SURVIVING THE RESEARCH PAPER by Dr' Barbra Nightingale

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SURVIVING THE RESEARCH PAPERby Dr. Barbra
Nightingale
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Quotations Example

• 1. Introduce a short quotation from the article.
• 2. Introduce a short quotation and omit some
  words from within the same
• sentence.
• 3. Introduce a quotation and omit a sentence or
  two from within the quoted
• material.
• 4. Introduce a long quotation (more than 4
  lines).
• 5. Paraphrase a portion of the article.
• 6. Introduce a paraphrased portion of the
  article, incorporate it with a short
• quotation, and your very own thoughts.
• 7. Introduce a quote within a quote.
• 8. Write a proper bibliographical entry for the
  article.

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(No Transcript)
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• 1. Introduce a short quotation from the article.

According to an article in Newsweek, females
have more oxytocin, a hormone linked to bonding
(Tyre 59).
Note When the author of an article is unknown,
the title of the article appears within the
parentheses. (e.g Boy Brains, Girl Brains 59).
After the first full citation, you may shorten
the title and use ellipsis to indicate the
shortening e.g Boy Brains . . . 59).
HOWEVER, if the authors name IS known, you
always use the authors last name only in the
citation.
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• 2. Introduce a short quotation and omit some
  words from within the same sentence.

Peg Tyre, author of Boy Brains, Girl Brains
says that boys have higher levels of
testosterone and are . . . more competitive
(59).
Note An ellipsis (using 3 spaced dots) occurs
when you are leaving material out of the middle
of the same sentence. As always, with anything
you are quoting, what remains must be a
grammatically correct sentence. In other words,
you pretend the dots do not exist, and read it as
a single, complete sentence. A new element has
recently been introduced, and that is to
differentiate between YOUR omission of material
from within a quote, and the authors own use of
ellipsis. If the material you are reading has
ellipsis in it, and you are also using your own
ellipsis, then you put square brackets around the
material which YOU are leaving out. Only use the
square brackets around ellipsis in instances
where you encounter ellipsis in the original
material AND you are leaving material out as
well.
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3. Introduce a quotation and omit a sentence or
two from within the quoted material
The author also states that studies have
suggested most schools are girl-friendly . . . .
and that seventy percent of children diagnosed
with learning disabilities are male (Tyre 59).
Note An ellipsis using 4 dots occurs when a
piece of one sentence is connected to a piece of
another sentence (within the same quotation
marks). If the piece you are using has a period,
and it is the natural end of the sentence you are
creating, then you use the period and 3 spaced
dots. If you are not ending your sentence where
it ends in the original, then use 4 spaced dots.
Ellipsis may be used in any instance, several
times within one quotation, including long,
indented quotations. Also, notice the use of the
bracketed words "and that the reason for
brackets (square brackets, not parentheses) is
that the words and that" do not occur in the
original material, but in order for the pieces I
connected for my quotation to make grammatical
sense, it was necessary for me to include the
connecting words. When you are quoting word for
word (and anything within quotation marks must be
word for word), you may not insert your own words
into the quote, unless necessary for correct
grammar, and then you must do so within SQUARE
BRACKETS.
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4. Introduce a long quotation (more than 4
lines).
Newsweek says that a study had been conducted
which found Eighty percent of high-school
dropouts are boys and less than 45 percent of
students enrolled in college are young men. To
close the educational gender gap, Gurian says,
teachers need to change their techniques. (Tyr
e 59)
Note Long quotations are indented on the left
10 spaces from the margin and use no quotation
marks. Also, notice the period for the citation
goes after the last word, not after the
parentheses as in a regular citation. In
addition, if the complete citation will not fit
on the same line as the last word of your text,
then drop down and place it toward the right
margin.
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5. Paraphrase a portion of the article.
According to the article, Boy Brains, Girl
Brains, boys and girls are very different in the
classroom (Tyre 59). Tyre further asserts that
studies back up his findings and that there are
actual differences in their brain functions (59).
Note Each paraphrased sentence must be
documented in some way.
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6. Introduce a paraphrased portion of the
article, incorporate it with a short quotation,
and your very own thoughts.
According to Tyre, some experts claim that
Gurians approach is not only wrong but
dangerous (59). There have been so many
theories of education, its hard to be sure which
one is right. Not so long ago, people thought
that women werent capable of learning (Tyre 59).
Now, according to Tyres article, it appears
that boys and girls just learn in different ways
(59).
Note This passage combines a paraphrase, with a
quote, with a judgment made totally on my own.
The second Sentence is not found within the
article, but something I inferred on my own.
This, whole passage, in effect, is what occurs
throughout an entire research paper.
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7. Introduce a quote within a quote.
In a Newsweek article, author Peg Tyre quotes
Jeff Gray as saying, that the gender-based
curriculum gave the school the edge we needed.
Test scores are up (59).
Note When quoting someone who is quoting
someone else (quote within a quote), you use
regular quotation marks around the area you are
quoting from, and add in single quotation marks
(the apostrophe on your keyboard) around the area
that is being quoted by your author. If the area
that you are quoting is a quote within in a quote
in its entirety (and is something someone else is
actually saying), you may also use the following
method copy the text exactly as it appears, and
in your parenthetical citation, write
Tyre quotes Gray as saying it gave the school
the edge we needed (qtd. in Tyre 59). But
remember, this is only used when the entire piece
YOU are quoting is already in quotation marks,
and is spoken by a speaker other than your author.
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If you are using a quote within a quote (or a
triple quote!) in a long citation, then you
indent 10 spaces, and copy the text exactly as it
appears before you.
Tyre informs us that in the school studies, the
boys were given timed, multiple-choice tests.
The girls were given multiple choice tests, too,
but got more time to complete them. Gray says
the gender-based curriculum gave the school the
edge we needed. (59)
Note The above is used when you have a quote
within a quote for a long citation. In other
words, you indent 10 spaces on the left and copy
it exactly as it appears in the original.
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8. Write a proper bibliographical entry for the
article.
Tyre, Peg. Boy Brains, Girl Brains. Newsweek
19 Sept. 2005 59.
Note If the citation should happen to take up
more than one typed line, then you indent the
subsequent lines 5 spaces on the left. Begley,
Sharon. "Playing the Mating Game."
Newsweek 5 July 1999 55. For internet sources
please see the complete list of how to properly
cite from the internet http//www.bedfordstmartin
s.com/online/cite5.html A bibliography differs
from a Works Cited in that it consists of all
the sources you LOOK at, not necessarily only
those actually included in your paper.
Note Newsweek is in italics! All magazine or
book titles would be italicized titles of
articles would be in quotation marks.
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ORGANIZATIONAL OUTLINE I. Brainstorm your
topic A. Write down everything that comes
into your head B. Ask yourself questions
about the topic II. Go to the library A.
Look in book index under several different names
for topic 1. Write down book title,
author call names and library . 2. Use
3x5 note cards for authors B. Look in
magazine index, etc. C. Look in
newspaper index, etc. III. Go to Book shelves to
look for books A. Skim Table of Contents
for pertinent information B. Skim index
for pertinent information C. If
information desirable, check book out IV. Go to
Periodical window, request magazines, newspapers.
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V. Skim articles for pertinent information
A. Take appropriate notes B.
Photostat pages used, if necessary. VI. Look
over all information gathered A.
Formulate questions B. Focus desired
slant of topic C. Formulate preliminary
thesis statement D. Construct a working
outline VII. Go through sources carefully
A. Take notes on 4x6 cards B.
Document on cards quotations d paraphrases
page numbers C. Use 3x5 cards for
bibliography, each source on separate card
D. Answer questions devised earlier VIII.
Organize your notecards A. Write the
corresponding outline number on top of card
B. Shuffle cards into.outline format
(numbering system)
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IX. Write your rough draft A. Be
sure you've documented ALL quotations
paraphrases 1. Direct quotations
(author's last name and page ) 2.
Paraphrases (author's last name and page for
each paraphrased sentence) 3. Quotations
within quotations (single quotation marks inside
double quotation marks--author's name
and page ) 4. Long quotations
(over 4 typed lines-approx 48 words) need to be
indented 10 spaces on left
B. Check grammar, sentence structure,
spelling. X. Have conference with instructor
with rough draft XI. Once approved, make all
necessary changes, write 2nd draft. XII.
Proofread 2nd draft XIII. Make necessary
changes XIV. Type final draft A.
Include cover sheet B. Include
outline-- make sure you know proper outline
format C. Include any special
requirements from instructor XV. TURN IN ON
TIME!!!
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Lagniappe Pace yourself. As soon as you have
your topic, start to work. There is nothing worse
than a rushed paper. You will regret it later.
Talk about your topic with friends and family.
You will be amazed at the good ideas you can come
up with about a topic you know nothing about.
Allow at least three weeks for source gathering.
Another week for organizing. Another for writing
the rough draft, and another for typing. 6 weeks
total should be enough time if you are organized
depending on the topic, and the paper length. Be
sure you are familiar with how to quote,
paraphrase and document. If you are unsure, ask.
Do not be alarmed if paper takes a different turn
from what you started out with. Learn to adjust,
revise thesis, outline. Go with the flow, but do
not stray from approved topic. Always check with
instructor regarding changes in proposed topic or
direction of paper.
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GOOD LUCK!!!