Research WritingA Course Outline*This page contains the complete lesson plans for a course in research writing which I have taught for Lane Community College for about 28 years. If you have any questions about further details, please write. |
Composition 123
Research Writing
(Comp123.LCC) 1/20/99
FIRST/SECOND WEEK
ALL COMP. 123 STUDENTS ARE REQUIRED TO GET A
NET ACCOUNT-
[SEE Mrs. Povenmire in the media center and then Mr.
Langan in the computer room.]
*Also required are note cards and a note card box
[preferably plastic and waterproof] and two floppy disks
that are not shared with anyone.
A. Topic Selection (first/second week)
1. Choose 5 topics listed in order of preference.
2. Choose topics that are interesting and that have
adequate source material.
3. Choose topics that can sustain a thesis but that
do not hinder the writer's objectivity.
4. Avoid topics that are abstract or that are beyond
the writer's current ability.
5. 1 to 1 interview on topic selection.
B. Preliminary Bibliography (first/second week)
*Consider having a "source interview" with each student and a
checklist of available sources, plus a strategy for searching
data bases. [Consider mindset of the person organizing the
material.] Checklist checked by media center technicians.
Training in using the 'Net' -available in class.
1. Stress the importance of general knowledge reading
first- to avoid general reading during last minute
note taking. Read overview of material from a basic
encyclopedia.
2. Check on number and quality of sources. *Some
magazines and books examine topics on a superficial
level, saying the 'same things.' Also, Internet
sources need to be examined carefully for scholarship
and support. [Anyone can put a web page on the Net.]
Therefore, support for the quality of the Internet
source should be mentioned in the text of the research
paper.
3. Don't quote more than twice from general
encyclopedias. Go to primary sources rather
than secondary sources whenever possible.
4. Look into "everything" as a possible source i.e.
books, magazines, newspapers, specialized
encyclopedias, interviews, television, CD-ROM (SIRS,
Readers' Guide, Exegy, etc.), Search Engines, maps,
film/videodisks, online university & public library
catalogs, microfilm, experts, etc.
* Hand out [SourcLst.123] with the outline.
-Learn- about the topic and not just with the attitude
of being sufficient for the paper
5. When using the mail to write for information, do it
early in the quarter to get it back on time.
6. Instruction in basic note card taking skills, quote
or paraphrase. (Handouts) With handout discuss
problems of reliance on one main source. Suggest:
Take the same type of information from different
sources.. use a variety of sources in the paper.
[Hand out [SourcLst.123] This source list needs to be
turned in with the rough draft.
NOTE: IF NOTE CARDS ARE NOT DONE WELL IN TERMS OF
QUALITY AND QUANTITY, THE ROUGH DRAFT CAN NOT BE
WRITTEN. FOLLOW DIRECTIONS FOR NOTE CARDS.
C. Preliminary Thesis (first/second week)
1. A thesis statement is the proposition that
you wish to illustrate, clarify, and prove.
2. The student is responsible to support the thesis
stated in the paper and so may want to narrow the
scope of the paper so the thesis can be established
in twenty+ pages.
3. The thesis can be refined as further research shows
the need.
THIRD/FIFTH WEEK
D. Preliminary Research (third/fifth week)
(Oral Report: 3 points of interest)
*With the oral reports the students should state
their preliminary thesis.
1. Check on number and quality of sources.
"I got another source!" Leslie Isola -Winter 99
[Great attitude toward a getting variety of sources.]
2. Check on accuracy and completeness of
bibliography and note cards.
3. Take mainly quotes to avoid unconscious plagiarism.
Paraphrase when writing the rough draft. *Mentioned
already in General Notes. Repeat here.
4. In determining the value of a book as a source
read those areas not read by the casual reader.
The preface, introduction, foreword, etc. of a book
will usually reveal the experience, viewpoint,
credentials, bias, etc. of an author and the intended
level of the book.
5. Look at the table of contents and index for
indications of the presence of your topic in the
book.
6. Save all bib and note cards. Mark degree of
usefulness on bib cards.
7. Read several standard sources of information; then
scan others for differing views and more facts.
8. Most popular magazines deal only superficially
with topics but they may contain references to
other sources.
9. DOCUMENT THOSE THINGS NOT YOUR WORDS OR YOUR IDEAS
OR THOSE THINGS SO CONTROVERSIAL THAT YOU NEED AN
EXPERT TO SUPPORT YOU.
10. Quote those passages with a unique or memorable
style, or with a controversial content that the
reader would give more credence to if it were in its
original form. Follow this procedure in preference to
quoting "anything" to meet the assigned percentage.
11. "20% quotes" is assigned to cause a "new" research
writer to develop skill in working quotes into the
paper. In later papers your style, preferences, and
perhaps a different instructor may cause a variation
in this practice.
12. A FOOTNOTE AND A QUOTE ARE NOT SYNONYMOUS.
13. An interview with an expert may be used as a source.
Document the interview by noting name, time, place,
and credentials of the person being interviewed. With
permission one might record the interview for more
accurate quotes. (See instructor for interview
techniques)
14. Search for topics using a variety of terms and names
in search engines, catalogs, indexes, etc.
E. Intermediate Thesis (third/fifth week)
1. At this point after several weeks of research the
thesis should be definite although it may yet be
modified by clarifying or narrowing it.
2. 1 to 1 interview on topic progress.
SIXTH WEEK
F. Outline (sixth week)
1. Check on students' ability to do outline.
A. List 25, 35-40 things that come to mind.
B. Star the 6 most important.
C. Arrange 6 in I-VI format.
D. Put the rest under the 6 for beginning
outline.
E. Check to see that there is a LOGICAL FRAMEWORK to
the outline.
E. Show to instructor.
F. Type up for ease in arranging sections, etc.
G. Put outline -code- [sections] on your note cards
in pencil.
H. Put quantity of note cards for each section of
the outline on the outline. [Steps G. and H.
could be done at the same time.]
I. During the full research time, research those
areas of the outline that have insufficient note
cards.
2. Have an overall logical framework to your paper. Do
not drift aimlessly. The organization may be: 1)
general to specific 2) chronological 3) order of
importance 4) alternating pro and con arguments or 5)
some other planned system
3. This step may be completed when you have done your
preliminary research. It should be forming in your
mind before the sixth week.
4. Balance the sections of your paper.
SIXTH/SEVENTH WEEK
G. Full Research (sixth/seventh week)
1. Check on thoroughness of research.
2. Check diversity of sources and help where
needed.
3. Remember librarian.
H. Final Thesis (sixth week/seventh week)
1. Collect thesis.
2. Measure ability to explain and defend thesis.
*** *** *** **
---------->> Teach 8th week material in the 7th week including
p. 92-97 in Writing the Research Paper 7th ed. by
James D. Lester.
EIGHTH WEEK
I. Rough Draft (8th week)
*Some should start writing sooner. Those with slower
writing speed should be counseled individually to
begin sooner than the outline shows.
#Consider writing the rough draft with your outline
and thesis constantly in view so that you can refer
Stress to them as you add material. Check to make sure
this that the material applies to the thesis and outline,
Point! and explain to the reader how the material does
apply.
#Read the material at the end of this outline
regarding writing longer papers.
**(Have a handout for the rough draft requirements.)
1. Typewritten with sources listed- "rough" bibliography
need only list author and title and type of source,
i.e. magazine, book, etc. [Alphabetize!]
2. Remember writing skills learned in Comp. 121. When
a new paragraph begins, use unifying agents when the
topic remains the same, and use transitions when
changing to a new topic.
3. When using quotes, use your "own" words like cement
between "bricks of documentation." Do not "stack"
quotes; put your words between them.
3. No you's or I's.
4. 225 words per page minimum.
5. Minimum length 20 pages, maximum length 25 pages.
6. 5-6 footnotes per page (average).
7. 20% quotes. *20% quotes is assigned in order to cause
a "new" research writer to develop skill in working
quotes into the paper. In later papers your own
style, preferences, and perhaps a different instructor
might cause variations in this model.
8. Quote those passages with a unique or memorable style
or a controversial content that the reader will give
more credence to if it is in its original form. Do
this in preference to quoting just anything to meet
the assigned percentage.
9. Use the same dictionary or electronic 'speller.'
10. "Quote" and cite from your source, not from the
source that your author has quoted and cited from.
11. Make sure that all sources listed in the Works Cited
are used in the paper, and that all references used
in the paper are also documented in the Works Cited.
12. Effect of thesis on organization (discussed during
outline).
13. Keep your writing style- quote exactly or paraphrase
NOTE --> completely. PLEASE REMEMBER that you must
document paraphrases as well as quotes!!!!
14. Avoid reliance on one main source.
15. Do not have more than 4-5 references to the same
source in a row to avoid the "book report" appearance.
16. Work quotations smoothly into the paper. See textbook
Writing Research Papers by James Lester, pages 173-
193.. PLUS see instructor for notes and philosophy
regarding parenthetical documentation.
* One rationale consider is ease of finding the
reference in the Works Cited. i.e "Hereafter cited
as ...."
17. Introduce the quote and then comment on why it is
there, or its significance, in your words.
18. Save paper on 2 different disks when using a
computer. Save first rough draft as [paper1] before
rewriting. Save paper as [paper2] and rewrite that so
that you can go back to the original rough draft
[paper1] if the rewrite [paper2] has too many
problems.
19. Re: Computers- Word processors- 1) responsible for
"their" typing as if a typist did it for the student.
2) Proofread after printing (suggest proofreading
from paper copy rather than just from the screen).
3) Put name and page number on each page.
20. Write in pencil in the left margin where you wish
something particularly checked in the rough draft.
21. Hand in rough draft with the outline and the source
list in a large envelope.
NINTH WEEK
J. Works Cited (ninth week)
1. Work on Works Cited page in class while the rough
drafts are being graded. (Check off completed work
in the grade book.)
2. Works Cited can only include those sources actually
used in the paper.
3. For the pattern to use, see Works Cited [MLA Format]
in the textbook. Pages 250-279. REMEMBER- the Works
Cited is alphabetized.
*------>Be aware of State Girls' Basketball, etc. when finals are
due.
TENTH WEEK
K. Final Draft (tenth week)
NOTE: * (Have a handout checklist to be given out with returned
rough drafts to be used with the final drafts.)
1. In writing the final draft, pay strict attention
to the comments on the rough draft. If any thing
is unclear, see the instructor. Please don't assume
a meaning of anything that seems ambiguous or unclear.
If you don't know how to correct some aspect of the
paper, see the instructor for help and advice..
2. Due one week after the return of the rough draft, if
the rough draft was turned in on time.
3. Start typing as soon as possible.
4. Work on transitions that you may not have had time
to perfect in the rough draft. Review the rough
draft handout.
5. Re: Computers- Word processors- 1) Responsible for
"their" typing as if a typist did it for the student.
2) Use a dark ribbon. 3) Proofread after printing.
4) Order sheets i.e. separate, have name and number on
each page. -> Don't turn in a pile of connected sheets
just run off the computer.
NOTE: It is strongly suggested that the writer,
PROOFREAD, PROOFREAD, PROOFREAD! and that
the writer print out a copy to proofread because errors
can be missed when proofreading a scrolling computer
screen.
6. Final draft should include title page, outline, main
body, and works cited page(s).
7. Hand in rough draft and note cards with the final draft.
**Hand out the above 'sheet' and discuss the papers as a group.
Then discuss individual papers with each student to make sure that
comments on the rough draft are understood.
ELEVENTH WEEK
L. Oral Report on research to the class. [10-12 minutes]
1. Can use copy of outline from the final draft.
2. Student[s] may/should answer questions from the class
after the presentation if there is time to hear all
the student presentations and have questions also.
* Remember to have students state thesis in oral reports
and how their thesis relates to their research.
Considerations for Writing Longer Papers
Longer papers should communicate organization, thematically,
chronologically, and topically.
This concept means that first they should communicate the
thesis throughout the paper [why each part of the paper is there in
relation to the thesis].
Next, if the paper has a time based topic- a history paper, a
biography, etc., the time [chronological] relationship of the
sections of the paper to each other should be clear. Therefore
dates should be plentiful and clear, and if an event comes earlier,
previous to an event already discussed, it should be noted with a
phrase such as, 'ten years before the fall of Russia, this event
happened.' OR 'while this event was occurring in India, the
following happened in Georgia, USA.' OR 'twenty years later Mme.
Jones started the campaign to help wounded soldiers.' [Note: dates
should be plentiful and clear even with a straight-through
chronology because the reader might be trying to place some event
in a time frame of other events that they already know about.]
Then organization should be communicated topically. This
concept means that each topic covered should be clear in its
relation to other topics in the paper, not only in relation to the
thesis. This need is especially true if a topic is going to be
covered two or three times in a paper in more or less detail. For
instance, in a biography, if an event is first briefly mentioned in
an overview of a person's life, use a phrase such as 'this
important event will be discussed in more detail later in the
paper.' Then when the topic is covered later, it should be
introduced with a phrase such as 'as has been mentioned earlier' to
show the reader that the writer is in control of the topic and is
not 'padding' or has not forgotten that they already covered the
topic. Whenever a topic is covered more than once, the rationale
for the coverage should be presented, and the location in the paper
should be noted so that the reader doesn't think 'wasn't this
covered before?' and go searching for it out of curiosity or
irritation or both. This topical consideration for organization is
similar to chronological organization but not limited to it.