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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 | |