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Preparing for research | |
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Owning your research | |
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Understand the benefits | |
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Tap personal and professional interests | |
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Develop an interest inventory | |
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Find space in the assignment | |
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Make room in your schedule | |
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Read for discovery | |
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Raise questions | |
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Develop confidence: What do you already know? | |
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Consider presenting your research in an alternate form | |
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Discuss potential topics with friends and classmates | |
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Reading sources | |
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Reading to comprehend | |
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Reading to reflect | |
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Reading to write | |
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Exploring and sharpening your topic | |
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Exploring research topics | |
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Focusing a topic | |
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Developing a research question | |
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Writing a research proposal | |
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The typical components of a research proposal | |
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Analyzing the rhetorical situation | |
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Drafting research questions and hypotheses | |
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Providing a rationale | |
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Establishing methods | |
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Setting a schedule | |
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Choosing research sources strategically | |
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Building a working bibliography | |
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Annotating a working bibliography | |
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Developing a literature review | |
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Formatting the project proposal Sample project proposal | |
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Finding and processing information | |
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Gathering information | |
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Choosing research sources strategically | |
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Finding periodicals using databases and indexes | |
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Finding reference works | |
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Finding books | |
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Finding government publications and other documents | |
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Finding sources in special collections: Rare books, manuscripts, and archives | |
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Finding multimedia sources | |
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Meeting the challenges of online research | |
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Web and database searches: Developing search strategies | |
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Finding other electronic sources | |
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Finding multimedia sources online | |
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Evaluating information | |
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Evaluating for relevance | |
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Evaluating for credibility | |
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Evaluating for reliability | |
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Evaluating logic | |
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Evaluating online texts | |
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Evaluating visual sources | |
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Evaluating oral presentations | |
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Taking notes and keeping records | |
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Choosing an organizer to fit your work style | |
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Keeping the trail: your search notes | |
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What to include in research notes | |
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Taking content notes | |
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aking notes to avoid plagiarizing and patchwriting | |
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Citing your sources and avoiding plagiarism | |
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What are a writer’s responsibilities? | |
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What does acknowledging sources involve? | |
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What you do have to cite | |
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What you do not have to cite | |
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Why are there so many ways to cite? | |
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Drafting to avoid plagiarizing and patchwriting | |
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Getting permissions | |
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Collaboration and source use | |
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Writing an annotated bibliography | |
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What is an annotated bibliography and why write one? | |
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The citation | |
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The annotation | |
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Formatting the annotated bibliography | |
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Sample student annotated bibliography | |
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Developing new information | |
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Archives and primary documents | |
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Interviews | |
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Observation | |
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Surveys | |
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Getting organized | |
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Writing and refining the thesis | |
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Predrafting a hypothesis | |
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Placing the hypothesis in dialogue with sources | |
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Drafting a thesis statement | |
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Refining the thesis | |
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Organizing your research | |
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Organize your materials and notes | |
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Arrange your ideas into logical groupings | |
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Consider the project's overall shape and genre | |
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Choose an organizational strategy | |
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Spatial order | |
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Chronological (or time) order | |
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General to specific or specific to general order | |
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Problem to solution or solution to problem | |
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Familiar to unfamiliar or unfamiliar to familiar | |
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Climactic, journalists', or Nestorian order | |
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Outlining | |
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Informal | |
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Formal | |
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Check for unity and coherence | |
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Outlining exercise | |
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For the visual thinker | |
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Clusters and maps | |
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Arrange your ideas from general to specific: Trees | |
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Storyboards (for multimedia presentations of research) | |
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Site maps (for websites) | |
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Writing your project | |
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Drafting your project | |
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Writing a first draft | |
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Getting ready: Allocating time and finding the right place | |
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Starting to write | |
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Overcoming writer's block | |
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Working on paragraphs | |
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Writing relevant paragraphs | |
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Writing unified paragraphs | |
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Focus the paragraph on a central idea and delete irrelevant details. | |
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Place the topic sentence appropriately. | |
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Leave the main idea unstated | |
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Writing coherent paragraphs | |
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Organize your paragraphs logically, spatially, or chronologically | |
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Use transitions within paragraphs. | |
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Repeat words, phrases, and sentence structures | |
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Use pronouns and synonyms to refer to words used earlier. | |
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Combine techniques | |
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Writing fully developed paragraphs | |
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Support general statements with specific details: Reasons, facts, statistics, examples. | |
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Use rhetorical patterns to develop paragraphs | |
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Writing introductory paragraphs | |
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Writing concluding paragraphs | |
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Connecting paragraphs | |
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Making a visual appeal: Rational, ethical, emotional | |
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Sample student draft | |
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Creating a website | |
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Publishing and maintaining a website | |
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Drafting collaboratively | |
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Supporting your claims and entering conversations | |
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Explaining and supporting your ideas: reasons and evidence | |
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Offering reasons to support your thesis | |
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Providing evidence to defend your claims | |
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Incorporating the counterevidence to your claims | |
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Using visuals as support | |
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Incorporating like an expert | |
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Evaluation | |
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Analysis | |
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Synthesizing ideas and information | |
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Quoting, paraphrasing, and summarizing | |
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Signaling sources | |
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Integrating quotations | |
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Acknowledging sources | |
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Creating transparent, elegant citations | |
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Revising globally and locally | |
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Revising globally: Learning to re-see | |
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Gain distance | |
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Reread your draft | |
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Revise for focus | |
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Revise for audience | |
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Revise for organization | |
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Revise for development | |
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Reconsider your title | |
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Revising locally: Words and sentences | |
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Choose words with care | |
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denotation | |
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connotation | |
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levels of formality and appropriate usage | |
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general and specific language | |
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Craft grammatically correct, clear, varied, and concise sentences | |
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clear and correct sentences | |
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sentence variety and conciseness | |
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Make a personalized editing checklist | |
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Quick reference: revising globally and locally | |
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Revising visuals | |
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Avoid visual clutter | |
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Keep visuals clear and accurate | |
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Avoid distorting omissions | |
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Don't manipulate | |
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Check placement | |
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Revising with others | |
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The writer's role | |
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The reader's role | |
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Working with a tutor or instructor | |
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Revising and editing a website | |
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Proofreading your text | |
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Designing and presenting your project (10 single spaced pages) | |
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Image matters | |
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Image matters to meaning | |
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Image matters to readability | |
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Image matters to ethos | |
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Making design decisions: purpose, audience, context, and genre | |
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Purpose | |
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Audience | |
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Context | |
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Genre | |
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Looking at models | |
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Understanding the principles: CRAP (contrast, repetition, alignment, proximity) | |
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Applying the principles | |
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Creating an overall impression | |
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Planning the layout | |
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Formatting the document | |
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Designing a website | |
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Adding visuals | |
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planning for visuals | |
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multimedia illustrations | |
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Getting It Across: Storyboarding | |
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Deciding whether to copy visuals or to create them | |
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Obtaining permissions and fair use | |
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Incorporating sound and video into multimedia research projects | |
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Ten steps for presenting (about 3 pages on presenting), + slide samples | |
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Documenting research | |
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Conducting research in the disciplines (7 pp single spaced) | |
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Comparing the Disciplines | |
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Humanities | |
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Social Sciences | |
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Sciences | |
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MLA | |
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In-text citations | |
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Works cited list | |
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APA | |
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In-text citations | |
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Works cited list | |
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Chicago | |
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In-text citations | |
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Works cited list | |
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CSE | |
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In-text citations | |
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Works cited list | |