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American Research and Organization: The Hamburger Approach to Writing

American Research and Organization: The Hamburger Approach to Writing. Mary Mullins and Katie Elliott . Goals:. Provide you with information about dealing with research: What is plagiarism? Why should we avoid plagiarism? How can we avoid plagiarism?

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American Research and Organization: The Hamburger Approach to Writing

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  1. American Research and Organization: The Hamburger Approach to Writing Mary Mullins and Katie Elliott

  2. Goals: • Provide you with information about dealing with research: • What is plagiarism? • Why should we avoid plagiarism? • How can we avoid plagiarism? • Provide you with an introduction to the organization of an American paragraph: • The “Burgergraph” Approach to Paragraph Organization

  3. Plagiarism and Intellectual Property • Example 1: • An artist’s reputation is based on the value of his work. • An authentic Van Gogh was purchased for $ 82.5 million in 1990.

  4. Plagiarism and Intellectual Property • Example 2: • An inventor’s reputation is based on his research and discoveries and inventions. • In 2003, Microsoft was ordered to pay Michael Doyle $520 million for stealing technology he invented for embedding computer programs in web pages.

  5. Plagiarism and Intellectual Property • Example 3: • A novelist’s reputation is based on her words. • For example, JK Rowling has earned more than $1 billion from the Harry Potter series.

  6. Plagiarism Defined • In The Craft of Research, authors Wayne Booth, Gregory Colomb and Joseph Williams provide a simple definition of plagiarism: “You plagiarize when, intentionally or not, you use someone else’s words or ideas but fail to credit that person, leading your readers those words are yours” (Booth et al 202).

  7. An Excerpt from VCU’s Honor Code • “Section III: Possible Violations • Academic dishonesty jeopardizes the quality of education and depreciates the genuine achievements of others. Academic dishonesty by a student will not be tolerated and will be treated in accordance with the procedures as outlined in the Honor System. If a student violates the Honor System, that student will suffer consequences. However, appropriate opportunities to remediate the situation and for the student to learn and to grow from the mistake will be considered. • The categories of academic dishonesty include, but are not limited to, any deliberate and dishonest act that results in, or could result in, a student receiving an unfair advantage in an academic matter: • Plagiarism: Representing the words, ideas, facts, opinions, theories, illustrations, tables or any part of another's work as one's own on academic assignment without customary and proper acknowledgment of the source; • Cheating: Receiving, giving and attempting to receive or give unauthorized assistance, such as materials, devices, information, notes, or sources, on academic matters; • Lying: Transferring, transmitting or communicating any false statements concerning academic matters; • Stealing: Taking or making academic materials inaccessible, thereby temporarily or permanently depriving others of its use or possession, and; • Facilitation: Helping or soliciting another person to commit an act of academic dishonesty.

  8. Any student found guilty of an Honor System violation shall be subject to one or more of the following sanctions: • Assignment of Grade: A grade of "0" can be assigned for a test/paper/assignment. The grade shall be factored into the course grade. • Assignment of Course Grade: A course grade of 'F' can be assigned for the course in which the accused committed the violation. Grades assigned by the Honor System may not be voided by withdrawal from a course, withdrawal from the University, by use of the Repeat Course Option, or through the Grade Appeal Procedure. • Suspension: Suspension is a separation from the University for a specified period of time, not to exceed two years. After the suspension has been served, a student may be permitted to resume classes. • Expulsion: Expulsion is a separation from the University for an unspecified period of time. After five years, a student who has been expelled may petition the Honor Council for permission to make application for readmission to the University. An expelled student who is permitted to apply shall meet all other University admission requirements and will be judged competitively with other applicants. • Revocation: When a violation invalidates a major piece of work required for a degree, then the sanction may include a recommendation to the University President for rejection of a thesis or dissertation or revocation of a degree or certificate.

  9. How do you avoid plagiarism? • By Using Proper Citation! • Two Components: • 1. In-Text Citations • 2. Works Cited Page

  10. Part 1: In-Text Citations • Can include the name of the author, the exact location of the quotation, fact or idea, which might be a book, article, web page, interview, etc. • An in-text citation must have a parenthetical notation that can be used by the reader to find the original source via the Works Cited page. • See, for example, the quotation we used earlier: • In The Craft of Research, authors Wayne Booth, Gregory Colomb and Joseph Williams provide a simple definition of plagiarism: “You plagiarize when, intentionally or not, you use someone else’s words or ideas but fail to credit that person, leading your readers those words are yours” (Booth et al 202) .

  11. Part 2: Works Cited Page • At the end of your paper, you should have a works cited page with all of your sources listed in alphabetical order. • The format of this citation is governed by the documentation style used by your field of study. The three main styles are: • MLA (Modern Languages Association): preferred for English, Philosophy, the Arts and most humanities. • APA (American Psychological Association): science, social sciences, political sciences, education, medicine, etc. • Chicago: business, history, communications and is the documentation style manual used in publishing books, magazines and newspapers. All these documentation styles have manuals. • If you are not sure what style to use, ask your professor!

  12. American Paragraph Organization • Organization is Culturally-Specific! • In his article, “The Classroom and the Wider Culture,” Fan Shen, a Chinese student who attended graduate school in the United States, identified two main differences between writing in America and writing in China: • First, in American writing, the writer is expected to get to the point right away—to state the main idea in a claim sentence. He says this was difficult at first because he was used to approaching a topic slowly to “arouse the reader’s interest in the topic little by little’ (Shen 463) by including “how, why and when the piece is being composed” (Shen 463). • Second, in America, the writer’s task is to explain in words the logic of his argument. This was difficult for Shen because he was used to the goal of writing being creating mental pictures through his words. When he wrote his first papers in the U.S., professors often criticized him for not stating and explaining the connections between ideas (Shen 463-464). Shen had to get used to the fact that in American university writing, it is the writer’s responsibility to explain everything to the reader.

  13. The Burgergraph: Understanding American Paragraph Organization • In the American paragraph, the evidence you find is always surrounded by your own words—like a sandwich! • However, this can be difficult to do, so we decided to give you an organization tool in the most American of sandwiches: the burger!

  14. The Parts of the Burgergraph • 1. Top Bun: • State the Main Idea • 2. Tomato: • Establish the Evidence • 3. Meat: • Deliver the Evidence • 4. Lettuce: • Explain the Evidence • 5. Bottom Bun: • Relate the Evidence to the Main Idea

  15. Top Bun: Main Idea • In this part, the writer states his or her main idea for the paragraph and tells the reader the main point that the paragraph makes. You would like this sentence to summarize the whole paragraph. Ask yourself: • What is the main point made in the paragraph? • If a reader was asked to identify the main idea of this paragraph, what would you like him or her to say?

  16. Tomato: Establish the Evidence • In this part, the writer should establish the evidence that he will use in the paragraph. To create an appropriate tomato, you should both introduce the source of the evidence and weave that evidence into your own writing. Ask yourself: • Who is the author? • What are his or her credentials? • Basically: Who said it and why should we believe him? • Where was this evidence found? • What kind of source is that? • Basically: Where did it come from and why should we trust it?

  17. Meat: the Evidence • In this part, state the evidence you have found to support your main idea, which can be a: • Quotation • Paraphrase • Fact • Statistic • Ask yourself: • What is an appropriate quotation, paraphrase, fact, or statistic to act as evidence for my main idea? • Have I cited this material correctly?

  18. Lettuce: Explain the Evidence • Immediately after the writer gives a piece of evidence, he or she should explain that evidence to the reader. To do this, ask yourself: • What is important in this evidence? • Why is this important? • This may seem unnecessary, or even feel like you are being rude to the reader by assuming he or she cannot understand the evidence without your explanation. However, it’s what the American reader expects of you as a writer. The reader expects you to explain the importance of your evidence to them, and the questions above will enable you to do that.

  19. Bottom Bun: Relate Your Evidence to Your Main Idea • This part is closely related to the top bun. Here, the writer tells the reader how the evidence supports the main claim of the paragraph. This sentence is the conclusion of your paragraph, where a writer draws connections for his reader between the ideas presented in the paragraph. Ask yourself: • How does the evidence presented in this paragraph support its main point? • How does this paragraph support the main idea of the paper?

  20. How to Write a Burgergraph • To help us explain this organization, we made up an example. We’re going to ask you to pretend that this is real. So, pretend that we’re writing a paper arguing that oranges are healthier than apples. In our imaginary research, we found this imaginary quotation and thought it might be helpful. • “Fruit is an important part of a healthy diet, especially because of its vitamin content. Both apples and oranges, the two most popular fruits, contain vitamins A, C, B1, B2, B6, and E, all of which are important nutrients for children. Schools can use these fruits to encourage kids to get healthy servings of vitamins. Focusing on Vitamin C, for example, which supports young immune systems, we can see how much a single serving of fruit can provide. One medium apple contains 15 mgs of C and an orange contains a whopping 49 mgs. Because kids are more likely to eat fruit than vegetables, the menus I’ve designed for our school system provide at least two fruit options at every meal.” • The quotation was in an imaginary article called “Brain Food: Maximizing Student Learning with Nutrition” which appeared on pages 13-25 of volume 8.3 of the imaginary Newport Journal of School Nutrition, published in June 2006. The imaginary author, Dr. Cindy Jones, was described as a nutritionist in charge of creating healthy menus for elementary school lunches.

  21. Top Bun: Main Idea • What is the main point made in the paragraph? • If a reader was asked to identify the main idea of this paragraph, what would you like him or her to say? • Our Evidence: “Fruit is an important part of a healthy diet, especially because of its vitamin content. Both apples and oranges, the two most popular fruits, contain vitamins A, C, B1, B2, B6, and E, all of which are important nutrients for children. Schools can use these fruits to encourage kids to get healthy servings of vitamins. Focusing on Vitamin C, for example, which supports young immune systems, we can see how much a single serving of fruit can provide. One medium apple contains 15 mgs of C and an orange contains a whopping 49 mgs. Because kids are more likely to eat fruit than vegetables, the menus I’ve designed for our school system provide at least two fruit options at every meal.”

  22. Top Bun: Main Idea • First, we needed to write a sentence that states the main point of our paragraph. Our paper, if you remember, is arguing that oranges are healthier than apples. This paragraph, then, will help support that idea by proving that oranges are better for the immune system than apples. So we wrote the following sentence to express this main point: • Because of their greater vitamin C content, oranges are better for the immune system than apples.

  23. Who is the author? What are his or her credentials? Basically: Who said it and why should we believe him? Where was this evidence found? What kind of source is that? Basically: Where did it come from and why should we trust it? Author: Dr. Cindy Jones, Credentials: Jones is a nutritionist in charge of creating healthy menus for elementary school lunches. This means that she is a trained expert in the field of nutrition, which is the topic of our paper. Source: “Brain Food: Maximizing Student Learning with Nutrition” in the June 2006 volume of the Newport Journal of School Nutrition. Source Credentials: It’s a scholarly journal devoted to nutrition—which is the topic of our paper. It is also a pretty current article, so the facts should be based on current technology. Tomato: Establish the Evidence

  24. Tomato: Establish the Evidence • Having answered all our questions, we need to write a sentence to establish the quality of our evidence for the reader. This is what we came up with: • Writing in the Newport Journal of School Nutrition, nutritionist Dr. Cindy Jones identified both apples and oranges as good sources of nutrition for children. • Then we remembered that we had to find a way to weave the evidence into our own writing, so we added this as an introduction to the quote: • Jones lists the vitamins each fruit contains, and says that, _ __ (insert quotation here)____. • So we combined these to make our tomato: • Writing in the Newport Journal of School Nutrition, nutritionist Dr. Cindy Jones identified both apples and oranges as good sources of nutrition for children. Jones lists the vitamins each fruit contains, and says that, (insert quotation here).

  25. Meat: Deliver the Evidence • What is an appropriate quotation, paraphrase, fact, or statistic to act as evidence for my main idea? • Hey! We already have this, right? • “Fruit is an important part of a healthy diet, especially because of its vitamin content. Both apples and oranges, the two most popular fruits, contain vitamins A, C, B1, B2, B6, and E, all of which are important nutrients for children. Schools can use these fruits to encourage kids to get healthy servings of vitamins. Focusing on Vitamin C, for example, which supports young immune systems, we can see how much a single serving of fruit can provide. One medium apple contains 15 mgs of C and an orange contains a whopping 49 mgs. Because kids are more likely to eat fruit than vegetables, the menus I’ve designed for our school system provide at least two fruit options at every meal.” • But this is really big, so we decided to choose the most important parts.

  26. Meat: Deliver the Evidence • We asked ourselves, what’s the most important part? We chose this part, because it directly compares the nutrition of apples and oranges: • “Fruit is an important part of a healthy diet, especially because of its vitamin content. Both apples and oranges, the two most popular fruits, contain vitamins A, C, B1, B2, B6, and E, all of which are important nutrients for children. Focusing on Vitamin C, for example, which supports young immune systems, we can see how much a single serving of fruit can provide. One medium apple contains 15 mgs of C and an orange contains a whopping 49 mgs, and schools can use these fruits to encourage kids to get healthy servings of vitamins. Because kids are more likely to eat fruit than vegetables, the menus I’ve designed for our school system provide at least two fruit options at every meal.”

  27. Meat: the Evidence • Now that we’ve decided the most important part, we have our evidence: • “Focusing on Vitamin C, for example, which supports young immune systems, we can see how much a single serving of fruit can provide. One medium apple contains 15 mgs of C and an orange contains a whopping 49 mgs” (Jones 14).

  28. Whew! Now that we have three parts, let’s take put them together and see what we have so far: • Because of their greater vitamin C content, oranges are healthier than apples. Writing in the Newport Journal of School Nutrition, nutritionist Dr. Cindy Jones identifies both apples and oranges as good sources of nutrition for children. Jones lists the vitamins each fruit contains, and says that, “Focusing on Vitamin C, for example, which supports young immune systems, we can see how much a single serving of fruit can provide. One medium apple contains 15 mgs of C and an orange contains a whopping 49 mgs” (Jones 14). • But we can’t stop here, or we’ll be making the reader hold on to the meat, rather than having a neat package that’s easy to eat. So let’s finish our paragraph!

  29. Lettuce: Explain the Evidence • In this part, we need to explain the evidence to our reader, so that they can understand why it is important. To do this, we ask: • What is important in this evidence? • Why is this important?

  30. Our Evidence: “Focusing on Vitamin C, for example, which supports young immune systems, we can see how much a single serving of fruit can provide. One medium apple contains 15 mgs of C and an orange contains a whopping 49 mgs” (Jones 14). What are the important parts of this quotation? That vitamin C benefits the immune system The comparison of the vitamin C content of apples and oranges Why are these important? It shows that the immune system is important to health and the huge difference between the effect of apples and oranges on the immune system Lettuce: Explain the Evidence

  31. Lettuce: Explain the Evidence • What are the important parts of this quotation? • That vitamin C benefits the immune system • The comparison of the vitamin C content of apples and oranges • Why are these important? • It shows that the immune system is important to health and the huge difference between the effect of apples and oranges on the immune system • Now that we know these things, we wrote a sentence that explained this to our reader: • As Jones points out, oranges have three times more vitamin C than apples, making them three times more beneficial to the immune system.

  32. Bottom Bun: Relate the Evidence to the Claim • How does the evidence presented in this paragraph support its main point? • How does this paragraph support the main idea of the paper? • What this part needs to do: • Remind the reader of the main point: • Oranges are healthier than apples • Show the reader how the evidence presented in this paragraph supports this point: • Oranges are more beneficial to the immune system • Connect these two parts!

  33. Bottom Bun: Relate the Evidence to the Claim • We can think of this connection like a math equation: Oranges are more beneficial to the immune system than apples. + ____ ?????? Oranges are healthier than apples. • How can we fill in this ???? for the reader? Oranges are more beneficial to the immune system than apples. + a healthy immune system is necessary to overall health. Oranges are healthier than apples. • Then we can write a sentence that explains that connection: • Because a healthy immune system is necessary to overall health, this means that oranges are a healthier choice than apples.

  34. Putting the Burgergraph Together • Now we’ve written all five parts of the paragraph, and all that’s left to do is put them together. But before we do, let’s look back at each of our parts.

  35. Bun: Main Idea • Because of their greater vitamin C content, oranges are healthier than apples.

  36. Tomato: Establish the Evidence • Writing in the Newport Journal of School Nutrition, nutritionist Dr. Cindy Jones identified both apples and oranges as good sources of nutrition for children. Jones lists the vitamins each fruit contains, and says that,

  37. Meat: the Evidence • “Focusing on Vitamin C, for example, which supports young immune systems, we can see how much a single serving of fruit can provide. One medium apple contains 15 mgs of C and an orange contains a whopping 49 mgs” (Jones 14).

  38. Lettuce: Explain the Evidence • As Jones points out, oranges have three times more vitamin C than apples, making them three times more beneficial to the immune system.

  39. Bottom Bun: Relate the Evidence to the Main Idea • Because a healthy immune system is necessary to overall health, this means that oranges are a healthier choice than apples.

  40. Now we put them all together, and here’s our finished paragraph: Because of their greater vitamin C content, oranges are healthier than apples. Writing in the Newport Journal of School Nutrition, nutritionist Dr. Cindy Jones identifies both apples and oranges as good sources of nutrition for children. Jones lists the vitamins each fruit contains, and says that, “Focusing on Vitamin C, for example, which supports young immune systems, we can see how much a single serving of fruit can provide. One medium apple contains 15 mgs of C and an orange contains a whopping 49 mgs” (Jones 14). As Jones points out, oranges have more than three times as much vitamin C as apples, making them three times more beneficial to the immune system. Because a healthy immune system is necessary to overall health, this means that oranges are a healthier choice than apples.

  41. Three Rules to Follow for American Paragraphs • 1. Get to the main point quickly. • 2. Explain everything so that even a dumb or lazy reader can understand. • 3. Avoid plagiarism by using citation. Remember the Burgergraph!

  42. Guidelines: The Rules for Building a Burgergraph • 1. Top Bun: State your main idea immediately. • 2. Tomato: Establish your evidence by including who said it, where they said it, and why should we believe them. • 3. Meat: Deliver your evidence, which can be a quotation, fact, statistic or paraphrase and follow it with a parenthetical citation. • 4. Lettuce: Identify what is important about the evidence and explain why. • 5. Bottom Bun: Close your sandwich by telling your reader how this evidence supports your main idea.

  43. Activity! (or What Not to Do…) • We just showed you how to build a good paragraph using our burger organization. Now we’re going to show you some bad examples. • Remember the finished paragraph we created? In this activity, we’re going to show you versions of that paragraph that don’t have all five parts. We’ll ask you to identify which part (top bun, tomato, meat, lettuce, or bottom bun) is missing from the paragraph and discuss how this affects the paragraph.

  44. What’s Missing from this Paragraph?Example 1 • Because of their greater vitamin C content, oranges are healthier than apples. Dr. Jones says that, “Focusing on Vitamin C, for example, which supports young immune systems, we can see how much a single serving of fruit can provide. One medium apple contains 15 mgs of C and an orange contains a whopping 49 mgs” (Jones 14). As Jones points out, oranges have more than three times as much vitamin C as apples, making them three times more beneficial to the immune system. Because a healthy immune system is necessary to overall health, this means that oranges are a healthier choice than apples.

  45. What’s Missing from this Paragraph? • What’s missing? The tomato! • Because of their greater vitamin C content, oranges are healthier than apples. Dr. Jones says that, “Focusing on Vitamin C, for example, which supports young immune systems, we can see how much a single serving of fruit can provide. One medium apple contains 15 mgs of C and an orange contains a whopping 49 mgs” (Jones 14). As Jones points out, oranges have more than three times as much vitamin C as apples, making them three times more beneficial to the immune system. Because a healthy immune system is necessary to overall health, this means that oranges are a healthier choice than apples.. • What’s wrong here? The writer has not established his evidence, so the reader doesn’t know why he or she should take Dr. Jones seriously.

  46. What’s Missing from this Paragraph?Example 2 Because of their greater vitamin C content, oranges are healthier than apples. Writing in the Newport Journal of School Nutrition, nutritionist Dr. Cindy Jones identifies both apples and oranges as good sources of nutrition for children. Jones lists the vitamins each fruit contains, and says that, “Focusing on Vitamin C, for example, which supports young immune systems, we can see how much a single serving of fruit can provide. One medium apple contains 15 mgs of C and an orange contains a whopping 49 mgs” (Jones 14). Because a healthy immune system is necessary to overall health, this means that oranges are a healthier choice than apples.

  47. What’s Missing from this Paragraph? • What’s missing? The lettuce! • Because of their greater vitamin C content, oranges are healthier than apples. Writing in the Newport Journal of School Nutrition, nutritionist Dr. Cindy Jones identifies both apples and oranges as good sources of nutrition for children. Jones lists the vitamins each fruit contains, and says that, “Focusing on Vitamin C, for example, which supports young immune systems, we can see how much a single serving of fruit can provide. One medium apple contains 15 mgs of C and an orange contains a whopping 49 mgs” (Jones 14). Because a healthy immune system is necessary to overall health, this means that oranges are a healthier choice than apples. • What’s wrong here? The writer has not explained what is important in the quotation or why it is important. Instead, he forces the reader to figure it out.

  48. What’s Missing from this Paragraph?Example 3 • Writing in the Newport Journal of School Nutrition, nutritionist Dr. Cindy Jones identifies both apples and oranges as good sources of nutrition for children. Jones lists the vitamins each fruit contains, and says that, “Focusing on Vitamin C, for example, which supports young immune systems, we can see how much a single serving of fruit can provide. One medium apple contains 15 mgs of C and an orange contains a whopping 49 mgs” (Jones 14). As Jones points out, oranges have more than three times as much vitamin C as apples, making them three times more beneficial to the immune system.

  49. What’s Missing from this Paragraph? • What’s missing? The buns! • Writing in the Newport Journal of School Nutrition, nutritionist Dr. Cindy Jones identifies both apples and oranges as good sources of nutrition for children. Jones lists the vitamins each fruit contains, and says that, “Focusing on Vitamin C, for example, which supports young immune systems, we can see how much a single serving of fruit can provide. One medium apple contains 15 mgs of C and an orange contains a whopping 49 mgs” (Jones 14). As Jones points out, oranges have more than three times as much vitamin C as apples, making them three times more beneficial to the immune system. • What’s wrong here? The writer has not given the reader enough information to know why he/she is reading the quotation. Without these sentences, the reader cannot understand the relationship of the quotation or paragraph to the rest of the paper.

  50. What’s Missing from this Paragraph?Example 4 • Because of their greater vitamin C content, oranges are healthier than apples. Both apples and oranges are good sources of nutrition for children. Focusing on Vitamin C, for example, which supports young immune systems, we can see how much a single serving of fruit can provide. One medium apple contains 15 mgs of C and an orange contains a whopping 49 mgs. Oranges have more than three times as much vitamin C as apples, making them three times more beneficial to the immune system. Because a healthy immune system is necessary to overall health, this means that oranges are a healthier choice than apples.

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