Chapter 7
In Chapter 7, it is discussed how you can avoid plagiarism.
Plagiarism, in short, is stealing another person's words and calling them your own without giving them credit. It can be separated into three categories -- unintentional, intentional, and group project plagiarism. Unintentional plagiarism is extremely common and comes usually from poor note taking or failure to use your notes correctly. Intentional plagiarism is a bit less common, but does still occur. It is considered intentional if you take pieces from different works and paste them together, forming a compilation of unmarked quotations. It is also considered intentional is you insert false citations to misguide/sway the reader in your path of favor & understanding. In group projects, the line can be very obscure when it comes to deciding what is plagiarism and what is collaborative. In most cases, a thought that was formed by more than one person in a group would be considered collaborative, and you would only need to give credit to each person's thoughts if so specified by an instructor. Common knowledge doesn't necessarily need to be cited by an author. If an article states that the sky is blue, credit for that information does not need to be given to that author, as that is a fact known across the globe. A specific author stating this fact doesn't make it the first time anybody has ever laid claim to those words, thus rendering it pointless. As a research writer, it is your job to write honestly, and this is why citing your sources is so important. Give credit where credit is due. Avoiding plagiarism can be very easy if you know to keep your eyes peeled throughout the writing process. One main way is take careful notes, and be sure to put quotation marks around quotes you derive from your sources. This will help you in being able to distinguish between your thoughts and the thoughts coming from each source. Another way is to cite your sources after every quotation or thought that did not come from you. This way, you won't have to hassle with searching through your paper for each quotation and giving authors their credit at the end of the long haul. if you are accused of plagiarism by your professor, it is in your best interest to ask to sit down with them and go through your annotated bibliography, as well as your paper. to prepare for this, collect all or as many materials as you can to be able to provide credit when asked by your professor. Listen carefully, and even take notes on what your professor's concerns are. This will help you to sort through your paper more carefully and be able to nit pick at the little details without having to refer to them every now and then.
Chapter 10
In Chapter 10, it is discussed how to search for information with field research methods.
Field research methods are another way to conduct your research. Instead of relying on printed or documented information that explains something from another person's point of view, you can go out into the world and and do the research yourself -- take a public poll, attend a live event, interview people involved with your topic, etc.You can use field research methods when you can't find any printed sources that you find to bring insight to your opinion. You can also use them when you find yourself looking at your topic from a view that hasn't necessarily been addressed by the masses before. This gives you the opportunity to take things into your won hands and find out what you want to know. You can use interview to collect information because of the first-hand experience. These eyewitness reports from someone affected directly by a circumstance may just give you the extra strength that you need for support by .Observation is also another part to perform field research. Observing a setting can give you a lot of information simply from the atmosphere you are in, which is more than what printed articles and journals could ever give you a feel for. Surveys typically don't help you understand the "why" question we ask as writers, but more so the "what" or "who" questions. They are good to conduct if you cannot find a survey taken on specifics you may need to prove your point, and usually go well with a group size of about 100 people.
Chapter 11
In Chapter 11, it is discussed how one can develop a thesis statement.
A thesis statement is the initial sentence or two that ties together the main point you are going to be focusing on and feeding to the reader. They are usually found to be the last sentence of your opening paragraph, so that you can plug the first part of your opening paragraph into that final statement that sets the tone for the rest of your paper. This is your position statement that is your initial response to your research question. As your opening claim for your entire paper, the bar has just been set. And to make sure it's set to the perfect standard that matches or exceeds the topic of your writing, there must be revision. When we think research question, it is automatically asked, "What/where is the answer to this?" First thoughts can sometimes be sloppy, especially when you have just started to look over your sources. That is why creating a thesis statement needs refining and perfecting done to it. Thinking on your initial position, writing it out, weighing out the good and bad parts to it, and ruling out any sheepish tones that may sound reserved is critical to constructing a properly formed thesis. It is important to review your notes and position statement, making sure that they line up with what you are trying to argue for. It is all too simple to lose track of your thoughts when there are so many articles you are sprint and sifting through, as well as so many other biases that are unlike yours. Even throughout the writing process of your paper, it is crucial to check back with your original stance on the subject and make sure everything is lining up properly. While strumming up your thesis statement, it is good to come up with several alternatives to what you may want your main point to be. Alternatives consisting of statements that may call the reader into taking action, changing their own way of thinking, or simply to listen to what you have to say and learn what it all means. Doing this will help you create diversity in your options to go with, and may very well be easier for you to communicate to the audience by choosing one over the other.
Chapter 10
In Chapter 10, it is discussed how to search for information with field research methods.
Field research methods are another way to conduct your research. Instead of relying on printed or documented information that explains something from another person's point of view, you can go out into the world and and do the research yourself -- take a public poll, attend a live event, interview people involved with your topic, etc.You can use field research methods when you can't find any printed sources that you find to bring insight to your opinion. You can also use them when you find yourself looking at your topic from a view that hasn't necessarily been addressed by the masses before. This gives you the opportunity to take things into your won hands and find out what you want to know. You can use interview to collect information because of the first-hand experience. These eyewitness reports from someone affected directly by a circumstance may just give you the extra strength that you need for support by .Observation is also another part to perform field research. Observing a setting can give you a lot of information simply from the atmosphere you are in, which is more than what printed articles and journals could ever give you a feel for. Surveys typically don't help you understand the "why" question we ask as writers, but more so the "what" or "who" questions. They are good to conduct if you cannot find a survey taken on specifics you may need to prove your point, and usually go well with a group size of about 100 people.
Chapter 11
In Chapter 11, it is discussed how one can develop a thesis statement.
A thesis statement is the initial sentence or two that ties together the main point you are going to be focusing on and feeding to the reader. They are usually found to be the last sentence of your opening paragraph, so that you can plug the first part of your opening paragraph into that final statement that sets the tone for the rest of your paper. This is your position statement that is your initial response to your research question. As your opening claim for your entire paper, the bar has just been set. And to make sure it's set to the perfect standard that matches or exceeds the topic of your writing, there must be revision. When we think research question, it is automatically asked, "What/where is the answer to this?" First thoughts can sometimes be sloppy, especially when you have just started to look over your sources. That is why creating a thesis statement needs refining and perfecting done to it. Thinking on your initial position, writing it out, weighing out the good and bad parts to it, and ruling out any sheepish tones that may sound reserved is critical to constructing a properly formed thesis. It is important to review your notes and position statement, making sure that they line up with what you are trying to argue for. It is all too simple to lose track of your thoughts when there are so many articles you are sprint and sifting through, as well as so many other biases that are unlike yours. Even throughout the writing process of your paper, it is crucial to check back with your original stance on the subject and make sure everything is lining up properly. While strumming up your thesis statement, it is good to come up with several alternatives to what you may want your main point to be. Alternatives consisting of statements that may call the reader into taking action, changing their own way of thinking, or simply to listen to what you have to say and learn what it all means. Doing this will help you create diversity in your options to go with, and may very well be easier for you to communicate to the audience by choosing one over the other.
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