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 from the source.
B. Evidence from the source.
C. Evidence from the source.
Outline
II. Thesis Point #2
-Source #1
A. Evidence from the source.
B. Evidence from the source.
C. Evidence from the source.
-Source #2
A. Evidence from the source.
B. Evidence from the source.
C. Evidence from the source.
Outline
Teen Pregnancy
Schools 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 Mothers
A. “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.
Outline
II. Girls who become pregnant can still finish high school as well
as their peers.
-Competitive Parenting: The Culture of Teen Mothers
A. “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 Mothers
A. “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.
Tips for effective Paraphrasing…
• 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)
Examples…
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)
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 frequently overuse direct quotation in taking notes, and as a
result they overuse quotations in the final 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.
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.
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 #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 sources
Works 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.
"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).
In-text citation
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 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 multipronged. 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.