Research Paper

Assignment Due Date:

The due date for the Research Paper Assignment is Monday, April 13 @ 11:59 pm. As this will be after the last day of class, there will be no extensions granted. Any student handing in their assignment after this date will receive a grade of zero, no exceptions.

Drafts:

This is a big assignment that requires at least 15-20 sources. You will be required to demonstrate that you are doing all the work yourself by handing in drafts into the drafts dropbox. Any student handing in work without drafts will receive a grade of zero.

Learning Coach:

Please ensure that you are meeting with your learning coach and/or TAs on a weekly basis.

Plagiarism:

1) Copying materials without proper citations or references – If a student’s work is found to have sentences or phrases from outside sources without a proper citation or quotation marks, there will be deductions applied to the overall grade, up to a maximum of 30%.

2) If the instructor doubts the origin of the submitted work or it is apparent that the student’s submitted work does not reflect his/her actual writing ability, then an attempt will first be made to contact the student. If the student’s explanation is not sufficient or if there is no answer from the student, no grade will be awarded for the assignment and the assignment will be taken out of the student’s final grade.

In order to avoid receiving no grade/a grade of zero for the assignment, please make sure you are handing in drafts throughout the semester, you are completing your own worksheets in the workshop, and that you are making regular appointments with your learning coach.

Research Essay Overview
Introduction

• Start with a hook (a famous quotation or a question for the reader)
• Introductory sentences should generally state the purpose of writing about the topic (this should be VERY general/theoretical).
• Topic sentence should introduce your limited topic generally
• Thesis + Roadmap (Roadmap can be made a separate sentence)

Background Paragraph(s)

• One longer background paragraph (7-10 sentences) or two shorter paragraphs (3-5 sentences each)
• The background paragraph should not exceed the length of the body paragraphs, however.
• If only one paragraph, you are free to use any researched, factual information necessary to define the topic, so long as it is arranged deductively (general to specific)
• If two paragraphs, write researched, factual information about the general topic in the first paragraph, and the limited topic in the second body paragraph (e.g., Women’s rights in the first background paragraph, Women’s Rights in the workplace in Canada in the second paragraph)
• Don’t forget a transition sentence to conclude the background paragraphs. The transition to a second background paragraph should indicate the limited topic, and the transition to the body paragraphs should indicate the thesis using a synonym of the thesis key word.

Body Paragraphs

• Follow the general paragraph pattern, using key/transition words, introducing main evidence with context, and including sufficient focused discussion.
• Don’t forget the rules of including different types of evidence. For example, statistics must be followed with hedging language in the discussion, and statistics and illustrative examples should be introduced according to the patterns learned in Writing 101.
• The paragraphs should include two main pieces of evidence organized deductively, and a third or more pieces of supporting evidence that are included as citations in the explanation or discussion sections of the body paragraphs. Supporting evidence MUST BE paraphrased, and does not need to be introduced with context—a citation is sufficient.
• A body paragraph should not exceed one page in length—if it does there is probably too much of something in the paragraph (i.e. evidence, explanation, discussion) that should be edited out.

Conclusion

• Briefly (3-5 sentences) summarize the key words using different expression/sentence structures than what was used for the thesis and assertion/connection sentences.
• Do not end with a “wonderful” statement, though ending with a specific suggestion tied to your opinion from the thesis is acceptable.

RUAH: The Quadrants of Human Experience

When you are reading for research, for summaries and for annotations, try to figure out the author’s perspective. This is the foundation of their argument. This is their A=B. When you write your research paper, how will you begin your argument? What perspective will you focus on? This is YOUR A=B paragraph.

General Introduction Pattern
An introduction should not be something that takes a lot of time, and it should also be short in length (typically under five sentences). However, there are some key points that should always be covered in an introduction to follow the deductive pattern of writing and get the essay off to a great start. The following five sentences should always be considered when writing an introduction:

Hook (Optional, but Recommended for the Research Essay)
An essay can always begin with a hook, which could be a famous quotation or story that grabs the reader’s attention. It could also be a question or interesting comment. Remember, the hook must fit accurately with the topic of your essay and should never exceed two sentences. A hook is ALWAYS optional (unless your professor requires it) so do not waste a lot of time finding one to add to an essay.

1) Option #1: Write down the quote. No other explanation provided.
“H.W. raped me.” – Rose McGowan on Twitter

2) Option #2: Write down the quote and include the context (where/when, etc.).
“H.W. raped me” was a tweet that was sent out on Twitter in late December 2016 in relation to the user’s claim that Harvey Weinstein, a well-known Hollywood movie producer, had sexually assaulted her a number of years ago.

Introductory Sentence (Required)
The introductory sentence is the first sentence that must be included in any essay. Typically, the introductory sentence should answer the general purpose or theme of why you are writing the essay. Ask yourself the question: “Why does my professor want me to write an essay about this issue/topic?” Remember, this sentence should be written generally.

The scandal with Harvey Weinstein brought to the light the normalcy around sexual harassment and why more attention is needed in understanding victims and their stories.

Topic Sentence (Required)
After writing about the theme/purpose of the essay, the topic sentence should introduce your specific topic, along with a comment about the relationship of the specific topic to the theme/purpose of the essay. This sentence should not get into too much detail about the topic, which will be shared in the rest of the essay.
While sexual harassment has been an ongoing issue around the world, the United States has faced criticism for its lack of response to the victims and its tendency to favour the perpetrators, who are often individuals of authority.

Thesis Statement (Required)
The thesis statement states the opinion that is being taken on the issue/topic, along with an academic concept/idea to give the essay focus. Key words that will hold the essay together must be used in this sentence.
Perspective
Topic
Opinion
Concept
Roadmap (causes or effects)

From a psychological perspective, the issue of sexual harassment in the United States needs a legal reform/needs the attention of the politicians to bring about a change in the laws because of the authority’s tendency to distrust personal testimonies of victims through the following effects: the “he-said-she-said” mentality, the lack of DNA testing, the low ratio of claims being led to arrest, and the lack of convictions in the criminal court.

The Thesis Statement
When you are drafting your thesis statement for any kind of research paper, it is significant to consider all of the following features.

The thesis statement:

• Considers a specific perspective – generally, don’t look at multiple perspectives but rather limit to one/two (i.e. Sociological, Economic, or Socioeconomic)

• Limits the topic – a specific topic, appropriate to the essay length, with necessary limitations
Consider: specific group of people, age, place, time, condition, situation, type

• Develops an Opinion – take one side (avoid “advantages and disadvantages) unless your question asks you to examine both. The opinion may be strong, as in argumentative essay; or may be created simply by the connections you make
To test for opinion, ask yourself, “would everyone agree?” If the answer is “No,” then you have opinion

One idea for developing an opinion is to consider the idea of responsibility (Who causes the problems? Who should fix the problems?) for an issue. In this sense, you could consider the following social levels, which would also help you to determine at least one of your perspectives:

After your research, who do you think is MOST responsible for the issue?
o Society (sociological perspective)
o Government (political perspective)
o Industry (Business) (economic perspective)
o One specific group within society

• Connects with a concept – an academic idea/concept should always be included with the development of the opinion. This should be used as the THESIS KEY WORD to focus the paragraphs in the essay.

One thing to consider is that your concept is almost always learned through your research, and should be something that is theoretical (a university level, scholarly/academic idea). Did you learn a new idea/concept that you think describes why the issue occurs? Is there a common theoretical idea amongst several of the articles you have read that you agree with? If yes, then this would be a great idea for the concept.

• Lists the roadmap of support – not essential but very helpful. The roadmap may be in a separate sentence following the thesis. It includes at least three categories, but depending on the length of the essay, could include more.

Sample thesis statement structure:
From a ________ perspective, specific topic + your opinion + (BECAUSE) connection to concept + (THROUGH, IN, WITH, BY) the following (CAUSES/EFFECTS): roadmap.

From an anthropological perspective,
orphan care in Haiti
must focus on nurturing
because complex cultural patterns continue to put children at risk through
abandonment, desperation, imprisonment, and slavery.
1 2 3 4

These parts give you key words, which will keep your essay on track. Highlight your key words.

Thesis Statement Vocabulary
Avoid: Use:
People Specific, narrow topic such as “young, unmarried men” or “Korean couples”

Important State what makes it important or significant
Significant

Similar Be more specific. It is not enough to say that
Different things are similar or different. Why?

Good Use more specific, scholarly words such as effective or ineffective
Bad
Problem (Use the word issue instead)
Things

Advantages/ Be more specific.
Disadvantages For example, “improved communication, increased empathy, and deeper spiritual development”

Causes/Makes Use more scholarly words that show the actual relationship. Here are some examples:
• X and Y are mutually beneficial.
• X and Y are correlated.
• X tends to improve Y.
• The root cause of X is Y.
• X is foundational.

Background Paragraph(s)
A background paragraph/section is a necessary element of most university essays. Academic writing often requires a definition of key words and terms that goes beyond what can fit in an introduction, so background information that generally defines the topic should be placed in a paragraph (or section, for longer essays) that immediately follows the introduction.

COMMON FEATURES OF A BACKGROUND PARAGRAPH
• The background paragraph should generally be shorter than a body paragraph (i.e. if a body paragraph is 7-11 sentences, a background paragraph should be 3-5 sentences).
• The information used should define the main topic and should be researched (i.e. citations/references) and factual (descriptive information about the topic, not opinion about the topic, which is what the body paragraph is for).
• The information should be paraphrased (written in your own words), not “quoted” (i.e., it should not be copied directly from the sources used). It does NOT need to be introduced with context (Citations are sufficient).
• The information can come from only one source, but more commonly comes from several different sources to prove effective researching skills.
• At the end of a background paragraph/section, at least one sentence must be written that transitions from the background information to the thesis.

STEPS FOR WRITING A BACKGROUND PARAGRAPH
1. As you research, make notes of the most valuable factual/descriptive information for understanding the topic.

2. Pretend that your reader has no knowledge of your topic. What information would they need to generally understand what it is and how it relates to your opinion/reasons.

3. Do not share all the details you discover about the topic—instead, choose 3-4 of the most valuable/interest pieces of evidence.

4. Write the information out in your own words, begin with the most general and then move to the most specific.

5. Transition words such as “Moreover”, “In addition”, “Additionally”, and “Consequently” are all helpful to move smoothly from one point to the next.

6. The last sentence is a “Transition Sentence”. Using the thesis key word (or better, a synonym of the thesis key word), transition to the body paragraphs by rephrasing the thesis in a different, more simplified way. Do not restate the thesis exactly, and do not restate the assertion key words.

ADDING A SECOND BACKGROUND PARAGRAPH (OPTIONAL)
For longer essays, it is common to add more than one background paragraph (if you have read long academic journal articles you probably noticed background sections called “literature reviews” that are 3-4 pages long). For an essay that is 6 pages or longer, consider using a second background paragraph by focusing the first paragraph on the general topic, and the second on the limited (narrow) topic.

For example:

IF: The topic of the research essay is the increasing trend of suicide among seniors in South Korea-

THEN: First background paragraph  Definitions (e.g. who is considered to be a “senior”), historical background (e.g. aging parents and grandparents used to be left alone on the mountain to die – often by choice)

Second background paragraph Discuss the trend of suicide among all age groups in South Korea and discuss EITHER causes or effects (depending on your roadmap)

Structuring Cause/Effect Essays

1. The thesis
• Think about your topic carefully. Determine how the two or more ideas you want to examine are related to each other.
• Represent this relationship with accurate word choice.
• Remember to include your opinion. Indicate why you think examining the causal relationship is important. What do you want the reader to do with the information?

2. The organization (Assertions)
• Choose either causes or effects, not both
• Each paragraph should address a different cause OR effect
• An essay can also follow a causal chain (A causes B, B causes C)

3. The Argument (Body Paragraphs)
• Be aware of all the possible causal relationships and ensure that you present them accurately.
• Be careful to avoid words such as “always,” “definitely” and “certain” unless you have strong
evidence to say so. Use hedging words in the explanation and discussion sections of the paragraphs such as “often” and “in many cases” as well as modals like “can” and “may.”
• Provide strong evidence for your causal claims. The evidence cannot be just for one topic; it must
support the causal link.
• Always draw your reader’s attention to the importance of the evidence. Explain how it connects to
your thesis.
• Consider including the opposition.

4. The Conclusion
• Do not attempt to solve the problem in the conclusion; it is too complicated.
• Emphasize the significance of exploring the ideas in your essay

Key Words in a Research Essay
Thesis
TOPIC KEY WORD + THESIS KEY WORD (Opinion + Concept) + ASSERTION KEY WORD + ASSERTION KEY WORD+ ASSERTION KEY WORD + ASSERTION KEY WORD

From a psychological perspective, the issue of sexual harassment in the United States needs a legal reform/needs the attention of the politicians to bring about a change in the laws because of the authority’s tendency to distrust personal testimonies of victims through the following effects: the “he-said-she-said” mentality, the lack of DNA testing, the low ratio of claims being led to arrest…

TOPIC KEY WORD: Sexual harassment in the United States

THESIS KEY WORDS:
• OPINION: needs a legal reform
• CONCEPT: the authority’s tendency to distrust personal testimonies of victims
ASSERTION KEY WORDS: the “he-said, she-said” mentality, the lack of DNA testing, the low ratio of claims being led to arrest, and the lack of convictions in the criminal court…

You must choose the primary focus (thesis key word) of your essay (either the concept OR the opinion as your thesis key word). You will still discuss the concept AND opinion (in the discussion sections of the body paragraphs), but your choice of using the opinion or concept key word will change what your reader remembers about your essay

OPTION 1 – ASSERTION (Based on choosing opinion):

1. TOPIC + THESIS (Opinion) + ASSERTION 1
Sexual harassment in the United States needs a legal reform because of the “he-said-she-said” mentality.

2. TOPIC + THESIS (Opinion) + ASSERTION 2
The lack of DNA testing is another reason why the issue of sexual harassment in the United States needs a legal reform.

3. TOPIC + THESIS (Opinion) + ASSERTION 3
Sexual harassment in the United States also needs legal reform because of low ratio of claims leading to arrest.
OPTION 2 – ASSERTION (Based on choosing concept)

4. TOPIC + THESIS (Concept) + ASSERTION 1
Sexual harassment in the United States reveals the authority’s tendency to distrust victims through the “he-said-she-said” mentality

5. TOPIC + THESIS (Concept) + ASSERTION 2
The lack of DNA testing is another reason that explains why the issue of sexual harassment in the United States reveals the authority’s tendency to distrust victims.

6. TOPIC + THESIS (Concept) + ASSERTION 3
Sexual harassment in the United States also reveals the authority’s tendency to distrust victims through the low ratio of claims being led to arrest.

Paragraph Patterning with Key Words
From an anthropological perspective, orphan care in Haiti must focus on nurturing because of complex cultural patterns continue to put children at risk through abandonment, desperation, imprisonment, and….

PARAGRAPH PATTERN:
ASSERTION: Orphan care reveals complex cultural patterns in Haiti because children are at risk through abandonment.
OR Orphan care reveals the need to focus on nurturing because children are at risk through abandonment

EXPLANATION: (Must explain what I mean by abandonment) = explain assertion key word (synonym of key word)
More specifically/in more detail/in other words

Ex. In other words, children in Haiti without parents are often left alone to fend for themselves while given no support from outside sources, which leads to their sense of distrust (Proctor, 2018).

EVIDENCE: (General evidence related to abandonment)
According to…which/who…

Ex. According to John Smith, a reporter from the New York Times, a newspaper that covers a variety of topics OR who has written extensively on the orphanage crisis in Haiti, “Orphans are often thrust into adulthood because they are forced to live their lives on their own” (Smith, 2018).

DISCUSSION: (Discuss the idea of abandonment and its relationship to complex cultural patterns and how the evidence supports the relationship = CONNECT THE DOTS BETWEEN ASSERTION KEY WORD & OPINION OR CONCEPT)

Clearly/this reveals

This reveals that without support from adults, which speaks to the cultural norm of Haiti as leaving children to fend for themselves, orphans are isolated from the rest of the society (Kim, 2018).

** Connect the dots – discuss the relationship between the topic, the assertion key word, the opinion, and the concept **

EVIDENCE: (More specific evidence that is related to abandonment AND/OR complex cultural patterns)
In addition, according to…which/who…

DISCUSSION: (Can/should discuss the idea of abandonment, the relationship with cultural complex patterns, how the evidence supports the ideas, how the evidence is related to the other evidence, how the ideas are connected to the opinion of nurturing, also explaining how the ideas are related to the perspective)
Clearly/this also reveals that…

Talk about how the three ideas are related together and how this proves your assertion

CONNECTION: (SUMMARY using the same key words as the assertion)
Thus, abandonment is an aspect of the complex cultural patterns in Haiti because…

Working with Evidence
What is evidence?
• Proof of truth, of the way the world works
• Support for our beliefs, opinions, and assertions
• Concrete and physical – something that can be obtained from the physical world or from people’s testimonies
• Experiential – something encountered in reality, something that occurs repeatedly

Why do we need evidence?
• Without evidence, we have no reason to trust or have confidence.
• In academics, we need evidence to demonstrate knowledge and to support our opinions or interpretations.
• We need evidence to solve problems, propose new ideas, create change, argue and persuade, resolve mysteries.
• We need evidence to communicate our mental processes, our ways of perceiving.

Evidence for our assumptions
1. What is an assumption?
• A belief, often unstated and maybe subconscious, that underlies our perceptions and interpretations.

2. We need to become aware of our assumptions so that we can test them with evidence. Sometimes we discover that we have no real evidence for our assumptions, or that the evidence is false, insufficient, or flawed.

Choosing Appropriate and Powerful Evidence
1. Appropriate evidence must
• Meet the expectations of the discipline
• Meet the expectations of the assignment
• Match the topic

2. Powerful Evidence must be
• true
• reputable (Credentials must be academic worthy)
• relevant to the context (generally evidence in academic work must be within 15 years)
• relevant to the reader (persuasive)
• fitting to your style and tone

3. “Bad” evidence in academics includes:
• Hearsay/popular claims
• Quotes from famous members of pop culture
• Quotes from people of disrepute
• Quotes from people whose knowledge area is outside the topic
• Isolated situations
• Personal experience

In any kind of assignment, the key to good evidence is NOT finding it. You must be a critical thinker, carefully evaluating the evidence according to the considerations listed below.
EVIDENCE & CRITICAL THINKING CONSIDERATIONS
Category Sub-categories Considerations Discipline
Scientific Facts and Theories Experimentation
Studies/case studies
Medicine
Chemistry
Physics Geography
Psychology
Anthropology
Linguistics
Forensics
Archaeology • Limited to what is known
• Limited to the sample size
• Many variables (changes with context)
• Limited by time
• Limited by methodology Natural and Social Sciences;
Nursing;
TESL; Education; Law
Mathematical (Quantitative) Statistics
Calculations • Statistics limited by similar factors as science
• Statistics can be interpreted and used in many ways (manipulated)
• Calculations are subject to
human error Natural and Social Sciences; Business; Political science
Real World Events History
Current Events
• Newspaper
• Magazine
• News reports
• Documentaries
Academic articles Relevance is limited because every event is steeped in its context. You must show that the event is a relevant example when placed in a new context. All disciplines with the exception of English, Philosophy, and Theology
Testimony Eyewitnesses
Experience • People giving testimonies must have credibility
• Limited by numbers
• May need corroboration Mainly social sciences, history, geogrraphy, political science and law
Authority Quotations
Frameworks/models/diagrams • Person must have authority on the topic
• Person must not be swayed by bias
• Person must be currently respected
• Person must have value to the audience All disciplines, especially humanities and social sciences
Primary Sources Literature
Autobiography
Diaries/journals
Memoirs
Historical documents
Corporate documents/files
Maps
Photographs
Art
Letters/
correspondence • Primary sources are imbedded in context
• Historical primary sources may not be complete
• Primary sources are sometimes subject to the variables of translation Mostly English, History, Anthropology, Archaeology, and Political Science
Primary Research Self-conducted studies
Experiments
Surveys
Questionnaires
Interviews
Ethnography • See issues of scientific and quantitative evidence
• Popular opinion (surveys etc) vulnerable to the composition of the specific sample
• Popular opinion is weak on its own Natural and Social Sciences, NOT humanities or biblical studies
/theology
Religious/Sacred Documents The Bible
The Qur’an (Koran)
The Book of Mormon • Issues of translation and various versions
• Issues of context at the historical, cultural, and textual levels
• Validity not widely accepted (consider audience) Biblical Studies, Theology, History, Anthropology, Archaeology

Evidence in the Disciplines
What might be considered valid and powerful evidence in one discipline may be disregarded or even disrespected in another. Learning what evidence counts will take some time. As you read and study in a certain discipline, think about what evidence is being used. If you are not sure, consult your professor.

Using Evidence in Written Assignments
• Support every claim with evidence. After each sentence, stop and ask yourself “How do I know this?”
• Be balanced. Avoid overemphasizing one kind of evidence. Explore various types of evidence. Also explore evidence from various perspectives (such as psychology, political science, criminologists).
• Be aware of the kinds of logical connections you assert. For example, if you state that a change has occurred over time or that a cause-effect relationship exists, be prepared to prove such connections.
• Always include at least a few real-world examples or testimonies. These provide specific, concrete evidence.
• Avoid vague or general summaries of evidence, like “many studies have found…”
• Remember that you are the gatekeeper. You have a serious responsibility. While you need evidence to support your own ideas and opinions, you must not ignore evidence that discredits your views. You must acknowledge it at the very least, and even better, discuss and counter it.

Research Essay Evidence (Sources and Types)

Evidence Source Evidence Type
Blogs Examples (Personal Stories), Current Events, sometimes Expert Opinion/Interpretation (If the blog writer is an expert)

Newspapers Factual Evidence, Current Events, Statistics, Expert Opinion/Interpretation

Magazines Examples, Expert Opinion/Interpretation, Factual/Historical Evidence

Academic Article Statistics, Expert Interpretation, Expert Theory (Ideas), Examples, Primary Source

Government/NGO Website Statistics, Expert Opinion/Interpretation, Historical Evidence, Factual Evidence, Examples, Primary Source

Book Statistics, Expert Theory/Opinion/Interpretation, Examples, Factual Evidence, Historical Evidence, Primary Source

The Ladder of Abstraction

General/Abstract

Specific/Concrete

Using the Ladder:

 Inductive Paragraphs move from specific evidence to a general conclusion.
 Deductive Paragraphs move from general to specific, building onto each concept.
 Introductions move from the top down.
 Conclusions move from the middle up.
 Examples should be at the bottom of the ladder.

A paragraph can follow the “ladder” from general to specific.

Natural disasters cause untold human suffering. Storms of various kinds become more violent as time goes on. Tropical storms, for example, seem to be more common then ever before. Tidal waves and hurricanes have become frequent. In Asia, especially, the tidal wave has become a great threat. In December 2004, the Indian Ocean experienced a disastrous tsunami. In Sri Lanka, 200 000 were left homeless and without food or water. The plight of the lost children was especially sad. One orphan, Baby 81, had been claimed by more than nine families. DNA testing was needed to determine who would get custody. This tearing apart of families is perhaps the greatest suffering to come from disaster.

Adapted from Green, Louise. In-class example. ENGL 101B. Trinity Western University. Spring 2005
Working with Research Essay Evidence
Instructions: Based on the thesis below, arrange the evidence provided into the paragraph boxes below. Place the number for each piece of evidence in one of the boxes.

Thesis: From a political perspective, the conflict diamonds issue in Africa demonstrates the need for tougher international laws because self-regulation in the diamond industry has been proven ineffective through the ease with which blood diamonds are traded, the willingness of the industry to trade with tyrannical leaders, their lack of concern for the victims of diamond conflicts, and their reluctance to work with international agencies to promote more transparent trading practices.

EVIDENCE:
1. A book on conflict diamonds written by a leading expert.
2. A news article on Robert Mugabe, the leader of Zimbabwe, a reputed conflict diamond country.
3. An NGO website news release stating why the NGO is leaving the current industry regulation process.
4. An eye-witness account of a man having his hand cut off for not getting diamonds.
5. Statistics regarding the wages of diamond workers in Africa.
6. A news article on the court trial of Charles Taylor, former leader of Sierra Leone.
7. An academic article on how NGO’s have sensationalized various conflict diamond issues in Africa.
8. Statistics on the money generated by diamond sales.
9. Information from the UN regarding the conflicts in Angola, Sierra Leone, & Liberia.
10. A quotation from Gillian Milovanovic, head of the industry regulation process, stating that she would like to broaden the definition of what a conflict diamond is.
11. An academic article on how diamonds are used to fund conflicts.
12. Statistics on the victims of the war in Sierra Leone.
13. An academic article on the social and economic responsibilities of the diamond industry.
14. An interview with a diamond trader who buys and sells conflict diamonds.
Integrating Research Evidence
Purpose of Research:
The role of research is to SUPPORT your own thoughts, opinions, and observations. Thus, research does not come first, YOU do. Support means to hold something up, to make something stronger. The quotes, summaries and paraphrases you choose should make your own ideas stronger. Research provides support in three ways:
Why Who What How
To give authority Experts in the area of study; well-known scholars “wow” sentences Direct quotation
To show agreement Experts from different
perspectives Theories, experiences, studies, experiments, statistics Summary
Paraphrase
List of sources
i.e.(Brown Year; Jones Year; Smith Year)
To provide evidence Experts
Literary writers
Historical writers
First hand experience Facts, real world situations, primary documents, statistics, case studies, reports Summary
Paraphrase
Direct Quotation (in the case of primary sources and first hand experience)
Integration:
To integrate research means to mix it into something new, just as you might mix the sounds and qualities of different instruments to make a new piece of music. By integrating research, you create NEW KNOWLEDGE.

HOW? A Pattern for the Paragraph
1. Your assertion. (A clear, simple sentence that uses key words to demonstrate which aspect of the thesis will be discussed in the paragraph)
2. Explanation, including supporting evidence if needed (A complex sentence, explaining your assertion in much greater detail. Can be more than one sentence)
3. Main Evidence (Research support)
4. Your discussion of the research (Explaining how the evidence is related to the assertion and thesis. Should be more than one complex sentence)
5. Main Evidence (More specific research support)
6. Your discussion of the research, including supporting evidence if needed
7. Your connection of the research to your thesis (Using the same key words from your assertion, summarize in one sentence how the assertion and thesis have been proven in the essay)

As a general rule, do not begin supporting paragraphs with a quotation. Also, although it is acceptable to end a paragraph with a quotation, make sure that the meaning and relevance of that quotation does not require further explanation. In the paragraphs used for the ENGLISH 101 research essay, quotations should not be used to end the paragraph—instead, connection sentences should be used.

Within your paragraph, how do you integrate the research?

1. Introduce the quote, summary, or paraphrase. You can do this in different ways:
A. Give the source (name or title) and a verb such as:
writes illustrates
explains highlights
suggests reveals
describes argues
emphasizes asserts
**Vary the reporting verb throughout the paper and make sure that the verb you choose accurately reflects what the original author was doing and/or saying

B. Use a transition word or expression to connect to your previous sentence.

C. Put the quotation inside your own sentence. For example,

When parents are faced with the reality that they can only feed 2 of their 5 children, they “are forced by desperation to make a choice that might seem unacceptable to an outsider” (Smith, 2010, p. 71).

D. According to….(in academic writing, this is one of the only transitions that is acceptable to use many times in an essay)

2. CITE the evidence. Don’t forget documentation! Remember that all research must have a reference, even if you are just using a general idea, a term, or an example. You do not need to document “common knowledge” such as well-known historical events, fairy tales, and widely-known facts.

3. Add a transition. Consider what you want to do with the research. Do you want to restate it, emphasize it, add to it, explain it, agree or disagree with it…?
This means/ reveals/ highlights /indicates/ clarifies
In other words
It is clear that
Clearly, then,
For this reason,
With this in mind,

4. DISCUSS from your own perception and thought what you think of the research, why it is important, how it relates to other points, or how it relates to your main point. Use synonyms of the key words to make connections. Use a key word from the quote plus a key word from your paragraph to put the two pieces together.

In explaining and discussing, do NOT use first person (I, me, my) or second person (you, your) in research papers. Also no (We, our)

Remember: it is YOUR job to connect the ideas, not the reader’s job.

Main Evidence and Supporting Evidence
It is common (and recommended) to add more than two pieces of evidence in most body paragraphs of the research essay. However, a third (or more) piece of evidence cannot be integrated according to the patterns outlined above. Instead, each paragraph should select two pieces of “main” evidence that are used to “prove” the key words from the assertion, and then any other piece of evidence used should be considered “supporting” evidence that demonstrates research skill and agreement with the main evidence.

What:
MAIN EVIDENCE is the two pieces of evidence used in the paragraph to support the assertion and key words.

SUPPORTING EVIDENCE is any other evidence used in the paragraph to demonstrate research skill (which increases trust in the information/argument) or agreement with the main evidence (additional evidence that “supports” the main evidence).

Where:
MAIN EVIDENCE should be placed in the “evidence” sections of the body paragraph pattern outlined in this section of the course pack.

SUPPORTING EVIDENCE can be placed in the “explanation” and “discussion” sections of the body paragraph patterns outlined in this section the course pack.

How:
MAIN EVIDENCE should follow the patterns for integrating evidence described above and below in this section of the course pack. A good rule to remember for this is Introduce (with credibility/authority & context), Give (the evidence as a quotation or paraphrase), Cite (according to the correct rules for APA citation)

SUPPORTING EVIDENCE should always be paraphrased, it does not need to be introduced with context or credibility, but it must be cited according to the rules for APA citation

Example: The first body paragraph of the example essay is a good example of using both main and supporting evidence

Research Body Paragraph Pattern (Detailed)

Assertion: State what the paragraph will discuss/prove with the main key word (academic concept/word) from the thesis and a key word (aspect of the academic concept/word) from the roadmap.

Transition word/phrase (In more detail, More specifically, In other words)
Explanation: Explain the assertion in more detail, perhaps including supporting evidence (that is correct APA cited) (“what do you mean” by this assertion?)

Transition word/phrase (According to, As¬¬¬______states/reports/indicates)
Evidence: More general than evidence below, make sure to introduce with sufficient context, “quote” cite (Last name/organization, Year). This is a great place to put expert theory/testimony (authoritative “wow” statements) or statistics.

Transition word/phrase (Clearly, This indicates that, It is clear that, In other words)
Discussion: Explain in your own words how the evidence proves the assertion/thesis. Can be more than one sentence. It is possible to use cited supporting evidence here.

Transition word/phrase (In addition, For example, Moreover, For instance) + (According to, ______states/reports/highlights/suggests that)
Evidence: More specific than evidence above, make sure to introduce with sufficient context, paraphrase or “quote” cite (Last name/organization, Year). This is a great place to put more specific evidence, such as expert interpretation, or examples (especially detailed illustrative examples).

Transition word/phrase (Clearly, This suggests/reveals/means/highlights that, For this reason, With this in mind)
Discussion: Explain in your own words how the evidence proves the assertion/thesis/evidence above. Can/should be more than one sentence. This is a great place to use cited supporting evidence.

Transition word/phrase (Therefore/Thus/Hence)
Connection sentence: Using key word (academic concept/word) from the thesis and the key word (aspect of the academic concept/word) from the roadmap (same key words from the assertion), summarize in one sentence how the paragraph proved the assertion/thesis

The final rule to follow is that a body paragraph cannot exceed one page in length.

ENGLISH 101 Research Essay Rubric
A. Formatting/Conventions: /5
1 Title page contains all necessary information in the correct place—header, title, student name, university name
2 Title is meaningful (indicates specific topic) and clear (essay type)
3 Running head: TITLE on title page in top left hand corner in the header
4 Header throughout with TITLE IN CAPITAL LETTERS (and no Running head: after title page)
5 Page numbers begin on title page (in the top, right corner)
6 Paper Size Setting (“Letter”, not “A4) & Margins are correct (2.54cm all around & “Align-text left”)
7 Title appears centred at the top of p.2 (the first writing page)
8 Font is Times New Roman 12 point & consistent (always black color, no bold/underline, italics only in the references)
9 Line spacing – double/2.0 (including all of the references!) & no extra line spacing (especially between paragraphs)
10 Paragraphs are indented one tab space for the first line
11 Includes a References page (with correct title References, not Reference) with a minimum 15 sources
B. Documentation: /5
1 Ideas that are borrowed/quoted (from your research and not your own thinking/idea) includes a citation (no plagiarism)
2 Citation is present in the background paragraph and are used correctly (i.e. APA, placement, cross-referenced)
3 Sources on the reference page are in alphabetical order (Entered by last name, organization, or title)
4 References include all necessary information for their source type (Author/Organization, Year, Title, URL)
5 References are correct APA (TNR Font, Double-Spaced, careful punctuation, & capitalization, indented after first line)
C. Development: /30
1 Introduction has an effective hook
2 Introduction is brief (appropriate length), deductive (general to specific), and follows the course pack pattern
3 Thesis statement includes the perspective, topic, opinion & concept, roadmap. Follows the course pack pattern
4 Background paragraph(s) provides well-researched, relevant information that is paraphrase (no quotation)
5 Transition sentence(s) in the background move effectively to the next paragraphs using key word synonyms
6 Body paragraphs develop the thesis and connect with key words, are deductive, and follow paragraph pattern closely.
7 Body paragraphs are effectively arranged to create a strong impression on the reader.
8 Transition words/phrases are used effectively throughout the body paragraphs
9 Main evidence is introduced with sufficient context, including credibility/authority
10 Supporting evidence is effectively integrated into the explanation and discussion sections of the body paragraph.
11 Attention was paid to including a mixture of different types of evidence (e.g. Expert/Statistics/Examples)
12 A variety of quotation and summary/paraphrase used.
13 Conclusion is short and pulls together all the key words
14 Tone is appropriate for academic writing (please see course pack for information on Academic Tone)
D. Content & Research: /50
1 Topic is chosen thoughtfully with attention to limitation and originality
2 Introduction is well-thought out with an effective introductory (purpose/theoretical) sentence
3 Background paragraph information is well-researched with well-chosen, relevant factual information
4 Ideas offer insight into the topic and demonstrates depth of thought
5 Ideas grow and develop throughout the essay. They are closely related & not descriptive/repetitive
6 Ideas maintain focus on perspective (Academic Subject), opinion & concept (Academic Concept), and causes/effects
7 Student develops their own voice through strong explanation/support of their opinion and the relationship of key words
8 Essay uses meaningful, well-researched, and sufficient evidence. Research adds to the depth of discussion
9 Essay is not over-reliant on a few evidence sources—a wide variety is used to demonstrate research breadth
10 Essay clearly demonstrates sufficient effort to understand/develop an opinion about the topic through research
11 Essay discusses the evidence intelligently, applying to key words
12 Overall essay shows understanding of research writing
E. Grammar/Vocabulary: /10
1 Essay is basically fluent and free of error.
2 Essay has a few to several minor errors.
3 Essay has many minor errors, making it awkward and uncomfortable.
4 Essay has so many errors that the meaning is unclear in many parts. This essay is not acceptable