On Your Own Guide 2011

7/28/2019 On Your Own Guide 2011

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A Practical

Guide to

Research,

Writing and

InformationLiteracy

4 Edition


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On Your Own Thames Valley District School Board 2010 1

Copyright

The Thames Valley District School Board is the sole owner of all curriculum materials

developed by its employees. Every reasonable effort has been made to trace the ownership

of copyrighted material and to make due acknowledgment.

Curriculum materials may be purchased dependent upon availability, at current prices.

Purchase of curriculum materials does not permit their reproduction. Anyone wishing to

reproduce materials must obtain written permission fromthe Executive Superintendent of

Program Services and pay a fee for such rights.

Where the Thames Valley District School Board has obtained the rights from an individual or

institution to include copyright materials, this permission does not extend to third parties who

may wish to duplicate the material. Such permission may only be granted to third parties

by the owner of copyright. Any omission will gladly be rectied in future printings.

For details on how to order copies of this document or others in the On Your Own series, please contact the

Media Services department of the Thames Valley District School Board, 951 Leathorne Street, London,

ON N5Z 3MZ by telephone at 519-452-2573 or by fax at 519-452-2327.


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On Your Own Thames Valley District School Board 20102

Contents

To the Student 4

The Inquiry and Research Process 5

Stage 1: Preparing for Research 6

Making a Research Plan 7

Narrowing Your Topic 8

Webbing 9-10

Dewey Numbers 11

Searching the Catalogue 12-13

Essay or Report? 14

Working Thesis Statement 15-16

Stage 2: Accessing Resources 17

Strategies for Internet Searching 18-19

Search Term Planning 20

Evaluating Web Sites 21-22

Annotations 23-24

Primary Research 25

Stage 3: Processing Information 26

Taking Research Notes 27

Note Taking Choice Board 28-29

Folded Page Notes 30

Notes by Source 31

The Thesis 32-33

Contents

Model Essay Outline 34

Essay Outline Worksheet 35-37

Research Report Outline 38

Report Outline Worksheet 39-40

Research Overview 41

Stage 4: Transferring Learning 42

Style Overview: APA, MLA, Chicago 43

Plagiarism 44-45

Citations: APA and MLA 46-51

APA Style 52-68

References List 52

Sample References Page 53

APA Exemplars 54-60

References Worksheets 61-63

Title Page 64

Abstract 65

Tables and Figures 66

Exemplar Report Excerpt 67-68

MLA Style 69-83

Works Cited List 69

Sample Works Cited Page 70

MLA Exemplars 71-77


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Contents

Works Cited Worksheets 78-80

Tables and Illustrations 81

Exemplar Essay Excerpt 82-83

Chicago Style 84-100

Bibliography 84

Sample Bibliography 85

Chicago Style Exemplars 86-94

Bibliography Worksheets 95-96

Footnotes 97

Quotations 98

Tables and Illustrations 99

Title Page 100

How to Write a Book Review 101-102

Exemplar Book Review 103-104

Additional Resources 105

How to Improve Your Writing 106-107

Transition Signals 108

Presentation Format 109

Research Essay Rubric 110

Peer and Self Evaluation Checklist 111

Oral Presentation Reminders 112

Oral Presentation Rubric 113

Contents

Rsum Guidelines 114-115

Sample Chronological Rsum 116

Cover Letter Format 117

Sample Cover Letter 118-119

@ Your Public Library 120-121

Notes 122


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TO THE STUDENT

On Your Own is a practical guide to assist you with independent study, information literacy, and the inquiry and

research process. The guide includes research strategies, techniques of essay and report writing, effective

methods for presentations, and accepted styles of documentation. A clear denition of plagiarism, the how-to of

thesis development, and help with quoting and paraphrasing are included.

Research provides you with the opportunity to develop and practise skills necessary to become a self-directed,self-motivated life-long learner. The skills of managing time, locating, selecting, analyzing and presenting

information, thinking critically, and communicating effectively are essential for success.

Working on your own does not mean working in isolation. You will be responsible for choosing, researching,

and presenting a teacher-approved topic. Your teacher and teacher-librarian will provide support and guidance.

Refer to On Your Own often, ask questions, and seek advice from teachers.

AcknowledgmentsThe original On Your Own was created by the Oakridge Secondary School Independent Study Committee in

1991.

We thank the original creators of the document for their inspiration and the several committees for their careful

additions and revisions. Without their work, this edition would not be possible. A special thank you goes out toLorne Waud and the Media Services Department, and Dave Sweeney and Printing Services for their efforts

in preparing this document for publication.

Original Committee MembersMaryliz Quigley (Chairperson), Elaine Balpataky, Lorraine Bates, Nancy Broderick, Francie Johnston,

Nora Kelly, Roxanne Saunders

Revision Committee Members (2006)Colette Denomme - H.B. Beal Secondary School

Lesley Steele - Sir Wilfrid Laurier Secondary School

Project LeaderMarlene Turkington

Learning Coordinator - Library

Revision Committee Members (2010)Colette Denomme - H.B. Beal Secondary School

Lesley Steele - Sir Wilfrid Laurier Secondary School

Project LeaderChristine Passmore

Learning Technology and Library Co-ordinator K-12


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THE INQUIRY AND RESEARCH PROCESS

We live in an information age: whether at home, at school, or at work, we are connectedto information sources constantly. The Internet, electronic communication, newtechnologies, and traditional print sources all form a part of our lives. In order to be

information literate, we need to gather, process, retrieve, and analyze information.Information literacy is defined as the ability to acquire, critically evaluate, select, use,create, and communicate information in ways which lead to knowledge and wisdom(Information Studies 3).

STAGES OF RESEARCH

The chart below highlights the stages of research. For a major research project, youmay need to use all the stages in order to be successful. For smaller projects, you mayuse a few of the stages. It is important to understand that research is a process whichrequires planning and organization. Each section ofOn Your Own will explore these

stages in detail. Review this information as you research and ask your teacher-librarianfor guidance. There are many blackline masters in this document which you can printand copy to guide you through the research stages.

STAGE 1: PREPARING FOR RESEARCH

DEFINE EXPLORE

IDENTIFY RELATE

STAGE 2: ACCESSING RESOURCES

LOCATE SELECT

GATHER COLLABORATE

STAGE 3: PROCESSING INFORMATION

ANALYZE AND EVALUATE TEST

SORT SYNTHESIZE

STAGE 4: TRANSFERRING LEARNING

REVISE PRESENT

REFLECT TRANSFER

Research stages adapted from Ontario School Library Association. Information Studies:Kindergarten to Grade 12. Toronto: Ontario School Library Association, 1998. Print.


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Stage 1: PreParingfor reSearch


STAGE 1: PREPARING FOR RESEARCH

At this stage of research, you need to define what you are being asked to do, explore

necessary resources that relate to your research, identify the essential information

needed, and relate the research to your previous learning.

The questions in this table will guide you through this research stage.

DEFINE

G What exactly do I have to do: essay, report, oral presentation?G Are there choices of format for the final product?G What is the required length of the written work or oral presentation?G What are the timelines for the assignment?G How will the assignment be assessed and evaluated?G What are the key details of the evaluation rubric?

EXPLORE

G Where will I go for resources?G What types of resources do I think will be best: electronic, print,

encyclopedias?G Have I asked my teacher, my teacher-librarian, or others for information about

the project?G Will I need to learn to use new computer skills or software to complete the

project?

IDENTIFY

G What key words will I use to get started?G What type of brainstorming or webbing will I use?G What is my specific topic?G What questions will be most effective to guide my research?

RELATE

G What do I already know/need to know about this topic?G Have I done something like this before?G Does the topic appeal to my interests?


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MAKING A RESEARCH PLAN

Key questions about your assignment Key questions about your sources

What skills will be demonstrated:summarizing, evaluating,

reporting, defending a point ofview?

What is the required length andformat?

Is the final product written, oral, orboth?

How will the project be evaluated?What information is covered on therubric?

Are there requirements for numberof sources?

Are both print and electronicsources required?

Will specialized information berequired, e.g., maps, videos,interviews?

Are resource lists available from ateacher-librarian at your school?

Key questions about your information Key questions about

time management

Who is the audience: teacher,small group, class, community?

Does the project require anoverview or specific details?

Is background informationavailable in course notes ortextbooks?

Are there process due dates aswell as a final due date?

Are all due dates recorded in yourplanner?

Is extra time needed to visit otherlibraries or to access researchsources in addition to the schoollibrary?

SOURCES OF INFORMATION

Reference materials Print sources

7 general encyclopedias7 specialized encyclopedias7 dictionaries and thesauri7 atlases and maps7 textbooks7 biographies

7 books7 journals, magazines, newspapers7 online databases (collections of

print material in an electronicmedium)

7 bibliographies and indexes

Internet and media School and community resources

7school or school board homepages

7 Internet directories7 web pages7 DVDs, CDs, online video sources7 blogs, wikis, podcasts7 software7 television and radio broadcasts

7teacher-librarians, subjectteachers, family, friends

7 public, college, and universitylibraries

7 community organizations7 government agencies7 local businesses7 local experts and speakers


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NARROWING YOUR TOPIC Name:_____________________

Research goal or assignment/topic:

Approximate length of assignment:

Possible sources:

ASK QUESTIONS - for factual kinds of information

Who?

What?

Where?

When?

OTHER QUESTIONS - for more critical thinking

How?

Why?

Which?

BRAINSTORMING

What I already know What I need to know Where I need to look


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VIDEO GAMES

TV NEWS

MUSIC VIDEOS

MOVIES

MEDIA

VIOLENCE

SPORT

CARTOONS

IMPACTS

VIOLENCE

SPORTS WOMEN

MEDIAGANG

YOUTH SCHOOL

WEBBING

This is a technique which helps you to narrow your topic and develop connections among ideas. Remember

that only one or a very few aspects of a topic can be adequately addressed within most research papers.

If your topic is too broad, the nal product is, at best, a supercial overview.

For example, if you decide to do a paper on violence, then you must narrow your topic to make it more

specic.

Select ONE of the sub-topics, such as media violence, identied in your initial brainstorming/webbing, and

develop it further.

Now use ONE of the more dened sub-topics, like cartoons, as the actual focus for your paper.Begin to make initial statements, such as:

Cartoon violence desensitizes people.

Cartoon violence condones violent acts.

Cartoon violence precipitates copycat violent acts.

These are narrow, focused aspects of a very broad topic and could be adequately addressed in a typical

research paper without being simply an everything you ever wanted to know about violence paper.


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GRAPHIC

ORGANIZER:WEBBING


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DEWEY NUMBERS - HOW TO FIND A BOOK IN THE LIBRARY

000 - Generalities004 Computers030 General encyclopedias

100 - Philosophy and Psychology130 Supernatural150 Psychology190 Philosophy

200 - Religion220 Bible230 Christianity290 Other religions and mythology

300 - Social Sciences305 Womens issues, social groups306 Family, culture, institutions320 Political science323 Civil and political rights330 Economics340 Law360 Social problems390 Customs, fashions, folklore

400 - Language and Dictionaries420 English430 German440 French460 Spanish490 Other

500 - Natural Sciences510 Mathematics520 Astronomy530 Physics540 Chemistry550 Earth sciences570 Life sciences (biology)590 Animals

600 - Technology (Applied sciences)610 Medicine and health620 Engineering630 Agriculture640 Food, cookbooks

650 Accounting, management670 Manufacturing680 Building and construction

700 - The Arts720 Architecture730 Sculpture750 Painting770 Photography

780 Music792 Theatre, performing arts796 Sports

800 - Literature810 American819 Canadian820 English822.33 Shakespeare840 French

900 - Geography and History910 Geography, travel930 Ancient world940 Europe940.3, 940.4 World War I940.53, 940.54 World War II950 Asia960 Africa

971 Canada973 United States980 South America990 Australia

The Dewey Decimal System is a universally recognized method of classifying knowledgewhich makes it easy to find information in many libraries. Use this page to browse for books.


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ESSAY OR REPORT?

Essay: expresses the authors opinion by arguing a thesis. It is like an editorial in anewspaper. It often answers the higher order questions: How? Why? Which?

Report: presents factual information on a topic in an organized fashion, with noargumentation. It is like a news report which often answers the questions: Who? What?Where? When?

FOUR TYPES OF ESSAYS

1. Persuasive Essay is meant to argue a point attempts to convince the reader that the stated position on the topic is believable,

accurate, and well supported may or may not demand extensive research

2. Research Essay is meant to present research is a formal essay based on investigation of other peoples ideas

is not simply an analysis of the writers own thoughts includes a thesis based on research from a wide variety of sources demonstrates that source material has been accessed, evaluated, and recorded in a

cohesive way evaluates and synthesizes findings according to viewpoint or thesis does not simply record facts

3. Expository Essay is meant to explain or teach about a topic presents material according to its meaning and structure defines all important concepts and terms in clear, concise language answers questions the reader might have

4. Literary Essay

involves critical analysis and discussion of a piece or pieces of literature is not merely a plot summary either compares and/or contrasts discusses theme, style, and/or characterization requires several brief quotations from a primary source and may require the use of

secondary sources uses the present tense, formal language, and appropriate tone

THE REPORT

Purpose: conveys the most current and complete information possible may include primary source research is informative and factual usually explains or describes something should have a direction, goal, or purpose (an underlying reason why the research was

necessary) includes some lesson to be learned or recommendations to be made

Format: may have headings and subheadings to identify the components of the report may contain tables, data charts, or illustrations


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Forming a Working Thesis Statement

A thesis is the result of a lengthy process. Forming a thesis is not the first thing you doafter being given an essay assignment.Before you develop an argument on any topic, you have to collect evidence, criticallythink about it, and look for possible relationships (such as contrasts and similarities).

After doing this and brainstorming thoroughly, you will more than likely have a basic ormain idea - an argument that you think you can support with evidence - one you arewilling to adjust along the way. This is a working thesis.You do not need a perfect statement before you draft the rest of your essay. You willprobably need to modify your thesis once you have a complete draft to make sure youressay does what your thesis says it will.

Example7 Computer crime is bad. This is not a good working thesis, because it is more

or less a statement of fact.7 There are many controversial ways of dealing with computer crime.

There is still no direction with this statement.7 This essay will be about the role computer hackers play on computer

crime committed on the Internet. Now you are presenting a somewhat clearerfocus.7 Even better would be something like the following statement for a working thesis:

While some computer hackers are harmless, most of them commit seriouscomputer crimes and represent a serious Internet security problem.

7 NOTE the fact that your thesis statement (along with your entire essay) is writtenfrom the third person point of view.

Working Thesis Checklist

G takes a stand that is generally not considered a factG is specific enough to give you some idea as to the direction the writing will takeG offers an initial position on the topicG responds directly to a prompt (direct question or develop an opinion about a

topic)G is worth answeringG is an argument that can be supported with evidenceG contains a definite statementG provides an arguable claimG shows you have knowledge about your topicG shows passion and commitment to the topicG statement is neither too specific nor too broadG consideration of key points to be discussed in your essayG consideration of evidence to back up your thesis

Remember that you will need to tweak your thesis statement during the revisionprocess.Think of a lawyer that formulates arguments for a jury. An effective thesis statementexplains to your reader the case you are going to make and how you are going to makeit. Your thesis also helps to keep you focused as a writer and determine whatinformation you do (or dont) need to include in your analysis.


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Forming a Working Thesis Statement

Name:______________________________________

After researching a topic, brainstorming, and then narrowing your topic, you can start

to work on forming a working thesis statement. Giving yourself a very specific focuswill prove beneficial as you continue through the writing process.

Topic/Question:

Argument/opinion/focus on the topic:

Another possible argument/opinion/focus on the topic:

Reinforce the information above.

What is your stand on the topic? Make sure it is not a statement of fact.

State your position again - making sure it is specific enough to give you direction inyour writing.

Working Thesis Statement:

* Remember that your working thesis doesnt have to be perfect at this stage. Yourworking thesis is temporary and should change as you research, write, and learnmore about your topic.


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Stage 2: acceSSing reSourceS


STAGE 2: ACCESSING RESOURCES

At this stage of research, you need to locate resources, select the most useful

resources available, gatherthe resources, and collaborate to be sure that you have

accessed appropriate resources.The questions in this table will guide you through this research stage.

LOCATE

G Did I look at a variety of sources, both electronic and print?G Do I need to request outside information?G Do I need to conduct an interview?G Do I need to go to other libraries?G Do I need to gain more expertise in searching databases?

SELECT

G What other key words and related subjects have I found?G What are the very best resources to use?G What is too easy, too hard, too long, too short?G Do I have all the resources I need?G Do I have all necessary bibliographic information?G Have I evaluated all electronic resources for reliability?

GATHER

G Do I need to include annotations as part of the process work?G Did I reject some unsuitable sources?G Do I have the resources I need to answer my research questions?G Will I need audiovisual resources for the project?

COLLABORATE

G What do I still need to know?G Who should I ask: teacher, teacher-librarian, peer, community resource?G Who else might have ideas?


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On Your Own Guide 2011