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CHAPTER 4
Evaluate and Engage
with Your Sources
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Learning Objectives
By working through this chapter, you will be able to
• critically analyze a reading.
• take effective notes.
• critically evaluate Internet sites, articles, and books.
• evaluate primary sources
• effectively incorporate sources into a writing,
• properly cite quotations.
• effectively summarize and paraphrase sources.
• properly cite summaries and paraphrases.
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his morning you sat down to read the newspaper while you ate break-
fast. An article in the financial section about employees' rights caught
your attention. The author of the article made some claims that didn't
seem accurate to you. Later in the day, you tried to find sources that sup-
ported the author's claim but couldn't find anything. One database search
uncovered several studies that seemed promising. As you began read-
ing, however, you realized that one study used so much jargon that you
couldn't understand it at all. Another report was 50 pages long. Although
the title looked promising, you just didn't have time to read the entire
report. Frustrated, you gave up.
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COMMUNITY
School-Academic
Workplace
Family Household
Neighborhood
Social-Cultural
Consumer
Concerned Citizen
TOPIC: Computer Usage
ISSUE: Privacy and Computer Use
AUDIENCE: Business Ethics
Professor
CLAIM: Workplace electronic
monitoring practices
should be revealed to
employees through
company policies.
Need to run? Don't lose your place!
Chapter 3, "Develop a Research Plan," focused on introducing the various
types of resources available to you and on how to find them. Chapter 4 will
focus on how to evaluate and read the various types of resources. You will
also learn how to incorporate information from those sources into your writ-
ing and how to cite them appropriately. For full information on creating a
works cited page for your researched report or essay in Modern Language
Association (MLA) and American Psychological Association (APA) formats,
see Part VI, "MLA and APA Documentation Systems.
As you find materials, you will need to evaluate their accuracy and their
usefulness for your argument.
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Take Notes, Read Critically, and Evaluate
Internet Sites
In Chapter 3, "Develop a Research Plan," we followed Hal's research strate-
gies as he found a wealth of information on electronic privacy in the work
place on the Internet. Finding material, though, is only the beginning. Now
he must evaluate the sources and determine what he needs to use in his
argument. Internet sources are easy to find but not always as easy to evalu-
ate as print sources
Hal's method of note-taking for Internet sources is a good one. He pastes
the information he finds useful into a document he saves as "Workplace
Privacy Notes." Hal is careful to keep track of information he copies verbatim
so that he does not accidentally plagiarize it. His favorite method is to leave
all verbatim sources in a different font color so that he does not forget that
the material is not his original wording. He will keep all of the research he
gathers from electronic sources in a folder he saves on his computer. He will
also keep a folder for print sources that he photocopies and for newspaper
clippings, brochures, and so on.
81
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PART TWO How to Establish Context through Research
Q&A
There are also online services that allow you to save links to web pages.
Some of these tools even allow you to clip, highlight, and write comments on
your clippings, gathering them all in one spot. There are many online orga-
nizational tools that can help you keep track of your research, for example,
Zotero.org
As he gathers electronic sources, Hal makes sure to comment on why he
saved this material and how he thinks he may use it. Of course, how ar
and why
may change over the course of his research, but always determining the rea-
son for keeping a source will keep him from gathering material that will not
be of any use. Hal also remembers to copy any publication information that
he will need later to document the sources he uses in his paper. Remember to
keep track of links to websites.
Critically Read Material on the Internet
Narrowing his search still left Hal with thousands of results, but the first one
he looked at, "E-Mail Privacy in the Workplace," seemed promising. Now he
had to decide not only if the information provided on the site was useful but
also if it was credible. We all know that, along with the wonderfully useful
information on the Web, there is also a lot of garbage. Reading critically will
help you sort through it all. The first step Hal took when he accessed the site
was to determine its credibility
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Figure 4.1 Critically reading content on the Internet is the first step you can take when
determining credibility
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CHAPTER 4 Evaluate and Engage with Your Sources
83
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Hal asked himself a few questions about the article "E-Mail Privacy in
the Workplace." The first step Hal took was to determine who sponsored the
web page. By clicking on the "About" link, he found that the authors of the
site are concerned with providing accurate information to those working in
the security industry. They provide only articles that are well-researched, so
that decisions based on their material would meet current security laws. Hal
felt that this site, although not geared toward employees of companies, had
solid, trustworthy information about employees' rights to email privacy, so
he marked the site for further reference.
When you are accessing unfamiliar websites, it is best to evaluate them
using a series of questions like the ones below. Taking this precaution will
ensure that you have credible material to use in your argument.
Evaluate Internet Sites
The following checklist provides some important questions you should ask
about Internet sources before you use them.
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Internet Evaluation Checklist
Author of Page/Site
Who is the author of the page or source? Can you contact them or is
there an "About Us" tab with author details? is the author credible?
Have they published other material on the topic or are they considered
experts in their field?
Extreme Bias
further, but ask if the bias exhibited in the web source exceeds
Chapter 5. "Read Critically and Avoid Fallacies," will discuss bias
what you feel comfortable with. In other words, is there evidence of
racism, sexism, or extreme political or religious views?
Up to Date
When was the site or source last updated? Are there links to the latest
publications or sites?
Navigation
Do all links to other sites work? Do images and files open quickly? Are
there any dead links or dead ends in the site itself?
internet activity 4a Evaluate Internet Sites
Using the Internet Evaluation Checklist, evaluate one of the sources
you found for Internet Activity 3d. Is it a credible source? Why or why not?
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PART TWO How to Establish Context through Research
Q&A
Take Notes, Read Critically,
and Evaluate Articles
The Computer Age has made research worlds easier than it was even 20 years
ago. Along with the advantages of researching and writing with computers are
some disadvantages that can cause headaches. There are still many sources,
particularly older ones, that are not accessible either through library data-
bases or on the Internet. Let's address journal articles that you have accessed
in print (paper) journals on the library shelves that you cannot find online or
in your library's databases.
The better way to take notes is to photocopy the article you want, making
sure that all the needed publication information is printed somewhere on
the photocopied pages, and to write your notes directly on the article itself.
Highlight those passages that you think are useful, writing notes in the mar-
gins about how to use this material or making note of questions you need to
ask, words to look up, or other sources to gather. Keep these photocopies in
a folder, so that they will be available when you are ready to write the report.
So that's easy enough. You'd think, then, that taking notes on articles you
have downloaded to your own computer would be even easier. After all, there
is no retyping to do you can use your computer's cut-and-paste function to
copy material from the original article to your own document.
But there are several errors that writers can make during this process,
some of them costly. To avoid errors while taking notes on computer docu-
ments, follow the steps in the following "Careful Note-Taking Checklist.”
Need to run? Don't lose your place!
Bookmark pages to create a quick link back
Careful Note-Taking Checklist
Have you made sure to differentiate your own ideas from the ideas
you have borrowed? When pasting material from the original source,
remember to highlight this material in some way to indicate to your-
self later that this material is not based on your own ideas or words.
Some people, like Hal, type all their original ideas in a different color or
font to separate them from the information borrowed from an article.
Forgetting to give credit to borrowed material, whether intentionally
or accidentally, will be viewed as plagiarism, cheating by using the
work of others as your own. (See the tips for avoiding plagiarism at the
end of this chapter.)
Have you commented on your sources? Writers frequently paste infor
mation into their own document and then later have no idea what this
information means or why they saved it. Always make comments on
the copied material, discussing what its function will be in the argu-
ment and why it is important. For example, will it support your own
claims or provide an illustration of an opposing viewpoint?
Have you included documentation for all sources? Another costly
error is neglecting to include documentation for where you retrieved
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PART TWO How to Establish Context through Research
You can easily see the difference--the IUP Journal of Chemistry article is
more technical, using jargon, language that is used in a specific field and
may be unfamiliar to those outside the field. Besides the language differ-
ence, journal articles are written by scholars or industry experts. The
journals
themselves are often peer reviewed, which means the articles are reviewed
by other experts in the field before they are printed. Journals are also usually
sponsored by a university or organization.
Magazines, on the other hand, are written for the everyday reader. Even
someone with little familiarity with the topic of drinking water contamina-
tion would be able to read and understand the magazine article published in
Natural Science. Less technical in nature, magazine articles are often written
by freelance writers with little experience in the area about which they are
writing. Your project may include information from both journal and maga-
zine articles, depending on the assignment's requirements.
Finally, newspapers are usually produced daily. Those with online versions
often provide updates during the day. They feature articles on crime and poli-
tics, along with human interest stories. Editorials and opinion pieces express
the views of individuals, whereas the news stories themselves are mainly
reportage of events
None of these three types of periodicals are free of bias. Bias refers to the
particular viewpoint or slant that an author or a publication leans toward.
Bias is neither good nor bad, as readers can choose to read a publication or
not depending on their own interests, beliefs, and values. A good researcher/
writer understands that biases exist and is careful to select sources that are
not bigoted, misleading, or downright false.
Reading Strategies for Longer Articles
A few reading strategies will make your time spent reading longer articles both
more efficient and successful. At this stage, you are trying to quickly deter-
mine if an article is useful to you. Use the following questions to aid you in
making that determination.
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Initial Assessment Checklist
Is there an abstract? An abstract is a brief overview of the author's
argument, usually outlining the article's thesis and main points of sup-
port. Reading the abstract is no substitute for reading the full article,
but the abstract will tell you at a glance if the article fits your needs.
If no abstract exists, can you determine what the author's argument
is? Although critical articles are longer than essays you may write,
there still should be a clear beginning (with a thesis statement within
the first one to three paragraphs), a body with supporting ideas, and
a conclusion. Read the introduction and the conclusion for the main
idea--in a critical article, the author's argument should be in one if
not both places
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CHAPTER 4 Evaluate and Engage with Your Sources
85
Q&A
the material. A simple note in parentheses as to the origin of the
source will save you time tracking down a source later, and some-
times saves you from having to leave out a source because you cannot
document it
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Read Articles Critically
Articles, whether accessed through an online database or elsewhere, are ori-
ginally published in academic journals, magazines, or newspapers. Under-
standing the differences between the sources can help you better understand
the articles they contain. Although magazines and journals share similarities,
a journal differs from a magazine in several ways. Both types of periodicals
can be directed toward a particular audience. For example, the 2012 issue
of IUP Journal of Chemistry includes the article "Arsenic Removal from
Potable Water Using Copolymer Resin-III Derived From P-Cresol." The arti-
cle's abstract offers the following:
Copolymer was synthesized by condensation of p-Cresol (p-C) and Adipamide (A)
with Formaldehyde (F) in the presence of 2M HCl as catalyst with 4:1:5 molar
ratios of reacting monomers. Water is the most important constituent of our
body. Thus, its quality should be good and perfect because it directly affects
our health. Water pollution due to arsenic leaching is one of the biggest
problems all over the world. Ion-exchange studies of this purified copolymer
resin were carried out for Asions. Aproved to be a selective chelating
ion-exchange copolymer for certain metals. Chelating ion exchange properties
of this copolymer were studied for Asions. Batch equilibrium method was
employed to study the selectivity of metal ion uptake involving the measure-
ments of the distribution of a given metal ion between the polymer sample
and a solution containing the metal ion. The study was carried out over a wide
pH range and in media of various ionic strengths. The copolymer showed a
higher selectivity for Ashions
Compare the language from the technical journal to that used in a maga-
zine aimed at the general reader in the article about arsenic in the drinking
water, "Textile Dyeing Industry an Environmental Hazard," in the magazine
Natural Science.
Color is the main attraction of any fabric. No matter how excellent
its constitution, if unsuitably colored it is bound to be a failure as
a commercial fabric. Manufacture and use of synthetic dyes for
fabric dyeing has therefore become a massive industry today l...]
Synthetic dyes have provided a wide range of colorfast, bright hues.
However their toxic nature has become a cause of grave concern to
environmentalists. Use of synthetic dyes has an adverse effect on all
forms of life.
Kant, Rita "Textile Dyeing Industry an Environmental Hazard Natural Science, vol. 4, no. 1, 2012, pp.22-26
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84
PART TWO How to Establish Context through Research
Q&A
Take Notes, Read Critically,
and Evaluate Articles
The Computer Age has made research worlds easier than it was even 20 years
ago. Along with the advantages of researching and writing with computers are
some disadvantages that can cause headaches. There are still many sources,
particularly older ones, that are not accessible either through library data-
bases or on the Internet. Let's address journal articles that you have accessed
in print (paper) journals on the library shelves that you cannot find online or
in your library's databases.
The better way to take notes is to photocopy the article you want, making
sure that all the needed publication information is printed somewhere on
the photocopied pages, and to write your notes directly on the article itself.
Highlight those passages that you think are useful, writing notes in the mar-
gins about how to use this material or making note of questions you need to
ask, words to look up, or other sources to gather. Keep these photocopies in
a folder, so that they will be available when you are ready to write the report.
So that's easy enough. You'd think, then, that taking notes on articles you
have downloaded to your own computer would be even
easier. After all, there
is no retyping to do--you can use your computer's cut-and-paste function to
copy material from the original article to your own document
But there are several errors that writers can make during this process,
some of them costly. To avoid errors while taking notes on computer docu-
ments, follow the steps in the following "Careful Note-Taking Checklist.”
Need to run? Don't lose your place!
Bookmark pages to create a quick link back
Careful Note-Taking Checklist
Have you made sure to differentiate your own ideas from the ideas
you have borrowed? When pasting material from the original source,
remember to highlight this material in some way to indicate to your-
self later that this material is not based on your own ideas or words.
Some people, like Hal, type all their original ideas in a different color or
font to separate them from the information borrowed from an article.
Forgetting to give credit to borrowed material, whether intentionally
or accidentally, will be viewed as plagiarism, cheating by using the
work of others as your own. (See the tips for avoiding plagiarism at the
end of this chapter.)
Have you commented on your sources? Writers frequently paste infor
mation into their own document and then later have no idea what this
information means or why they saved it. Always make comments on
the copied material, discussing
what its function will be in the argu-
ment and why it is important. For example, will it support your own
claims or provide an illustration of an opposing viewpoint?
Have you included documentation for all sources? Another costly
error is neglecting to include documentation for where you retrieved
Copyright 2021 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-200
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CHAPTER 4 Evaluate and Engage with Your Sources
87
Q&A
Need to run? Don't lose your place!
Bookmark pages to create a quick link back
Scan the article subheadings and any graphics (tables, charts, etc.). Being
aware of how the author has organized the material into sections can help
you both navigate and understand the article more easily. Tables and other
graphic organizers can also help you understand the article's material.
Is there a bibliography or footnotes? Although you should not neces-
sarily reject an article that does not have a works cited page or a bib-
liography of further reading, the appearance of one is a bonus, as it
gives additional avenues of research.
Look up all words that keep you from understanding the article. Most
journals are trade or field specific. They are not written for the general
reader but for those already in the field; the vocabulary, therefore, can
be as
a stumbling block. The language and vocabulary of a scholarly arti-
cle may be unfamiliar to you, but the writing should not be so dense
that you cannot read it at all. If you cannot comfortably read most of an
article, then reject it in favor of an article that is easier to comprehend.
That may look like a lot of steps to take before you actually read an article, but
following them will save you a great deal of time. After assessing your article,
you will be able to determine if it is right for your pu instead of reading
20 pages only to come to the same conclusion
Using the Initial Assessment Checklist, the first step Hal takes when he
is ready to review his journal articles is to look for an abstract. The article
on email privacy does not have an abstract, so Hal continues to the second
step and reads the introductory paragraphs and conclusion. At the end of
the second paragraph, he finds the article's claim: "This article examines the
employer/employee workplace privacy relationship, identifies the existing
federal and state law governing workplace privacy, and discusses the rapidly
developing monitoring software market."
Hal's next step is to scan the article subheadings and any graphics (tables,
charts, etc.). At the end of the article is a list of references and a brief biography
of the author, including contact information. The inclusion of references and
author contact information is reassuring to Hal as is the easy-to-read format
and language of the article. This one is a keeper. Hal decides that this article
is worth reading and adds its publication information to his bibliography file.
But where do you find the elements to help you assess a journal article?
Pages 87-88 include examples of these elements-Abstract, Key Words,
Conclusion, and Works Cited-from an article in a humanities journal. The
annotations in the margins identify key parts.
The Carnivalesque in Nathaniel Hawthorne's
The Scarlet Letter
by Hossein Pimajmuddin and Omid Amani
Abstracts are useful for
identifying the central claim
of the author's argument and
often provide an explanation of
how the claim is going to be
Supported. They can also set
the context for the claim
ABSTRACT: This study sets to examine the applicability of Bakhtin's
theory of the carnivalesque to Nathaniel Hawthorne's The Scarlet Letter.
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CHAPTER 4 Evaluate and Engage with Your Sources
87
Q&A
Need to run? Don't lose your place!
Bookmark pages to create a quick link back
Scan the article subheadings and any graphics (tables, charts, etc.). Being
aware of how the author has organized the material into sections can help
you both navigate and understand the article more easily. Tables and other
graphic organizers can also help you understand the article's material.
Is there a bibliography or footnotes? Although you should not neces-
sarily reject an article that does not have a works cited page or a bib-
liography of further reading, the appearance of one is a bonus, as it
gives additional avenues of research.
Look up all words that keep you from understanding the article. Most
journals are trade or field specific. They are not written for the general
reader but for those already in the field; the vocabulary, therefore, can
be as
a stumbling block. The language and vocabulary of a scholarly arti-
cle may be unfamiliar to you, but the writing should not be so dense
that you cannot read it at all. If you cannot comfortably read most of an
article, then reject it in favor of an article that is easier to comprehend.
That may look like a lot of steps to take before you actually read an article, but
following them will save you a great deal of time. After assessing your article,
you will be able to determine if it is right for your pu instead of reading
20 pages only to come to the same conclusion
Using the Initial Assessment Checklist, the first step Hal takes when he
is ready to review his journal articles is to look for an abstract. The article
on email privacy does not have an abstract, so Hal continues to the second
step and reads the introductory paragraphs and conclusion. At the end of
the second paragraph, he finds the article's claim: "This article examines the
employer/employee workplace privacy relationship, identifies the existing
federal and state law governing workplace privacy, and discusses the rapidly
developing monitoring software market."
Hal's next step is to scan the article subheadings and any graphics (tables,
charts, etc.). At the end of the article is a list of references and a brief biography
of the author, including contact information. The inclusion of references and
author contact information is reassuring to Hal as is the easy-to-read format
and language of the article. This one is a keeper. Hal decides that this article
is worth reading and adds its publication information to his bibliography file.
But where do you find the elements to help you assess a journal article?
Pages 87-88 include examples of these elements-Abstract, Key Words,
Conclusion, and Works Cited-from an article in a humanities journal. The
annotations in the margins identify key parts.
The Carnivalesque in Nathaniel Hawthorne's
The Scarlet Letter
by Hossein Pimajmuddin and Omid Amani
Abstracts are useful for
identifying the central claim
of the author's argument and
often provide an explanation of
how the claim is going to be
Supported. They can also set
the context for the claim
ABSTRACT: This study sets to examine the applicability of Bakhtin's
theory of the carnivalesque to Nathaniel Hawthorne's The Scarlet Letter.
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PART TWO How to Establish Context through Research
You can easily see the difference--the IUP Journal of Chemistry article is
more technical, using jargon, language that is used in a specific field and
may be unfamiliar to those outside the field. Besides the language differ-
ence, journal articles are written by scholars or industry experts. The
journals
themselves are often peer reviewed, which means the articles are reviewed
by other experts in the field before they are printed. Journals are also usually
sponsored by a university or organization.
Magazines, on the other hand, are written for the everyday reader. Even
someone with little familiarity with the topic of drinking water contamina-
tion would be able to read and understand the magazine article published in
Natural Science. Less technical in nature, magazine articles are often written
by freelance writers with little experience in the area about which they are
writing. Your project may include information from both journal and maga-
zine articles, depending on the assignment's requirements.
Finally, newspapers are usually produced daily. Those with online versions
often provide updates during the day. They feature articles on crime and poli-
tics, along with human interest stories. Editorials and opinion pieces express
the views of individuals, whereas the news stories themselves are mainly
reportage of events
None of these three types of periodicals are free of bias. Bias refers to the
particular viewpoint or slant that an author or a publication leans toward.
Bias is neither good nor bad, as readers can choose to read a publication or
not depending on their own interests, beliefs, and values. A good researcher/
writer understands that biases exist and is careful to select sources that are
not bigoted, misleading, or downright false.
Reading Strategies for Longer Articles
A few reading strategies will make your time spent reading longer articles both
more efficient and successful. At this stage, you are trying to quickly deter-
mine if an article is useful to you. Use the following questions to aid you in
making that determination.
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Initial Assessment Checklist
Is there an abstract? An abstract is a brief overview of the author's
argument, usually outlining the article's thesis and main points of sup-
port. Reading the abstract is no substitute for reading the full article,
but the abstract will tell you at a glance if the article fits your needs.
If no abstract exists, can you determine what the author's argument
is? Although critical articles are longer than essays you may write,
there still should be a clear beginning (with a thesis statement within
the first one to three paragraphs), a body with supporting ideas, and
a conclusion. Read the introduction and the conclusion for the main
idea--in a critical article, the author's argument should be in one if
not both places
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Q&A
Primary Sources Checklist
Who created the source and why? Was it created through a spur-of-the-
moment act, a routine transaction or a thoughtful, deliberate process?
Did the recorder have firsthand knowledge of the event? Or did the
recorder report what others saw and heard?
Was the recorder a neutral party, or did the creator have opinions or
interests that might have influenced what was recorded?
Did the recorder produce the source for personal use, for one or more
individuals, or for a large audience?
Was the source meant to be public or private?
Did the recorder wish to inform or persuade others? (Check the words
in the source. The words may tell you whether the recorder was trying
to be objective or persuasive.)
Did the recorder have reasons to be honest or dishonest?
Was the information recorded during the event, immediately after the
event, or after some lapse of time? How large a lapse of time?
Source: Questions for Analyzing Primary Sources, Library of Congress https://www.loc.gov
teachers usingprimarysources guides.html
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internet activity 4b Evaluate Primary Sources
Select one primary source you gathered in Internet Activity 3f.
Answer the eight questions above about your source to determine its
credibility
Introduce and Comment on Sources
One of the more difficult aspects of writing any sort of research report is
smoothly incorporating your own ideas on a subject with ideas you've gath-
ered from other sources, such as newspaper articles, books, a television docu-
mentary, or a web page. It's very important to be clear about what material in
your report is yours and what comes from an outside source. You must make
sure that any ideas you use, whether you are quoting a source verbatim or
paraphrasing, are attributed to their original author.
Three steps should be followed when using source material, either quoted
or paraphrased:
1. Introduce the source, also known as source attribution.
2. Provide the source.
3. Cite the source
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PART TWO How to Establish Context through Research
1. Introduction
The surveillance of individuals and the resulting collection of infor
mation are regarded by the security community as an effective tool
to locate terrorists and other criminals. In addition to the establish
ment of crime-fighting databases, the travel behaviour of citizens is
recorded, and telecommunication and internet data are required to
be retained for possible use in investigations. Databases and infor
mation systems containing such data exist at both national and EU
levels. Personal data are increasingly collected, analyzed and inter-
linked. This article examines the importance of the right of citizens
to be informed that their data has been collected, or that they have
been the subject of surveillance, by reference to current laws. It first
provides a brief overview of the increasing surveillance measures at
EU level, then analyzes the current notification requirements exist
ing in the EU, and discusses the right of notification in the frame-
work of the Council of Europe and the case-law of the ECHR. With
the proposed changes to EU data protection law in mind, an over
view of potential future regulation in this field is then essayed.
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2. Increased surveillance at EU level
Before discussing existing and potential notification rules, a brief
impression of the current databases and systems of surveillance
within the EU is instructive. Post 9/11 policy concepts, such as
proposed in the Hague and the Stockholm programme led to an
increase of systems developed to control various parts of our daily
life. Surveillance thereby takes place at different levels: On the initia-
tive of the EU, Member States implement the data retention directive
to reinforce their police and secret service activities. At EU-level, so
called anti-terrorism measures are increasingly often initiated: travel-
lers are comprehensively checked when they enter EU territory and
EU databases and information systems serving multiple purposes
are installed to collect and analyze information (see further, Boehm
2012). In addition to databases serving police purposes (the Europol
Information System) (EIS), the Schengen Information System (SIS)
and the Customs Information System (CIS), databases initially
installed to facilitate border control such as the Visa Information
System (VIS) and Eurodac are increasingly used for surveillance pur
poses. In fact, almost all existing databases have multiple function
alities. The SIS for instance is a database in the framework of law
enforcement and immigration control and collects data of third state
and EU nationals. The CIS serves customs control purposes but also
contains personal data of individuals suspected of illicit trafficking
activities. The VIS serves the purpose of the exchange of visa data
and entails information of third state nationals who apply for a visa
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95
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to enter the EU. Plans to give law enforcement access to the VIS
are under consideration. Eurodac stores fingerprint data of asylum
seekers and should prevent that asylum seekers make multiple asy-
lum applications in different Member States of the EU. The EIS and
Eurojust's database entail data of criminals, but also of suspects, vic
tims and witnesses. Frontex is the EU's border agency and collects
data of third state nationals trying to pass the external borders.
The rise of techniques and databases developed in recent years
touches therefore on different aspects of the daily life of citizens.
Not only traditional criminals are targeted by such measurers, but
also individuals not suspected of having committed a crime. A shift
towards the preventive entry of citizens in databases serving police
but also other purposes can be observed. The rights of individuals
affected by such measures do not always keep up with this fast
developing field of different surveillance techniques (Van Brakel
and de Hert).
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Source: Boehm, Franziska, and Paul De Hert. "Notification, an important Safeguard
against the improper Use of Surveillance --Finally Recognized in Case Law and EU Law.
European Journal of Law and Technology, vol. 3, no. 3. 2012.
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Quote and Cite Quotations
When you use an author's exact words in your own writing, you are quoting
There are certain rules to follow to properly introduce, quote, and cite mate-
rial that you take directly from a source.
First, you want to use direct quotes very sparingly-it is almost always
better to put original material into your own words (see the discussion of
paraphrasing below)
Occasionally, though, using a quote is the way to go. Save quotations for
those times when there is no better way to say things, or for when you are
citing laws, definitions, or comments that are best quoted in full to avoid
confusion or misrepresentation
Let's use the following excerpt from an Internet source as an example.
The highlighted text is what Hal wants to use in his paper on privacy in the
workplace.
Internet Privacy in the Workplace: The Grey Areas
Between Monitoring and Private Virtual Spaces
Similarly in the corporate workplace, a 2007 survey by the American
Management Association and the ePolicy Institute found that two-
thirds of employers monitor their employees' website visits in order
to prevent inappropriate surfing. And 65% use software to block
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CHAPTER 4 Evaluate and Engage with Your Sources
95
Q&A
to enter the EU. Plans to give law enforcement access to the VIS
are under consideration. Eurodac stores fingerprint data of asylum
seekers and should prevent that asylum seekers make multiple asy-
lum applications in different Member States of the EU. The EIS and
Eurojust's database entail data of criminals, but also of suspects, vic
tims and witnesses. Frontex is the EU's border agency and collects
data of third state nationals trying to pass the external borders.
The rise of techniques and databases developed in recent years
touches therefore on different aspects of the daily life of citizens.
Not only traditional criminals are targeted by such measurers, but
also individuals not suspected of having committed a crime. A shift
towards the preventive entry of citizens in databases serving police
but also other purposes can be observed. The rights of individuals
affected by such measures do not always keep up with this fast
developing field of different surveillance techniques (Van Brakel
and de Hert).
Need to run? Don't lose your place!
Source: Boehm, Franziska, and Paul De Hert. "Notification, an important Safeguard
against the improper Use of Surveillance --Finally Recognized in Case Law and EU Law.
European Journal of Law and Technology, vol. 3, no. 3. 2012.
Bookmark pages to create a quick link back
Quote and Cite Quotations
When you use an author's exact words in your own writing, you are quoting
There are certain rules to follow to properly introduce, quote, and cite mate-
rial that you take directly from a source.
First, you want to use direct quotes very sparingly-it is almost always
better to put original material into your own words (see the discussion of
paraphrasing below)
Occasionally, though, using a quote is the way to go. Save quotations for
those times when there is no better way to say things, or for when you are
citing laws, definitions, or comments that are best quoted in full to avoid
confusion or misrepresentation
Let's use the following excerpt from an Internet source as an example.
The highlighted text is what Hal wants to use in his paper on privacy in the
workplace.
Internet Privacy in the Workplace: The Grey Areas
Between Monitoring and Private Virtual Spaces
Similarly in the corporate workplace, a 2007 survey by the American
Management Association and the ePolicy Institute found that two-
thirds of employers monitor their employees' website visits in order
to prevent inappropriate surfing. And 65% use software to block
Copyright 2021 Cengage Learning. All Rights Reserved. May not be copied, scanned or duplicated, in whole or in part. WON 02-200-200
C Cappeler Meyeca.com.inter in pun. Desde
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PART TWO How to Establish Context through Research
Q&A
As cell phones, the Internet, and social media continue to define
personal and professional communication, federal and state laws
are redefining and, in many ways, broadening the concept of
workplace privacy. For years, employers in the private sector paid
little attention to concerns over workplace privacy, as few laws
prevented employers from monitoring employees and employ.
ees had greater control over their personal communications.
As technology developed, however, employers quickly obtained
resources to conduct sophisticated searches of employees' or
prospective employees' backgrounds, to monitor employees in
and outside the workplace, and to track and access employees
Internet usage. Most recently, employers have begun to demand
access to employees' personal communications through third
party service providers, such as wireless cell phone providers and
social networking sites.
Over the last decade, courts and legislatures have responded to
these developments by applying existing laws in ways that protect
employees' privacy rights and enacting new laws to provide a reme-
dial effect. Nevertheless, private sector employees continue to face
many challenges to their workplace privacy.
Lazar, Wendi S., and Lauren E. Schwartzreich. "Limitations to Workplace Privacy:
Electronic Investigations and Monitoring" Computer and Internet Lawyer, vol. 29, no. 1
2012, pp. 1-16. ProQuest, http.ezproxy.cpc.edu/login?url
https://search.proquest.com
Idocview/912479753?accountid=10008
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Summarize and Cite Summaries
Sometimes you will want to summarize the contents of an article, its main
ideas or arguments. In summarizing, you do not need to explain secondary
ideas, details, or tangents. It sounds easy, but it takes skill to summarize
effectively. Follow these guidelines when you need to summarize the contents
of a source.
Summary Checklist
Provide the title of the source and the author, if available.
In your own words, explain the source's thesis (i.e., claim or main idea)
in one sentence.
Make sure that you are not using any phrases from the original; if you
decide to use a phrase, maybe a special term the author has created,
put that phrase in quotation marks.
Answer as many of these questions as are relevant: who, what, where,
,
when, how, and why.
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101
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Do not include any opinions or first-person commentary.
Do not include details or examples.
You will introduce your summary as you would any other source, by author
or title.
Paraphrase and Cite Paraphrases
It is tempting to use only quotations in your writing as it is easier to avoid
plagiarizing. After all, you only have to put quotation marks around the
borrowed material and put any additional information in the parentheti-
cal citation and you're finished. But a collection of quotes does not make a
research paper. You are being asked to incorporate your research with your
own ideas, and this involves reading and digesting your sources and con-
necting ideas into a cohesive argument. This can best be accomplished with
paraphrasing: putting source material into your own words. Let's look back
at Hal's source on employee monitoring again.
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Internet Privacy in the Workplace: The Grey Areas
between Monitoring and Private Virtual Spaces
Similarly in the corporate workplace, a 2007 survey by the American
Management Association and the ePolicy Institute found that two-
thirds of employers monitor their employees' website visits in order
to prevent inappropriate surfing. And 65% use software to block con
nections to websites deemed off limits for employees. This is a 27%
increase since 2001 when the survey was first conducted.
Source: Taylor, Raymond E. "A Cross-Cultural View Towards the Ethical Dimensions of
Electronic Monitoring of Employees Does Gender Make a Difference?" International
Business & Economics Research Journal, May 2012
Hal also could have incorporated the same material by putting it into his own
words, as shown in the following example.
Eugenia Chin finds in a survey conducted by the American Manage-
a
ment Association and the ePolicy Institute that two-thirds of employ.
ers monitor the computer usage of employees to prevent surfing of
nonwork-related sites. And 65% use software to block connections
to websites deemed off limits for employees. This is a 27% increase
since, 2001, when the survey was first conducted.
Source: Chin, Eugenia."Internet Privacy in the Workplace: The Grey Areas between
Monitoring and Private Virtual Spaces." IS 1103 Group 306 Blog, 3 March, 2013, https://
blog.nus.edu.sg/2013 1103group.306/2013/03/03/internet privacy in the workplace the
grey areas-between-monitoring and private-virtual spaces. Accessed 11 June, 2019
This is called paraphrasing. As you can see, the paraphrase is very differ-
ent from the wording of the original, yet it conveys the same meaning. You
can still tell the difference between Hal's words and the words of the source
Even though Hal may put the survey information in his own words, the
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PART TWO How to Establish Context through Research
Q&A
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ideas have been borrowed from a source—they are not his—and he must
provide a citation to that source material in the same way as if it were quoted
Hal avoids plagiarism by carefully paraphrasing material from the arti-
cle "A Cross-Cultural View Towards the Ethical Dimensions of Electronic
Monitoring of Employees: Does Gender Make a Difference?" published in the
May 2012 issue of International Business & Economics Research Journal. Hal's
first task was to decide what parts of this article he could use as source mate-
rial. He came up with three items he wanted to use:
1. A summary of the author's argument
2. A paraphrase of the criticisms of electronic monitoring
3. A quote from one of the author's research questions
After Hal reads "A Cross-Cultural View," he decides he wants to offer a sum-
mary of the main points of the article. For our purposes, a passage from
the article's introduction is provided here, in which the author states the
purpose of his article:
In developing partnerships between Chinese and foreign compa-
nies, it is important to be sensitive to the mindsets of both parties,
especially when merging organizational policies. With this in mind,
this article presents the results of a study examining the attitudes of
Taiwanese and American study participants regarding the ethics of
electronically monitoring employees (Taylor 529).
Hal's summary of the article may appear in his paper in this way:
"A Cross-Cultural View offers a good overview of some of the issues
involved in electronic monitoring in the workplace in Taiwan. Raymond
E.Taylor feels that to establish sound partnerships with Taiwanese busi-
nesses, the different attitudes of the Taiwanese and Americans need to
be examined. To understand...
Notice that Hal summarizes the article's main ideas, or at least those that
are relevant to his essay (the ethics of electronic monitoring). Use only
what you need from a source. Too often writers include information that
is not needed, cluttering a paper and diluting its strength with unneeded
material. Also note that Hal did not cite any page numbers. This is because
he is not citing anything specific from the article; he is only summarizing
the article's contents. He does, however, mention the authors' names and
the title of the article.
Next, Hal is interested in the passage in Figure 4.4. The article offers
many criticisms of electronic monitoring, and he is interested in discuss-
ing a few of these. In doing so, he must be careful to put the material in
his own words and not to include any phrasing that too closely resembles
the authors' words. He also needs to be careful when citing materials from
an APA-formatted journal article in an MLA-formatted essay, particularly
when citing sources the author of the article is citing himself.
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103
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Business executives have always monitored their employees' behavior. Electronic monitoring may be
especially useful in training and improving productivity (Blylinsky, 1991, and Labs, 1992). However, critics of
electronic monitoring suggest that the more obtrusive forms of electronic monitoring can lead to elevated levels of
stress, decreased job satisfaction and quality of work, decreased levels of customer service and poor quality
(Kallman, 1993). Electronic monitoring, by imposing excess control over employees' behavior, can alienate
employees and develop a feeling of working in a modern "sweatshop" (Kidwell and Bennett, 1994). Employers
have the legal right to electronically monitor their employees (Kelly, 2001). The question is not whether or not
employers can electronically monitor their employees, but rather "how should it be done?
Figure 4.4 Passage from "A Cross-Cultural View
Original Source
Hal's first attempt at paraphrasing the passage did not go well:
Electronic monitoring by imposing excess control over employees
behavior, can alienate employees and develop a feeling of working in a
modern sweatshop (Kidwell and Bennett).
In this case, Hal has cited authors that the author of the article has
cited. He has included a parenthetical citation including the authors
Kidwell and Bennett, 1994, just as the source appeared in the original
APA article.
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PARAPHRASE
Kidwell and Bennett argue that imposing excess control as a means to
monitor employees' behavior makes people feel they are working in a
modern sweatshop (qtd. in Taylor 539)
Now Hal has introduced the source cited by Taylor and has then added the
information that the source was quoted in Taylor along with the page num-
ber. You can see that many of the phrases of Hal's paragraph come directly
from the passage. Even though Hal has indicated that the material came
from an article and even cited the authors' names and page number, he is
indicating that he has put all of the material into his own words when in
fact he has not done so. This is an example of plagiarism.
Plagiarism is, of course, using materials produced by someone else as if
they are yours. This includes a range of infractions extending from the acci-
dental omission of a citation to passing off an entire essay as your own. In
this case, Hal has used much of the authors' wording and indicates by his lack
of quotation marks that the material is in his own words.
SECOND ATTEMPT AT PARAPHRASING
Kidwell and Bennett argue that the use of electronic monitoring is det-
rimental to employees' morale and creates an unhealthy environment
where their every action is monitored to make sure they are constantly
working (qtd. in Taylor 539).
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PART TWO How to Establish Context through Research
The concept of the sweatshop, a place where employees are closely watched
to make sure they meet their work quotas, is still there, but it is now in Hal's
own words
Sometimes it is just easier to quote, and as suggested earlier this is often
the case when citing policies and laws: these materials usually need to be pre-
sented in their original form. The author of this article provides two research
questions, and Hal wants to include one of them. A direct quote would be
appropriate here as well.
difference in to
ORIGINAL SOURCE
Does "giving notice" versus "secretly monitoring make a significant
n the et
ethical dimension of electronic monitoring?
Notice that in this example there are quotation marks around certain
words. When Hal cites this research question, he needs to turn those
double quotation marks into single quotation marks to indicate a quote
within a quote.
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HAL'S USE OF THE SOURCE
Taylor provides two research questions for his study. The first one,
"Does 'giving notice' versus 'secretly monitoring' make a significant
difference in the ethical dimension of electronic monitoring? (530)
The importance of determining the ethics of monitoring employees'
computers and cell phones hinges on whether they know such moni-
toring is going on
Hal does a few important things here.
1. He introduces his quote; it is not just dropped in via parachute to land
where it will. He sets up the quote for the reader.
2. He begins and ends his quotation with quotation marks. The marks
indicate
that everything inside of them comes directly
from an outside
source. Note that the quotation marks end after the quote, not after
the parenthetical citation
3. Hal takes into account the fact that in the original, the phrases giv-
ing notice and secretly monitoring were in quotation marks. Hal follows
the rule for reducing the quotation marks to 'single' quotes and using
"double" quotes around the entire quotation
4. After Hal ends his quote, he comments on why the material is important.
Following these techniques when summarizing, paraphrasing, or quoting will
save you a lot of grief and help you avoid charges of plagiarism.
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CHAPTER 4 Evaluate and Engage with Your Sources
83
Q&A
Hal asked himself a few questions about the article "E-Mail Privacy in
the Workplace." The first step Hal took was to determine who sponsored the
web page. By clicking on the "About" link, he found that the authors of the
site are concerned with providing accurate information to those working in
the security industry. They provide only articles that are well-researched, so
that decisions based on their material would meet current security laws. Hal
felt that this site, although not geared toward employees of companies, had
solid, trustworthy information about employees' rights to email privacy, so
he marked the site for further reference.
When you are accessing unfamiliar websites, it is best to evaluate them
using a series of questions like the ones below. Taking this precaution will
ensure that you have credible material to use in your argument.
Evaluate Internet Sites
The following checklist provides some important questions you should ask
about Internet sources before you use them.
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Internet Evaluation Checklist
Author of Page/Site
Who is the author of the page or source? Can you contact them or is
there an "About Us" tab with author details? is the author credible?
Have they published other material on the topic or are they considered
experts in their field?
Extreme Bias
further, but ask if the bias exhibited in the web source exceeds
Chapter 5. "Read Critically and Avoid Fallacies," will discuss bias
what you feel comfortable with. In other words, is there evidence of
racism, sexism, or extreme political or religious views?
Up to Date
When was the site or source last updated? Are there links to the latest
publications or sites?
Navigation
Do all links to other sites work? Do images and files open quickly? Are
there any dead links or dead ends in the site itself?
internet activity 4a Evaluate Internet Sites
Using the Internet Evaluation Checklist, evaluate one of the sources
you found for Internet Activity 3d. Is it a credible source? Why or why not?
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Anthology 3 Family and Household Community
39
Q&A
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Street Life Is No Life for Children
By Jewel
Coming home after school or a day with friends is something most kids
take for granted, but for more than 1,000,000 young people living in this
country, there is no place to call home. Youth homelessness is a complex
issue that often is overlooked in the U.S.-even as we face a growing crisis
of teens and children living alone on the streets. Left to fend for themselves,
children as young as 11 years old confront such nightmarish scenarios as
human trafficking and drug use, often with little understanding or sympa-
thy from the general public. In June, I testified before the House Ways &
Means Committee to support bipartisan resolutions designating November
as "National Homeless Youth Awareness Month." Setting November aside
in this way should help raise much-needed awareness of the issue, while
demonstrating to kids on the streets that Congress is listening, people do
want to help, and America cares about their futures.
While youngsters often become homeless due to some kind of fam-
ily breakdown, there is no one cause. Poverty, lack of affordable housing,
access to education, and other resources; unemployment among family
members; abuse; and mental health issues all can be contributing factors.
The issue of homeless youth is complicated further by misperceptions
about children and teens who end up on the streets, as many people imme-
diately jump to easy-but wrong-conclusions. For instance, when walk-
ing by a teenage girl sitting on a bench in the middle of a weekday, few
might consider whether she is homeless. The easier response is to assume
that she probably is just some punk kid who ditched school and is hanging
around waiting for her friends. Few onlookers go so far as to consider an
even darker reality-such as the fact that this girl might be forced into pros-
titution to make enough money to put food in her stomach.
This also is a population that is very good at making itself "invisible" to
adults-since it is adults who so often have endangered or let these teens
down in the past. That boy at your son's high school may seem like a nice,
average kid, but he may have no home to return to after the school day, the
point is, these girls and boys do not live on the streets or become homeless
by choice. The sad truth: many of them feel safer there and, despite what
many Americans think, this is not an easily "correctable condition, land of
opportunity or not
I have a personal understanding of the plight of these young people on
the margins, because I experienced homelessness firsthand. When I was
15 years old -I am a native of Utah but was raised in Alaska-I received a
vocal scholarship to attend Interlochen Center for the Arts in Michigan. It
was a time when, for many reasons, I increasingly felt I no longer could live
at home-my parents long ago had divorced-and so the change of scenery
was exciting, as was the opportunity to be surrounded by music. However,
school breaks-like the upcoming Thanksgiving and Christmas recesses-
presented an immediate challenge. Unlike
my fellow students, the close of
class sessions meant I was on my own. I enjoyed performing solo; so, dur-
ing one spring break, I jumped on a train heading south and subsequently
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Copernights 2002 I Canpage மழை பா ன க ம க கார் பன்ன மரகட யோகப் படிக்க மகாரா பாரை apaalai tamil
-paler
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PART FIVE An Anthology of Arguments
Q&A
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hitchhiked to Mexico, earning
money by singing on street corners. These
were my first experiences of life without a safety net, but the harder reality
was yet to come. After Interlochen, I moved to San Diego. As a result of a
series of unfortunate events and bad breaks, I ended up living in a car. When
that car was stolen, along with many of my possessions at the time, I bor
rowed $1,000 from a friend to buy a van-and that van became home right
up until my break into the music industry.
When my story is told in the music press, it can take on a romantic glow,
but living in a van was not romantic. I washed my hair in public bathroom
sinks. People often would stare at me and make nasty comments. Some
.
would wonder aloud how a "pretty girl" could end up in such a state. Yet,
many more simply pretended that I was not there. I was humiliated and
embarrassed about my situation and the stigma that was being attached
to me. My experience is much like that of other young people fending for
themselves, except for the fact that my story has a happy ending. Too many
others are not so fortunate. Homeless organizations say that 30% of shelter
youth and 70% of street youth are victims of commercial sexual exploita-
tion at a time in their lives when these boys and girls should be finishing up
elementary school
These are just a few of the reasons why I do not believe America's home-
less youth population is made up of children who leave home because they
want to. Most homeless kids are on the streets because they have been
forced by circumstances to believe they are safer alone than in the home
they once knew-if that home even exists for them anymore. Others may
have reached the end of their economic resources, or those of their family's,
and are left trying to climb out of poverty from the disadvantageous posi-
tion of the streets
Some researchers estimate that up to 1,600,000 youth experience home-
lessness each year. Based on the amount of kids turned away from shel-
ters each day, as well as the number of phone calls made to the National
Runaway Hotline, those numbers may be even higher. Understand that
many homeless kids are running from something, making it difficult to find
or count them as part of any single community. What is clear, though, is
that life in a shelter or on the streets puts homeless youth at a higher risk
for physical and sexual assault, abuse, and physical illness, including HIV/
AIDS. Estimates suggest that 5,000 unaccompanied youngsters die each
year as a result of assault, illness, or suicide. That is an average of 13 kids
dying every day on America's streets.
Anxiety disorders, depression, Post Traumatic Stress Disorder, and sui-
cide all are more common among homeless children. Previous studies of
the homeless youth population have shown high rates of parental alcohol
or drug abuse. Contrary to many people's misconceptions, however, sub-
stance abuse is not a characteristic that defines most youngsters who expe-
rience homelessness.
.
Despite the many challenges faced by homeless kids, there is room for
optimism. Statistics show, for instance, that a majority of homeless children
make it to school, at least for a period of time. Our education system can
become another lifeline for these children in need. If safe shelters, counsel
ing, and adequate support were more available for these kinds of kids and, if
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மாக்காயன்காக்காயாரோகம்
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Anthology 3 Family and Household Community
we could put increased emphasis on job training programs, there would be
greater opportunities for homeless young people to graduate high school
and build the skills they need to go on to live healthy and productive lives.
There are a number of organizations that play a critical role in making
a positive, long-term difference in the lives of youth in crisis. Stand Up For
Kids, for example, is a not-for-profit group founded in 1990 by retired Navy
officer Richard L. Koca to help rescue homeless and at-risk youth. With its
national headquarters in San Diego, the organization is run almost entirely
by volunteers, and has established more than 35 outreach programs in
20 states. Its mission is to find, stabilize, and assist homeless and street
kids in an effort to improve their lives. Youth Noise, meanwhile, exists in the
virtual world-but is equally powerful at inspiring and uniting young peo-
ple. It runs the first youth-based social network dedicated to social change.
Youth homelessness is one of the many critical issues that Youth Noise and
its young members tackle, allowing teens to share thoughts on issues and
convert ideas to action in their communities.
However, the government and nonprofit sectors cannot do this work
alone. It is equally critical that our corporate citizens step up as well. I
accepted the role as the first U.S. Ambassador of Virgin Unite, the Virgin
Group's charitable arm created by Sir Richard Branson, in order to help one
global brand increase its charitable voice and efforts. Through this role,
joined Virgin Mobile USA and The RE"Generation movement in their efforts
to raise awareness of youth homelessness-and to support the direct work
of programs like StandUp For Kids and Youth Noise.
Finally, the cliché is true-each person can make a difference, particu-
larly this month as we recognize the very first "National Homeless Youth
Awareness Month. There are a host of ways to get involved. By volunteer
ing time, donating clothing or money, or simply by spreading the word,
each of us can build a better future for children alone on the streets.
Analyze this Reading
1. As an activist for homeless youth, what projects has the writer pur
sued? What are the goals of each project?
2. What causes and misperceptions of youth homelessness does the
writer identify?
3. How do the writer's personal experiences contribute to this reading?
What compelling facts and statistics about homeless youth does she
include?
4. What room for optimism" does the writer describe?
Respond to this Reading
1. What is your understanding of homelessness in your community?
Does some of the information the writer brings to this reading sound
familiar? Are there features of youth homelessness the writer does not
mention?
2. Do you share the writer's optimism regarding the challenges of
addressing the problem of youth homelessness? What strategies for
working with this issue would you add to what the writer mentions?
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PART TWO How to Establish Context through Research
Q&A
Along with the abstract
some joumals require a list
of keywords Pay attention to
these keywords as they not
only help you grasp the scope
of the article, but can also help
you when you are performing
your own searches
The conclusion of most
arguments in the humanities
often restates the initial
claim
The canonical novel of the American literature published in the middle
of the nineteenth century portrays the genesis of the American Puritan
culture, while the polyphonic nature of the novel, it is argued, exposes
the rifts of and the grotesqueness of this culture.
Key Words: Nathaniel Hawthorne, The Scarlet Letter, Bakhtin,
Carnivalesque, Polyphony, Heteroglossia, Grotesque
Conclusion
Nathaniel Hawthorne's The Scarlet Letter deftly addresses the Puritan
culture of the seventeenth-century America as, to use Bakhtin's terms,
a "monological culture." Hawthorne's novel is, among other things,
a
the fact that laughter and the spirit of carnival cannot be totally
repressed even in the most ideological and monological cultures.
Although the writer apparently creates a Romantic grotesque, that is,
,
one of dark, gloomy monstrosities, to intimate the distorted nature
of the society he portrays, the implication is that the Bakhtinian con-
ception of the grotesque, one associated with "light", with the carni-
valesque, capable of subverting the rule of 'darkness' 'decrowning
it, is in the background too (Bakhtin 41).
Works Cited
Adamson, Joseph. "Guardian of the 'Inmost Me': Hawthorne and
Shame." Scenes of Shame: Psychoanalysis, Shame, and Writing.
Eds. Joseph Adamson and Hilary Clark. State U of New York P.
1999. pp. 53-82
Arac, Jonathan "Hawthorne and the Aesthetics of American Romance."
The Cambridge History of The American Novel. Eds. Leonard
Cassuto et al. Cambridge UP, 2011. pp. 135-150.
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A works cited, references,
or bibliography can provide
depending on the format of
additional sources, and
the source, even links to other
materials that can help you
write your argument
your turn 4a Conduct an Initial Assessment of Your Articles
Using the Initial Assessment Checklist, find a source and determine if
it is right for your argument. Which of the steps helped you make a
decision?
The next set of questions will help you make sense of articles you have deter-
mined will be useful. You need to be able to find the author's main argument(s)
and the examples being used to support the argument(s). You should also be
able to determine the article's strengths and weaknesses. Use these steps to
find the main ideas and examples.
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Q&A
CHAPTER 4 Evaluate and Engage with Your Sources
Reading Checklist
Look for the main idea. If the thesis cannot be found on the first page
write the main idea at the top of your photocopied or saved article
for easy reference. (If you do find the thesis on the first page, simply
highlight it.)
What evidence is the author offering to support his or her argument(s)?
If an article is very long, there may be subsections, titled or not, that
indicate movement from one example (or argument, if the author has
more than one) to another. Look for these. Skim quickly, reading only
the first and last sentences of each paragraph as you look for ideas
and arguments. When you find something particularly useful, read
the entire paragraph to make sure you are not reading anything out
of context
Make notes throughout. Highlighting a passage is great, but if there
are no comments made next to the passage, chances are good that,
when you are ready to write your paper, you may not remember what
struck you as important when you highlighted it.
What are the article's strengths and weaknesses? Skim through several
articles, reading the bibliographies and noting which sources are men-
tioned frequently. These are the sources you should definitely read.
They will serve as touchstones by which to gauge the arguments of
the articles you've selected. This is not to say that all of your articles
need to agree with your touchstone articles. However, the touchstone
articles will give you some idea of the general trends of thought con-
cerning a topic, and they will allow you to judge if your selected article
is too far off base to be reasonably considered.
Come to a conclusion about the author's arguments. Do you agree or
disagree? Do you see how the article can be used in any part of your
own essay? Do you agree wholeheartedly and therefore can use the
article as support for your own thesis? Do you disagree and want to use
the article as an argument you wish to rebut (destroy)? Ist
Is the author's
idea useful but limited? Maybe the author doesn't take an idea as far
as you would like to take it?
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your turn Read the Articles You've Selected
Using the Reading Checklist, skim quickly through the article you evalu-
ated from Your Turn da, or if that article did not work, select a new one.
What is the author's claim? What support is provided by the article? What
are the article's strengths and weaknesses? What is your final opinion of
the article? Is it one you can use effectively in your argument? Why or
why not?
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PART TWO How to Establish Context through Research
connections to websites deemed off limits for employees. This is a
27% increase since 2001 when the survey was first conducted.
Source: Chin, Eugenia Internet Privacy in the Workplace: The Grey Areas between
Monitoring and Private Virtual Spaces: IS1103 Group 306, 3 Mar 2013, http://blog
nus.edu.sg/201311103group 306/2013/03/03 internet privacy in the workplace-the-grey
areas-between-monitoring and private virtual spaces
--
The paragraph that includes the desired material has survey results for
employer monitoring. Hal wants to use just the first item, and he decides to
quote it directly. Here is that highlighted information included in a paragraph
as a direct quote.
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DIRECT QUOTE
In 2007, the American Management Association and the ePolicy Institute
conducted a survey on the use of monitoring practices of employers.
The survey found that "two-thirds of employers monitor their employ-
ees' website visits in order to prevent inappropriate surfing" (Chin).
These results seem extremely high and indicate the widespread use of
monitoring software used in the workplace.
Notice how he introduces the quote by indicating that a survey was con-
ducted by the American Management Association (AMA) and the ePolicy
Institute. He leads into the quote with the attributive "the survey found."
Then he begins his quote with the words "two-thirds" and ends where the
original sentence ends. Note that the quotation marks only surround the
quoted material, not the citation information in parentheses (highlighted).
After the quote, Hal comments on the information, helping the reader to
understand the importance of the quoted material to his argument. Never
just drop a quote into a paragraph without any explanation. Provide com-
mentary that explains the cited material. Does it provide an illustration of
a point you've made? Does the quote represent confirmation of or disagree-
ment with a point that you've made?
When you use an outside source, either as a direct quotation or as a para-
phrase, you need to provide readers with information that tells them the ori-
gin of that source. This is done both internally and in a reference list at the
end of the paper. This reference list is usually called a Works Cited page and
includes only those sources that you have actually used in your report. To cite
the quote that Hal used from the previous Internet source, he will have to
put in parentheses at the end of the quoted material where that information
can be found. This information should be the same as it appears on the works
cited page; for the sample here, Hal's source had an author. But what if there
is no author to cite?
These examples are in MLA format both an MLA and an APA formatting guide is found in Part 6 "MLA and
APA Documentation Systems of this text.
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CHAPTER 4 Evaluate and Engage with Your Sources
See the following sample works cited page:
Works Cited
Chin, Eugenia. "Internet Privacy in the Workplace: The Grey Areas
between Monitoring and Private Virtual Spaces." IS1103 Group
306, 3 Mar. 2013, https://blog.nus.edu.sg/2013is1103group306/2013
03/03/internet-privacy-in-the-workplace-the-grey-areas-between
-monitoring and private virtual-spaces/
Lazar, Wendi S., and Lauren E. Schwartzreich. "Limitations to Workplace
Privacy: Electronic Investigations and Monitoring." Computer &
Internet Lawyer, vol. 29, no. 1, 2012, pp. 1-16. ProQuest. http://
ezproxy.cpcc.edu/login?url https://search.proquest.com/docview
19124797537accountid=10008
"New Jersey Supreme Court Rules in Favor of Employee Privacy
Electronic Privacy Information Center, EPIC 30 Mar. 2010. https://
www.epic.org/privacy/workplace
The third source, which is highlighted, has no author. In his citation, then,
Hal should include as much information as the reader needs to be directed to
the source on the "Works Cited" page:
There are some court cases that have gone in favor of the employee
The New Jersey Supreme Court "ruled in favor of a female employee
whose employer read emails that she sent while using Yahoo Mail on a
company-owned laptop" ("New Jersey Supreme Court").
Because this source does not have an author, it is alphabetized on the "Works
Cited" page by the first word of its title: New. When you provide article titles in
parentheses, as done here, you may shorten lengthy titles to the first few words.
There is no page number included in our example because the source is from
a website. If there are page numbers (from a book, print copy of a periodical,
or from a document in PDF format), then the page number(s) from which the
cited material comes is included; for example, (Lazar and Schwartzreich 9).
Notice that the quotation mark ends after the last word in the quote. The
citation is considered part of the sentence, and the period comes after the
parentheses. The excerpt in Figure 4.2 is from the third item on Hal's "Works
Cited" page (the Lazar and Schwartzreich article) and includes page numbers.
If authors are introduced in the attribution, their names do not need to be
repeated in the parenthetical citation; only the page numbers are necessary,
if there are any
In a study of workplace privacy conducted by Wendi S. Lazar and
Lauren E. Schwartzreich, the authors found that the courts must be able
to "balance a business's need to protect data and proprietary informa-
tion against individual rights and freedoms" (9).
Hal introduced the authors in the preceding example, so he only included
the page number of the quoted material in the parenthetical citation. Notice,
too, that the authors' first and last names in the body of the paragraph are
in the normal order-reverse the order of the first author's name only in the
"Works Cited" page for alphabetization purposes.
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98
PART TWO How to Establish Context through Research
Q&A
Privacy
International Trends in Wory
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We Number
Figure 4.2 Source material from a PDF article including page number
A study of workplace privacy found that the courts must be able to
"balance a business's need to protect data and proprietary information
against individual rights and freedoms" (Lazar and Schwartzreich 9).
In this second example, Hal needs to include the authors' names in the paren-
thetical citation because they do not appear in the introduction to the quote.
Quoting Material Quoted in the Original Source
Occasionally you will want to quote material that your source itself is quoting
(see Figure 4.3).
In this excerpt from the Schatt article, an item is quoted from a source in
which the author was quoting another source. To use quoted material, you
do not need to track down the original source. (Note that in the parentheti-
cal documentation in Figure 4.3 there is an author's last name, year, and
,
page. The article's authors are using APA style, which is covered in full in
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CHAPTER 4 Evaluate and Engage with Your Sources
99
Q&A
Motivation is the foundation for human achievement. A psychological construct
motivation is considered both a catalyst for learning and an outcome of learning" (Hurley,
1993.0.17). Without motivation little can be achieved, but with the appropriate
inspiration, substantial growth may occur. A study by Cattel, Barton, and Dielman (1972)
noted that nearly 25% of student achievement might be attributed to motivational
elements. Asmus (1994) suggested that estimates of student achievement that were due
to motivation ranged from 11 to 27 percent in the literature. Experienced educators may
believe that this percentage is even higher yet.
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Figure 4.3 Quoted material in original source
Part VI. In MLA, you would use the author's last name and a page number,
with no comma separating them.) You need only indicate that the material
you are using is a quote from another source:
There are several definitions of motivation, according to Hurley, that
have to do with learning and music: one is "motivation is considered
both a catalyst for learning and an outcome of learning (atd. in Schatt 4).
"Qtd." is the abbreviation for "quoted." The use of it here indicates to the
reader that, although the quoted material appeared in the Schatt article, this
author got that information from Hurley.
Alter Quoted Material
Here is an example of quoting a quote, where the original material was altered
slightly to fit the sentence into which it is to be inserted.
The court explained: "If an employee) had left a key to his house on
the front desk at this workplace], one could not reasonably argue that
he was giving consent to whoever
found the key to use it to enter
his
house and rummage through his belongings...."
In the original material that Lazar and Schwartzreich cited, the material in the
brackets () was in the plural form-"employees" and their workplaces." The
authors needed these terms to be in the singular form to fit the rest of their
paragraph. It is acceptable to alter quoted material so that it fits grammatically
with your sentence as long as you indicate changes by using the brackets. If
you remove material, you would use an ellipsis where words are missing
your turn de PRACTICE Quote a Source
Use the first page of Wendi S. Lazar and Lauren E. Schwartzreich's
"Limitations to Workplace Privacy: Electronic Investigations and
Monitoring" to write a paragraph on workplace privacy. Incorporate
" a
two quotations from the article in your paragraph, making sure (1) to
introduce the quote, (2) to quote the original using quotation marks,
and (3) to include a parenthetical citation. The passage below is from
page 1 of the article
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PART TWO How to Establish Context through Research
Q&A
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The humanitarian costs of the raids, according to a statement issued
by the U.S. Conference of Catholic Bishops Committee on Migration,
were "immeasurable and unacceptable in a civilized society." Children
were separated from their parents for days. Those arrested were not
immediately afforded the rights of due process. And local communi-
ties were in the words of John C. Wester, bishop of Salt Lake City and
chairman of the Committee on Migration, "disrupted and dislocated."
These raids, he said, "strike immigrant communities unexpectedly, leav-
ing the affected immigrant families to cope in the aftermath. Husbands
are separated from their wives, and children are separated from their
parents. Many families never recover; others never reunite."
The bishop called on the Department of Homeland Security, of
which ICE is an agency, on President George W. Bush, and on then
candidates John McCain and Barack Obama to "reexamine the use of
worksite enforcement raids" as an immigration-enforcement tool. He
noted that immigrants who are working to survive and support their
families should not be treated like criminals.
Having visited Laurel after the ICE crackdown, I must report that is
exactly how the workers there have been treated and made to feel. The
majority of the immigrant workers caught up in the raid were taken
immediately to a holding facility in Louisiana. ICE released a number
of women, some of them pregnant, on "humanitarian" grounds. But
many of them were shackled with ankle bands equipped with electronic
monitoring devices. Several expressed their humiliation and shame-
not to speak of their physical discomfort-at having been branded this
way. For days, one of them told me, she avoided going out in public or
to the grocery store. "It makes me look like a criminal, like a dangerous
person," she lamented. "I'm not dangerous."
This woman told me she had come to the United States out of
sheer desperation. She said she was unable to feed her children in
her home village in Mexico. Now, with deportation imminent and no
means to pay her bills, she and her coworkers were facing a further
harrowing fate.
Immigration raids, even large, media covered ones, are selective and
symbolic in nature. They are orchestrated to
o send a
a political message
that the government is willing and able to enforce the law. But why
penalize the least among us-hardworking people who earn very little
and endure some of the harshest conditions in the American work-
place? The Postville and Laurel plants both have long histories of tak-
ing advantage of their workers. Iowa's attorney general recently filed
charges against the Postville meatpacking plant
for more than nine
thousand labor violations. In July, religious and labor leaders joined
more than a thousand marchers in the town to show solidarity with
those seized in the ICE raid.
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