ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR ON RESEARCH PAPER WRITING

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING                        
                                          
 Basics of Good Research Papers
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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• Module One Research Questions

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• Professors often complain that student research
  papers are poorly written and dont deserve a
  good grade. 

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• What problems do professors see?

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• Lack of a clear goal

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• Lack of a clear goal
• Broad surveys rather than narrow analysis

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• Lack of a clear goal
• Broad surveys rather than narrow analysis
• Student just reporting on what he/she has read,
  rather than dealing with a problem or issue

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• Lack of a clear goal
• Broad surveys rather than narrow analysis
• Student just reporting on what he/she has read,
  rather than dealing with a problem or issue
• A paper that wanders and doesnt seem to have a
  clear outline

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• Lack of a clear goal
• Broad surveys rather than narrow analysis
• Student just reporting on what he/she has read,
  rather than dealing with a problem or issue
• A paper that wanders and doesnt seem to have a
  clear outline
• Inconsistent, sloppy style

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• Lack of a clear goal
• Broad surveys rather than narrow analysis
• Student just reporting on what he/she has read,
  rather than dealing with a problem or issue
• A paper that wanders and doesnt seem to have a
  clear outline
• Inconsistent, sloppy style
• Too few references in the bibliography

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• Why do so many research papers disappoint
  professors?

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• Because many students write about a topic rather
  than addressing an issue 

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• A research paper is not supposed to be ABOUT
  anything 

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• What do I mean?

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• Simply this A research paper is more than
  gathering information from books, articles, etc.
• If you only report on what you have read, you
  have not done a research paper.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• A lot of students think that a research paper is
  just supposed to provide a survey of the main
  facts of a topic.
• Its not.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• A survey of facts is simply rewriting the main
  details about the topic in your own words. It is
  a report on your reading.
• Its not research.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• False model

This is an incorrect view of research
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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• Good Model

This model adds a research question so that the
research project addresses a problem or issue.
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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• Why do so many research papers fail to please
  professors? 
• Because so many research papers dont solve a
  problem or deal with an issue.
• They only report on what is already known.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• Important Principles
• A research paper answers a question

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• A research paper answers a question
• None of the information you study is important
  unless it helps you answer the question.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• A research paper answers a question
• None of the information you study is important
  unless it helps you answer your question.
• Just summarizing what you have read is not a
  research paper

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• Think of it this way
• Information has little or no value until it
  becomes a tool to solve a problem.
• We dont see information as valuable because of
  what it is. Information is valuable because of
  what it can do.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• EXAMPLE
•  
• Following the attack of Hurricane Katrina in 2005
  on the southern US gulf coast, many people made
  the accusation that the response from the US
  government was weak and people died because of
  this.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• You could write a paper simply describing the
  rescue effort after Katrina and ending with
  something like, It appears that the response was
  weak.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• But this is not a research paper. All it does is
  explain what you know about the topic.
• It doesnt ask you to analyze the data, only to
  report on what happened.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• A research project needs to address a problem or
  issue.
• This means, first, that you need to develop a
  research question to express the problem clearly

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• Some rules for research questions
• Each research project must have only one
  question.
• The question needs to present an issue or problem
  to be solved, not to ask what is already known.
• The question needs to focus narrowly, not survey
  a wide area.
• The question deals with only one issue or
  problem, not several.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• Sometimes the best way to see what research
  questions should look like is to consider some
  bad examples so that you can see what a research
  question should not look like

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• The Too-Broad Question
• This type has a research question, but it deals
  with a broad issue rather than focusing on a
  narrow one.
• For example How would you improve a church youth
  program?

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• The Multi-QuestionThis type tries to deal with
  several questions all at the same time instead of
  limiting itself to ONE question. A question with
  many parts in a research project is always a bad
  sign.
• For example What is the best way to address
  homelessness in our neighborhoods and to cut down
  on the drug trade and to keep ourselves safe from
  violence?

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• The Vague or Unclear Question
• This is a research question that is unclear,
  vague or poorly defined. Often it is open-ended
  (able to have many possible answers). The result
  is that the researcher is not clear what he/she
  is looking for.
• For Example What were the effects of WWII?
• (Not clear why type of effect your are looking
  for. There could be many possible effects.)

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• The Never Will Succeed QuestionSome students
  like to be extremely creative and try to solve
  problems that simply dont have enough evidence
  available to lead to a solution. You may want to
  know the answer, but the evidence just isnt
  available.
• For example Was Hurricane Katrina Gods judgment
  on sinful New Orleans?
• (Since we cant see the mind of God, it is
  impossible to have a sure answer.)

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

• The Already Answered Question
• Some questions only require you to go to books
  and journals and look up the answer. These are
  not true research questions because they do not
  deal with real problems or issues. They have
  already been answered.
• For example What major act of terrorism
  happened in New York, Sept. 11, 2001?
•  (You can just look it up, so there is no issue
  or problem for research)

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

• Lets do some practicing
• Is the following a Good Question or Bad Question?
• Did Martin Luther write anything criticizing the
  Jews?

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

• Did Martin Luther write anything criticizing the
  Jews?
• Bad Question Anyone with the works of Luther
  available can find the answer in less than half
  an hour. Thus the question is already answered. 
  A research question has to be more than discovery
  of a fact.   It has to deal with an issue that
  can be analyzed in depth.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

• Good Question or Bad Question?
• Will the Chinese economy fail in the next 25
  years?

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

• Will the Chinese economy fail in the next 25
  years?
• Bad Question You could ask, How capable is the
  Chinese economy of staying strong during the
  global financial crisis, but asking what will
  happen to China in 25 years has no answer. We
  dont know the future.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

• Good Question or Bad Question?
• Whats happening with the homeless people
  situation in Vancouver?

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

• Whats happening with the homeless people
  situation in Vancouver?
• Bad Question The purpose of the question is not
  cleaer.  What are you trying to discover?
• How well are programs for homeless people
  working? or,
• How many homeless people do we now have? or,
• What is public opinion saying about homeless
  people?
• The question needs to be much clearer

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

• Good Question or Bad Question?
• What evidence is there that the slow response to
  Hurricane Katrina by the U.S. government was
  mainly caused by poor coordination among local,
  state and federal agencies?

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

• Good Question or Bad Question?
• What evidence is there that the slow response to
  Hurricane Katrina by the U.S. government was
  mainly caused by poor coordination among local,
  state and federal agencies?
• Good, well-focused, researchable question.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

• Module Two The Outline

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

• Many research papers are not successful because
  two problems
• lack of a good research question
• lack of a proper structure (the outline)
•   

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

•  You should begin thinking about an outline
  early in your research
•  

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING

•  Why should you develop an outline early in your
  research? 
• The points of your outline tell you what you
  need to cover and thus serve as a blueprint or
  road map for your research.

 
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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

• Steps to a Good Outline  a.  Use Your Research
  Question as a Guide to decide what you need to
  include

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 
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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

•  Steps to a Good Outline  
• b. Decide what the paper will include and what
  it will not include

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

•  
• Use your research question to decide what will
  be included. If you have information that does
  not help to answer the research question, it does
  not belong in your paper.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

•  
• Steps to a Good Outline  
• c. Begin Thinking about Order Organize your
  outline in proper order.
• Introduction - give your reader background
  information state your research question.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

•  
•  
• c. Begin Thinking about Order
• Introduction - give your reader background
  information state your research question.
• Any further background will be in next section.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

•  
•  
• c. Begin Thinking about Order
• Introduction - give your reader background
  information state your research question.
• Any further background will be in next section.
• Cover the views you reject first, then the one
  you will support.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

•  
•  
• c. Begin Thinking about Order
• Introduction - give your reader background
  information state your research question.
• Any further background will be in next section.
• Cover the views you reject first, then the one
  you support.
• Find what you need to say earlier before other
  things make sense

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

•  
• Avoid long outlines of 6, 7 or more points.
  Three or four main points is usually enough.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

•  Steps to a Good Outline  
• d. Germinate
• When you plant a seed, it takes time to become a
  plant that comes out of the ground. You need to
  take the time to think about your essay and
  improve your outline

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

•  d. Germinate
• Memorize the research question and outline youve
  created.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

•  
• d. Germinate
• Memorize the research question and outline youve
  created.
• Think about ways to develop or modify your
  outline.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
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•  d. Germinate
• Memorize the research question and outline youve
  created.
• Think about ways to develop or modify your
  outline.
• Think about the best way to keep your message
  clear for your reader.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

•  d. Germinate
• Memorize the research question and outline youve
  created.
• Think about ways to develop or modify your
  outline.
• Think about the best way to keep your message
  clear for your reader.
• Revise the outline when you need to.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

•  
• Your outline is very important to a clear and
  well developed research project.
• KEEP IT SIMPLE. 

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ON RESEARCH PAPER WRITING
 

•  

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ON RESEARCH PAPER WRITING
 

• Module Three Building the Substance of the
  Essay

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

•  Intent and Direction
• Here is the principle Every part of your paper
  needs to contribute to answering your research
  question.
• (There is no room for irrelevant details, even if
  they are interesting.)

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
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• Building the Substance of the Essay
• a. Use your outline like a blueprint or
  road map.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
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•  
• b. Make proper use of sources.
• A research paper is an investigation, not a
  statement of opinion or a sermon. Thus it must
  consider several points of view. It requires the
  proper use of evidence.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

•  
• You want to avoid writing the paper from the
  knowledge you already have (with little use of
  other peoples work)
• You also want to avoid using other peoples work
  so much that you dont show your own ideas and
  analysis.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

•  
• As you do your research, begin grouping your
  sources, e.g. This writer agrees with that one,
  so you can group them together or these three
  writers all say similar things about point IV.,
  so you can group them together. This group
  disagrees with that group, etc.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
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• Keep your quotations to a minimum, usually only
  one quotation for every page or two.  In most
  cases, instead of quoting, refer.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
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•  
• You control your sources. They do not control
  you. It is you who must lay out the information
  that your sources provide by referring to them,
  e.g. Smith has argued thatJones disagrees and
  states that Green has added a new voice to the
  issue by arguing thatand so on.
• Quote less and describe more in your own words
  what people are saying.

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•  
• Use sources that you agree with as well as
  sources that you disagree with.  A research paper
  needs to show evidence that youve investigated
  all relevant points of view and have treated your
  sources fairly. 

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ON RESEARCH PAPER WRITING
 

•  An Example
• William Badke, "Was Jesus a Disciple of John?"
  Evangelical Quarterly 60, no. 2 (July 1990)
  195-204.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
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•  
• My goal in writing this paper was to investigate
  the possibility that Jesus began his earthly
  ministry as a disciple of John the Baptist.
• The title Was Jesus a disciple of John?
  expressed the question I wanted to ask.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

•  I chose to do something a bit unusual to tell
  the reader at the beginning what I was going to
  try to demonstrate in the paper. Thus I turned
  my question into a Thesis Statement in the 2nd
  paragraph
• The following paper will argue that Jesus,
  baptized by John, did indeed become John's
  disciple, but that the common conventions of that
  discipleship were broken by the Baptist himself
  in order that Jesus might carry out his messianic
  ministry.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

•  This was my outline
• I. Introduction (provides some background and the
  thesis)
• II. Evidence that John was Gathering Disciples
  through Baptism
• III. Evidence that Jesus became Johns Disciple
  by Baptism
• IV. Differences between this Discipleship
  Relationship and Discipleship of Jesus Time
• V. Conclusion

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

•  
• The following paper will argue that Jesus,
  baptized by John, did indeed become John's
  disciple, but that the common conventions of that
  discipleship were broken by the Baptist himself
  in order that Jesus might carry out his messianic
  ministry.
• I. Introduction (provides some background and the
  thesis)
• II. Evidence that John was Gathering Disciples
  through Baptism
• III. Evidence that Jesus became Johns Disciple
  by Baptism
• IV. Differences between this Discipleship
  Relationship and Discipleship of Jesus Time
• V. Conclusion

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•  
• Here is an example of how I showed evidence that
  what I was saying was accurate. Notice that I
  summarized Grobel rather than quoting from
  himAgainst the traditional interpretation that
  the phrase relates to a time comparison (that is,
  'he who will come next in time. after me'),
  Grobel argued that the verb is present and should
  be interpreted as present, though a future sense
  is possible. Further, opiso is almost never
  temporal in contemporary literature.10
• 10 Kendrick Grobel, 'He that Cometh after Me',
  Journal of Biblical Literature 60 (December
  1941), 397-401.

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•  
• I was quite willing to present views that
  disagreed with mineWhile several scholars who
  have produced significant works on John the
  Baptist have argued that John was not concerned
  to gather a community of faith,2 a closer look at
  two key passages Matthew 37-10 ( Luke 37-9)
  and Matthew 2123-27will indicate that the
  gathering of followers was John's primary
  concern.
• 2 Such as Charles Scobie, John the Baptist
  (London SCM Press, 1964), 132 W. Wink, John
  the Baptist', Interpreter's Dictionary of the
  Bible, Supplementary Volume (Nashville Abingdon
  Press, 1976), 487.

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•  
• These are some of the endnote citations that were
  created

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•  
• To see the whole paper, go to
• http//www.biblicalstudies.org.uk/pdf/eq/disciple_
  badke.pdf

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•  Module Four Research Paper Format

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•   Most faculty members want papers to be written
  in a certain format or style.  This is a problem
  for students, both because it is so hard to write
  in perfect format, and because it takes so much
  time to get the format right.

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• But Format is Important

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•  
• The reader is not distracted away from the
  content when the format is consistent and clear.
• The reader is better able to understand a
  properly formatted paper.
• Using a proper format helps to guarantee that
  nothing important in the footnote or bibliography
  will be left out.
• Your professor wants proper format.

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•  How to Teach Format
• No one knows how to teach format. We can spend
  hours going over the basics, but there are too
  many details. Teaching format takes too much
  effort for too little benefit.

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•  The best plan is to find a guide to the format
  you want to use and then use a bibliographic
  manager like RefWorks, EndNote or Zotero to
  format your citations for you.
• Or you can create formatted citations at
• Citation Machine (http//www.citationmachine.net/
  ) KnightCite (http//www.calvin.edu/library/knight
  cite/)

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•  Lets look at some examples from two formats
• Turabian and APA

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•  Turabian Format 7th Edition, Notes
• Based on Kate Turabian, A Manual for Writers of
  Term Papers, Theses, and Dissertations, 7th
  Edition. Chicago University of Chicago Press,
  2009. 

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•  APA Format
• Based on American Psychological Association.
  (2009). Publication Manual of the American
  Psychological Association (6th edition).
  Washington, DC American Psychological
  Association.

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•  
• Citation Examples A Book
• Turabian
• N         John H. Smith, The Accurate Researcher
  (New York Basic Publications, 1996), 233.
• B     Smith, John H. The Accurate Researcher. New
  York Basic Publications, 1996.
• APA
• Smith, J.H. (1996). The Accurate Researcher.  New
  York Basic Publications.

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ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

•  Citation Examples An Essay in a Book
• Turabian
• N           Elbert Stronton, Learning How to
  Swim, in Learning Many Life Skills, ed. Jack
  Scott (Vancouver Skills Publishing, 1995), 51.
• B      Stronton, Elbert. Learning How to Swim.
  In Learning Many Life Skills, ed. Jack Scott,
  45-99. Vancouver Skills Publishing, 1995.
• APA
•  Stronton, E. (1995). Learning How to Swim. In
  Jack Scott (Ed.), Learning Many Life Skills (pp.
  45-99). Vancouver Skills Publishing.

93
ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

•  Citation Examples A Journal Article
• Turabian
• N         April Appleton, Caring For Your
  Goldfish, Journal of Pet Care 4, no. 2 (January
  1985) 37, in JSTOR database online, 3 February
  2011.
• B     Appleton, April. Caring For Your
  Goldfish. Journal of Pet Care 4, no. 2 (January
  1985) 34-61. in JSTOR database online, 3
  February 2011.
•  
• APA
• Appleton, A. (1985). Caring For Your Goldfish.
  Journal of Pet Care, 4 (2), 34-61.
  doi10.1037/b0026715

94
ASSOCIATED CANADIAN THEOLOGICAL SCHOOLS SEMINAR
ON RESEARCH PAPER WRITING
 

•  
• Citation Examples A Website
• Turabian
• N        Gordon R. Johnson, "History of the
  Automobile," 2003, http//www.autobyjohnson.com
  (accessed March 5, 2011).
• B      Johnson, Gordon R.  "History of the
  Automobile," 2003. http//www.autobyjohnson.com
  (accessed March 5, 2011). 
• APA
• Johnson, G.R. (2003). History of the Automobile.
  Retrieved from http//www.autobyjohnson.com.