Papers
"In conversation you can use timing, a look, an inflection. But on the page all you have is commas, dashes, the amount of syllables in a word. When I write, I read everything out loud to get the right rhythm." Fran Lebowitz
Literacy Narrative with a Visual Map
Student samples
Tips for Literacy Narrative
Tips for Literacy Map
Tips for Finding Your Topic
Profile
Design plan for profile assignment
Revision and peer review checklist
Wrote an engaging introduction using one of the introduction strategies in little brown
Does the author provide some background information about the subject? Do you think the subject is introduced well?
Are all your questions answered in the profile? Is there anything else that you would like to see in this profile?
Created a dominant impression of the subject. Mark the dominant impression. Do you think this is an interesting dominant impression?
Used some or all of the typical profile elements (physical description, quotes from or about the subject, examples, anecdotes, factual information)
Created a multifaceted portrait by using different perspectives from different sources
Clearly attributed research from direct observation, interviews, and print and electronic sources. Does any one of these dominate the paper? If yes, how can the paper be more balanced?
Is the profile well organized?
Clearly addressed the assignment
Is there any part that is not relevant to the dominant impression?
Limited or eliminated the use of the first person (I)
Provided clear transitions for the reader
Concluded with a lingering image of your subject using the conclusion strategies in little brown.
What do you think about the visual design (for example, photographs) of the profile?
Comments on the design plan
Comments on the first draft
What are the strengths of the profile?
How can the profile be improved?
interview
samples
Would you like to see what previous students have to say about the profile assignment?
Tips for profile assignment
Here are some links that can be helpful for your research for profile assignment
http://www.purdue.edu/
http://www.purdueexponent.org/
http://www.lib.purdue.edu/
http://www.purdue.edu/DataDigest/
http://www.jconline.com/apps/pbcs.dll/frontpage
Public Document
What do colors represent?
Design Plan
Fonts
tips from former students
Tips
Links
Purdue OWL visual rhetoric
http://owl.english.purdue.edu/handouts/general/Visual_Rhetoric.pdf
Purdue OWL color theory
http://owl.english.purdue.edu/owl/resource/715/01/
Purdue Owl Rhetorical situation
http://owl.english.purdue.edu/owl/resource/625/01/
Color in Motion by Maria Claudia Cortes
http://www.mariaclaudiacortes.com/#
Useful links from Little Brown
http://wps.ablongman.com/long_aaron_lbch_6/45/11773/3013913.cw/index.htm...
Useful Links from CDA
http://wps.ablongman.com/long_wysocki_cda_1/43/11016/2820281.cw/index.ht...
Purdue Student Organizations
https://vwave-03.itap.purdue.edu/cgi-bin/relay.exe/80D21D4D-8AF/launch/1...
Purdue Data Digest for statistics related to Purdue University
http://www.purdue.edu/DataDigest/
HIV stops with me commercial Disclaimer: Do not open it if you feel uncomfortable with sexual content.
http://youtube.com/watch?v=o_EZ-VYJUUY&feature=related
Sexy Porsche commercial Disclaimer: Do not open it if you feel uncomfortable with sexual content.
http://youtube.com/watch?v=W9VsGjXkHeg
Global warming commercial
http://youtube.com/watch?v=s-_LBXWMCAM
visual design
Annotated Bibliography
Annotated Bibliographies
Definitions
A bibliography is a list of sources (books, journals, websites, periodicals, etc.) one has used for researching a topic. Bibliographies are sometimes called "references" or "works cited" depending on the style format you are using. A bibliography usually just includes the bibliographic information (i.e., the author, title, publisher, etc.).
An annotation is a summary and/or evaluation.
Therefore, an annotated bibliography includes a summary and/or evaluation of each of the sources. Depending on your project or the assignment, your annotations may do one or more of the following:
Summarize: Some annotations merely summarize the source. What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say? The length of your annotations will determine how detailed your summary is.
Assess: After summarizing a source, it may be helpful to evaluate it. Is it a useful source? How does it compare with other sources in your bibliography? Is the information reliable? Is it this source biased or objective? What is the goal of this source?
Reflect: Once you've summarized and assessed a source, you need to ask how it fits into your research. Was this source helpful to you? How does it help you shape your argument? How can you use this source in your research project? Has it changed how you think about your topic?
Your annotated bibliography may include some of these, all of these, or even others. If you're doing this for a class, you should get specific guidelines from your instructor.
Why should I write an annotated bibliography?
To learn about your topic: Writing an annotated bibliography is excellent preparation for a research project. Just collecting sources for a bibliography is useful, but when you have to write annotations for each source, you're forced to read each source more carefully. You begin to read more critically instead of just collecting information. At the professional level, annotated bibliographies allow you to see what has been done in the literature and where your own research or scholarship can fit. To help you formulate a thesis: Every good research paper is an argument. The purpose of research is to state and support a thesis. So a very important part of research is developing a thesis that is debatable, interesting, and current. Writing an annotated bibliography can help you gain a good perspective on what is being said about your topic. By reading and responding to a variety of sources on a topic, you'll start to see what the issues are, what people are arguing about, and you'll then be able to develop your own point of view.
To help other researchers: Extensive and scholarly annotated bibliographies are sometimes published. They provide a comprehensive overview of everything important that has been and is being said about that topic. You may not ever get your annotated bibliography published, but as a researcher, you might want to look for one that has been published about your topic.
Format
The format of an annotated bibliography can vary, so if you're doing one for a class, it's important to ask for specific guidelines.
The bibliographic information: Generally, though, the bibliographic information of the source (the title, author, publisher, date, etc.) is written in either MLA or APA format.
The annotations: The annotations for each source are written in paragraph form. The lengths of the annotations can vary significantly from a couple of sentences to a couple of pages. The length will depend on the purpose. If you're just writing summaries of your sources, the annotations may not be very long. However, if you are writing an extensive analysis of each source, you'll need more space.
You can focus your annotations for your own needs. A few sentences of general summary followed by several sentences of how you can fit the work into your larger paper or project can serve you well when you go to draft.
from Purdue Online Writing Lab
http://owl.english.purdue.edu/owl/resource/614/01/
Research Question
Developing a research question
http://www.dacc.cc.il.us/library/OnlineModules/RschQuest.htm
Issue: What is the issue, and what is your stand on it?
Problem: What is the problem, and what solution are you proposing?
Public question: What situation do we face, and how should we respond?
Academic question: What is the phenomenon, and what is your analysis and interpretation of it?
A good thesis statement
Read for the most important ideas and information
Make sure that you understand clearly
Reread to identify the major sections (outline) and the design plan elements
Summarize each section of the source in a single sentence
Encapsulate the entire passage in a single sentence that captures its main points or conclusion
Combine your section summaries with your overall summary
Check for accuracy and focus on presenting the source’s content and avoid speculating on its line of reasoning
USE YOUR OWN WORDS
Revise
Tips for summarizing sources
http://www.class.uidaho.edu/adv_tech_wrt/resources/general/how_to_summar...
Colorado State University Writing Guides
Overview: Summarizing Source Material
Summarizing a single source or a collection of related sources can provide your reader with background or supporting information that helps them better understand your chosen topic. It is also a useful method to point out material that either supports or contradicts your argument while not distracting your reader with irrelevant details.
As with quoting and paraphrasing, you must document the sources you summarize. Unlike a paraphrase, which rewords a specific passage and often remains the same length as the original, a summary reduces the material into a more concise statement. To be effective you must choose your words carefully, being accurate, objective, focused and concise.
Once you fully understand the intended meaning conveyed by the source material, write your summary. Pay close attention to the precise meaning of the words you choose and be especially careful not to introduce new ideas.
Developing critical reading skills will help you examine source materials with an eye toward what to include in a summary.
http://writing.colostate.edu/guides/researchsources/includingsources/sum...
Being Accurate
Being accurate requires that you fully understand the ideas and information presented in your source material. Misunderstanding an author's tone of voice or misinterpreting the information he or she has extrapolated from numerical data, for instance, may cause you to inadvertently misrepresent their point of view, ideas, opinions or position.
Example:
http://writing.colostate.edu/guides/researchsources/includingsources/sum...
Being Objective
Being objective is as important as being accurate. It's a matter of fairness. Interjecting personal opinions into the ideas or information in your summary confuses the reader buy obscuring the information in the original source material. Expressing your attitude toward it, whether negative or positive, is inappropriate and self-serving.
You may express your own opinions, of course, but that should be done in the surrounding comments framing your summary. Bear in mind, being respectful is simply a matter of good form when arguing a difference of opinion.
Example:
http://writing.colostate.edu/guides/researchsources/includingsources/sum...
Being Focused
Being focused means not wandering off-topic. Stick to what's important. A good summary highlights only those facts, ideas, opinions, etc., that are useful in helping your reader understand the topic being presented. Avoid a detailed account of the minutia contained in your source material.
Including minute details hinders the reader's ability to understand why the summarized information is relevant to your document in the first place and can lead them to conclude that you may not fully understand your topic.
Example:
http://writing.colostate.edu/guides/researchsources/includingsources/sum...
Being Concise
Being concise means being as brief as possible. Details, examples and descriptions contained in the original source material should be removed, as well as information repeated or rephrased in slightly varying ways.
The whole idea of a summary is to be direct and to get to the point. Being focused, objective and accurate will go along way toward achieving this goal.
Example:
http://writing.colostate.edu/guides/researchsources/includingsources/sum...
A tutorial from the University of Waikato
http://www.waikato.ac.nz/library/learning/wise/evaluating/index4.shtml
From Queens University Library website
http://library.queensu.ca/inforef/strategyche.htm
Purpose
Why was the resource written? Was the author's purpose to inform, persuade, or to refute a particular idea or point of view?
Audience
Is the resource intended for the general public, scholars, professionals,etc.
Authority
What are the author's qualifications? Consider author's educational background, past writings and experience. Is the author associated with an organization or institution? Who is the publisher? Are they well known? Does any group control the publishing company?
Accuracy
Is the information covered fact, opinion, or propaganda? Facts can be usually verified. Opinions evolve from the interpretation of facts. Are the author's conclusions or facts supported with references?
Timeliness
When was the information published? Is the date of publication appropriate for your topic?
Coverage
Is it relevant to your topic? Is the topic covered in depth, partially or is it an broad overview? Does the resource add new information, update other sources or substantiate other resources that you have consulted?
Objectivity
Does the author present multiple viewpoints or is it biased? How do critical reviews rate the work?
from http://www.lc.unsw.edu.au/onlib/annotated_bib.html
Questions to Consider
You need to consider carefully the texts that you select for your annotated bibliography. Keep the following questions in mind to help clarify your choices.
What topic/ problem am I investigating?
What question(s) am I exploring? Identify the aim of your literature research.
What kind of material am I looking at and why? Am I looking for journal articles, reports, policies or primary historical data?
Am I being judicious in my selection of texts? Does each text relate to my research topic and assignment requirements?
What are the essential or key texts on my topic? Am I finding them? Are the sources valuable or often referred to in other texts?
For more Core Tutorial evaluating sources
http://gemini.lib.purdue.edu/core/
Was this source helpful to you? How? If not, why?
How does it help you shape your argument?
How can you use this source in your research project?
Has it changed how you think about your topic?
Signal Phrases
Author is neutral
Comments, describes, explains, illustrates, notes, observes, points out, records, relates reports, sees, thinks, writes
Author infers or suggests
Analyzes, asks, assesses, concludes, considers, finds, predicts, proposes, reveals, shows, speculates, suggests, supposes
Author argues
Claims, contends, defends, holds, insists, maintains
Author agrees
Admits, agrees, concedes, grants
Author is uneasy or disparaging belittles, bemoans, complains, condemns, deplores, deprecates, derides, laments, warns
For more visit
the attachment below is from http://unilearning.uow.edu.au/reading/2b.html
peer review questions for the annotated bibliography
from http://www.lc.unsw.edu.au/onlib/annotated_bib.html
(1) Trevor, C.O., Lansford, B. and Black, J.W., 2004, ‘Employee turnover and job performance: monitoring the influences of salary growth and promotion’, Journal of Armchair Psychology, vol 113, no.1, pp. 56-64.
(2.) In this article Trevor et al. review the influences of pay and job opportunities in respect to job performance, turnover rates and employee motivation. (3) The authors use data gained through organisational surveys of blue-chip companies in Vancouver, Canada to try to identify the main causes of employee turnover and whether it is linked to salary growth. (4) Their research focuses on assessing a range of pay structures such as pay for performance and organisational reward schemes. (5) The article is useful to my research topic, as Trevor et al. suggest that there are numerous reasons for employee turnover and variances in employee motivation and performance. (6) The main limitation of the article is that the survey sample was restricted to mid-level management, (7) thus the authors indicate that further, more extensive, research needs to be undertaken to develop a more in-depth understanding of employee turnover and job performance. (8 ) This article will not form the basis of my research; however it will be useful supplementary information for my research on pay structures.
(1) Citation
(2) Introduction
(3) Aims & Research methods
(4) Scope
(5) Usefulness (to your research/ to a particular topic)
(6) Limitations
(7) Conclusions
(8 ) Reflection (explain how this work illuminates your topic or how it will fit in with your research)
Plagiarism
http://education.indiana.edu/~frick/plagiarism/item1.html
http://plagiarism.arts.cornell.edu/tutorial/principles.cfm
Purdue Academic Integrity
http://www.purdue.edu/odos/osrr/integrity.htm
The Purdue Online Writing Lab (OWL)
http://owl.english.purdue.edu/
The Purdue Online Writing Lab -evaluating sources
http://owl.english.purdue.edu/owl/printable/553/
Purdue University Libraries CORE tutorial
http://gemini.lib.purdue.edu/core/
Google scholar
http://scholar.google.com/
Purdue Libraries
http://www.lib.purdue.edu/
Sources you can find information about Purdue
Purdue News Service
http://news.uns.purdue.edu/
Purdue Exponent
http://www.purdueexponent.org/
Purdue Data Digest
http://www.purdue.edu/DataDigest/
Journal and Courier
http://www.jconline.com/apps/pbcs.dll/frontpage
APA Formating and Style Guide
http://owl.english.purdue.edu/owl/resource/560/01/
MLA Formating and Style Guide
http://owl.english.purdue.edu/owl/resource/557/01/
Research Paper
1) How can I support an argument?
You can use the following or a combination of them to support an argument.
1. facts
2. statistics
3. testimony by experts
4. anecdotes by people involved
5. scenarios
6. case studies and observation
7. textual evidence from other sources
8. examples
2) How can I organize my paper?
Argumentative papers are usually organized as:
1. introduction (introduce the issue, explain why it is important or why you are writing on this topic, provide some background information, thesis statement)
2. Give first argument with support
3. Give second reason with support
4. Give as many reasons as you need with support
5. Acknowledge and/or refute other arguments
6. Conclusion ( a call to action,a restatement of your thesis, a statement of implications, an overview of the arguments you have made)
OR
1. introduction (introduce the issue, explain why it is important or why you are writing on this topic, provide some background information, thesis statement)
2. Give first argument with support and acknowledge or refute counter arguments related to this reason
3. Give second reason with support and acknowledge or refute counter arguments related to this reason
4. Give as many reasons as you need with support and acknowledge or refute counter arguments related to these reasons
6. Conclusion ( a call to action,a restatement of your thesis, a statement of implications, an overview of the arguments you have made)
Purdue Online writing lab has a very detailed site for writing research papers. I encourage you to visit the website and search research paper
http://owl.english.purdue.edu/
APA Formating and Style Guide
http://owl.english.purdue.edu/owl/resource/560/01/
APA research paper sample
http://www.dianahacker.com/pdfs/Hacker-Shaw-APA.pdf
MLA Formating and Style Guide
http://owl.english.purdue.edu/owl/resource/557/01/
MLA research paper sample
http://dianahacker.com/pdfs/Hacker-Daly-MLA.pdf
Online Exercises
http://highered.mcgraw-hill.com/sites/0072873469/student_view0/avoiding_...
http://faculty.goucher.edu/writingprogram/sgarrett/plage1.asp
Signal Phrases
Author is neutral
Comments, describes, explains, illustrates, notes, observes, points out, records, relates reports, sees, thinks, writes
Author infers or suggests
Analyzes, asks, assesses, concludes, considers, finds, predicts, proposes, reveals, shows, speculates, suggests, supposes
Author argues
Claims, contends, defends, holds, insists, maintains
Author agrees
Admits, agrees, concedes, grants
Author is uneasy or disparaging belittles, bemoans, complains, condemns, deplores, deprecates, derides, laments, warns
For more visit