Unit IV Research Paper Draft 1 Follow the directions below for the completion of your Research Paper Draft 1 (the review of literature) for Unit IV. If you have questions, please email your professor for assistance. As always, you may also seek out the guidance of the Success Center; the tutors are always there to assist you with your writing and comprehension. You may submit writing assignments to the Success Center by using a “Writing Center Request form” located on the myCSU Student Portal. To submit a “Writing Center Request form,” log into the myCSU Student Portal, click on “Success Center,” and then click on “Tutoring.” If you have questions concerning APA or your writing assignment, you can contact the Success Center at teamsucceed@columbiasouthern.edu or by phone at ext. 6538. Purpose: The purpose of Draft 1 is to build upon the Annotated Bibliography and to move forward in drafting your final Research Paper. Description: In this assignment, you will build upon the summaries that you did for the Annotated Bibliography for Unit III. Unlike the Annotated Bibliography, however, the Draft 1 of your Research Paper is more than just a summary of sources. Instead, it is a conversation between sources wherein the student author places his or her sources into a conversation about topics surrounding the issue. You will need to review at least five academic sources for this assignment. You are not restricted to the sources used in the Annotated Bibliography, but that would be a good place to start. The length of the draft should be between 3-5 pages, not including the cover page or references page. EH 1020, English Composition II 8 Elements: Your Draft 1 grade is largely based on your inclusion of several elements and the overall quality of your writing. For assistance, you might want to refer to the examples in Chapter 20, Section 20g, of Strategies for Writing Successful Research Papers (pp. 438-444). Your Draft 1 must contain the following elements. NOTE: the following resources will provide you with guidance and examples that will help you as you write your review of literature (underlined words link to .pdf documents): • Click here to access a review of the literature example. • Click here for a webinar on paraphrasing and summarizing. 1. Cover page and APA formatting: You should include an APA-style cover page for your Draft 1. See the example on page 16 of The CSU APA Guide (6th edition). Your cover page should include the following: the title of your paper, your name, and the name of your university (Columbia Southern University). The running head should include up to 50 characters from the title of the paper, along with a sequential page number in the upper right-hand corner. 2. Review of literature: Below are techniques for writing a review of literature. • Consider the topics that your sources cover. Then make a list of those topics. Cluster the topics together, and decide which sources speak to the same concerns. • Decide which sources speak to the same issues, and decide which material from those sources that you will include. • When sources discuss the same topic but do not agree, you should still include them in the same paragraph if you would like. There is nothing that says that two sources that disagree cannot be presented in the same paragraph. • Remember to transition between ideas, sources, and paragraphs. Check out the list of transitional expressions on pp. 44-45 of The Little, Brown Compact Handbook with Exercises. • Remember to include concise summaries of the material. Avoid the following in a review of literature. • Do not comment on the sources. Your job here is to present the material only, not to give your take on what is has to say. • Do not include your argument. You do not want to argue in the review of literature because you are reviewing the literature, not asserting your argument. You will be able to argue for your position later in the paper. • Do not just insert the summary paragraphs from your Annotated Bibliography. The review of literature is far more than just a list of paragraphs summarizing sources. • Do not forget to cite your sources in text and to include a references page. NOTE: “Integrating Literary Resources,” a webinar created by the Success Center, may help you with your review of literature. Click here to view the webinar. 3. References: Include a references list as the last page of the paper. See the example on pages 6, 7, and 21 of The CSU APA Guide (6th edition). All entries are those that have been cited in the text. No others are to be included. No textbooks should be included on the references list. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. UNIT IV STUDY GUIDE Writing the Literature Review Course Learning Outcomes for Unit IV Reading Assignment The Little, Brown Compact Handbook with Exercises Upon completion of this unit, students should be able to: 1. Write a literature review while incorporating at least five academic sources. Unit Lesson Chapter 30: Pronoun Case, Sections 30a-30d Strategies for Writing Successful Research Papers Chapter 20: Reading and Evaluating Sources, Section 20g Chapter 12: Alan Ehrenhalt, “The Misguided Zeal of the Privacy Lobby,” pp. 270-273 Barbara Dority, “Halt and Show Your Papers!” pp. 273-278 The CSU Citation Guide APA General Information: What is APA format and why is it used? p. 4 Learning Activities (Non-Graded) See information below. Part 1: How to Avoid Plagiarism while Drafting a Research Paper Chapter 1 of The APA Style of Documentation: A Pocket Guide For the remaining units in this course, you will be constructing, one section at a time, your final research paper. At this point in your academic career, you have likely heard of plagiarism several times, and in the least, you understand the basic concepts of it. Each section of your paper will be scanned for plagiarism, and even the cases of unintentional plagiarism will be dealt with on an institutional level. The important thing to keep in mind is that plagiarism does not have to be something that you are unsure about. In addition to the APA information in the unit reading, there is additional information available at the CSU Online Library and through the Success Center’s Writing Center. Further, if you are ever concerned about an APA question, you can always ask your professor for assistance and clarification. The reading assignment for Part 2 of this unit will also outline some specifics of APA style that can be lost when reading a handbook. Again, take advantage of the resources you have early on in the drafting process. Part 2: Understanding APA Style and Convention The CSU Citation Guide: Please follow the link below to the guide created by CSU’s Success Center to help you understand the implementation of the most recent edition of APA style. Read through these conventions carefully, as you are beginning the process of constructing your research paper for this course in this unit’s assignment. You may even want to save this page to your browser so that you can return to this electronic copy of APA style conventions later down the line. https://mycsu.columbiasouthern.edu/student/learningresources/online/writing_re sources/APA/ Part 3: Writing the Review of Literature Chapter 20, Section 20g, of Strategies for Writing Successful Research Papers While most students have written a paper sometime during their time as a student, not everyone has written a review of literature, so the genre might be a new form to some. The idea behind the review of literature is that you will be EH 1020, English Composition II 1 Key Terms 1. Case 2. Compound subjects or objects 3. Empirical study 4. Object of a preposition 5. Object of verb 6. Objective case 7. Possessive case 8. Review article 9. Review of literature 10. Subject 11. Subject compliment 12. Subjective case 13. Theoretical articles able to take the sources that you have read and annotated and move your understanding of them beyond summary. While summary is still an element of the review of literature, the main function of it is to place sources that are discussing a similar point in conversation with one another. For example, if your paper were about the danger of hydrogen cars, then one of the paragraphs of your review of literature might be dedicated to those who argue that hydrogen is a clean fuel, one to those who say that it is unsafe, one to the faults of other alternative cars, and so on. The idea here is to cluster your source information so that your sources are conversing about the points of the issue. In addition to the Part 3 reading, you might take a look at pages 44-45 of The Little, Brown Compact Handbook with Exercises. On these pages, you will find transitional expressions that can aid you in transitioning between sources. The example review of literature in the textbook is quite extensive. Usually, the review of literature is not that lengthy, so it is likely that this example might be better served as something for a 25-30 page research paper. You will not write a paper of that length in this course, but you may be asked to write papers of that length one day, so it is good to have an idea of what a review of literature might look like. Note that the review of literature is clear about who owns the information. The review of literature is not about what the author thinks or what his or her argument is. It is all about the sources and what they have to say about the topic. You will have your chance to write your argument soon enough, but for now, you are only being asked to include source material. Take a look at the first paragraph under “The Issues” on pages 439 of Strategies for Writing Successful Research Papers. Notice the way that the paragraph is put together. It begins with the author of the source and a short mention of her credentials. That is followed by the title of her book, and a one-line summary. After that summarizing or generalizing sentence, the student-author begins to explain more about what Dr. Tannen means by her words, pulling a few key terms from the text and carefully citing those. The next paragraph follows with a smooth transition. Then the next source discussed, by Basow and Rubenfeld, reinforces the claims made by Dr. Tannen. Note that at no time does the student-author offer commentary or qualify the remarks. So in this example, you can see that the review of literature is all about the sources and the conversation around the topic. Begin with the summaries that you did for the Annotated Bibliography, but do not just place the paragraphs from the annotated bibliography together. Instead, transition the ideas and cluster the discussions about particular issues. Always remember that if you have questions regarding an assignment, or you are confused about a topic, ask your professor! Your professor is an excellent source of information that can assist you with projects, concepts, and questions. Part 4: Unit Grammar Lesson: Pronoun Case Chapter 30, Sections 30a-30d, of The Little, Brown Compact Handbook with Exercises Learning Activities (Non-Graded) The Little, Brown Compact Handbook with Exercises  EH 1020, English Composition II Exercise 30.1: Choosing between subjective and objective pronouns, p. 248 2     Exercise 30.2: Choosing between who and whom, p. 250 Exercise 30.3: Sentence combining: Who versus whom, p. 250 Exercise 30.4: Choosing between subjective and objective pronouns, p. 252 Exercise 30.5: Revising: Pronoun case, p. 252 Research Writing Click here to access the MyCourseTools tutorial. This online tutorial discusses the parts of a research paper, and steps and strategies for writing a research paper. This information will be helpful as you write your research paper for this course. MyCourseTools: http://media.pearsoncmg.com/pcp/pls/pls_mycoursetools/fufillment/mct_125668 9785_csu/eng_comp_1/lesson_11/default.htm Apply What You Have Learned Think of an interesting anecdote about something that happened when you were together with a group of people—it could involve any group activity you enjoyed, from an outing with friends to something that happened during a class. The anecdote can relate something that was amusing, surprising, shocking, or otherwise out of the ordinary. Write a one-page paper, telling the story as if you were relating it to someone who was not there. Make sure to use correct subjective and objective pronouns, as well as correct pronoun case when telling your story. Also be careful to correctly use “who” and “whom.” This activity will provide you with the opportunity to apply what you have learned about pronouns in this unit, as well as practice your writing skills. This activity is intended to give you the opportunity to apply what you have learned and practice your writing skills. It is a nongraded activity, so you do not have to submit it. EH 1020, English Composition II 3