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SURVIVING THE RESEARCH PAPER by Dr. Barbra Nightingale

SURVIVING THE RESEARCH PAPER by Dr. Barbra Nightingale. Quotations Example. 1. Introduce a short quotation from the article. 2. Introduce a short quotation and omit some words from within the same sentence.

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SURVIVING THE RESEARCH PAPER by Dr. Barbra Nightingale

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  1. SURVIVING THE RESEARCH PAPERbyDr. Barbra Nightingale

  2. Quotations Example • 1. Introduce a short quotation from the article. • 2. Introduce a short quotation and omit some words from within the same sentence. • 3. Introduce a quotation and omit a sentence or two from within the quoted material. • 4. Introduce a long quotation (more than 4 lines). • 5. Paraphrase a portion of the article. • 6. Introduce a paraphrased portion of the article, incorporate it with a short quotation, and your very own thoughts. • 7. Introduce a quote within a quote. • 8. Write a proper bibliographical entry for the article.

  3. 1. Introduce a short quotation from the article. According to an article in Newsweek, “females have more oxytocin, a hormone linked to bonding” (Tyre 59). Note: When the author of an article is unknown, the title of the article appears within the parentheses. (e.g: “Boy Brains, Girl Brains” 59). After the first full citation, you may shorten the title and use ellipsis to indicate the shortening e.g: “Boy Brains . . .” 59). HOWEVER, if the author’s name IS known, you always use the author’s last name only in the citation.

  4. Peg Tyre, author of “Boy Brains, Girl Brains” says that “boys have higher levels of testosterone and are . . . more competitive” (59). 2. Introduce a short quotation and omit some words from within the same sentence. Note: An ellipsis (using 3 spaced dots) occurs when you are leaving material out of the middle of the same sentence. As always, with anything you are quoting, what remains must be a grammatically correct sentence. In other words, you pretend the dots do not exist, and read it as a single, complete sentence. A new element has recently been introduced, and that is to differentiate between YOUR omission of material from within a quote, and the author’s own use of ellipsis. If the material you are reading has ellipsis in it, and you are also using your own ellipsis, then you put square brackets around the material which YOU are leaving out. Only use the square brackets around ellipsis in instances where you encounter ellipsis in the original material AND you are leaving material out as well.

  5. 3. Introduce a quotation and omit a sentence or two from within the quoted material The author also states that studies have suggested “most schools are girl-friendly . . . . [and that] seventy percent of children diagnosed with learning disabilities are male” (Tyre 59). Note: An ellipsis using 4 dots occurs when a piece of one sentence is connected to a piece of another sentence (within the same quotation marks). If the piece you are using has a period, and it is the natural end of the sentence you are creating, then you use the period and 3 spaced dots. If you are not ending your sentence where it ends in the original, then use 4 spaced dots. Ellipsis may be used in any instance, several times within one quotation, including long, indented quotations. Also, notice the use of the bracketed words "[and that]”— the reason for brackets (square brackets, not parentheses) is that the words “and that" do not occur in the original material, but in order for the pieces I connected for my quotation to make grammatical sense, it was necessary for me to include the connecting words. When you are quoting word for word (and anything within quotation marks must be word for word), you may not insert your own words into the quote, unless necessary for correct grammar, and then you must do so within SQUARE BRACKETS.

  6. 4. Introduce a long quotation (more than 4 lines). • Newsweek says that a study had been conducted which found: • Eighty percent of high-school dropouts are boys and less than 45 percent of students enrolled in college are young men. To close the educational gender gap, Gurian says, teachers need to change their techniques. • (Tyre 59) Note: Long quotations are indented on the left 10 spaces from the margin and use no quotation marks. Also, notice the period for the citation goes after the last word, not after the parentheses as in a regular citation. In addition, if the complete citation will not fit on the same line as the last word of your text, then drop down and place it toward the right margin.

  7. 5. Paraphrase a portion of the article. According to the article, “Boy Brains, Girl Brains,” boys and girls are very different in the classroom (Tyre 59). Tyre further asserts that studies back up his findings and that there are actual differences in their brain functions (59). Note: Each paraphrased sentence must be documented in some way.

  8. 6. Introduce a paraphrased portion of the article, incorporate it with a short quotation, and your very own thoughts. According to Tyre, some experts claim that “Gurian’s approach is not only wrong but dangerous” (59). There have been so many theories of education, it’s hard to be sure which one is right. Not so long ago, people thought that women weren’t capable of learning (Tyre 59). Now, according to Tyre’s article, it appears that boys and girls just learn in different ways (59). Note: This passage combines a paraphrase, with a quote, with a judgment made totally on my own. The second Sentence is not found within the article, but something I inferred on my own. This, whole passage, in effect, is what occurs throughout an entire research paper.

  9. 7. Introduce a quote within a quote. In a Newsweek article, author Peg Tyre quotes Jeff Gray as saying, that “the gender-based curriculum gave the school ‘the edge we needed.’ Test scores are up” (59). Note: When quoting someone who is quoting someone else (quote within a quote), you use regular quotation marks around the area you are quoting from, and add in single quotation marks (the apostrophe on your keyboard) around the area that is being quoted by your author. If the area that you are quoting is a quote within in a quote in its entirety (and is something someone else is actually saying), you may also use the following method: copy the text exactly as it appears, and in your parenthetical citation, write: Tyre quotes Gray as saying it gave the school “the edge we needed” (qtd. in Tyre 59). But remember, this is only used when the entire piece YOU are quoting is already in quotation marks, and is spoken by a speaker other than your author.

  10. If you are using a quote within a quote (or a triple quote!) in a long citation, then you indent 10 spaces, and copy the text exactly as it appears before you. • Tyre informs us that in the school studies, the boys: • were given timed, multiple-choice tests. The girls were given multiple choice tests, too, but got more time to complete them. Gray says the gender-based curriculum gave the school “the edge we needed.” (59) Note: The above is used when you have a quote within a quote for a long citation. In other words, you indent 10 spaces on the left and copy it exactly as it appears in the original.

  11. 8. Write a proper bibliographical* entry for the article. Tyre, Peg. “Boy Brains, Girl Brains.” Newsweek 19 Sept. 2005: 59. Note: If the citation should happen to take up more than one typed line, then you indent the subsequent lines 5 spaces on the left. Begley, Sharon. "Playing the Mating Game." Newsweek 5 July 1999: 55. For internet sources: please see the complete list of how to properly cite from the internet: http://www.bedfordstmartins.com/online/cite5.html *A bibliography differs from a “Works Cited” in that it consists of all the sources you LOOK at, not necessarily only those actually included in your paper. Note: Newsweek is in italics! All magazine or book titles would be italicized; titles of articles would be in quotation marks.

  12. ORGANIZATIONAL OUTLINE I. Brainstorm your topic A. Write down everything that comes into your head B. Ask yourself questions about the topic II. Go to the library A. Look in book index under several different names for topic 1. Write down book title, author call names and library . 2. Use 3x5 note cards for authors B. Look in magazine index, etc. C. Look in newspaper index, etc. III. Go to Book shelves to look for books A. Skim Table of Contents for pertinent information B. Skim index for pertinent information C. If information desirable, check book out IV. Go to Periodical window, request magazines, newspapers.

  13. V. Skim articles for pertinent information A. Take appropriate notes B. Photostat pages used, if necessary. VI. Look over all information gathered A. Formulate questions B. Focus desired slant of topic C. Formulate preliminary thesis statement D. Construct a working outline VII. Go through sources carefully A. Take notes on 4x6 cards B. Document on cards: quotations d paraphrases & page numbers C. Use 3x5 cards for bibliography, each source on separate card D. Answer questions devised earlier VIII. Organize your notecards A. Write the corresponding outline number on top of card B. Shuffle cards into.outline format (numbering system)

  14. IX. Write your rough draft • A. Be sure you've documented ALL quotations & paraphrases • 1. Direct quotations (author's last name and page #) • 2. Paraphrases (author's last name and page # for each paraphrased sentence) • 3. Quotations within quotations (single quotation marks inside double quotation • marks--author's name and page #) • 4. Long quotations (over 4 typed lines-approx 48 words) need to be indented 10 • spaces on left • B. Check grammar, sentence structure, spelling. • X. Have conference with instructor with rough draft • XI. Once approved, make all necessary changes, write 2nd draft. • XII. Proofread 2nd draft • XIII. Make necessary changes • XIV. Type final draft • A. Include cover sheet • B. Include outline-- make sure you know proper outline format • C. Include any special requirements from instructor • XV. TURN IN ON TIME!!!

  15. Lagniappe Pace yourself. As soon as you have your topic, start to work. There is nothing worse than a rushed paper. You will regret it later. Talk about your topic with friends and family. You will be amazed at the good ideas you can come up with about a topic you know nothing about. Allow at least three weeks for source gathering. Another week for organizing. Another for writing the rough draft, and another for typing. 6 weeks total should be enough time if you are organized; depending on the topic, and the paper length. Be sure you are familiar with how to quote, paraphrase and document. If you are unsure, ask. Do not be alarmed if paper takes a different turn from what you started out with. Learn to adjust, revise thesis, outline. Go with the flow, but do not stray from approved topic. Always check with instructor regarding changes in proposed topic or direction of paper.

  16. GOOD LUCK!!!

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