Research Paper Note Cards

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Research Paper Note Cards

• Stonitsch Orr

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WHAT GOES ON A NOTE CARD?

• Information that you have highlighted when
  reading your sources
• You then take this highlighted material on either
  directly quote it, paraphrase it, or summarize it
  on your note card
• Remember Only one piece of information or fact
  per note card
• Information you did not know about your topic
  that you get from another author

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PLAGIARISM

• It's like lip-synching to someone else's voice
  and accepting the applause and rewards for
  yourself.
• IF YOU PLAGIARIZE, YOU WILL FAIL!!! any time you
  take a writers words and use them as your own,
  you are plagiarizing
• Even when you are summarizing or paraphrasing in
  your words, they were not your words originally
  so you must cite at the end of the paraphrase or
  summary

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Using another writers words as your own the
right way!

• Summarize
• Paraphrase
• Quote
• Include your own thoughts about what the writer
  has to say
• ALWAYS GIVE THE CREDIT TO THE REAL AUTHOR!

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Using direct quotes

• for support
• to preserve vivid or technical language
• to comment on a quotation
• to distance yourself from a quotation
• paraphrase might alter the statements meaning
• you cant think of any way to say it that works
  as well as the original
• if you paraphrase it might be difficult to tell
  it isnt your view
• Remember the Quotation Rules
• Quotation is your last choice.
• Dont use a quote unless you cant say it in your
  own words.
• Quote infrequentlyonce a page would be plenty in
  a student paper.
• Never end a paragraph with a quote. Never expect
  the quote to make your point for you.
• Always wrap-up in your own words
• Never use long quotes (2-3 sentences would be
  maximum length for a student paper)
• You must always explain how a quote supports your
  
• Point or thesis This means that you never drop
  a quote in your paper without setting it
• up or introducing it then after you include
  it, you must explain it / tie it to your point in
• your own words but in 3rd person.

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QUOTE

• Use quotation marks to show EXACTLY what
  the author was
• saying (Do NOT use more than 4 lines) or you will
  have to follow and
• extended quote format in your text of your paper.
• Include Authors Last Name and Page Number on
  which
• you found the information, directly after the
  quote in a
• citationIf no page number, just authors last
  name.
• If there isnt an author, then you put the
  article title in inside the citation
• For example,
• Rhythmic writers shouted poetry rocks! (Hughes
  2).

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Paraphrasing

• When do you use paraphrase in your essay rather
  than quotation?
• Most of the time your source is not authoritative
  or interesting enough to quote and you should
  paraphrase the ideas instead. Paraphrasing makes
  it easier to incorporate the ideas of another
  writer into your paper.
• Use paraphrase to give your readers an accurate
  and comprehensive account of ideas in your
  sourceideas you will explain, interpret or
  disagree with in your essay.
• Paraphrasing can help you understand difficult
  passages which can help you prepare for writing.
•  Describe a good paraphrase.
• Is accurate should accurately represent the
  authors ideas
• Is complete should tell the whole idea of author
• In your own voice dont just substitute synonyms
  for key words and leave the rest unchanged. Your
  words and voice should convey the information.
• Should make sense by itself like a summary, you
  should be able to read a paraphrase and feel it
  is done in sentences which flow together
  naturally.

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What is the difference between a paraphrase a
summary?

• Records a passage of any length
• Condenses and includes only main ideas
• Changes the order of ideas when necessary to make
  the summary more clear
• Might explain or interpret within the summary
• Much shorter than the original

• Records a short passage
• Covers every point in the passage
• Records ideas in the same order as the original
  passage (not same wording)
• Does not interpretYou would do that or explain
  after your paraphrase and citation
• Is a bit shorter than the original but longer
  than a summary

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Original wording from source

• "I had to explain to him that I was deaf. I said,
  'Wait I can't hear please talk slowly.' He
  looked at me and said, 'What?' I told him again I
  was deaf, and he said, 'Oh.' He pointed to a door
  and told me to go through that door. I followed
  his instructions. I opened the door and walked
  through it, closing the door behind me. I found
  that I was in the hallway near the elevator where
  I had just come up. I was shocked! He had
  rejected me without any explanation. I got into
  the elevator, and as it descended, I felt very
  letdown. I couldn't understand why he didn't give
  me a chance to explain that I could do the job
  well. It didn't require hearing!"
• Source Citation
• Bragg, Bernard. My First Summer Job. A Handful
  of Stories, 19.

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PARAPHRASEAn Example of paraphrasing what you
read

• In A Handful of Stories, Bernard Bragg tells a
  story of trying to get a job. One time he told a
  potential employer he was deaf, and the man just
  pointed to the door. Mr. Bragg, not realizing the
  man was telling him to leave, opened the door and
  stepped out. Not until he went out the door did
  he realize he had been rejected because he was
  deaf (19).

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Example of a Summary from the same information

• In A Handful of Stories, the narrator tells a
  story about being rejected for a job because he
  couldnt hear. He didnt realize he was being
  turned down by this potential employer until
  after he left (Bragg 19).

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Plagiarized or Paraphrased?

• Original Source Material Developing complex
  skills in the classroom involves the key
  ingredients identified in teaching pigeons to
  play ping-pong and to bowl. The key ingredients
  are (1) inducing a response, (2) reinforcing
  subtle improvements or refinements in the
  behavior, (3) providing for the transfer of
  stimulus control by gradually withdrawing the
  prompts or cues, and (4) scheduling
  reinforcements so that the ratio of
  reinforcements in responses gradually increases
  and natural reinforcers can maintain their
  behavior.
• Gredler, Margaret. Learning and Instruction
  Theory Into Practice (4th Ed). New Jersey
  Prentice-Hall, 2001.
• Plagiarized Version Inducing a response,
  providing for the transfer of stimulus control by
  gradually withdrawing prompts or cues,
  reinforcing subtle improvements in the behavior,
  and scheduling reinforcements so that natural
  reinforcers can maintain their behavior are the
  key ingredients identified both in teaching
  pigeons to play ping-pong and in developing
  complex skills in the classroom.
• Why Plagiarism? The student merely moved the
  authors words around, inserting and deleting
  small portions as needed. The student has not
  used quotation marks for the portions that are
  still identical to the original, and has not
  credited the original author.
• Correct Version The same factors apply to
  developing complex skills in a classroom setting
  as to developing complex skills in any setting.
  A response must be induced, then reinforced as it
  gets closer to the desired behavior. Reinforcers
  have to be scheduled carefully, and cues have to
  be withdrawn gradually so that the new behaviors
  can be transferred and maintained (Gredler).

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When would you use a paraphrase instead of a
summary?

• A paraphrase is necessary when you want your
  reader to completely understand another authors
  text or when you are arguing against a specific
  point

• a summary is used when you are referring only
  generally to the original or are using that piece
  as only one of several you are citing for a
  particular point.

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So, what goes on the Note Card??

• As you find interesting facts about your topic,
  you will write them down.
• Each idea should be quoted word for word,
  paraphrased, or summarized (in your own words),
  and written on a card.

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Stay organized

• In order to keep your ideas in order, and to
  remember where you found the ideas, there are
  four items that you should include on the index
  card

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3. paraphrased information

• It is helpful to paraphrase or summarize most of
  your research on the index cards. If you are
  consistent in paraphrasing at this stage, then
  you will be certain not to accidentally
  plagiarize someone else's work. You will also
  have less work to do when you are actually
  writing the paper.
• However, for this research speech, you may
  incorporate more direct quotes, but you must
  state the source directly in your speech.

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1. Card Topic
Topic is the kind of information on the
card. Think of it as the title, or main idea of
the card. After writing down the information,
figure out how you could briefly categorize, or
title it.
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Card Topic

• For example, if you are writing a paper on the
  life and works of the poet, Langston Hughes, you
  may have cards with topics such as
• Hughes' upbringing
• Hughes' influences
• Hughes' poetry
• Hughes' political beliefs
• Hughes' influence on America
• These categories or your main points or
  background (summary of novel) will or should
  become your Roman Numerals on your outline and
  you will organize your cards based on your points
  and/or background

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Sample Note Cards

• Organized by Card Topic

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2. Source Title

• The source title is the name of the book,
  magazine, website, etc., in which you found the
  information.

In thisexample, the source was given a number,
instead of writing out the entire title, author,
etc.
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4. page numbers

• It is important to be accurate with the page
  numbers, if provided, on your note cards, as you
  will need them for citations throughout your
  research paper. If this source is from a
  non-paginated internet source, then you will not
  have page numbers.

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THE END!

• You can do the following
• --Use my template
• --Hand write your cards on 3 x 5 or 4 x 6 cards
• --Type your information and then paste them onto
• note cards
• YOU MAY NOT CREATE YOUR OWN TEMPLATE
• These are now due Monday, April 27, 2015.
• You must print out typed ones and have them
• cut and organized with a separate source card per
  
• Source.