Outline Topic Thesis I. Thesis Point #1 -Source #1 A.Evidence from the source. B.Evidence from the source. C.Evidence from the source. -Source #2 A.Evidence.

OutlineTopicThesis

I. Thesis Point #1-Source #1A. Evidence from the source.B. Evidence from the source.C. Evidence from the source.

-Source #2D. Evidence from the source.E. Evidence from the source.F. Evidence from the source.

Outline

II. Thesis Point #2-Source #1A. Evidence from the source.B. Evidence from the source.C. Evidence from the source.

-Source #2D. Evidence from the source.E. Evidence from the source.F. Evidence from the source.

OutlineTeen PregnancySchools have the power to help teen mothers further their education.

I. Girls who become teen mothers today feel more pressure to succeed because of the old school mentality that they cannot be a mother and finish school.-Competitive Parenting: The culture of Teen MothersA. “Teenage parents have received a tremendous amount of

negative press regarding their ability to parent effectively.”B. “One explanation for this discrepancy is that earlier

generations of teen parents did not have the opportunity to remain in school, for it was not until the early 1970’s that Title IX legislation first took effect, prohibiting schools from barring pregnant and parenting teens.

OutlineII. Girls who become pregnant can still finish high school as well as their peers.-Competitive Parenting: The Culture of Teen MothersA. “Other studies, especially those using more recent

generations of teen parents, claim that adolescents who become pregnant while still enrolled in school earn diplomas at the same rate as their peers without children.”

III. Programs for teen mothers help a teen mother succeed better.-Competitive Parenting: The Culture of Teen MothersA. “The Teen Center is houses in the basement of Lakeside High

School and serves pregnant and parenting teens from the local school district’s junior and senior high schools.”

What is a paraphrase?

• Essential information and ideas drawn from a source and restated in your own words.

• Someone else’s ideas and opinions expressed in your own words.

• A more detailed restatement than a summary. – A summary focuses on a single main idea. – A paraphrase does not leave any information out.

Use paraphrasing when you want to discuss specific details from a source.

Why is paraphrasing important?

• Helps you control the temptation to quote too much.

• Helps you develop a better understanding of the original material.

• Helps you avoid plagiarism.

Tips for effective Paraphrasing…

• Reread the text until you understand the full meaning.

• DO NOT take notes exactly from sources.

• DO NOT look at the original source while writing your paraphrase.

• DO NOT translate a sentence word from word to or simply re-word phrases.

• Think about how you would explain the text to someone who has not read it – say it out loud if you need to.

• Take note of key words or terminology that are important from the source. – These key terms that are borrowed directly from the

source should be kept in quotation marks.

• Cite your paraphrase with the author and page number. – Example: (Byrnes 11)

Tips for effective Paraphrasing…

Original Text:

“Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes” (Lester 46-47) .

Examples…

1. Students often use too many direct quotations when they take notes, resulting in too many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes.

Original Text:

“Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes” (Lester 46-47).

Students often use too many direct quotations when they take notes, resulting in too many of them in the final research paper.

Students often use too many direct quotations in taking notes, and as a result they overuse quotations in the final research paper.

In fact, probably only about 10% of the final copy should consist of directly quoted material.

Probably only about 10% of your final manuscript should appear as directly quoted matter.

So it is important to limit the amount of source material copied while taking notes.

Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes

Example #1 is PLAGARISM.

Original Text:

“Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes” (Lester 46-47).

2. Students should take just a few notes in direct quotation from sources to help minimize the amount of quoted material in a research paper.

Example #2 is SUMMARY.#2 is written is restated in different words,

but it is not detailed enough.

It only focuses on the main idea.

3. In research papers students often quote excessively, failing to keep quoted material down to a desirable level. Since the problem usually originates during note taking, it is essential to minimize the material recorded verbatim (Lester 46-47).

Original Text:

“Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes” (Lester 46-47).

Example #3 is a legitimate PARAPHRASE.The original idea from the text is restated in different words

and the original source is cited.

•What is the difference between a “bibliography” and a “works-cited” page?

–A “bibliography” lists every source that you have read that you may or may not have included in your research paper, while a “works-cited” page acts as a reference sheet for in-text citations to alert the reader to the exact source of the research that appears in the paper.

•Why do we use them?–ETHICS: we give credit for intellectual property (and to avoid to avoid lawsuits later in life).

•Which will you use?–A “works-cited” page

Alphabetize your sourcesWorks Cited

Adams, Paul. "Furious Arafat Is Freed." Globe and Mail [Toronto] 2 May          2002: A1+.

"Beginner Tip: Presenting Your Page with Style." Webmaster Tips Newsletter. July 2000. NetMechanic. 13 Oct. 2002 <http://www.netmechanic.com/news/vol3/beginner_no7.htm>.

Collins, Ronald K.L., and David M. Skover. The Trials of Lenny Bruce: The Fall and Rise of an American Icon. Naperville, IL: Sourcebooks, 2002.

"E-Money Slips Quietly into Oblivion." Nikkei Weekly [Tokyo] 22 Jan.

2001: 4.

"Ho Chi Minh."  Britannica.com. 2003. Encyclopaedia Britannica.         15 May 2003. <http://www.britannica.com>.

How do we link the works cited page to the research in the paper?

In-text Citations

In-text citations contain a small piece of information, usually the author’s last name and page number (or “Article Title”), which directs the reader to the entry on the works cited page.

In-text citations MUST BE PRESENT for ALL research used in your report (every detail quoted or paraphrased must have an in-text citation).

What do in-text citations look like? –short, direct quotes.

In-text citation

In-text citation

In-text citation

In-t

ext

cita

tion

In-text citation

"The local politicians believe welfare [. . .] should all be paid for through income taxes" (Stewart 1).

"Africa is more than warlords and tyrants [. . .]" (De Villiers and Hirtle, 15).

"The child [Adam] was left miserably abandoned" (Price, 206).

“The child was also emotionally defeated” (207).

Oliver concludes that "all communication industries [. . .] are moving rapidly toward exclusively digital technology" (24).

What do in-text citations look like? –including the source in the your writing for a lengthy quote.

In-te

xt ci

tatio

n

In-text citation

In their Introduction to Computer Science with C++,

Lambert, Nance, and Naps stress that:

The key to writing a successful program is planning. Good programs do not just happen: they are the result of careful design and patience. [. . .]. Writing a

program is like writing an essay: An overall theme is envisioned, an outline of major ideas is developed, each major idea is subdivided into several parts, and each part is developed using individual sentences (15).

Directions: Read each of the following quotations carefully until you fully understand what the author is saying then paraphrase each quotation in your own words.  1. “In The Sopranos, the mob is besieged as much by inner infidelity as it is by the federal government. Early in the series, the greatest threat to Tony's Family is his own biological family. One of his closest associates turns witness for the FBI, his mother colludes with his uncle to contract a hit on Tony, and his kids click through Web sites that track the federal crackdown in Tony's gangland.”From: Fields, Ingrid Walker. “Family Values and Feudal Codes: The Social Politics of America’s Twenty-First Century Gangster.” Journal of Popular Culture 37.4 (2004).

In the first season of The Sopranos, Tony Soprano’s mobster activities are more threatened by members of his biological family than by agents of the federal government. This familial betrayal is multi-pronged. Tony’s closest friend and associate is an FBI informant, his mother and uncle are conspiring to have him killed, and his children are surfing the Web for information about his activities (Fields).

2. “Statements that seem complimentary in one context may be inappropriate in another. For example, women in business are usually uncomfortable if male colleagues or superiors compliment them on their appearance: the comments suggest that women are being treated as visual decoration rather than as contributing workers”(p. 323). From: Locker, K.O. (2003) Business & Administrate Communication (6th ed). St. Louis, MO: Irwin/McGraw-Hill

Locker (2003) indicates that women may feel uneasy upon receiving ordinarily positive comments on their appearance from male coworkers or supervisors. To these women, the remarks carry an implied meaning: instead of being thought of as productive employees, they are actually being viewed as “visual decoration” (323). Locker argues that depending on the situation, words or expressions which appear favorable may actually be unsuitable in a conversation.