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 from 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.
- What matters to you in using/finding good sources?
Giving Credit to others...
Research Evidence
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)
Document your sources at the end...
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Look like in MLA:
- Smith, Roland. "The importance of online communities." Journal of Computer Science, vol.13, iss 2, Fall 2018, https://www.elsiver.com/1249284
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Looks like in APA:
- Henderson, Cynthia. (2012). The reason social media is controlling information decisions.Journal of Applied Neurology, 12(2), pp.331-456, doi:1320489204x
But first, Getting Started... Source Tutorial
- 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 -
Research Evidence Topic Brainstorm (10-12 minutes)
Go to our in-class assignment for today and focus on Step 1 thinking about what type of argument, debate, or topic are you going to write about that needs sources to support? Also consider the following questions:
Will your research support two sides of a topic?
Is your research going to inform, persuade, or argue to your readers?
Where will you find sources to support your findings?
What action or goal do you want your sources to achieve?
Does your source show the following?
- 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)
Activity Session Step 2 -
Finding Sources to Use (15 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...
Day 2:
Writing with Sources
So far in Week 11 we've talked about the importance of knowing your topic, understanding keywords and questions you need for your topic, and using the Library database to find sources. Today, we will look at a sample research evidence essay and practice using our sources in different ways.
- What piece of your writing best introduces us to your topic?
- Which sources will make for the best paragraph to write about?
- Will you work on your argumentative thesis statement about your topic?
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,
Research Evidence Workshop - Step 1
Go to the Research Evidence Sample Practice Discussion Thread - Take 5-10 minutes to review the sample essay and think about the following:
- What is the student doing a good job with so far? Explanations? Use of Sources? Thesis?
- What is in need of further research and work?
- What seems to be the major mistakes being made based on what we've learned about finding/evaluating sources and writing with them?
- What looks off to you in how sources are added in?
Give your thoughts in the discussion thread and we will share with partners in a bit.
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.
4. Digital Media Websites are only effective if students can interact with the content and learn something new.
Research Evidence Workshop
Introductions: Share what your proposed topic is, what content you found from our last class session, and why you think this topic is valuable for an audience.
STEP 1: Review the Sample Research Evidence Essay in today's activity - What are positive aspects versus ones to be more critical about? Spend some time reading through and then think about what your main suggestions are or things working well. Take 5-10 minutes and share with your group.
STEP 2: You will focus on a specific area of your essay you 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?
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?
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.