Lecture+2-20-08%2C+Research+Paper[1]

Lecture+2-20-08%2C+Research+Paper[1] - Researching and...

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Unformatted text preview: Researching and Writing Your Paper 2/20/08 Anthrcul 461/Amcult 461/Ling 461 OUTLINE Getting started: research Getting started: writing Style and source Additional resources and information Paper Organization Topics: examples GETTING STARTED: RESEARCH Brainstorm Searches & Sites What topics/questions/ideas are you interested in? How is/are they related to this class? Is there anything on our syllabus that you'd like to pursue further? Is there anything that we're not covering that fascinates you? Peruse the internet, Mirlyn, other databases. Check bibliographies of course readings. Possible data sites: grammars, dictionaries, ethnographies, websites, curriculum materials, audio recordings, collected (oral) narratives, films, extensive literature review Data & Analysis [recall the linguistic analyses you did at the beginning of the term] Read, Research & Marinate Organize/systematize data; look for patterns Try to explain differences or inconsistencies GETTING STARTED: WRITING http://owl.english.purdue.edu/handouts/general/index.html Ask yourself what your purpose is for writing about the subject. There are many "correct" things to write about for any subject, but you need to narrow down your choices. At this point, you and your potential reader are asking the same question, "So what?" Why should you write about this, & why should anyone read it? Ask yourself how you are going to achieve this purpose. How, for example, would you achieve your purpose if you wanted to describe some movie as the best you've ever seen? Would you define for yourself a specific means of doing so? Would your comments on the movie go beyond merely telling the reader that you really liked it? Start the ideas flowing Brainstorm. Gather as many good and bad ideas, suggestions, examples, sentences, false starts, etc. Talk to your audience, or pretend that you are being interviewed by someone or by several people, What questions would the other person ask? See if you can find a fresh analogy that opens up a new set of ideas. Build your analogy by using the word like. Some questions to ask yourself http://owl.english.purdue.edu/handouts/general/index.html 1. What does X mean? (Definition) 2. What are the various features of X? (Description) 3. What are the component parts of X? (Simple Analysis) 4. How is X made or done? (Process Analysis) 5. How should X be made or done? (Directional Analysis) 6. What is the essential function of X? (Functional Analysis) 7. What are the causes of X? (Causal Analysis) 8. What are the consequences of X? (Causal Analysis) 9. What are the types of X? (Classification) 10. How is X like or unlike Y? (Comparison) 11. What are the essential major points or features of X? (Summary) STYLE & SOURCE Chicago Manual of Style http://library.osu.edu/sites/guides/chicagogd.html AAA style guide http://www.aaanet.org/pubs/style_guide.pdf Sweetland Writing Center http://141.211.177.75/swc/resources/writingresources/ Diacritics: If your software does not support special symbols, write them in. Translations: Include translations of foreign words in parentheses immediately following (or vice versa, but keep consistent throughout the work): Example: ellai (borders) and cantippu (crossroads) Include translations of foreignlanguage quotations either in an endnote or in brackets immediately following the quotation (without italics and without quotation marks): Example: "Todas somos amigas de desde chiquitas, casi puras vecinas" [We are all friends since we were small, and almost all are neighbors]. Words: Italicize nonEnglish words that do not appear in the main section of Webster's. Italicize them on first use only, unless used as a term (see Italics, Words as words) Foreign words From http://www.aaanet.org/pubs/style_guide.pdf Punctuation & Quotation Punctuation: Binary distinctions, dichotomies, or equal relationships: use endash, not solidus or hyphen Example: parentteacher; usthem; mindbody, not mindbody or mind/body Previously published phrases are excepted: Foucault's power/knowledge Quotations All published quotations must be cited with year and page number(s): Example: (1992:78) Avoid "cited in" where citing quotes within another work. Use the work listed in references cited and adjust the language outside parentheses: Example: As Johnson notes (Webber 1992) Do not use: (Johnson, cited in Webber 1992) From http://www.aaanet.org/pubs/style_guide.pdf Text Citations & References Cited All references must be cited in authordate form; all authordate citations must be referenced Alphabetization: References with the same author and date should be placed in alphabetical order, by title Citations: Place text citations as near the author's name as possible, except place quotation citations after the quote Use colon, no space, between year and page number (exception to Chicago): Example: Waterman 1990:37 Use "et al." in text citations of three or more authors , but use all names in references cited. http://www.aaanet.org/pubs/style_guide.pdf Reference Examples http://www.aaanet.org/pubs/style_guide.pdf ADDITIONAL RESOURCES Plagiarism: Grammar: http://www.lib.umich.edu/handouts/plagiar.pdf Strunk and White's The Elements of Style OED, Webster's, American Heritage, etc. Dictionaries: General Paper Organization Introduction Background Main points of paper; overview of argument as reflected by the organization of paper What the reader needs to know to understand points; contextualize the issue Use to build/structure argument and motivate subsequent data/analysis Relate findings to other research and major theoretical concerns across or within various fields (Native American Studies, Anthropology, Linguistics, etc.) Summary of findings, main points, contributions, and questions raised for future research Data + Analysis Discussion Conclusion Some past paper topics Language Ideology & Heritage Language Programs: The case of Hawaiian language revitalization Speaking Like a Hollywood Indian: A comparison of speech styles across two Westerns (Dances with Wolves, The Lone Ranger) Identity, Language & Place: Offreservation language programs and "Aspatial" American Indian identities Gender, Loss and Discourse: Navajo narratives of removal (Ft. Sumner) Relating Time and Culture: Linguistic adaptation and ethnohistorical practices across different American Indian groups ...
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This note was uploaded on 04/10/2008 for the course ANTHRO 461 taught by Professor Meek during the Winter '08 term at University of Michigan.

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