.4.7:

Famous personalities have become an important tool in direct to consumer (DTC) drug marketing (“DTC Marketing: Special
Report,” 2002).

Two or more sources in the same parenthetical citation

Writings in APA style commonly use multiple sources in one parenthetical citation when the writer is summarizing evidence. In
instances like this, list the works alphabetically by the author’s last name and separate each entry by a semi-colon.

Example 13.4.8:

However, hackers might also be considered “good” and helpful in preventing computer crime as well (Neighly, 2000; Palmer,
2001).

For multiple works by the same author, note the author’s last name and the years of the works, separated by a comma.

Author of two or more pieces of evidence in your project

It’s not uncommon to cite different works from the same author in an essay. APA style makes clear which piece of evidence you are
referring to by the year of publication—for example, (Markoff, 2000), (Markoff, 2001).
If the year is the same, attach the suffix “a,” “b,” “c,” and so forth after the year. The suffixes are then assigned to specific articles
in the reference list—for example, (Markoff, 2000 a), (Markoff, 2000b).

Work in an anthology or chapter in a book

When you quote a work that is reprinted in an anthology, use the name of the author of the work (not the name of the editor) and
the page numbers from the anthology. In your References page, you will note the name of the editor and the anthology or book.

Example 13.4.9:

Lehan (2000) connects the character Gatsby with other myths of man-god figures, both as seen through his eyes and the eyes of
other characters.

Indirect source
An indirect quote is when you quote from a piece of evidence where that writer is quoting someone else. Note the source of the
quote as you would with any other parenthetical citation, but make it clear in the sentence that your source is quoting someone else.

13.4.2 [Link]
 Example 13.4.10:

According to Naughton (2000), Steve Miller said “I have no financial incentive to kid you about anything” (p. 24).

A work without a date (including Web sites)

For a web site or any other document that doesn’t have a date of publication, note “n.d.” for “no date” in the parentheses.

Example 13.4.11:

“The Term Hacker,” according to Susan Brenner’s web site [Link] (n.d.), “also tends to connote membership in the
global community defined by the net.”

Personal Communications
In APA style, you should include parenthetical references to any personal communications within your essay. This would include
things like letters, email correspondence, personal interviews, and the like. APA style also discourages including this sort of
evidence on a “Reference” page. See the discussion about including Email messages, interviews, and lecturers or speeches in the
next section.

This page titled 13.4: An Abbreviated Guide to APA Style is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated by
Steven D. Krause.

13.4.3 [Link]
13.5: Formatting of Reference Pages, Bibliographies, and Annotated Bibliographies
Whenever you include quotes and paraphrases in your research essays, you must note the bibliographic information about where
you found this evidence. In APA style, this is called a “Reference” page. A Reference page is a list of citations which is
alphabetized based on author’s last names (or, if a piece of evidence doesn’t have an author, on the title of the evidence, not
counting the words “A,” “An,” or “The”) that explains where you found your research.
Reference pages include only the evidence that you quoted in your essay. A “bibliography” is a list of all of the works that you
consulted but that you didn’t necessarily quote. Unlike an annotated bibliography (like the project I describe in Chapter Six), a
reference pages include only a citation and not an annotation.
APA style calls for reference pages to be double-spaced with a hanging indent of a half inch, as you can see in the examples here.
The specific format for each of your entries on your reference page will vary according to the type of evidence. But in general, each
of your entries should include enough information about the research you are quoting or paraphrasing so that the reader could find
this research themselves if they wanted to find it.

Books
Reference page entries for a book always include:
The Author or authors. List all of the authors last name first and only the initials of the first and middle names. Separate
multiple authors with a comma and separate the last author from the list with an ampersand.
Publication date. Enclose the date in parentheses.
Title of the book. You should underline the title or put it in italics. Capitalize only the first letter of the first word of the title and
the first letter of the first word after a colon, unless the word is a proper noun.
Publication information. This includes the name of the publisher and the city of publication.

Book, single author

Example 13.5.1:

Brackett, V. (2002). F. Scott Fitzgerald : writer of the jazz age. Greensboro, N.C. : Morgan Reynolds Publishers.

Book, two or more authors

With multiple authors, list all of the authors last name first followed by the writer’s first initial. List the authors as they appear on
the book, and end the list with an ampersand.

Example 13.5.2:

Jennings, S., Kaiser, M. & Reynolds, J. (2001). Marine fisheries ecology. Oxford: Blackwell Science.

Book, corporate or group author

Example 13.5.3:

National Research Council. (2001). Inland navigation system planning: The upper Mississippi river—Illinois waterway.
Washington, D.C.: National Academy Press.

Selection from an anthology or a chapter from a book that is edited

Example 13.5.4:

Lehan, R. (2000). The Great Gatsby--The text as construct: narrative knots and narrative unfolding. in Bryer, J., Margolies, A.,
& Prigozy, R. (Eds). F. Scott Fitzgerald : New perspectives. Athens, GA: U Georgia P, pp. 78-89.

In APA style, repeat this style of citation if you cite multiple chapters from the same book or anthology. Note also that in APA
style, titles of chapters or entries are not in quotes and the page numbers of a chapter are indicated with the abbreviation “pp.”

13.5.1 [Link]
Book, translation

Example 13.5.5:

Derrida, J. (1978). Writing and difference. (A. Bass, Trans.). Chicago: U of Chicago P.

Book, edition other than the first

Example 13.5.6:

Baase, S. (2003). Gift of fire : Social, legal, and ethical issues for computers and the Internet. (2nd ed.). Upper Saddle River,
NJ : Prentice Hall.

Entry from a reference work

If there is a specific author for the entry, list it. Otherwise, begin with the title of the entry.

Example 13.5.7:

Gale, R. (1998). Nick Carraway. An F. Scott Fitzgerald Encyclopedia. Westport, CT: Greenwood Press.
Crime. (1987). The random house dictionary of the English language. (2nd ed.). New York: Random House.

Periodicals
Reference page entries for magazines, journals, newspapers, and other periodicals include:
The Author or authors. Last name first and the first initial of each author.
Date of publication. Following the author in parentheses, as was the case with books.
Article Title. Followed by a period, though not in quotes.
Publication information. This includes the periodical title, underlined or italicized, the volume and issue number in parentheses
(when they are available), and page numbers. In newspapers, precede page numbers with “p.” if it is a single page or “pp” if it
is more than one.

Article in a weekly magazine

Example 13.5.8:

Wood, C. (2000, June 12). Fighting net crime. Macleans, pp. 38-40.

Article in a monthly magazine

Example 13.5.9:

Canby, P. (2002, July). The forest primeval: A month in Congo’s wildest jungle. Harper’s Magazine, pp. 41-56.

Article in a newspaper

Example 13.5.10:

Markoff, J. (1999, October 1). New center will combat computer security hreats. The New York Times, p. C2.

Editorial or Letter to the Editor

After the title, indicate if the selection is an editorial or a letter as indicated in the examples below.

13.5.2 [Link]
 Example 13.5.11:

McLoughlin, M. (2002, August 5). Rethinking hormone therapy. [Letter to Editor]. Newsweek, p. 12.
Hauptman, Timmer, Carlberg for council. (2002, October 22) [Editorial]. The Ann Arbor News, p. A8.

Article in a journal paginated by volume

Some academic journals number the pages according to the volume instead of the issue. Note the volume number in italics or
underlined after the title.

Example 13.5.12:

Vann, I., & Garson, G. (2001). Crime mapping and its extension to social science analysis. Social Science Computer Review,
19, pp. 471-479.

Article in a journal paginated by issue

Some academic journals number the pages of each issue. When this is the case, note the volume number (underlined or in italics)
and the issue number in parentheses though not underlined or in italics.

Example 13.5.13:

Mansfield, P. (2002). The cancer industry. The Ecologist,32 (3), p. 23.

Unsigned article in a periodical

When no author’s name is available in any type of periodic publication, begin with the name of the article. When alphabetizing it
on your references page, exclude “A,” “An,” and “The.” For example, an unsigned article in a magazine would look like this:

Example 13.5.14:

An overdose on drug advertising. Is it driving up costs? (2000, May 22). Business Week, p. 52.

Electronic and Internet-based Sources

Properly citing things from electronic and Internet-based sources like the World Wide Web, email, newsgroups, CD-ROMs, and so
forth can be confusing. Because these resources are still relatively “new” to the academic community (at least relative to things like
books and paper journals), there is still some debate about the precise method of citing some of these sources. What I offer here are
my interpretations of the APA rules for citing electronic and internet-based sources; when in doubt about these guidelines, I would
encourage you to ask your teacher and to consult the Publication Manual of the American Psychological Association or the APA
web site.
Even though electronic and internet-based sources may look different from traditional journals and books, the basic elements and
goals of citation remain the same. Entries should include:
Author or Authors, which again, should be last name first followed by first initial for each author. Unlike traditional books and
periodicals, the names of authors of electronic resources (especially Web sites) are often located at the end of the article or
another location.
Date of publication. Following the author in parentheses, as was the case with books and periodicals.
Title of the article or selection. For an online journal or periodical, a selection from a database, a scholarly project, or similar
resource, indicate the title of the article or selection. Capitalize only the first word in the title and subtitle and any proper nouns.
Publishing information. This might be the title of the online journal or periodical, or the name of the database, scholarly project,
or similar resource. This information should appear underlined or in italics.
There are two other elements that are generally common to electronic and internet-based sources:
The date of access. Quite literally, this means the date that you found the research. This is important because, as most “Web
surfers” have experienced, electronic resources can change and be unavailable without warning.

13.5.3 [Link]
 The “address” of whatever it is you are citing. Indicate the URL of a web site, a message from a newsgroup, a reference to an
email, and so forth.

A periodical available via an electronic database

As I discussed in chapter two, most community college, college, and university libraries nowadays offer their patrons access to
electronic versions of some traditional print resources. These databases, such as Wilson Select and Articles First, include “full text”
of articles that appeared originally as an article in the print publication as part of the entries.
Now, on the one hand, these sorts of electronically available resources are just as credible as print resources because they are
essentially one in the same. The electronic version of an article from Time magazine is just as credible as the same article from the
“paper version” of Time magazine. On the other hand, you need to indicate to your readers that you are citing the electronic version
because this version isn’t exactly the same as the print version. Since the “full text” available electronically is just text, periodicals
available electronically don’t include page numbers and they don’t include any illustrations or graphics.
To properly cite an article from a periodical available via an electronic database, first note all of the relevant information you would
in a print version of the article. Following this, write “Retrieved” followed by the date you found the article, and then “from”
followed by the name of the database.

Example 13.5.15:

Wechsler, J. (2002). Minority docs see DTC ads as way to address ‘race gap.’ Pharmaceutical Executive, 27 (5), pp. 32, 34.
Retrieved October 20, 2002 from WilsonSelect Database.

Article in a Periodical Published on the World Wide Web

To cite an article from a periodical that is published on the World Wide Web, adapt as closely as possible the rules for citing articles
that appear in print. Following this, write “Retrieved” followed by the date you found the article, and then “from” followed by the
address of the Web site.

Example 13.5.16:

Sauer, G. (1996, February). Hackers, order, and control. Bad Subjects. Retrieved August 15, 2002, from
[Link]/bs/24/[Link]
Goozner, M., & Sullivan, A. (2001, January 13). The pharmaceutical industry. Slate. Retrieved January 13, 2002, from
[Link]

Article in a Web Version of a Print Periodical or Other Media Outlet

Many newspapers and popular magazines release a “web version” of the publication. Cite these sorts of documents as you would
articles from a periodical published on the Web.

Example 13.5.17:

Pear, R. (1999, March 28). Drug companies getting F.D.A. reprimands for false or misleading advertising. New York Times.
Retrieved August 15, 2002, from [Link]
World cybercrime experts see need for laws, ties. (2002, October 16) [Link]. Retrieved October 24, 2002, from
[Link]

Book Being Accessed Electronically Through a Database or The Web

As is the case with periodicals, include the same information you would with a traditional print book, along with the date of access
and the information about the database of the Web site.

13.5.4 [Link]
 Example 13.5.18:

Icove, D., Seger, K. & VonStorch, W. (1995). Computer crime: A crimefighter’s handbook. Sebastopol, CA: O’Reilly and
Associates, 1995. Retrieved October 27, 2002 from Net Library E-Book.

Scholarly or Reference Web-based Database

Example 13.5.19:

F. Scott Fitzgerald centenary homepage. (2002, January 7). University of South Carolina. Retrieved July, 16 2002, from
[Link]

General Web Page or Web Site

Include the author or authors of the Web page or site, the title, and the date of publication.

Example 13.5.20:

Stanger, K. (2002, September 7). “Library guy” Keith Stanger’s home port. Retrieved October 24, 2002, from
[Link]

When you are missing information about the web site, cite based on the information that you have available.

Posting to a emailing list, online group, or newsgroup

Begin with the author’s name (even if the name is obviously a pseudonym), followed by the date, and the title or subject of the
post. Include the phrase “Message posted to” and then the name of the mailing list, online group, or newsgroup, followed by the
phrase “archived at” and the location of the group’s archives, if available.

Example 13.5.21:

Denkinger, T. (2000, February 1). Re: [SLE] very newbie network quest. English SuSE Linux Discussion, archived at
[Link]/archive/suse-linux-e/2000-Feb/

Email message
The APA Publications Manual discourages the inclusion of any “personal communication” like email messages, letters, memos, or
personal interviews in a Reference page because personal communications “do not provide recoverable data.”
The APA Publications Manual goes on to say that you should “Use your judgment” about including personal communications like
email in a Reference page. Here is an example of how you might do this:

Example 13.5.22:

Poe, M. (2002, June 5). Re: reflections/questions about your JEP article. Personal Communication, electronic mail.

Synchronous communication message

For MOOs, MUDs, Chat room, IRCs, etc. Be sure to include information about a message archive, if available.

Example 13.5.23:

Spehar, D. (2001, April 16). Researching who done it: building online research skills for composition II students. C&W Online
2001/Connections MOO, archived at [Link]/cwonline2001/...[Link]

CD-ROM, diskette, or similar medium

Cite this kind of source like you were citing the print version of the resource, but indicate in brackets the nature of the source.

13.5.5 [Link]
 Example 13.5.24:

Johns Hopkins University and the Annenberg/CPB Project. (1997). [CD-ROM]. A doll house: Based on the play by Henrik
Ibesn. South Burlington, VT: The Annenberg/CPB Multimedia Collection.

Other Kinds of Sources

Interview
List the person interviewed as if they were the author. If the interview came from another source (radio or television, for example),
indicate that with the citation information.

Example 13.5.25:

Jeffrey, P. (2002 March). “A conversation with Paul L. Jeffrey: Runaway prescription drug costs.” [Interview with journal].
Policy and Practice of Public Human Services 60(1), 10-13.

In APA, the rules for interviews that you conduct (personal interview, telephone interview, email interview, etc.) are different. The
APA Publications Manual discourages the inclusion of any “personal communication” including personal interviews in a
Reference page because personal communications “do not provide recoverable data.”
The APA Publications Manual goes on to say that you should “Use your judgment” about including personal communications in
your References page. Here is an example of how you might do this:

Example 13.5.26:

Wannamaker, A. (2000, August 13). Personal communication.

Lecture or Speech

Example 13.5.27:

Mauk, J. (1996, March 29). Anti-reading: Evaluating student essays in current-traditional pedagogy. Conference on College
Composition and Communication Convention. Milwaukee, WI.

Government Document
If identified, begin with the last name of the author; if not, begin with the name of the government followed by the appropriate
agency or subdivision. Only abbreviate things if they can be easily understood. For congressional documents, be sure to note the
number, session, and house of Congress (“S” for Senate and “H” or “HR” for House of Representatives), and the type (Report,
Resolution, Document, etc.) in abbreviated form, and number the material. If you are citing from the Congressional Record,
provide only the date and page number. Otherwise, end with the publication information, often the Government Printing Office
(GPO).

Example 13.5.28:

United States Congress. (2002). House committee on resources, subcommittee on fisheries conservation, oceans, and wildlife.
Ecosystem-based fishery management and the reauthorization of the Magnuson-Stevens fishery conservation and management
act. U.S. House 107th Congress. Washington, D.C.: U.S. GPO.

Pamphlet or Brochure
Treat pamphlets and brochures as books, though note in brackets that it is a pamphlet or brochure. If the name of the author is
unavailable, begin with the name of the pamphlet.

13.5.6 [Link]
 Example 13.5.29:

Sun safety for kids: The SunWise school program. (2001). Washington, DC: U.S. Environmental Protection Agency.

Film, DVD, or Videocassette

Give the last name followed by the first initial of the producer, director, writer, etc., of the work. Follow each name with the
function of the contributor in parentheses. After giving the year and title of the film, indicate it is a “motion picture” in brackets,
followed by the country of origin and the name of the production company.

Example 13.5.30:

Jackson, P. (Director) (2001). The lord of the rings: The fellowship of the ring. [Motion Picture]. United States: New Line
Cinema.
Luhrmann, B. (Director) (2001) Moulin Rouge. [DVD]. Twentieth Century Fox Home Entertainment.

Television or Radio Program

Example 13.5.31:

Stewart, J. (Host)(2002, October 24). The Daily Show. [Television Program]. United States: Comedy Central.
All things considered. (2001, March 24). [Radio Program]. United States: National Public Radio.

This page titled 13.5: Formatting of Reference Pages, Bibliographies, and Annotated Bibliographies is shared under a CC BY-NC-SA license and
was authored, remixed, and/or curated by Steven D. Krause.

13.5.7 [Link]
Index
F flaming N
flame war 3.6: A Word about Netiquette netiquette
3.6: A Word about Netiquette 3.6: A Word about Netiquette

1 [Link]
Glossary
Sample Word 1 | Sample Definition 1

1 [Link]
Detailed Licensing
Overview
Title: Book: The Process of Research Writing (Krause)
Webpages: 104
Applicable Restrictions: Noncommercial
All licenses found:
CC BY-NC-SA 4.0: 95.2% (99 pages)
Undeclared: 4.8% (5 pages)

By Page
Book: The Process of Research Writing (Krause) - CC BY- 3.3: Accessing an Article - CC BY-NC-SA 4.0
NC-SA 4.0 3.4: Some Final Tips - CC BY-NC-SA 4.0
Front Matter - CC BY-NC-SA 4.0 3.5: Researching on the Internet - CC BY-NC-SA 4.0
TitlePage - CC BY-NC-SA 4.0 3.6: A Word about Netiquette - CC BY-NC-SA 4.0
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1.2: Academic Research Writing- What Is It? - CC
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2.6: The Internet- The Researcher’s Challenge - CC 4.0
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Introduction - CC BY-NC-SA 4.0 6.5: Writing a Working Thesis - CC BY-NC-SA 4.0
3.2: Researching in the Library - CC BY-NC-SA 4.0

1 [Link]
 6.6: Assignment- Writing a Working Thesis Essay - 10.4: Assignment- Writing the Categorization and
CC BY-NC-SA 4.0 Evaluation Essay - CC BY-NC-SA 4.0
6.7: A Student Example- “Preventing Drunk Driving 10.5: A Student Example- “Categorizing My
by Enforcement” by Daniel Marvins - CC BY-NC-SA Research on Drug Advertising” by Jeremy Stephens -
4.0 CC BY-NC-SA 4.0
7: The Annotated Bibliography Exercise - CC BY-NC-SA 11: The Research Essay - CC BY-NC-SA 4.0
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7.1: What is an Annotated Bibliography? - CC BY- instead of a “Research Paper” - CC BY-NC-SA 4.0
NC-SA 4.0 11.2: Getting Ready- Questions to Ask Yourself
7.2: Why Write Annotated Bibliographies? - CC BY- About Your Research Essay - CC BY-NC-SA 4.0
NC-SA 4.0 11.3: Creating and Revising a Formal Outline - CC
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- CC BY-NC-SA 4.0 Reader Find a Context) - CC BY-NC-SA 4.0
8: The Critique Exercise - CC BY-NC-SA 4.0 11.6: Weaving in Evidence to Support Your Point -
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8.1: What’s a Critique and Why Does it Matter? - CC
11.7: Antithetical Arguments and Answers - CC BY-
BY-NC-SA 4.0
NC-SA 4.0
8.2: Starting with a “Close Reading” - CC BY-NC-SA
11.8: The Conclusion - CC BY-NC-SA 4.0
4.0
11.9: “Works Cited” or “Reference” Information - CC
8.3: Criteria- Your Reasons for Your Evaluation - CC
BY-NC-SA 4.0
BY-NC-SA 4.0
11.10: A Student Example- “The Corruption
8.4: Summarizing Your Research - CC BY-NC-SA 4.0
Surrounding University Athletics” by Casey K.
8.5: Assignment- Writing a Critique Essay - CC BY-
Copeman - CC BY-NC-SA 4.0
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8.6: A Student Example- “A Critique of ‘Self-Report 12: Alternative Ways to Present Your Research - CC BY-
of ADHD Symptoms in University Students” by NC-SA 4.0
Ashley Nelson - CC BY-NC-SA 4.0 12.1: Not All Research Comes in “Papers” or Essays”
9: The Antithesis Exercise - CC BY-NC-SA 4.0 - CC BY-NC-SA 4.0
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Changing) Thesis - CC BY-NC-SA 4.0 BY-NC-SA 4.0
9.2: Why Write an Antithesis Essay? - CC BY-NC-SA 12.3: A Student Example- “The Story of My Working
4.0 Thesis Malfunction” by Amanda Kenger - CC BY-
9.3: Generating Antithetical Points in Five Easy Steps NC-SA 4.0
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9.4: Finding Antithetical Points on the Internet - CC SA 4.0
BY-NC-SA 4.0 12.5: Web Publishing versus Hypertext - CC BY-NC-
9.5: Strategies for Answering Antithetical Arguments SA 4.0
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9.6: Assignment- Writing the Antithesis Essay - CC Started, and Where You Can Go To Get Help - CC
BY-NC-SA 4.0 BY-NC-SA 4.0
9.7: A Student Example- “Are Casinos Good For Las 12.7: The Poster Session Project - CC BY-NC-SA 4.0
Vegas? Defending Legalized Gambling,” by Kerry 13: Citing Your Research Using MLA or APA Style - CC
Oaks - CC BY-NC-SA 4.0 BY-NC-SA 4.0
10: The Categorization and Evaluation Exercise - CC BY- 13.1: What is Citation For, Anyway? - CC BY-NC-SA
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13.2: An Abbreviated Guide to MLA Style - CC BY-
10.1: Revisiting Your Working Thesis Again - CC
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13.3: Formatting of Works Cited Pages, Annotated
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Bibliographies, and Works Consulted Documents -
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10.3: Charting Your Categories - CC BY-NC-SA 4.0

2 [Link]
 13.4: An Abbreviated Guide to APA Style - CC BY- Index - Undeclared
NC-SA 4.0 Glossary - Undeclared
13.5: Formatting of Reference Pages, Bibliographies, Detailed Licensing - Undeclared
and Annotated Bibliographies - CC BY-NC-SA 4.0
Back Matter - CC BY-NC-SA 4.0

3 [Link]