Research, Reference, Citing Assignment # 1 – COMM 001 Informative Speech Purpose: As you understand, the two researched speeches require you to locate, create an APA citation, and verbally cite your sources in your speech at least 5 times. This assignment is designed to help you develop that skill as well as assess your abilities to support your main ideas. There are 4 Tasks to This Assignment: Task 1: Locate sources – Your first task is to complete significant research to locate at least 3 reliable sources that may provide examples, testimonies, statistics, analogies, definitions, stories/narratives, facts, etc. Recall, this will take some time and that you should not just simply Google your topic or settle for the first thing you find. You have access to the Mission College Library to use OneSearch, Gale Biography, EBSCOhost, among other databases. If you’re having difficulty finding information for your topic, visit the library (on campus or locally) and ask to speak to the Reference Librarian - they are experts and can point you in the right direction. Task 2: Evaluate Source – Once you have located your 3 sources, it is time to ensure that what you found is reliable. In class I introduced and gave you a tool to critically evaluate your sources called the DAPPR Test. This tool is also attached to this assignment. I would like you to use the DAPPR test to evaluate each of your sources. In your evaluation, you should come to a score between 0 and 15. Please briefly explain how you came to this score. Then, I would like you to briefly explain if the sources are reliable and if you will be using each of them in your informative speech. Why or why not? Task 3: APA Referencing – Now that you know the reliability behind your sources, it is time to create references for these sources using APA format. Recall, I explained useful tools (e.g., Purdue Owl and APA Style Organization) to help you create your source references. Please do not use an automatic generator to do this. It may seem like a good idea, but a lot of the times they are inaccurate. Make sure to accurately reference all three sources as they would appear at the bottom of your prepared speech outline. You may want to revisit the speech instruction sheet to see the sample prepared outline that includes APA references at the end of the speech. Task 4: Verbal Citations – Finally, now that you have created your accurate APA citation, it is time convert each formal APA citation into TWO different verbal source citations that you could use in your speech. Remember that verbal source citations typically come before the evidence they provide, so imagine that you are getting your audience ready to hear some evidence (a story, a statistic, a quotation, etc.) from the source. Recall, we discussed in class that these verbal citations must demonstrate the credibility of your sources. You will have to decide how much and what you will share about the source, and this may depend on what is available to you. Typically, a verbal citation includes any of the following: author name, credentials, title of work, title of publication, date of work/publication/study, and/or qualifying statement (conveys expertise of source). Again, what you include in your verbal citation will depend on what you think must be included and what is available from the source. Sample Format (FOLLOW THIS) Jonathan Beller COMM 001 INSERT our class CRN INSERT DATE Research, Reference, Citing Assignment # 1 Task 2: Evaluate Source This is where I would write the information required for the second task (i.e., using the DAPPR test). Task 3: APA Referencing This is where I would write the information required for the third task (i.e., creating APA source references). Below is a sample (your references will look different depending on the type you have): Arking, R. (2006). The biology of aging: Observations and principles (3rd ed.). New York, NY: Oxford University Press. Hirsch, R. (2017). Seizing the Light: A Social & Aesthetic History of Photography. Abingdon, VA: Routledge. Natanson, B. O. (n. d.) National Child Labor Committee Collection. Library of Congress. https://www.loc.gov/pictures/collection/nclc/background.html Ripley, A. (1974, October 1). Senate Votes Return to Standard Time For Four Months and Sends Bill to Ford. The New York Times. Retrieved from https://www.nytimes.com/1974/10/01/archives/senate-votes-returnto-standard-time-for-four-months-and-sends-bill.html Task 4: Verbal Citations This is where I would write the information required for the fourth task (i.e., creating verbal citations for sources). Below is a sample for the 1st reference from above. Reference: Arking, R. (2006). The biology of aging: Observations and principles (3rd ed.). New York, NY: Oxford University Press. Verbal Citations: 1. Medical researcher Robert Arking shares an incredible statistic about senior citizens. In his book "The Biology of Aging," published by Oxford University Press in 2006, Arking asserts that… 2. From the amazing book titled “The Biology of Aging" published in 2006 by Robert Arking, a medical researcher, teaches us that… The DAPPR Test Points 3 2 1 0 Date The information is less than 5 years old The information is older, but not necessarily out of date (some topics might not need extremely up to date info) The information is clearly out of date for the topic It is unclear when the information was published Author The author has credentials that show they are an expert in this topic (they might have a degree in this field, work at a university, have experience with this topic, etc.) The author is a qualified journalist, OR This information was written by a known organization (known = most people are aware of that organization) The author is not an expert but has some knowledge in the topic (a student, a fan, a hobbyist) It is unclear who wrote this information OR The author is not qualified to write on this topic Publisher Published by a scholarly journal, the U.S. government, or a University Press Published by a known organization (such as the ACLU or the AARP), a university website, a reputable publishing house, a magazine, or a newspaper Published by a K-12 school or an unknown organization (unknown = most people aren’t aware of it) Self-published (blogs, personal websites, fan sites, etc.) Purpose To promote unbiased scholarship on this topic. Empirical research with unbiased sponsors is preferred To provide factual knowledge on the topic to adults. Some opinion may be included To sell something, persuade someone, promote an idea, or provide knowledge to children For personal or entertainment purposes OR To mislead or promote propaganda Relevancy The vast majority of this source contains in-depth, wellresearched information on your topic At least 50 percent of the source contains indepth information on your topic Only a small part of the source contains information on your topic OR Information is not well-researched The source mentions your topic but doesn’t spend more than a few words on it. When was this information published? Is it out of date? If it’s a website, has it been updated recently? What are the author’s credentials? What makes them an expert on this topic? Who or what published this source? Are they reputable and credible? Why was this information published? Does it have an agenda or it is purely informational? Does this source contain well-researched information that directly supports your research and fits your information needs? 0-7 points - This source’s information cannot be verified and should not be used in college-level research. 8-10 points - This source is a good starting point for background information, but should not be used as a source in college-level research. Be wary--this source may also have an agenda. 11-12 points - This is an okay source for research, but you may need to back up this source with additional research. 13-15 points - An excellent source for college-level research! Note: the author and publisher information is especially important! I do not recommend using sources where the author or publisher score lower than 2. Date ● Technology, medicine, & current events all need to be up-to-date. Sticking within 5 years is the general rule of thumb for these topics. ● Primary sources, historic information, or comparing prior knowledge to today’s are exceptions to this. ● Be sure to check if a website has been updated recently. Author ● Authors should be listed and have credentials in that field. If no author is listed, proceed with caution. ● Most government sites and some organizations will list the organization responsible for the information rather than an individual author. This is perfectly okay as long as the organization is reputable. ● It’s always a good idea to do an Internet search for additional information on the author. ​This will allow you to find out what kind of knowledge the author has in this topic (degrees, work experience, etc.)​. Additional sources, such as book reviews, are another way to get information on the author. Publisher/Website ● Visit the “About Us” page on every website you use to determine who is responsible for the site. ● If using a book, look up information about the ​publishing house​ (Penguin Press, University of Harvard Press, etc.) that published that book. Reputable publishing houses will have websites you can check. ● If using a scholarly journal article, look up information about the ​journal​ ​that published that source. Reputable journals will have websites you can Google. ● The domain can help you understand the website. Educational (.edu) and government (.gov) websites should be focused on for research. Purpose ● The “About Us” on every website should give you an idea as to why it exists. You should see something along the lines of a mission statement. It will also give you an idea if the site is promoting anything that might cause biases (such as opinions, products, ideas). ● Opinion/persuasive writing can be okay as long as it contains facts and statistics. There should always be evidence (citations, links, etc.) listed to support any opinions. Avoid articles that contain emotional language. ● For college research, focus on websites whose purpose is to conduct scholarly research and improve academic knowledge. Websites devoted to informing the public with facts on current events or issues may also be used. Relevancy ● Determine how relevant the source is to your topic--for a source to be relevant, a majority of the source should be on your topic, rather than just one or two paragraphs. ● The information should be appropriate for college-level research. This means it should be well-researched, with evidence and references to other sources. Helpful Databases (Links on Library Website): Gale Biography in Context (author info), EBSCO Academic Search Complete (book reviews), OneSearch Find Journals (journal info), Gale Academic OneFile Publications Search (journal info), Gale Literature Resource Center (author info & book review) Helpful Fact-Checking Tools: Snopes.com:​ Snopes is a highly regarded fact-checking website. MediaBiasFactCheck.com:​ This is an independent online media outlet that examines the quality of media. Helpful Print Tools (in half-bookcases area): ​Contemporary Authors, Book Review Digest, Magazines for Libraries Research, Reference, Citing Assignment Rubric 0 This section of the assignment was missing. 2.5 Used the DAPPR test for 1 of the 3 sources OR provided explanation of the reliability and if sources will be used for 1 of the 3 sources. Reflection of the DAPPR test and explanation of the reliability struggled 4.25 Used the DAPPR test for 2 of the 3 sources OR provided explanation of the reliability and if sources will be used for 2 of the 3 sources. Reflection of the DAPPR test and explanation of the reliability struggled. 5 Used the DAPPR test for all 3 sources. Reflection of the DAPPR test struggled OR Explanation of the reliability of all 3 sources and if all 3 sources will be used in speech was not clear. 6 Used the DAPPR test for all 3 sources to thoughtfully evaluate sources. Clearly explained the reliability of all 3 sources and if all 3 sources will be used in speech. Task 3: APA references This section of the assignment was missing. Cited only 1 or 2 sources AND.OR there were MAJOR issues with the citations. Cited all 3 sources. However, there were MAJOR issues with the citations. Cited all 3 sources. However, there were MINOR issues with the citations. Accurately cited all 3 sources in APA. Task 4: Verbal Citations This section of the assignment was missing. Did not provide 2 different verbal citations for all 3 sources/references 2 different verbal citations provided for all 3 sources/references. Verbal citations were inaccurate or need much attention to the amount or type credibility information. Formatting of the parts of the assignment is messy and difficult to comprehend. 2 different verbal citations provided for all 3 sources/references. Verbal citations struggled with the amount or type credibility information OR did not really demonstrate effort toward creativity. 2 different verbal citations provided for all 3 sources/references. Verbal citations included as much credibility information necessary and demonstrated effort toward creativity. Task 2: Evaluate Sources Formatting Did not follow the sample provided at all Followed formatting of the sample provided proficiently Submitted a Word Document or PDF_________/ 1 point Total:_________ / 25 Points
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