A Guide to Using Sources

1. A Guide to Using Sources Overview of Appendix A – The Longman Reader

2. Evaluating Source Material • The success of your essay depends largely on the evidence you use to back up your assertions. • Evidence must be evaluated for: • Relevance • Timeliness • Seriousness of approach • Objectivity

3. Evaluating for Relevance • “Titles can be misleading. To determine if a source is relevant for your paper, review it carefully” (448). • Look at the chapter titles and skim the intro to determine if a book is relevant to your research. If only a chapter or two works for your paper, then take notes on that information and move on to the next source. You don’t have to use the entire book for it to be beneficial to your essay. • If you’re considering an article, you may want to read the abstract (summary) first. If there isn’t an abstract, then read the first paragraph or two to determine its usefulness.

4. Evaluating for Timeliness • Your topic will determine if a work is outdated. • If you’re writing about technology in the classroom, for example, you’ll want the most current sources on the subject. If you’re writing about some aspect of history, then you’ll choose sources from that time period. If you’re writing about a new scientific breakthrough, then you’ll want info from the most up-to-date journals in the field. • “For most college research, a source older than ten years is considered outdated unless it was the first to present key concepts in a field” (449).

5. Evaluating for Seriousness of Approach • As you conduct research and look at a large variety of sources, ask yourself if what you’re reading is really suitable for the requirements. • Articles from general magazines like Time and Newsweek or from scientific publications like National Geographic and Scientific American may be okay for some papers, while your professor may request peer reviewed journals for other papers. If you’re writing an in-depth research essay in your field of study, you will be required to use scholarly journals like American Journal of Public Health or Film Quarterly. • The type of essay determines the type of source.

6. Evaluating for Objectivity • “As you examine your sources for possible bias, keep in mind that a strong conclusion or opinion is not in itself a sign of bias. As long as a writer doesn’t ignore opposing positions or distort evidence, a source can’t be considered biased” (449). • You can usually spot biased sources if they use overly emotional language or if they are supported by special interest groups or activists. • Still, reading sources that are obviously biased still help you form your argument, so they aren’t useless; they simply aren’t great support.

7. Checklist for Evaluating Articles and Books • For a scholarly work, is the author well known in her field? Is she affiliated with a university, for example? For a journalist or other non-scholarly author, ask yourself if the writer has a reputation for objectivity and thoroughness. • Is it from a reputable publication? • Is it recent/up-to-date? Or is it a classic in the field? Is it considered a groundbreaking source of information? • Is the tone appropriate? Is the content appropriate? Can you understand what’s going on? • Is the info accurate, objectively presented, and complete?

8. Checklist for Evaluating Internet Sources • Who is the author? Is a resume provided to verify credentials? Is there an email address for requesting more information? The less info about a writer, the more suspicious you should be. • Can you verify accuracy? Does the writer cite other sources? • Who is the sponsoring website? Is it reputable? Is it biased? • Is the site up-to-date? • Is the material taken from another source? Is the source quoted and cited?

9. Analyzing Source Material • Spend time with each source. Locate central ideas, main supporting points, and key details. • Ask yourself it the source supports your working thesis and goals for your argument. Ask yourself if the source repeats what you already know or if it’s giving you something new. • If the source gives you other sources, you may want to check those too. • Take notes, highlight, annotate, ask questions…make sure you note all quoted material if you’re taking notes for quotations.

10. Synthesizing Source Material • You will likely encounter some sources that challenge your thesis and your overall argument; you’ll be forced to think differently about your subject. • You may feel unclear or unsure about where you stand on the issue after reading a lot of conflicting information from a variety of viewpoints, but part of your work is to determine where you stand in the essay (even if you’re not sure in life). • Make a list that outlines the arguments for both sides to determine who wins (in your eyes).

11. Checklist for Analyzing and Synthesizing Sources • Note all central ideas, main supporting points, and key details. • Write down all citation information for Works Cited page. • Annotate and take notes on all essential ideas that challenge your working thesis. • Examine statistics and facts and look for distortions. • Keep an open mind when you’re confronted with opposing viewpoints and conduct additional research if necessary.

12. Quotation, Summary, Paraphrase • Three ways to support your own ideas with textual information: quotes, summaries, and paraphrases. • Quotation: reproduces, word-for-word • Use quotes when: • The ideas are unusual or controversial. • The wording is so eloquent or convincing that it would lose power if you put it in your own words. • The information in the quote reinforces your point. • To support your interpretations.

13. Quotation, Summary, Paraphrase • Summary: condensation of a larger work. • Use summary: • To give an overview of main ideas presented in longer work • If the relevant info is too long to be quoted in full • To condense plot or action when talking about a literary work • To present the ideas in a source without including all the supporting details

14. Quotation, Summary, Paraphrase • Paraphrase: unlike summary, which condenses the original, a paraphrase uses different words to restate the material • Paraphrase: • If you want to include specific details but you want to avoid a long, block quote or string of quotes • To interpret or explain material • To avoid injecting another person’s style into your own writing

15. Checklist for Quotes, Summaries, and Paraphrases • Quotations must be exact. • Always accompany quotes with your own commentary or analysis. Don’t string quotes together without interpreting the text. • Don’t use too many quotes. One to three from each source is usually good. • Summaries should restate ideas in your own words. • Shorter than original. • Shouldn’t distort meaning of original. • Paraphrases should restate ideas using different words – usually same length as original. • Use appropriate synonyms. Enclose any original language in quotation marks.

16. Integrating Quotes • Blend evidence seamlessly into your own writing by introducing or leading out of quotes. • A quotation by itself won’t be enough. You need to interpret quotations, showing why they are significant and explaining how they support your central points. • Blend the source with your commentary on the subject. Use quotes sparingly – use them to SUPPORT your analysis.

17. For examples: • Review student essay “Compulsory National Service” by Mark Simmons (page 381) • Review Stanley Fish’s “Free-Speech Follies”

18. Specifics for your Essay • The assignment: write a argumentation-persuasion research essay in which you illustrate your argument by dismantling the opposing side while illustrating your side. • 6 – 8 pages, double spaced, Times New Roman, 12 point font • MLA formatted • Works Cited page • Use at least five sources (more than five quotes, paraphrases, summaries, of courses). Sources can and should be from a variety of places.

19. Important Dates for Essay 4 • Library day/research day 1 – Tuesday, 9/24 • Writing thesis statements and intros – Wednesday, 9/25 • Additional lab day for research – Thursday, 9/26 • Rough draft day in lab – Friday, 9/27 • Rough draft due for peer review – Monday, 9/30 • Additional peer reviews or questions for Ms. Grisham – Tuesday, 10/1 and Wednesday, 10/2 • Lab day to write final draft – Thursday, 10/3 • Final draft due – Friday, 10/4

20. Questions?