Writing With Sources...

Giving Credit and Evidence to our Arguments

Kickstarter

In McClure's article, he states that information literacy and behaviors play a big role in how students, journalists, teachers, and vast disciplines find and access information. In your Week 11 Notes, post a comment that chooses a couple of these information behaviors and what the problems or side effects are: (McClure 225)

• searching in Wikipedia or Google
• power browsing quickly through websites for ideas and quotes
• cutting-and-pasting information the Web into one's own writing without providing proper attribution for it.
• viewing information as free, accurate, and trustworthy
• treating online information as equal to print information.

Giving Credit to others...

Research Evidence

But first, Getting Started... Source Tutorial

CMU Library Database (Tips and Pointers)

• What are your keywords? (keywords are your search terms, what you indicate that you are looking for either in small or large concepts)
• Are you using Advanced Search filters? Subject terms?
• Are you filtering to peer-reviewed or full text access? The library can get you access to articles and books they don't have through Interlibrary loan; sometimes you can find the same thing through Google Scholar as well.
• What about the date of publication? Does that help filter your content more?
• Are you using a recommended database for your topic? (e.g. Education Full Text; Business Source Elite)

Activity Session Step 1 -

Finding Sources to Use (15-20 minutes)

Add sources, links, and content you find to the Research Evidence Brainstorm Worksheet in Week 11 in class for today. By the end of class, you should have found a good variety of content...

Idea 1: What is your Topic that needs research evidence...?

Idea 2: How will find the sources you need to support your writing?

Idea 3: What ways will you bring the sources into your writing?

Activity Session Step 2 -

Writing with Sources

Helpful Documentation Sites: 

Go to Week 11 in Canvas to access our in-class discussion thread (Writing With Sources-Building your Draft) and content for this week. You will spend some time looking at your sources you are finding for your draft and practice writing with them for the purposes of your Rough Draft.

Research Writing Tips - SUMMARY

• Your explanation of the source's details and info where you cite major key concepts and areas. Often this happens when using abstract, introduction, conclusion or other material.
• Essential ideas, concepts, across a chapter or longer passages.
• Quotes may be used to emphasize key areas of your summary.

Examples:

• Grogan finds it important in stressing the concept of "intercommunication" and "networking" as huge aspects of social media which help connect and separate communities which is proven at so many areas of his text (56).
• In a study published by the Journal of Medical Science, Nolan defines the key differences between "holistic and homeopathic care" and when a diagnosis needs further attention and care (34).

Research Writing Tips - PARAPHRASES

• Information taken from a source but put in your own words or alternate phrasing through the use of synonyms, separating/joining sentence ideas, or aligning with a reader-friendly language.
• Puts things a different way while still taking meaning from original.

Examples:

DQ - "The isolation experienced on a globalized level of infrastructure was felt by refugees entering into a static work force in America after the proliferation of the war economy" (Dupree 45).

Paraphrase - Job opportunities weren't good after the war which meant people seeking a new life in America encountered many issues (Dupree 45).

Research Writing Tips - DIRECT QUOTE

• Direct Quotes: Information pulled "word for word" directly from your source (passage, voice/video dialogue, important statement)
• Don't over-use DQs but be selective of where they show up within your own writing.
• Often, you use a DQ to establish a critical message that you will write about and analyze after the quote appears.
• Block Quote: 5+ lines, quote appears completed indented, away from your original writing.

Example:

Roland Smith discusses that, "In order to clearly articulate the new legislative practices, a person has to examine the socio-historical problems of people groups dispossessed of their lands" (342). However, this is debated among certain aristocratic landowners who believed in "their right to claim property ownership based on the Dawson Act of 1910" (Parks 45).

Writing with Sources Tips - SIGNAL PHRASES

• A phrase or word cue that you will introduce a passage.
• Conveys tone, attitude, of the writer or work (e.g. argues, defends demonstrates, etc.)
• Helps the reader prepare for the idea in the word presented.

Examples:

• In Smith's article, he argues...
• Dr. Woodridge asserts that....
• Within the critical text by...
• Within this passage on communication,

Writing with Sources Tips - Always CITE MATERIAL no matter no matter the style of writing

• In Text Citations = (AUTHOR PAGE NUMBERS) (ORGANIZATION PAGE NUMBER) - MLA

LOOKS LIKE = (Smith 46)

• In Text Citations = (AUTHOR, DATE, PP. #) (ORGANIZATION, DATE, PP. #) - APA

LOOKS LIKE = (Henderson, 1992, p.45)

WHAT'S UNIQUE ABOUT MLA cited paper?

• MLA has all of the relevant course/student information on the 1st page with the content.
• In-text citations are shorter than most citations
• Used in most English, Arts, and other related courses.

Works Cited

Entries

- Alphabetize your sources!

- Include a hanging indent

- Use these sources in-text!

Interactive Kickstarter and Warm-Up Reflection

Once you have a topic for research, you start seeing what conversations are going on within scholarly, popular, or other online sources. What do we know about information quality and expectations for research?

• Source Evaluation Quiz from Purpose Games

What do you find is the most important piece of advice that our readings (McClure, Buck & Vaccino-Salvadore) give on information behaviors, finding sources, and research?

Post your reflections on the quiz and reading question into Interactive Kickstarter Reflection.

How are your sources coming along?

• From (McClure 233)
• Currency: The timeliness of the information.
• Relevance: The importance of the information for your needs.
• Authority: The source of the information.
• Accuracy: The reliability, truthfulness, and correctness of the informational content.
• Purpose: The reason the information exists.

Important Research Questions:

• Are you using good search terms, or keywords, when finding sources?
• Do you need to narrow your topic? (e.g. you're trying to write/research about too much right now)
• Do you need to broaden your approach? (e.g. you can't find sources because your topic is too small-scale)

Topic/Thesis Example: Digital Media Websites

1. Digital Media Websites are important for teachers, web-desginers, and students to express themselves and learn more.

2. Digital Media Websites like Kairos Journal special        issue 14.5 helps provide teachers with an understanding of UX Design mainly Accessibility.

Which of these do you all think is a better topic/thesis statement?

3. Digital Media Websites, such as those featured in online journals like Kairos and Enculturation, are important for teachers and scholars to better learn how to teach about digital culture, themes and research.

Research Evidence Workshop

Group Introductions: Share what your proposed topic is, what content you found from our last class session in the Discussion Thread from Tuesday. Then, in Canvas:

STEP 1: As a group, review the Sample Research Evidence Essay in today's activity - Split up who wants to be positive about the essay versus critical about it. Spend some time reading through and then discuss as a group what your main suggestions are or things working well.

STEP 2: Each group member focus on a specific area of their essay they want to focus on in class (see Canvas assignment). Based on the sources you've found so far, where will they go? Should you start with your intro? A Body Paragraph? A specific research angle? Citations?

Each group will Check-in with me before you leave for today.