Effective Essay Writing: Understanding Different Types and Developing Skills, Study notes of Voice

Download Effective Essay Writing: Understanding Different Types and Developing Skills and more Study notes Voice in PDF only on Docsity! W. F. West High School’s Writing Style Guide The difference between the right word and the almost right word is the difference between lightning and a lightning bug. ~Mark Twain You can’t wait for inspiration, you have to go after it with a club. ~Jack London A synonym is a word you use when you can’t spell the other one. ~Baltasar Gracián The act of writing is the act of discovering what you believe. ~David Hare Our admiration of fine writing will always be in proportion to its real difficulty and its apparent ease. ~Charles Caleb Colton Do not put statements in the negative form. And don’t start sentences with a conjunction. If you reread your work, you will find on rereading that a great deal of repetition can be avoided by re- reading and editing. Never use a long word when a diminutive one will do. Unqualified superlatives are the worst of all. De-accession euphemisms. If any word is improper at the end of a sentence, a linking verb is. Avoid trendy locutions that sound flaky. Last, but not least, avoid cliches like the plague. ~William Safire Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Section I Short Answers for Essay Test Questions . . . . . . . . . . . . . . . 2-3 Section II • Essay Modes Defi ned . . . . . . . . . . . . . . 4 • Writing Variables. . . . . . . . . . . . . . . . . 5 Planning and Writing an Essay: An Overview. . . . . . . . . . . . . . . . . . . . 5 Section III How Your Essays Will Be Graded . . . . . . 6 Section IV • Steps in the Writing Process Explained . . . . . . . . . . . . . 7-8 • Prewriting . . . . . . . . . . . . . . . . . . . . . . 7 • Organizing. . . . . . . . . . . . . . . . . . . . . . . 8 • Writing . . . . . . . . . . . . . . . . . . . . . . . . . 8 • Revising . . . . . . . . . . . . . . . . . . . . . . . . . 8 • Editing . . . . . . . . . . . . . . . . . . . . . . . . . 8 Section V • The Six Traits of Writing Explained . . . . . . . . . . . . 9-10 • Idea Development . . . . . . . . . . . . . . . . 9 • Organization . . . . . . . . . . . . . . . . . . . . . 9 • Transition List . . . . . . . . . . . . . . . . 9-10 • Voice. . . . . . . . . . . . . . . . . . . . . . . . . . 10 • Sentence Fluency . . . . . . . . . . . . . . . . 10 • Word Choice . . . . . . . . . . . . . . . . . . . 10 • Conventions. . . . . . . . . . . . . . . . . . . . . 10 Section VI Outline for the Multi-paragraph Academic Essay . . . . . . . . . . . . . . . . . . 11 Section VII English Style Format. . . . . . . . . . . . . . . 11 • Sample Persuasive Letter . . . . . . .12-13 • Sample Expository Essay— Comparison/Contrast… . . . . . . . .14-15 Section VIII Brief Punctuation Guide . . . . . . . . . . . . . . . . . . . 16 Comma Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Common Spelling Errors. . . . . . . . . . . . . . . . . . . 18 Section IX Research Paper -- General Steps . . . . . . . . . . . 19 • Select Your Topic . . . . . . . . . . . . . . . 19 • Narrow Your Topic. . . . . . . . . . . . . . . 19 • Selecting Sources . . . . . . . . . . . . 20-22 • Evaluating Sources. . . . . . . . . . . . . . . 22 • Read for Research . . . . . . . . . . . . . . . 22 • Skim/Scan Entire Source . . . . . . . . . 22 • Use Source Logs or Source Cards 22 • Note taking. . . . . . . . . . . . . . . . . . . . . 23 • Formatting Note Cards . . . . . . . . . . . 23 • Notetaking to Avoid Plaigiarism . . . . 24 1. Direct Quotation . . . . . . . . . . . . . 24 2. Summarizing . . . . . . . . . . . . . . . . . 25 3. Paraphrasing . . . . . . . . . . . . . . . . . 25 4. Combination . . . . . . . . . . . . . . . . . 25 • Reading for Research . . . . . . . . . . . . 26 • Organizing Your Notes . . . . . . . . . . . 26 • Writing Your Paper . . . . . . . . . . . 26-27 • Rules for Documenting Quotations 27 • English Paper Format . . . . . . . . . . . . . 28 • Sample Essay Page . . . . . . . . . . . . . . . 29 • Sample “Works Cited” . . . . . . . . . . . . 30 Table of Contents II. Essays: Modes, Writing Variables, Planning and Writing an Essay “The pen is mightier than the sword.” Edward Bulwer-Lytton, 1839 Many changes in society began with an essay written by someone who believes that the general thinking needs to change because of an injustice. Thoreau’s essay, Civil Disobedience, is an example of this type of essay. Also, Thomas Jefferson wrote to Thomas Paine, author of The Federalist’s Papers, saying, “go on doing with your pen what other times have done with the sword.” Paine’s essays inspired and stirred colonists to fight for their freedoms. Essays are powerful tools. They have changed the course of our nation more than once. Writers who are committed to their topic and point-of-view influ- ence their audience. When you are committed to your point-of-view, your essay or research paper becomes more than an assignment; you will discover what you believe and you may influence your readers. An essay consists of your opinion on a topic with developed and elaborated thoughts, organized ideas in a specific format, and chosen words and sentence structure that best fit both the purpose and audience of your essay. Writers believe in what they are saying and are committed to what they write. Modes of Writing The four basic types of essays are narrative, descriptive, expository, and per- suasive. Most high school essays are either expository or persuasive. 1) A narrative essay is usually a recalling of an event or certain experience and the writer purposely uses the pronoun “I.” A narrative essay makes a definite point. 2) A descriptive essay describes an object, person, idea, or event in detail by creating images that appeal to all the senses. This type of essay also makes a point or focuses on an idea. 3) A persuasive or argumentative essay states an issue, chooses a side, and argues to persuade the audience of the writer’s point of view. A persuasive essay also • addresses the opposite argument, stating why it is not the better view. • includes a call to action for the audience. • Present logical, very well supported with developed, examples and reli- able evidence. ** This type of writing, if effective, shows strong thinking processes. The WASL re- quires that everyone must know how to write an effective, persuasive essay. 4) An expository essay usually explains or informs the audience of a process, situation, set of facts, or an idea. • Nonfiction books, magazine articles, scientific findings, historical infor- mation, business reports for coworkers, and customer reports are all examples of expository writing. • Expository essays include: classification, comparison and contrast, cause and effect, example, and definition. ** This type of writing, if effective, shows strong thinking processes. The WASL re- quires that everyone must know how to write an effective expository essay. -- Notes -- 4 Writing Variables Before beginning any assignment, it will help you to focus and remain consis- tent in style if you consider the following variables. Audience: For whom am I writing? A letter written to your ten-year-old sister will be much different in vocabulary, subject, content, format, and sentence complexity than one written to your senator. Topic: About what subject should I write? If possible, choose a subject that interests you. Research your subject well. Purpose: Why am I writing? Have a clear purpose in mind before starting your paper. Are you writing to entertain, to instruct, to inform, to explain, or to persuade? Keeping your purpose in mind as you write will result in a paper that is focused and consistent. Voice: What point of view or “voice” will I use? Writers sometimes write from the point of view of another person rather than from their own point of view. Writing in a voice other than your own can add variety and help you see your subject in a new way. Make sure your “voice” remains consistent. Format: What form will my writing take? Different forms of writing, such as letters, diaries, reports, essays, research papers, etc., have specific requirements. Decide on the form your writing will take, and then make sure you know the requirements for that form of writing. Planning and Writing an Essay; an Overview of the Steps 1) Select a general subject area that interests you, or use the subject given by your teacher. 2) Make a list of your thoughts and ideas about the subject. 3) Use your list to help focus on a specific topic within the subject area. 4) Decide what you want to say about the topic, and write an introductory statement that reflects this purpose. 5) Make a list of details to support your statement. 6) Arrange the list of details into an outline. 7) Do any reading and research necessary to provide additional support for specific areas of your outline. 8) Write a first draft. 9) Revise your first draft, making sure that: a) The introduction includes a clear statement of purpose. b) Each paragraph begins with some link to the preceding paragraph. c) Every statement is supported and elaborated. d) The concluding paragraph ties all of the important points together, leaving the reader with a clear understanding of the meaning of the essay or composition. e) Words are used and spelled correctly. f) Punctuation is correct. 10) Read your revised paper aloud to check how it sounds. 11) Proofread your revised paper two times: once for spelling, punctuation and word usage, and again for meaning and effectiveness. -- Notes -- 5 % % % % % % % III. How Your Essays Will Be Graded: Read, learn and use the writing rubric as a guide when writing essays. See explanations of the writing process and six traits in sections IV & V. Writing Score Form – W. F. West High School Name ___________________Assignment ___________________ Per. __ Section One – Writing Process 1 2 3 4 Process – shows steps in development prewrite, organize, first draft, peer edit, revision, final draft Few All Steps Steps Section Two – Six Traits of Excellent Writing 1 2 3 4 Idea Development Little Consistent Focus Focus Follows directions Sufficient main ideas Balance of support & elaboration Introduction Elaboration Narrow topic/clear position Anecdotes Effective conclusion 1 2 3 4 Organization Little Consistent Pattern Pattern Logical flow of ideas Clear, easy to understand Transitions Sense of completeness Makes the best case 1 2 3 4 Voice Little Consistent Voice Voice Shows commitment Creates a persona Figurative language Appropriate for audience and purpose 1 2 3 4 Sentence Fluency Little Consistent Variety Variety Varied length Active sentences Varied structure Flows 1 2 3 4 Word Choice Limited Effective Vocab. Language Specific words Words best describe, identify or fit context Words fit tone Appropriate language for audience and purpose 1 2 3 4 Conventions Many Few Errors Errors Correct spelling Follow rules of standard English Correct punctuation Complete sentences Section Three - Your Grade Points __________ Percent _________% Letter __________ -- Notes -- 6 V. The Six Traits of Writing All teachers at W. F. West expect you to write clearly and effectively by following the essay rubric. In other words, your essay is easy to read, is fully elaborated, has few errors, and has a clear purpose or point for your audience. 1) Idea Development is the content, or what the writer chooses to say about the topic. Clear and effective writing focuses on the writer’s purpose and awareness of audience. • Idea development, also called elaboration, is divided into two parts: concrete details and commentary. • Concrete details include: examples, statistics, quotations, and facts and these items are the evidence that support the writer’s comments. • Commentary explains, defines, analyzes, gives thoughtful and original insight, and draws logical conclusions. • Elaboration also includes anecdotes, scenarios, and language that creates images and appeals to the senses. See Trait 3--Voice for an explanation. The usual ratio of concrete details to comments for each paragraph var- ies with the type of class. English = 1 concrete detail : 2 comments History = 2 concrete details : 1 comment Science = 3 concrete details : 0 comment Math = usually the same as science, check with teacher Read the prewriting section under the “Writing Process” section for more information on idea development. 2) Organization is how you put your ideas together. Divide the ideas into paragraphs, and connect the ideas with transitional words. Organization is like a skeleton; it holds the development of ideas together. Using transitional words and phrases helps your reader move from one idea to the next. Use them to connect ideas and improve the flow of your paper. Transitional Words Signal Words Addition also, too, in addition, moreover, and, besides, further, fur- thermore, equally important, next, then, finally Example for example, for instance, thus, as an illustration, namely, specifically Contrast but, yet, however, on the other hand, nevertheless, none- theless, conversely, in contrast, on the contrary, still, at the same time. Comparison similarly, likewise, in like manner, in the same way, in com- parison Concession of course, to be sure, certainly, naturally, granted Result therefore, thus, consequently, so, accordingly, due to this Summary as a result, hence in short, in brief, in summary, in conclu- sion, finally -- Notes -- 9 Transitional Words Continued Time sequence first, firstly, second, secondly, third, fourth, next, then, finally, afterwards, before, soon, later, during, mean- while, subsequently, immediately, at length, eventually, in the future, currently Place in the front, in the foreground, in the back, in the back- ground, at the side, adjacent, nearby, in the distance, here, there Read the organization section under “Writing Process” for more informa- tion. 3) Voice is the tone you choose to use. It can be serious, humorous, business-like, friendly, etc. • The voice you choose should depend on your audience and your purpose. • Voice connects the reader with the writer. It gives energy and individuality to writing. • Voice shows you are committed to your writing. Voice makes the essay specifically yours. By using personal anec- dotes, scenarios, metaphors, similes, and imagery you give your essay voice. o Anecdotes: a short narrative inserted into an essay that de- velops an idea or argument. o Scenario: a hypothetical situation or event that develops an idea or argument. o Descriptions: a way to create vivid images for the reader. Use figurative language such as similes and metaphors for compari- sons. Use words to create an image that appeals to your read- er’s senses. 4) Sentence Fluency has a rhythm; sentences vary in length, and are pleasing to the ear as well as the eye. • Writing for school assignments is more formal than most conver- sation; use complete sentences; don’t use slang. • Vary sentence length for emphasis. Make some short and to the point; others longer and detailed. • Vary your sentence beginnings. • Strong fluency uses parallel construction, alliteration and is easy to read. 5) Word Choice is choosing the words that best describe, identify, or fit context. • Use words that will best help the reader understand your point. Strong writing should create pictures or images in your reader’s mind. • Be precise. The word “nice” may seem like the best word, but it has different meanings. Precise words create a better picture in the reader’s mind. • Sometimes teachers will expect you to use the vocabulary that they are teaching. Be prepared to use subject-specific words. • Use strong verbs: “shrieked,” not “cried”; “quaked,” not “shook”. • Limit the use of the “to be” verbs to about one third of your pa- per’s verbs. • Use all words correctly; as a standard rule, do not use clichés or jargon. 6) Conventions are the mechanics or correctness of the writing: spell- ing, punctuation, capitalization, noun/pronoun agreement, verb tense agreements, grammar, and word usage. See pages 16-18 for more specific information. • Editing conventions is usually the last step a writer does before the final draft. • Read the editing section under “Writing Process” for more infor- mation. -- Notes -- 10 VI. Outline for the Multi-paragraph Academic Essay The following is a generic outline for essays you will need to write for most English classes. I. Thesis or introductory paragraph A. Hook or grabber—interesting statement or question that draws the reader into the subject B. A sentence or two of relevant background information on the topic. C. Thesis statement—one sentence that is the writer’s (your) opinion on the topic. This tells the reader or audience the purpose of your essay and covers the points that the entire essay is trying to show. D. Roadmap—lists the body paragraph main ideas in one sentence. II. Main idea one: the first body paragraph A. State the idea or topic sentence. Use the first one listed in your roadmap. B. Link the first sentence with the previous paragraph. Writers usu- ally use transitions here. See organization under “Six Traits” for a list. C. Elaborate: • Support or develop the topic sentence with concrete details such as: relevant details, quotations, statistics, examples, anecdotes, scenarios, (relevant personal experiences), rea- sons, and facts. • Further develop or elaborate with your comments by giving your explanations, definitions, and logical conclusions based on the details for the paragraph. To show your audience your point, also use comparisons such as similes and metaphors. III. Main idea two, plus any other body paragraph you include is the same format as Main idea one. A. Repeat A as listed above B. Repeat B as listed above C. Repeat C as listed above D. Your essay can have any number of body paragraphs needed to explain or persuade your audience of your purpose. Your teacher will usually give the number of body paragraphs required for the assignment. IV. Conclusion or concluding paragraph A. Tie all the important points together, leaving your reader or au- dience with a clear understanding of the meaning or purpose of your essay. B. Add an overall conclusion or insight that shows what you may have discovered by thinking about the topic and writing the essay. ** Teachers may ask you to vary this format to fit the needs for specific as- signments. VII. English Style Format: Use the following format for all types of essays. • Typed, size 12, double space. • Tab once (indent) at the beginning of each paragraph. • Return only once between paragraphs. • For your essay’s title, do not underline or use quotations. -- Notes -- 11 Sample Comparison/Contrast Expository Essay English format Your Name Instructor’s Name Course and Period Number Date Anaheim or Aloha Most families enjoy taking vacations during the summer. Deciding where to vacation is sometimes an overwhelming task. Two of the most popular vacation destinations are California and Hawaii. While both contain a variety of tourist attractions and places to stay, they are different in travel costs, types of attractions, and overall reputation. One of the first considerations in planning a vacation is travel cost. Travel and lodging costs make up a majority of overall vacation expenses. Once in California or Hawaii, hotels and motels will cost about the same amount. Getting there, however, can make or break a vacation budget. Most travelers from Washington get to California by air or by land. Airlines offer low fares to many destinations in California because so may people take those flights. Often by shopping around, a family can fly round trip to California for a fraction of what it will cost them to stay there once they arrive. Families can save a great deal of money, however, by taking their lodging with them. By this I mean driving a trailer or motor home. While the travel time is longer than flying, it is also less ex- pensive because there are no hotel costs. Campground fees are very little compared to hotel costs. While there are two choices from Washington to California, there is only one choice to Hawaii. Because it is in the Pacific, a family must fly. Air- fares are much higher because there is only one way to get there and airline companies know that if people want to go to Hawaii, they will pay for it. Another important consideration in planning the fam- ily vacation is the type of attractions available. California is well known for its attractions. Disneyland, Knott’s Berry Farm, Universal Studios, and Hollywood draw people from all over the world. There attractions are appropriate for children and adults, so the whole family can have fun on vacation. In Hawaii, there are fewer well known attractions. Pearl Harbor of- hook thesis: topic & opinion main ideas list 1st main idea or topic sentence opinion/ comment comment fact/ concrete detail fact/ concrete detail 2nd main idea or topic sentence fact/ concrete detail comment 14 fers tours, Hanauma Bay offers excellent snorkeling, and the outdoor markets offer shopping. There are other attractions as well, but these attractions are most suitable for teenagers and adults, as they are not designed specifically to entertain the guests. Most people who vacation in Hawaii are there for the sun and the beach, not for the entertainment. A third consideration when planning a vacation is the reputation of the proposed vacation destination. Parts of California are crowded and noisy, with high crime rates. Traf- fic is slow, no matter what time of day or night a family is driving. On one trip to California, my family was trapped on the freeway in rush hour traffic for almost two hours. It was really hot, and our car was heating up so we had to turn off the air conditioning. With sweat streaming down our faces and arms, we were sticking to the seats like ants on super glue in less than fifteen minutes. At the same time, we did not witness any crimes; however, the local paper reported assaults and violence everyday. This is true for south central Los Angeles, but, according to their papers, it is also happening in Anaheim, the location of Disneyland. Hawaii, on the other hand, has the reputation of relaxing beaches, warm water, and friendly natives. Any crime, noise, or crowding problems seems to be kept hidden from proposed travelers. Washingtonians flock to California and Hawaii during vacation times. Each state offers something different for vacationing families. Cost, variety of attractions, and reputa- tion are all factors when making a decision. No matter which of the two states a family chooses, they will probably find lots of other vacationers as well as some added experiences they hadn’t planned. fact/ concrete detail comments 3rd main idea or topic sentence anecdote to develop voice and supporting evidence rewording thesis summary of main ideas closing statement 15 VIII. Conventions: Common Rules for Writing Brief Punctuation Guide: These guidelines cover the punctuation re- quired in most writing. For more complicated situations, a formal style book may be needed. 1. Periods conclude sentences which do not ask questions or express strong emotion. Use also in abbreviations: Dr. Mrs. Ave. P. M. W. F. West Exception: No periods are necessary if the abbreviation is accepted in place of the full name. FBI FCC U of W WSU Periods do not follow periods. If a sentence ends with an abbreviation, use only one period. He lived in Washington D. C. 2. Exclamation point: One and only one follows a word or sentence which expresses strong emotion. Wow! That is fantastic! My, oh my! 3. Question marks follow a direct question. What is the answer? A period follows an indirect question. He wondered what the answer was. 4. Semicolons function like a period. Use them when two sentences are closely related. The storm caused extensive damage; it destroyed an entire village. Semicolons separate word groups with contain commas. The following people were present: John Smith, the doctor; Paul Brown, the dentist; and Elmer Wilson, the psychiatrist. Semicolons separate sentences joined by subordinating conjunctions. The rain would not stop; consequently, the game was postponed. 5. Quotation marks enclose the exact words of the speaker in a direct quotation. Marvin said, “I am trying to do my best.” “I am trying to do my best,” Marvin said. “I am trying,” Marvin said, “to do my best.” Quotation marks are not used in indirect quotations. Marvin said he was trying his best. Periods and commas are placed inside quotation marks. Question marks and exclamation points are placed outside of the quo- tation marks when the entire sentence, not just the quotation, is a question or exclamation. Did you say, “I need some money”? For titles of any short writes not your own, use quotation marks or italicize. For titles of any long writes not your own, underline or italicize. -- Notes -- 16 IX. Research Terms, Information and Instructions: A General Guide to Research Use this guide and the following pages in your Elements of Literature English Anthology as a resource and study guide for all steps of the research paper unless your teacher gives you different directions. Grade Research Handbook Writing a Research Paper 9th Pp 983-989 Pp 868-872 10th Pp 1011-1018 Pp 448-452 Am. Lit. Pp 1207-1214 Pp 515-518 World Lit. Pp 1207-1214 Pp 773-777 Other Reference Sources Style guides: These guides are helpful for finding how-to information about works cited, footnotes and margins. Many even have grammar and punctuation sections for reference or review. The following are examples of some published style guides. MLA—published by the Modern Language Association; used for all English papers world-wide. APA—published by the American Psychological Association Strunk & White: Elements of Style General Steps to Research 1. Select your topic: (your teacher may assign one to you) a) Make sure that your topic is genuinely researchable. b) Look over a topics book. c) Read an encyclopedia article for background information and help form research questions. d) Skim indexes, bibliographies, source lists. 2. Narrow your topic: a) Write baseline notes. Write what you know about the topic now. b) Think about where you received your information. Are you bi- ased? c) Read further background information in an encyclopedia. d) Use the reporter’s questions: who, what, when, where, why, how to begin your narrowed questions. e) State your purposes for writing on this topic. These may change as you research. f) Write a tentative thesis. Research may lead you to revise your thesis, but stating it now will focus your direction when re- searching. Begin your thesis this way: I expect to discover/prove/explain/demonstrate/show that [make an assertion about your subject]. -- Notes -- 19 3. Selecting Sources a) Primary: these include interviews, eyewitness accounts, per- sonal papers, personal communication, court records, new sto- ries, surveys, experiments, statistics from studies or record- ing. b) Secondary: These include essays that explain, interpret and support opinions. Secondary sources use primary sources to fulfill their purpos- es. If you have chosen a controversial topic, look for sources to represent all sides. You will not recognize bias if you only review sources that agree with one side of an issue. c) Possible sources: Before you choose to use a source, you must evaluate the writ- ers’ qualifications or level of expertise. Know if your source is reliable and valid. *For the most reliable and valid online sources search the fol- lowing internet domains first: .edu .gov .org .com is a commercial site and generally not as reliable. .net means the information is from anyone, not necessarily an ex- pert. d) Reliable source: Timberland Regional Library databases. www.trlib.org These databases are counted as non-internet sources. You need to have a library card to access the data bases. Their databases include: Facts.com U. S. and world news from 1940 to the present. News sto- ries, analysis, maps, photos, etc. ProQuest Index to magazines and newspapers. Search by topic, by combining topics in an “advanced search,” or by specific magazine or newspaper. Biography Resource Center Search by full name, last name, or start of last name and find information about people from ancient times to pres- ent. Search also by occupation, nationality, ethnicity, or gender. CultureGrams The “World Edition” gives in-depth information about 187 countries and “State Edition” gives in-depth information about the 50 states. Also includes a photo gallery and rec- ipe sections. Daily Life Through History Covers ancient times to the present, find out what regu- lar people were eating, drinking, wearing, living in, and what trends in politics, religion, economics, and culture impacted their everyday lives. Opposing Viewpoints Pro and con arguments about many issues and controversies from abortion to welfare reform. -- Notes -- 20 AP Photo Archive Over 70,000 photos from the Associated Press archives. Pinpoint photo search by filling in search boxes for “What,” Where,” and “When” with subject, location, and time period. Literature Resource Center One-stop shop for biography, literary criticism, and related articles about world authors and their work. Great Reads Portal to books and pulls together such sites as library-cre- ated booklists, book reviews by teens, and links to databases and web sites about books. “What’s New” lists new books, recorded books, CD, DVDs, and more. WOIS This Washington state guide to education and occupations in- cludes assessment tests for determining skills and interests, detailed descriptions of occupations, and information about training programs. New Book of Popular Science Check the Sciclopedia for background information about sci- ence topics; then look at science, news, biographies, what’s going on in the sky today, and more. Learning Express Practice tests for many standard academic and licensing exams, including SAT, college entrance, math skills, law en- forcement, nursing, real estate, the military, and U.S. citi- zenship. Auto Repair Reference Center Toss in your car’s year, model, and make, and you’ll find infor- mation on such topics as repair procedures, recalls, writing diagrams, specs, and maintenance intervals. Health and Wellness Resource Center Index to health-related articles in magazines and newspa- pers, plus sections about medical terms, alternative medi- cine, health news, medical dictionaries, links to other sites, and more. e) Other online sources: Government documents—legislative and judicial information-- scientific reports, statistics, cultural and historical information, bulletin boards, news group subscription services, businesses, and organizations. f) Other reference material: biographical guides, abstracts, almanacs, yearbooks, atlases g) Books h) Essays in anthologies: scholars compile excellent essays on many topics. i) Newspaper and magazine articles j) Archival materials: rare books, diaries, letter collections, local historical material -- Notes -- 21 First, by using source card numbers in the upper right hand corner of your note cards you are quickly identifying where your information came from and you have a completed source log or card for each source. Second, by writing a subject heading to identify topics and main ideas you can quickly identify the topic categories without having to read the entire note. When you have 40 or 50 note cards, this step really saves time. For this step you are cat- egorizing by topics, not by sources. This makes organizing all the information for your paper simple. Take the time to do this step; you’ll be glad you did. 10. Note taking to avoid plagiarism: Read the sample paragraph of information below. “Generalizing about male and female styles of management is a tricky business, because stereotypes have traditionally been used to keep women down. Not too long ago it was a widely accepted truth that women were unstable, indecisive, temperamental and manipulative and weren’t good team members because they’d nev- er played football. In fighting off these prejudices many women tried to adopt masculine traits in the office.” From Hughley, Robert, and George Gelman. “Managing the Woman’s Way.” Newsweek 16 July 2005: 47. *There are several ways you could use this information on your note cards. 1. Direct quotation: a. This is a word-for-word reproduction of an original source. Be careful to write the words exactly as they appear. You are quoting the author verbatim. Masc. and fem. Styles 3 Article from Hughey and Gelman, “Managing the Woman’s Way,” Newsweek “Generalizing about male and female styles of management is a tricky business, because stereo- types have traditionally been used to keep women down. Not too long ago it was a widely accepted truth that women were unstable, indecisive, tem- peramental and manipulative and weren’t good team members because they’d never played foot- ball. In fighting off these prejudices many women tried to adopt masculine traits in the office.” p. 47 b. The next example includes what is called a “tagline,” meaning you have included the speaker’s name. Accord- ing to Dr. Jon Smith, “The best way to increase your life span is to eat well and exercise.” You may also copy a di- rection quotation onto your note cards like this example; include titles, and page number of the quotation. c. Reasons to use quotations: 1. To include a passage that sums up a key point in a condensed, emphatic way. 2. To quote an expert. 3. To use a powerful, dramatic passage. 4. To quote a passage that cannot be expressed in fewer words. 5. To quote a passage that might lose its meaning if summarized. -- Notes -- 24 2. Summarizing condenses the work into your own words, but does not distort the original. Read the following note card example of summarizing the quotation. Masc. and Fem. Styles 3 Newsweek article explaining how stereotyped women changed Rather than be labeled with the unflattering ste- reotypes that prevented their promotions, many women adopted masculine qualities. p. 47 * You should summarize: 1. background information 2. commentaries, explanations and evaluations 3. arguments or a line of thinking 4. facts 5. description, events, episodes and long speeches from literary works * If you quote key words or phrases, use quotation marks with- in the summary. 3. Paraphrasing restates the passage in your own words. It is usually about the same length as the original and will include examples and explanations from the original. * Do not use word-for-word translations; that is plagiarism. Masc. and Fem. Styles 3 Newsweek article explaining how stereotyped women changed Because of the risk of stereotyping, which has served as a tool to keep women out of manage- ment, it is difficult to characterize a feminine management style. Women have been cited for their emotionality, instability, and lack of team spirit, among other qualities. Many women have defended themselves at work by using the quali- ties of men. p. 47 * If you quote key words or phrases, use quotation marks with- in the paraphrase. 4. Example of a combination note card of quoting, summariz- ing, and paraphrasing. Masc. and fem. Styles 3 Hughey and Gelman’s Newsweek article explaining how stereotyped women changed It is difficult to characterize a feminine style of management because stereotypes have tradition- ally been used to keep women down.” Women have been cited as “unstable, indecisive, temperamental and manipulative: and have been accused of not be- ing “good team members.” Many women defended themselves at work by adopting the qualities of men. p 47 -- Notes -- 25 * The most important points to remember when taking notes is to include the author(s), page number(s); then when you use the note card in your paper, you will know you must document or give credit for the information. * As you research, you will get better at taking notes, so do not become frustrated as you begin. Sometimes the sources do not yield very good notes, either. All of this is part of the research process. 11. After you have skimmed a source and decided you will use it, start reading for research. a) Look for facts, explanations, expert opinions, evaluations, or ex- amples that illustrate ideas. b) Record whatever seems relevant and may answer any of your re- search questions. Almost all researchers write more note cards than they eventually need. Each time you research, you will get better at the skill. You will learn the topic as you go along, and your note taking will become more relevant. c) Read one paragraph at a time. Stop and decide if you’ve found information for a note to include in your paper. d) Then think under which heading this idea or topic should go. If it is the same topic as you have already used, then use the same heading on this note card. If it is a new topic, write a new head- ing on the note card. e) Generally speaking, the shorter the note the better. Put one piece of information on each card. Limiting yourself to one piece per card helps later when you organize your notes. f) Do not write on the backs of your cards. If the idea is larger or you are using a large quote, use two cards, labeling them Note 1 of 2 and Note 2 of 2. g) Continue reading and taking notes until you are finished with all your articles. 12. Organizing your notes: Each separate topic, heading, or idea—not source—will be a separate body paragraph in your paper. You will next categorize your note cards by ideas, the note headings. If you have put your headings on each note card, you have organized your paper as you took notes. . a) Read your note card headings and organize all your note cards by heading. Each stack is a different idea or topic; therefore each stack becomes a different paragraph or section of your paper. b) At this point you will be separating your cards, so the source log or card number on each card becomes very important because you will need to document your sources--give credit in your paper as well as on your “Works Cited” page to the authors and/or ar- ticles. 13. Writing your paper: The following is just one method to combine the note cards with your comments to create your paper. Ask your teacher if you need to change what you do in this step. Science and Social Studies are just two subjects which have different commentary requirements. -- Notes -- 26 SAMPLE PAGES OF A RESEARCH PAPER IN MLA STYLE First Page of a Research Paper BA": Double-space wn t fur i Josephson ? Laura N. Josephson Professor Bennett Humanities 2710 8 May 2003 \ indent ¥" Ellington's Adventures in Music arid Geography in studying the influence of Latin American, African, and Asiandmusic on modem American composers, eusic historians tend to discuss such figures as Aaron Coptand, George Gershwin, Henry Cowell, Alan Hovtaness, and John Cage Grindle; Griffiths 104-39: Hitchcock 173-98). They usually overlook Duke Ellington, whom Gunther Schuller rightly calls “one af America’s graat composers” (318), Probably because they are familiae only with Ellington’s popular pieces, like “Sophisticated Lady,” “Mood Indigo,” and “Solitude.” Still little known are the many ambitious orchestral suites Ellington composed, several of which, such as Black Brown, and Beige (originally entided The African Suite), The Liberian Suite, he Ean Su ia Ametican Suite, and ian Ech explore his mnpressions of the people, places, and music of other countries. Not all music critics, however, have ignored Ellington's excursions inta longer fndont eeu forms. Raymond Horicks compared hin with Ravel, Delius, and Debussy: ohmae The continually enquiring mind of Ellington . .. has sought to extend steadily the imaginative boundaries of the musical form on which it subsists. .. . ERington sinve the mid-1930s has been engaged upon éxtanding both the imagery and the formal construction of written jazz. (422-23) ~~ T= Etlington's easiest attempts to move red the four-minute limit imposed by the —~ 1" r { Reprinted by permission of The Modem Language Association | [30 BY". Double-space ‘s eee word Cited Brindle, Reginald Senith. rch Outwards: The Orient, Jazz, Archaisms." The ict i |. New York: Oxford UP, 1975. 133-45. Indent 4° Burnett, James. “Ellington's Place as a Composer.” Garmond 141-55. Duke Ellington, 2002. Estate of Mercer K. Ellington. 3 June 2002 <http:/ woen.dukeellington.com/>. Duke Ellington's Washington. 2000. Public Broadcasting Systam. 3 June 2002 <http/Awww.pbs.org/ellingtonsde/>. Ellington, Duke. The Afro-Eurasian Eclipse, 1971. Fantasy, 1991. ~~. Black. Brown, and Beige. 1945. RCA Bluebird, 1988. —. The Far East Suite. 1965. RCA, 1995. ~. The Latin Amarican Suite. 1969. Fantasy, 1990. ~The Liberian Suite. LP. Philips, 1947. Gammond, Peter, ed. Duke Ellington; His Life and Music. 1958, New York: Da Capo, 1977. Griffiths, Paut, A Conc New Yorks Oxford UP, 1978. Hitchcock, H. Wiley. Music in the United States: An Introduction. 2nd ed. Englewood Gifs: Prentice, 1974, Horricks, Raymond. “The Orchestral Suites.“ Gammond 122-31. Lawrence, A. H. Ouke Ellington and His World: A Biography. New York: Routledge, 200%. UP, 1988. 1 { = T= Schuller, Gunther. Early Jazz Its Roots and Musical Development. New York: Oxford —- IY Reprinted by permission of The Modern Language Association 4"