HISTORY DEPARTMENT
THE JOHN BURROUGHS SCHOOL
1999
THE RATIONALE FOR THE RESEARCH PAPER
The research paper assignment serves many purposes. Students can
develop a variety of thinking skills through research and writing.
The skills fall into three basic categories: inquiry, problem
solving, and evaluation. A natural outgrowth of these thinking
skills, then, is the means of expressing thought, in this case,
through expository writing. The research paper requires logical
sentence structure, coherent paragraph composition, clear transitions
from paragraph to paragraph, and a general understanding of a
variety of organizational approaches, for example, inductive,
deductive, compare-contrast. Another very important purpose of
the research paper is the mastery of content. Few academic exercises
promote such an in-depth understanding and retention of information
in a particular subject area. The final purpose of the research
paper is the fostering of a student's personal growth. The research
paper is a thought provoking endeavor which promotes creativity
and initiative in the search for an evaluation of information.
The student's need for choice and personal involvement in the
learning process is recognized; one chooses the topic of the research
paper and can, thus, further one's own intellectual interests.
The research paper encourages independent learning and enhances
the student's ability to take responsibility for that learning.
Of great importance to the student's personal growth is the fact
that the research paper is a long term project; it helps a student
order priorities. In addition, the assignment fosters personal
growth by requiring commitment to meet the schedule and to fulfill
its purposes. It, also, legislates against the tendency to oversimplify
complex problems. Television specials, the daily news and the
speeches of many politicians often superficially explain problems
and advocate a "quick fix" approach to solving them.
In-depth research and thorough writing promote serious understanding
of issues and solutions. The research paper helps to lengthen
the attention span of students, and to engender the perseverance
necessary for genuine learning. The research task then teaches
scholastic and personal skills.
The research paper, because of the thinking and writing skills,
the mastery of important content areas and the personal growth
it promotes, stands as a necessary requirement for secondary school
curricula. The processes involved in the preparation of a research
paper - the discovery and selection of pertinent information,
the distinguishing between verifiable facts and value claims,
the determination of the reliability of a source, the separation
of relevant from irrelevant information, the ability to recognize
authenticity in a variety of conflicting claims, and the marshaling
of appropriate documentation to resolve those conflicts - are
necessary tools for effective citizenship in a democracy. Because
our students will have acquired the thinking skills of inquiry,
problem solving and evaluation as well as the ability to translate
that thinking into effective, well organized prose, they will
possess some of the most important skills for academic growth.
John Burroughs School as an academic, liberal arts school uses
the sequential approach to the teaching of the research paper
to provide an excellent background for skills which are a central
focus of academic pursuits beyond the high school level. The History
Department has developed a sequence of requirements and skills
which are taught over a four year period, as noted herein.
Social Studies 8:
The research paper is first introduced at the 8th grade level
because students have acquired some facility in sentence structure
and paragraph composition. Also, because in the course students
learn about political processes of the United States, they can
analyze current issues and social problems handled by governmental
bodies. From this informational background, students select for
their own research currently debated topics which interest them.
In the essay, the student identifies the problem or the issue,
its conditions and causes, and offers some ideas about the resolution
of the issue. The teacher grades the student's accomplishment
of the step-by-step procedures, and reviews the student's rough
draft. The essay is 4 to 6 typed pages (1250 words) in length
and based on at least five different sources of information.
(See Appendix A.)
World Civilizations
I (9):
In the 9th grade research paper, the student explains the
origins of a significant historical event or of a person's role
in such an event. Students may choose an event or person from
ancient or medieval times in subject areas studied this year.
Much emphasis is placed on the mechanics of research - note cards,
outlines, preface, documentation - as well as on efficient organization.
Students must meet specific deadlines for the various components
of the research process. All of these components are reviewed
before the final copy is submitted. The 9th grade paper differs
from the 8th grade paper in the following ways: this paper approaches
a topic from an historical perspective; the essay is longer; new
organizational techniques are taught during the four week exercise.
Also, more emphasis is placed on developing cause-effect logic:
What caused an event? The length of the essay is 6 to 8 pages
(1500 - 2000 words). The bibliography of the paper includes at
least 7 sources. (See Appendix A.)
World Civilizations
II (10):
The 10th grade students working on this research project formulate
and defend a thesis. The research recognizes a variety of factors
which may conflict; the author weighs their relative importance.
This weighing of numerous variables and the assessment of them
in the thesis refine the process begun in the 9th grade. Another
difference lies in the increased responsibility which the students
take in organizing their time. Students are expected to work individually
with their respective teachers about the topic, organizational
pattern, research materials, and documentation. The preface, which
outlines the argument for the thesis, is approved before the rough
draft is complete. The essay is 8 to 10 pages (2000 - 2500 words)
in length and contains reference to at least 8 sources, including
a primary source and a periodical source. (See Appendix
A.)
United States History
(11):
Students, in writing the required paper for this course present
conflicting scholarly opinions about an event in American history
- be it political, economic, social, artistic - and construct
a thesis which concludes that one body of scholarly opinion offers
a more convincing interpretation. This research requires that
students read the important scholars in their particular area,
use primary as well as secondary resources, and incorporate statistical
information in support of the thesis. The presentation and resolution
of scholarly conflict and the variety of sources differentiate
this paper from the 10th grade. Students take more initiative
for organizing their research and their papers as well as in seeking
counsel from their teachers. A preface stating the thesis and
organizational structure of the paper is presented two weeks before
the paper is completed. The essay should be 10 - 12 pages (2500
- 3000 words) in length and should present information from 10
different sources in the body of the paper. This paper is required
of all juniors. (See Appendix A.)
THE PROCESS
FOR THE RESEARCH PAPER
The following guidelines acquaint the student with the criteria
for writing an effective research paper and help them prepare
an appropriate strategy for accomplishing this assignment within
the allotted time. These stages are common to all research projects
regardless of topic, skill, emphasis, or grade level. Please understand
that the following list of stages should not be thought of as
discrete tasks to be done one at a time. Rather, they can overlap
in time so that, for example, you can begin making notes before
finding all of your sources or writing before you finish making
notes.
STAGE ONE- Getting Organized
A. THE ASSIGNMENT: TIME AND GUIDELINES
You need to plan carefully in order
to avoid a "midnight wonder." None of us can adequately
research a topic in a short time and only a very few can write
a good essay overnight. The calender form and assignment guidelines
in the appendix can be used to help you ration your time, plan
around other school or family events before the final essay is
due to your history teacher, and understand the basis for evaluating
your work. (see Appendix B, C).
In general, you might spend your time according to these proportions:
1/8 getting organized and establishing the topic
1/4 finding sources
3/8 making notes and planning the essay
1/4 writing and rewriting the essay
B. MATERIALS
Note cards - 3x5 or 4x6 index cards
Note card holder - envelope, box, sturdy rubber band
Your identification on the cards
Pens
Research paper guide (This one or another published aid)
C. THE SUBJECT
Within the parameters announced for the assignment one must ask,
"What makes a good subject?" When choosing a subject
consider these questions: Are you curious about it? Do you have
a basic knowledge of the subject? Is sufficient information available
to you? Can you focus a good essay topic (solution, theme, thesis,
debate)? Can you write an essay of the required length? (See Appendix A.)
D. BACKGROUND INFORMATION
Ask yourself, "What do I know about the subject?" Then
consult your course text books, a general encyclopedia, and general
magazine articles to grasp the basic facts: dates, places, persons,
events; to find answers to the basic journalistic questions: who?
when? where? what?; establish a time line of activity and study
a map for important locations, learn the names of important scholars
in the field. When you have command of this information, you can
begin efficient research looking for answers to the questions
how? and why?; looking for a focus to the research; looking for
a theme to develop.
E. LIMITING THE SUBJECT
From a broad, general subject you have to narrow, limit, or focus
to a specific topic for your paper. Here are some examples:
GRADE 8:
Subject - The health care crisis
Problem - The shortage of doctors
Solution - Subsidizing medical education
GRADE 9:
Subject - Leaders of the first crusade
1st narrowing - Baldwin
Research question - Why did Baldwin join the crusade?
One answer - Baldwin joined the crusade for personal gain.
GRADE 10:
Subject - Significant women in twentieth century
1st narrowing - Margaret Thatcher
Research question - What conditions in Britain contributed to
Mrs. Thatcher's rise to Prime Minister?
Thesis - Among the reasons for the rise of Mrs. Thatcher to Prime
Minister, economic factors dominated.
GRADE 11:
The first example below presents a thesis about Truman's reasons
for using nuclear arms (like the thesis required in grade 10)
but it fails to acknowledge the conflict among historians about
the validity of the reasons. The second example addresses causes
of the witch trials and also meets the eleventh grade expectation
to evaluate the interpretations by various scholars.
Subject - End of World War II
1st narrowing - Final stages of the war against Japan
Research question - Why did Truman use the atomic bomb?
Thesis - President Truman decided to use the atomic bomb in order
to end the war quickly rather than risk heavy American
casualties in an invasion of Japan.
Topic - Salem witch trials
Research question - What caused the authorities to try "witches"?
Thesis - Paul Boyer and Stephen Nissenbaum's economic argument
more completely explains the cause of the trials than
does Carol Karlsen's gender relations interpretation.
A. THE LIBRARY
Armed with an idea for a subject and with background information,
you are now ready to look for detailed information. The Howard
A. Stamper Library at Burroughs holds fine research materials
you can use to build your bibliography. Start at the school's
library, first, but, you should plan to use your public library,
too. You can gain access to electronic searches in the school's
library and the computer lab. In the appendix of this manual you
can find a Resources Checklist for grade levels 8 - 11. These
lists suggest sources that are especially useful for research
on the subject area at your grade level. Your teacher and the
librarian instruct you in using the ones pertinent to your subject
and grade level (see Appendix D, E,
F, G). With early planning
and consultation, you can receive support from the school's librarians.
The members of the library staff are happy to work with students
individually to locate resources beyond the walls of the library.
Students in grades 10, 11, and 12 receive preference for these
services although all students should confer with a librarian
about their research needs. The services connecting the school
to other libraries include:
1. Database searches locate materials on CD-ROM, Internet, or
another database. A librarian and a student work together to refine
the topic and then to design a search strategy using the special
features and power of a database. This multi-step process may
require another visit with the librarian after the initial interview.
2. Through Interlibrary loan a student can request materials (books
or
periodical articles) not found in the school's collection. The
librarian
locates these materials, has them delivered here for student use,
and
then returns the materials to the lending library.
3. By the Infopass service - a reciprocal agreement with other
libraries in region - our librarians may issue a pass which allows
a student to use one of these libraries and in most cases to check
out limited materials directly from that library. As part of the
Infopass agreement, the student first finds and exhausts the resources
of our library, then, with biblio-
graphy in hand, works with a school librarian who determines that
a student can use an Infopass and which library best fills the
student's research needs. The pass allows a one-time use and a
new pass must be issued for each need or even to renew materials
currently checked-out. It is the responsibility of the student
to return all such materials directly to the lending library in
a timely manner.
B. BIBLIOGRAPHY CARDS
From the books and articles in a library, you select the ones
you want to read; the list of these sources becomes your working
bibliography. You may reject some sources on this list because,
for example, they are too general, too difficult to understand,
or not relevant. As you weed out such sources you have the books
and articles that provide the information for the paper; a list
of these books becomes the bibliography. As you read the
various catalogues and guides, write down on an index card all
the information about the source (See Appendix H)
to create a bibliography card. It contains the information
you need to find the source in a library and the information you
will use later when you write the bibliography list for the paper.
STAGE THREE - Making
Notes
A. PLAN THE READING
Decide which sources you will read
first; read first the more general sources. Organize the sequence
of reading on the calender.
B. FOCUS THE RESEARCH TOPIC
Begin now to limit your subject, if you have not already defined
it clearly and specifically to a narrow topic as suggested in
Stage One E. You may have to read several sources before you can
decide what you will focus on in the research. You should be able
now to state a research question and begin to form the solution,
theme, or thesis.
C. WRITE NOTE CARDS
Your notes are extremely important in two ways: a) You are collecting
the eventual building blocks for supporting your ideas in the
essay; therefore, you want the notes to be clear and concise -
writing the note on an index card forces you to summarize and
to separate the information from the author's purpose and style
so you can use the information for your own needs; b) You are
recording vital information which allows you to properly document
your sources and avoid plagiarism. Enclose in quotation marks
the words, phrases, or sentences used by the author. Do this task
very carefully! (See Appendix H)
D. AVOIDING PLAGIARISM
The time to avoid plagiarism (presenting as your own the ideas,
facts, or wording that belong to another author) occurs when you
take notes. As you read sources and note down the information
you must take care to use quotation marks around words from the
source or use your own wording on the note card. Always record
the source of the information by code or by complete bibliographic
details. Students should be familiar with the History Department
Statement on Academic Honesty. You certify, when you sign the
title page, that you have not plagiarized and that you have done
the research, writing, and typing in the paper.
STAGE FOUR - Writing
the Essay
As you read and make notes you can begin to plan the precise topic
and the organization of the essay. An outline provides a good
method for planning the paper. Use your knowledge of good writing
as you proceed. As you write, you can organize the information
into the categories which will become the paragraphs and sections
of the paper. In a paper of this nature you can assume that your
audience consists of your classmates; explain ideas in terms they
understand and based on the knowledge they have from the course.
By including the elements of the so-called "five-paragraph
essay" in an introduction, the body, a concluding paragraph,
you create an integrated statement of your knowledge and your
judgment about the theme.
A. FOCUS FOR THE WRITING
The most important step in preparing the first draft of your
essay is to set forth your theme and to organize the information
around it. You express this plan in the introduction in the eighth
grade paper or in the Preface in the paper for grades 9, 10, and
11. In this paragraph state what main idea (theme) you will support
and what broad information and logic you will use to support that
idea. The title of the paper, also, states the theme in a shortened
phrase; it should reflect the thesis.
B. PREFACE
The Preface is written as one paragraph and single spaced. Your
teacher
will evaluate your preface. The preface must include
the clearly stated topic in a form appropriate to the course
a plan for the structure of the essay - a sentence outline of
the major sub-topics to be covered
The preface may include:
an explanation of how you arrived at the topic
limits to the essay - what might be expected but not included
acknowledgement of persons who rendered extraordinary assistance
C. PREPARING THE ROUGH DRAFT
Organizing
the Paper. Begin by sorting your note cards into categories; mark
these categories on the cards. You might not use all the note
cards. Use your outline to match the cards in categories
to the ideas you want to develop in the essay. The outline can
show you if the paper is well balanced and if you have a logical
development of the ideas you are trying to convey. As you look
at the note cards in each category you can determine what additional
research you need. As you complete reading about each category
in the outline, you can begin drafting paragraphs. Each paragraph
has a topic sentence, supporting detail, an ending sentence and
it clearly relates to the paper's theme. At this stage you should
weave together information from the note cards (do not just copy
them); use the data to support your ideas; and remember to mark
places for documentation notes. Also, when one composes on a word
processor, one should format the page to meet the requirements
set forth on p. 16 as well as set up the forms you will use for
documentation - end notes or footnotes - as you teacher allows.
The key to good writing lies in understanding the material, organizing
it and planning to meet the various requirement explained below.
Introduction. The opening paragraph differs from the preface
because here you explain the structure of the argument you make
in the essay, not just the organization of it: you tell the reader
how the argument is organized to support the theme - how the structural
parts identified in the Preface will be analyzed and logically
evaluated to show the validity of the theme. Also, in the introduction
you lead the reader from common, general, background knowledge
to an examination of a theme; you capture the imagination of the
reader.
Body. Pay particular attention to carefully incorporating
your information in coherent paragraphs. Create a whole essay
by adding transitions to tell the reader you are moving
to a new part and summaries of ideas the reader should
know after reading a section. Quotations need special handling:
never just state the quoted material; always introduce it by naming
its author and by stating any relevant information about when
and where the idea was first used; always tell the reader what
one should learn from the quote and how it pertains to the main
idea of the paragraph. Also, properly document the source
of information and ideas to avoid plagiarism and to add authority
to your work.
To fully document your work, you must tell:
the source of an indirect or direct quotation
the source of any concept or opinion from a scholar
the source of a fact which is not common knowledge
the sources of facts about which there is dispute
the scholarly authority that supports your evaluation
The documentation for your paper is vital to developing the theme
of the essay: the facts and scholarly judgments you use in a logical
way provide the support for the ideas you write. Your teacher
identifies one of three methods of documentation for you to use
in your paper: End Note, Foot Note, or parenthetical form. Locate
the citation marker - a number in parentheses (1), a superscript
1, or the author's name and page number in parentheses (Kaus 16)
- as close to the information as possible: within a sentence or
within a paragraph and rarely at the end of a paragraph because
the last sentence should end the paragraph or create a transition
to the next paragraph. Sometimes a large block of information
in a paragraph comes from a single source; in this case - while
it does not represent the best research technique - you should
introduce information with the author's name, state you rely on
the author's ideas, and use as many citations as needed to indicate
the various pages from which you took ideas. Lastly, you may present
some information as an explanatory note; it can expand
or explain without interrupting the flow of writing in the essay.
Such a note might define a special term, describe the family relationship
of the persons mentioned, or give other tangential information.
By carefully applying these methods in your essay, the writing
will support the thesis. (See Appendix I,
J, K, L)
Conclusion. While quite often under-developed by students,
the ending paragraph is another critical segment of the essay;
it, along with the introduction, is developed solely by the writer
without reliance on others (no quotes or documentation). In this
final section of at least one page, the author identifies the
compelling facts, ideas, authority, and logic from the body of
the paper and reviews the steps in one's thinking and concludes
that the theme is correct.
Length of the Essay. The History Department, traditionally,
has instructed students that they should write an essay that fits
within certain page / word guidelines based on old standards from
the era of typewriters which typically produced 250 words per
double-spaced page; these standards appear in the rationale for
each grade level and in Appendix A. Word processing programs which
allow the writer to choose among several fonts and sizes, however,
have changed the appearance of the typed page and made a common
rule unwieldy. Now the student must choose a font - we recommend
a common one as Courier, Helvetica, New York, Monaco; use a 12
point font size and double space the lines. Also, the student
should not write an excessive essay because of the time, sources,
and energy needed for that task. An extra long essay does not
merit a higher grade; teachers evaluate clarity of thesis, substance
from sources, completeness in documentation, and structure of
argument. Students should not manipulate font, size, margins,
or spacing to make a short paper appear long nor make a long paper
fit the page limits. Thus, the real test of the appropriate length
of a paper remains "how well you cover the subject";
that is, the student should write an essay that, at minimum, meets
the content requirements of the assignment. We do expect that
students will meet the length standards set forth and will adjust
to the ambiguities presented by word processors.
D. THE
FINAL DRAFT
All writers should prepare at least one rough copy and then ignore
it for a day or two before reworking it with a clear and critical
mind. If you allot 42 days (6 weeks) for preparing the research
paper you should finish a rough draft at least 5 days before the
final due date to allow time for editing and typing the last copy
to fit the following format guidelines.
E. THE ORDER OF THE PARTS OF THE PAPER
The title page contains the paper
title, the author's name, the course title, the teacher's name,
and the date due; centered and spaced as shown in the example.
(See Appendix M) Under your printed name,
sign your name to confirm that the work and typing are yours.
The Preface (not used in eighth grade) follows on the second
sheet of paper. It is titled as such and usually single spaced.
The approved version should be used here.
The essay begins on the next sheet of paper and is headed
with the title of the paper set 2" down from the top of page.
The introductory, the body, and the concluding sections do not
have separating titles because in narrative prose the transitional
sentences clue the reader to steps in the argument.
The optional Appendix, located immediately following the
essay contains illustrations that elaborate on ideas in the text.
Items might include maps, diagrams, charts, or the complete version
of a document quoted in part within the essay. You must refer
in the text to the item, e.g., (See Appendix, Figure 1), and tell
in the text what the reader is to learn from the item. On the
item itself give a number and title for identification and cite
the source from which it came either in full or by note number
- this number being at the last of the sequence of citations.
All writing on the Appendix pages must be typed and not handwritten.
Observe the use of the appendices in this manual.
End Notes, which follow the essay - when there is no appendix
- are organized by number, indented 5 spaces on the first line,
and double spaced. Just double-space between notes as well. End
Note numbers are enclosed in parenthesis on the typing line closest
to the information and after the period ending a sentence. (See
Appendix I and K). You may use footnotes if your can use
your word processor to create them correctly with Arabic superscripts.
The Bibliography lists sources you read in preparing the
paper whether or not cited in notes. The items in the bibliography
are not numbered; the list is organized alphabetically by the
authors' surnames. Sources without a named author are included
according to the first word of the title, excepting "a,"
"an," or "the." In grades 9-12 students prepare
an Annotated Bibliography by adding one or two sentences
which tell the reasons one can rely on the author as qualified
and tells in what specific ways the source was important in developing
the argument of the paper (see Appendix J,
L).
F. THE FORMAT OF THE FINAL DRAFT:
Use 8-1/2 x 11 white, unlined, bond paper.
Use clean, black type (have a fresh ribbon or printer cartridge
at hand).
Use a standard font (e.g. Courier, Helvetica, New York, Monaco)
in 12 point size. This manual is typed in Courier 10.
Set the following margins: top and left = 1" to 1.25";
bottom and right edges = .75" to 1"; this manual uses
a 1" margin at top, left, and bottom with a .75" margin
on the right side of the page.
Double space all text, end notes, and bibliography.
Double space and indent at left margin (5 spaces) all lines of
those quotations which are longer than 4 lines.
Decide whether you will use end notes or footnotes and learn how
your word processor can create them. Use Arabic numerals to number
the citations in parentheses or superscripts.
Count pages beginning with the first page of the essay (Preface
is not counted) and ending with the last page on which there is
printing. Use the pagination function of your word processor to
number the pages. Number pages with Arabic numerals, without punctuation,
in upper right hand corner or lower center of page. Do not hand
write the page numbers in ink.
Use the spell-check function of the word processor then visually
proofread for errors. Correct typographical errors with ink or
correction tape or fluid. Excessive error causes a sloppy appearance.
Bind the paper as your teacher wishes: e.g., with a staple in
the upper left corner or in a folder.
APPENDIX A. SUMMARY
OF GUIDELINES
|
Social Studies 8 Topic USA social issue Theme Support a solution
Length 4 - 6 pp Sources Type Statistics
Special
World Civilizations II (10) Topic Person or event Theme Defend a thesis Length 8 - 10 pp Sources
Special |
World Civilizations I (9) Person or event Establish causes or effects
6 - 8 pp
7 Search for End notes
United States History (11) Scholarly conflict
Evaluate scholarly conflict 10 - 12 pp
10 Primary sources, periodical
End notes |
1. Note due dates for research process
2. Plan trips to your public library and a schedule for reading
3. Add family events (trips, holy days, concerts), school assignments,
sports commitments in order to plan around conflicts
4. Arrange for using the word processor
APPENDIX C. RESEARCH PAPER ASSIGNMENT
Assignment Guidelines
This information, given when your teacher assigns the project, should help you understand the special limits to the paper and to meet the required deadlines.
SUBJECT AREA LIMITS:
LENGTH OF ESSAY: ___________ pages / ___________ words
SPECIAL PURPOSE OR FOCUS OF THEME:
DEADLINES
1. General Subject ________________________
2. Narrowed Topic ________________________
3. Bibliography ________________________
4. Note Cards ________________________
5. Preface ________________________
6. Rough Draft ________________________
7. Final Copy ________________________
Research Paper Evaluation
Each teacher identifies from the list below
important elements and
the weight given to each.
1. Procedures and preliminary deadlines
Approval of topic
Bibliography
Note Cards
Preface
Rough Draft
Final Draft
2. Term paper mechanics
Preface
Format: title page, margins/spacing, paging, neatness
Notes format
Bibliography format
3. Depth of research
Sources used
Sources noted
Original sources
Subtopics included
Comprehension of sources
4. Development of theme
Grade 8: Solution to problem
Grade 9: Explanation of cause or effect
Grade 10: Thesis
Grade 11: Thesis evaluating scholarly controversy
Consistency among Preface/Introduction,
Body, Conclusion
Clarity and quality of theme
Factual and logical support of theme
Clarity of organization
5. Mechanics of writing
Introduction
Conclusion
Concise, clear sentences
Coherent paragraphs
Internal transitions
Word use and spelling
Grammar
Punctuation
APPENDIX D. SOCIAL STUDIES 8: RESOURCES CHECKLIST
On-line Catalogue
Vertical File
Periodical Indexes - some provide
full text of articles
CD-NEWSBANK
EBSCOhost -through the JBS Homepage
INFO-TRAC
MAGAZINE ARTICLES SUMMARY
READERS' GUIDE TO PERIODICAL LITERATURE
Information Sources
CQ-RESEARCHER
EDITORIALS ON FILE
FACTS ON FILE
John Burroughs School Home Page: Academics: Academic Services: Library
SIRS Government Reporter [CD-ROM]
Social Issues Research Series:[gray notebooks in carousel or stack 5]
Aging
AIDS Crisis (red) Habitat
Alcohol Health
Atmospheric Crisis Human Rights
Communications Mental Health
Consumerism Money
Corrections Pollution
Crime Population
Death and Dying Privacy
Defense Religion
Drugs Sexuality
Economics Sports
Energy Technology
Ethics Third World
Ethnic Groups Women
Family Work
Food Youth
Government
Statistical Data
DATAPEDIA OF THE UNITED STATES, 1790 - 2000
STATISTICAL ABSTRACT OF THE UNITED STATES
THE WORLD ALMANAC AND BOOK OF FACTS
E. WORLD CIVILIZATIONS I (9): RESOURCES CHECKLIST
Documents [on reserve for grade 9]
Ancient Near Eastern Texts
Documents of the Christian Church
Great Documents of Western Civilization
Historical Selections
Introduction to Contemporary
Civilization in the West
Readings in Ancient History:
Greece and the East
Rome and the West
Readings in the Classical Historians
Readings in Western Civilization,
vols. 1,2,3,4
Source Book of Ancient History
Source Book of Medieval History
Encyclopedias
Dictionary of Middle Ages
Encyclopedia Britannica, 11th ed.
Encyclopedia of Ancient Egypt
Encyclopedia of the Roman Empire
Encyclopedia of the Ancient Greek World
Encyclopedia of Philosophy
The Encyclopedia of Religion
McGraw-Hill Encyclopedia of
Science and Technology
New Groves Dictionary of
Music and Musicians
New Catholic Encyclopedia
New World Drama
Witchcraft and Demonology Encyclopedia
World Art
World Biography
General Information
AHA Guide to Historical Literature
Ancient and Medieval World
Cambridge Ancient History
Cambridge Biographical Dictionary
Cambridge Medieval History
Chronology of the Medieval World
Civilization of the Ancient
Mediterranean
Civilization of the Ancient Near East
Dictionary of National Biography
Great Events from History:
Ancient and Medieval Series
Great Lives from History:
Ancient and Medieval Series
APPENDIX F. WORLD CIVILIZATIONS II (10): RESOURCES CHECKLIST
Documents
Great Documents of Western Civilization
Europe in Review
Pageant of Europe
Readings in Western Civilization, vols 5,6,7,8,9
Readings in European History Since 1814
Encyclopedias
Encyclopedia Britannica, 11th ed.
Encyclopedia of Asian History
Encyclopedia of Philosophy
Encyclopedia of the Renaissance
McGraw-Hill Encyclopedia of Science and Technology
New Groves Dictionary of Music and Musicians
New Catholic Encyclopedia
New World Drama
Witchcraft and Demonology Encyclopedia
World Art
World Biography
General Information
AHA Guide to Historical Literature
Cambridge Biographical Dictionary
Cambridge Modern History
Dictionary of National Biography
Great Lives from History: Renaissance to 1900
History of Mankind
John Burroughs School Home Page: Academics: Academic Services: Library
Oxford Companion to British History
Research Guide to European Historical Biography, 1450 - Present
Shepard's Historical Atlas
Timetables of History
Women Who Ruled
Periodical Indexes
Biography Index
Horizon
Humanities Index
Readers' Guide to Periodical Literature
Social Science Index
APPENDIX G. UNITED
STATES HISTORY (11): RESOURCES CHECKLIST
Bibliographies
AHA Guide to Historical Literature
Bibliographic Guide to North American History 1981
Guide to Study of US; and supplement
Guide to Diplomatic History of US
Harvard Guide to American History
Reader's Guide to American History
Social History of US
The US Congress; a bibliography
US Constitution
US Foreign Relations
US Politics and Elections
Women and Feminism in American History
Documents
American History told by Contemporaries
Annals of America 20 volumes
Documents of American History
Editorials on File
Harpers Weekly 1860-1865
Heritage of America
Literary Digest
Living Documents in American History
Living Ideas in America
People Shall Judge
Twentieth Century America
General Sources
American Eras
Congress and the Nation 1945-
Dictionary of American History
Dictionary of American Biography [Encyclopedia of American Lives]
Editorials on File
Encyclopedia of American Economic History
Harvard Encyclopedia of American Ethnic Groups
John Burroughs School Home Page: Academics: Academic Services: Library
North America in Colonial Times
Periodical Indexes
Biography Index
Humanities Index
Readers Guide to Periodical Literature
Social Science Index
Statistical Data
Historical Statistics of US; Colonial Times - 1970
Statistical Abstract of US 1970 -
Statistical History of American Presidential
Elections
APPENDIX H. SAMPLE
BIBLIOGRAPHY AND NOTE CARDS
Bibliography card for a book:
GENERAL MODEL:
|
Library Code
Author. Title. Place: Publisher, date. |
Sample of a bibliography card for a magazine:
GENERAL MODEL:
|
Library Code
Author. "Article title," Magazine Title Day Month Year, pp. .
[For copy found on-line, or on CD-ROM, or SIRS, etc., |
Sample of a note card.
SOURCE:
"If the black vote can be taken for
granted by the Democratic
Party, why should Democratic candidates go out of their way to
meet
black concerns over education, health care, jobs . . . ?
"It is a good question. Blacks are a mere 13% of the population, concentrated in cities that are losing population and therefore political power. Moreover, as an unintended consequence of the Voting Rights Act of 1965, black voters are concentrated in majority-black districts which Republicans can happily ignore because the remaining districts are therefore even 'whiter'. The 1990s might have seen new black Democrats elected to the House from the South, but they also saw three times as many new white southern Republicans. Go forward to the 2000 election and it may well be a mistake for blacks to assume presidential candidate Al Gore will reward them for their 1996 support for Bill Clinton. It is more likely that Mr Gore will spend his energies seeking the support of wavering Republicans."
EXAMPLE:
Topic Political problems for blacks in 2000
Paraphrase
Black citizens face these challenges in using politcal
power in the next two years:
1. special issues - "education, health
care, jobs"
2. small percentage of the population (13%) isolated
in powerless urban areas and in "majority-black"
congressional districts
3. more white Southern Republican representatives
limit voting power of Black reps. in the House;
ratio of 3 : 1
4. uncertainty whether Al Gore will make
promises for
their votes rather than for the votes of Republicans
Code, page N, 23
APPENDIX I. DOCUMENTATION EXAMPLES
The Modern Language Association (MLA) established the following formats. Further information and other examples can be found in Gibaldi, Joseph. MLA Handbook for Writers of Research Papers, 4th ed. NY: The Modern Language Association of America, 1995., a copy of which is available in the school library and in history classrooms.
END NOTES CITATIONS
Refer to Stage 4.C., page 13, about the
purpose and placement of citations.
The following forms appear on a list at the end of the paper.
(See Appendix K) After the first reference to a work you can use
a shortened form. Include enough information to identify the work
and distinguish it from others; usually the author's surname is
sufficient. Repeat the information when two references in sequence
refer to the same work; some use ibid. in this situation. The
abbreviation op. cit. is not now used. The same format is used
in foot-notes. You can adapt other forms for other types of sources
from the bibliography samples in Appendix J; change the order
of the author's name, the indenting, and the punctuation.
Article in a reference book - e.g. dictionaries, encyclopedias:
(1) "Graham, Martha." Who's Who of American Women. 14th ed. 1985-86.
Magazine article by one author:
(1) Robert Boswell, "The Good Man," New Yorker 3 Oct. 1988: 37.
Book by one author:
(1) Mickey Kaus, The End of Equality (New York: Basic Books, 1992) 16.
Book by multiple authors:
(1) Michael Aiken, Lewis A. Ferman, and Harold L. Sheppard, Economic Failure, Alienation, and Extremism (Ann Arbor: U of Michigan P,
1968) 114-116.
Book by a corporate author:
(1) United Nations. Economic Commission for Africa. Industrial Growth in Africa (New York: United Nations, 1963) 12.
Material from an anthology:
(1) Arye Rubenstein, "Children with AIDS and the Public Risk," AIDS: Facts and Issues, ed. Victor Gong and Norman Rudnick (New
Brunswick: Rutgers UP, 1986) 99.
An essay from a multivolume work, but not an encyclopedia:
(1) J. H. Parry, "Latin America, 1899 - 1949," The New Cambridge Modern History, vol. 12, ed. David Thomson (Cambridge: Cambridge
UP, 1964) 198.
Secondary or Indirect Source:
Used when the source you
have provides information or quote attributed to another author.
(1) S. de Gramont, ed., The Age of Magnificence; Memoirs of the Court of Louis XIV by the Duc de Saint Simon (NY: Capricorn Books,
1964) 141-145, quoted in George L. Mosse, et.al., Europe in Review; readings and sources since 1500 (Chicago: Rand McNally & Co., 1957) 18.
A work in translation:
(1) Nzinga Mbemba, "Letters to the King of Portugal," trans. Basil Davidson, The African Past (London: Curtis Brown, Ltd., 1964), 198.
Material on CD-ROM:
(1) Daniel B. Wood, "Largest Welfare-to-Work Program Called Success," The Christian Science Monitor, 20 April 1993: 3. CD NewsBank, NewsBank, Inc.
Internet Source - World Wide Web:
(1) Peter Limb, "Relationships between Labour & African Nationalist/Liberation Movements in Southern Africa,"
<http://neal.ctsateu.edu/history/world_history/archives.limb-l.html>, May 1992.
PARENTHETICAL CITATION
These forms are rarely used in a formal
research paper but may be used in class essays.
The complete citation for each source appears in a bibliography
at the end of the paper.
One author's name in reference:
"Money equality . . . promises a society where nobody starves or goes homeless. . . ." (Kaus 16)
One author's name in text:
According to Kaus, "money equality . . . promises a society where nobody starves or goes homeless. . . ." (16) [Here the number 16 identifies the page on which the quotation.]
A work by two or three authors:
During the 1960s, economic failure was widely blamed for social alienation and political extremism. (Aiken, Ferman, and Sheppard 114-16).
An indirect source:
The critic Hill has argued on behalf of what she calls "canonical multiplicity" (qtd. in Mayers 677).
A work listed by title when author is unknown:
The nine grades of mandarins were "distinguished by the color of the button on the hats of office." ("Mandarin")
A work by a corporate author:
In 1963 the United Nations Economics Commission for Africa predicted that Africa would evolve into an industrially advanced economy within fifty years (1, 4 - 6).
Two or more works by the same author:
In the Age of Voltaire the Durants portray eighteenth-century England as "a humble satellite" in the world of music and art (214).
To Will and Ariel Durant, creative men and
women make "history forgivable by enriching our heritage
and our lives" (Dual Autobiography 406).
APPENDIX J. SAMPLE ENTRIES FOR THE BIBLIOGRAPHY
The Bibliography presents a list of works used in writing. The entry has three main parts - author, title, and publication information - each followed by a period and two spaces. The entries are double spaced; double space between entries also. For further examples for different conditions consult the MLA Handbook in the school library or in the history classrooms. You can adapt these forms into end note citations by observing their format in Appendix I.
Incomplete information: When a work does not identify all the publishing information, supply as much as you can and indicate missing information in brackets to show what did not come from the source itself. Use these abbreviations to indicate what is unknown: n.p. (before colon) = no place of publication given; n.p. (after colon) = no publisher; n.d.= no date; n. pag.= no pages. Example: N.p.: Gotham UP [1983]. N. pag.
Article in a reference book - e.g. dictionaries, encyclopedias:
"Graham, Martha." Who's Who of American Women. 14th ed. 1985-86.
Hopkinson, Ralph G. "Electrical Lighting." Encyclopedia Americana. 1985 ed.
"Mandarin." Encyclopedia Americana. 1980 ed.
Magazine article by one author:
Boswell, Robert. "The Good Man." New Yorker 3 Oct. 1988: 36 - 39.
Magazine article by multiple authors:
Koretz, Jane F., and George H. Handleman. "How the Human Eye Focuses." Scientific American July 1988: 92-99.
Book by one author:
Kaus, Mickey. The End of Equality. NY: Basic Books, 1992.
Book by multiple authors:
The order of names should follow the order listed in the source.
Aiken, Michael, Lewis A. Ferman, and Harold L. Sheppard. Economic Failure, Alienation, and Extremism. Ann Arbor: U of Michigan P,
1968.
Two or more books by the same author:
Durant, Will, and Ariel Durant. The Age of Voltaire. New York: Simon, 1965. Vol. 9 of The Story of Civilization. 11 vols. 1935-75. --. A Dual
Autobiography. New York: Simon, 1977.
Book by a corporate author:
United Nations Economic Commission for Africa. Industrial Growth in Africa. New York: United Nations, 1963.
Material from an anthology:
Rubenstein, Arye. "Children with AIDS and the Public Risk." AIDS: Facts and Issues. Ed. Victor Gong and Norman Rudnick. New
Brunswick: Rutgers UP, 1986. 99-103.
An essay from a multivolume work, but not an encyclopedia:
Parry, J.H. "Latin America, 1899 - 1949." The New Cambridge Modern History. Vol. 12. Ed. David Thomson. Cambridge: Cambridge UP,
1964. 178 - 204. 14 vols. Ed. G. R. Potter et al. 1957 - 1970.
Secondary Source of Quotation or Indirect Source
Cirot de la Ville, "Histoire d l'abbaye et congregation de Notre-Dame de la Grand Sauve," vol. 2 (Bordeaux, 1845) 141, trans. and quoted in
Amy Kelly. Eleanor of Aquitaine and the Four Kings. Cambridge: Harvard UP, 1950.
A work in translation:
Nzinga Mbemba, "Letters to the King of Portugal," trans. Basil Davidson. The African Past. London: Curtis Brown, Ltd., 1964.
A review:
Edwards, R. Dudley. Rev. of The Dissolution of the Religious Order in Ireland under Henry VIII, by Brendand Bradshaw. Renaissance
Quarterly 29 (1976): 401 - 403.
Film (on tape):
It's a Wonderful Life. Dir. Frank Capra. Perf. James Stewart, Donna Reed, Lionel Barrymore, and Thomas Mitchell. 1946. Videocassette.
Republic. 1988.
Sound Recording:
Ellington, Duke, cond. Duke Ellington Orch. First Carnegie Hall Concert. Rec. 23 Jan. 1943. Prestige, P-34004, 1977. The First Americans
Narr. Hugh Downs. Writ. and prod. Craig Fisher. NBC News Special. KNBC, Los Angeles, 21 Mar. 1968.
Interview:
Blackmun, Harry. Interview with Ted Koppel and Nina Totenberg. Nightline. ABC. KPLR, St. Louis. 5 April 1994. Pouissant, Alvin F.
Telephone interview. 10 Dec. 1986.
Information from Facts on File
For the title, use the most
meaningful, specific bold heading above the information you use.
"San Francisco Case Rate Peaks." Facts on File 10 March 1994: 162.
"Transcript of President Clinton's State of the Union Message," Facts on File 27 January 1994: 44-47.
Material from a compiling service such as SIRS:
Hunzeker, Donna. "Ganging Up On Violence," State Legislatures, May 1993: 28 -31. Reprinted in CRIME Vol. 5 Art. 7, Ed. Eleanor
Goldstein, Boca Raton, FL: Social Issues Resources Series, Inc.
Material on CD-ROM:
"Is Singapore a Model for the West?," Time 18 January 1993. Magazine Article Summaries, Full Text: 1-3, Item Number 9301120026.
Wood, Daniel B. "Largest Welfare-to-Work Program Called Success," The Christian Science Monitor, 20 April 1993: 3. CD NewsBank,
NewsBank, Inc.
Russo, Michelle Cash. "Recovering from Bibliographic Instruction Blahs." RQ: Reference Quarterly 32 (1992): 178 - 83. Infrotrac:
Magazine Index Plus. CD-ROM. Information Access. Dec. 1993.
Computer software:
Soldan, Theodore J., and James D. Spain. Population Growth. Computer software. Conduit, 1984.
Material from a computer service:
Schomer, Howar. "South Africa: Beyond Fair Employment." Harvard Business Review May-June 1983: 145+. Dialog file 122, item 119425
833160.
Internet Source - World Wide Web
Often the website states
the proper form for citing it.
Limb, Peter. "Relationships between Labour & African Nationalist/Liberation Movements in Southern Africa,"
<http://neal.ctsateu.edu/history/world_history/archives.limb-l.html>, May 1992.
APPENDIX K. EXAMPLE OF AN END NOTES PAGE
|
(1) Michael Aiken, Lewis A. Ferman, and Harold L. Sheppard, Economic
(2) Mickey Kaus, The End of Equality (New York: Basic Books, 1992) 16. (3) Aiken 115. (4) Daniel B. Wood, "Largest Welfare-to-Work Program Called Success,"
(5) Robert Boswell, "The Good Man," New Yorker 3 Oct. 1988: 37. (6) Aiken 114. (8) Kaus 18. (9) Donna Hunzeker. "Ganging Up On Violence," State Legislatures, May 1993: 28. Reprinted in
(11) Hunzeker 32. (12) Franklin D. Roosevelt proposed that social security programs receive funds from taxes paid by the employee and the employer as well as from general tax
revenues. The actual law did |
APPENDIX L. EXAMPLE FOR A BIBLIOGRAPHY PAGE
|
Edwards, Mark D. Printing, Propaganda, and Martin Luther. Berkeley: University of
Erikson, Erik H. Young Man Luther: a study of psychoanalysis and history. New York: Norton,
Luther, Martin. Treatise on Good Works (1520) excerpted in George L. Mosse, et.al., Europe in
Mee, Charles L., Jr. White Robe, Black Robe. New York: G.P. Putnam's Sons, 1972.
Porter, J. M. "Luther and Political Millenarianism: the case of the peasant's war." Journal of the
|
APPENDIX M. MODEL
FOR THE TITLE PAGE
|
|
(Reprinted from the research manual of the Taft School, Watertown, CT.)
There are several varieties of plagiarism, all of which are serious. Plagiarism is sometimes the result of intent; at other times, of laziness, carelessness, or ignorance. The plea of "ignorance" is obviously difficult to support in face of the advance warnings made here and by classroom instructors. The student who sets out to misrepresent, who copies and passes off as his own, writings of an author in some printed source or the writing of another student is deliberately committing an illegal act. Some students who are guilty of plagiarism, however, have simply now learned how to incorporate legitimately other people's words or ideas into their own writing and to acknowledge their intellectual debts. The following examples illustrate some of the most common forms of plagiarism and suggest ways to avoid dishonest use of source materials and ways to make proper use of such materials.
OUTRIGHT PLAGIARISM
Student Paper
"Shakespeare seems to have viewed the entire story of Romeo and Juliet as one of astonishing swiftness and beauty, like a sudden, very bright flash of light. The entire story takes place over a very short period of time, five days. In five days, the lovers meet, are married, are parted, and are finally reunited in death. The entire story happens in a flash, suddenly ignited and quickly extinguished."
Source
"There can be no question, I think, that Shakespeare saw the story, in its swift and tragic beauty, as an almost blinding flash of light, suddenly ignited and as swiftly quenched. He deliberately compresses the action from over nine months to the almost incredibly short period of five days; so that the lovers meet on Sunday, are wedded on Monday, part at dawn on Tuesday and are reunited in death on the night of Thursday."
Caroline Spurgeon, Shakespeare's Imagery and What It Tells Us, (New York, ? 1936), p. 312.
In the example above, the student writer changes a few words from the original: saw to viewed, blinding flash of light to very bright flash of light, quenched to extinguished. He omits the naming of the days of the week and moves Miss Spurgeon's phrase suddenly ignited and as swiftly quenched from the beginning to the end of the passage. Such gestures on his part only compound the felony and prove that he is making a deliberate effort to deceive his readers.
Had this student acknowledged his indebtedness to his source by the use of quotation marks and a footnote, there would have been no issue of plagiarism. Nevertheless, he might have been criticized for using too close a paraphrase. How then might he have used this passage properly? Here is one possibility:
"Romeo and Juliet moves with breath-taking speed. Caroline Spurgeon points out that Shakespeare 'deliberately compresses the action' into a mere five days, conceiving it 'as an almost blinding flash of light, suddenly ignited and as swiftly quenched.' (1)" (A footnote reference is thus required.)
17
INADVERTENT PLAGIARISM
The student who works honestly and conscientiously will acknowledge his sources directly in the text or in footnotes and/or a bibliography. Personal opinions, evaluations, and common knowledge, naturally, need not be documented. Yet common knowledge is a relative term, for today's new information becomes tomorrow's "common knowledge" all too rapidly.
Thus, while specific details about the life of Ibsen or ideas about themes of forgiveness and reconciliation in Shakespeare's tragic comedies may require documentation on a paper written in a basic drama course, the same information appearing in a graduate essay would be recognized as common knowledge for a specialist and would probably not be documented.
The risks of inadvertent plagiarism begin with note taking. Careless omission of quotation marks in notes often means inadequate documentation in the final paper. Furthermore, the note which is largely paraphrase (mere word-for-word translation of the author's text) soon becomes copy-work, and phrases from the original slip in. The organization of ideas, the order of examples given, the enumeration of details - all these are the work of the author. If they are presented to give the impression that they are the work of the student, then the student is guilty of plagiarism.
Mere documentation, however, does not insure him against all the risks of plagiarism. Facts not generally known, ideas, critical theories, opinions, and insights which he has taken from the source (including on occasion class lecture notes) must be clearly credited to that source. Even single words or phrases which are particularly appropriate, felicitous, or illuminating, language which would not have occurred to the student without the use of his source, may not be sprinkled in without benefit of direct quotation.
Student Paper
"In Bartholomew Fair, Ben Jonson expands his portrait of roguery to encompass the entire play. Again, we have those who deceive and those who are deceived, but Johnson has reapportioned his sympathies. He has warmed to the human qualities of roguery; there is now a more obvious balance between delight in the rogues and contempt for the fool. The cutpurse, Edgeworth, is the most heroic character in the play, while the Puritans, Zeal-of-the-Land Busy and Dame Purecraft, are the most viciously hypocritical figures in the play."
Source
"Bartholomew Fair expands the vision of society still further; the fair, a great home of trickery and shams, was itself a mirror of society. The cutpurse is the most heroic figure. . . . Jonson was becoming increasingly susceptible to rogues. Intellectual ability always captivated him, but he gradually warmed to the human qualities of roguery; here the delicate balance between admiration and contempt of the rogues, or delight and contempt in the fools, make it possible to regard them as improving moral studies."
M.C. Bradbrook, The Growth and Structure of Elizabethan Comedy (London, ? 1955), p. 146.
18
The student acknowledges his use of Bradbrook elsewhere in the
paper, but provides no footnote for this passage. Probably as
he paraphrased the Bradbrook passage in his notes, he allowed
a number of the author's phrases to slip in literally or so close
to literally that they are echoes of the original. For instance:
- Bartholomew Fair expands the vision becomes
Jonson expands his portrait
- he gradually warmed to the human qualities of roguery becomes
He has warmed to the human qualities of roguery
- admiration and contempt for the rogues, or delight and contempt
in the fools becomes delight in the rogues and contempt for the
fools
- The cutpurse is the most heroic figure becomes The cutpurse,
Edgeworth, becomes the most heroic figure.
The student could have avoided this inadvertent plagiarism by scrupulous note taking, and in his final draft by quoting Bradbrook's words and phrases directly and documenting accordingly, or by summarizing the ideas entirely in his own words, though still crediting Bradbrook as the source of the critical insights.
Another type of inadvertent plagiarism is illustrated by the following:
"John Gassner explains this aim of Ionesco in the section of his anthology entitled 'Modernist Directions.' He says that The Chairs represents the playwright's recognition of failure and simultaneous defense against it. Ionesco makes farce the vehicle of disillusion, using a method which Gassner refers to as the method of mixed games."
Here, although the student clearly cites his source directly in the text, he has committed plagiarism because he neglected to place quotation marks around Gassner's own phrasing: "the playwright's recognition of failure and simultaneous defense against it," "farce of vehicle of disillusion," and "the method of mixed games."
ORIGINALITY
Ignorance of the law, we are told, is no
excuse for breaking the law; so also carelessness and coincidence
are no excuses for plagiarism. But if every source is to be so
carefully documented, a student may well ask, what is the research
paper but a garland of quotations? The answer is that a good research
paper (or critical essay) is not an anthology of quotations but
an assimilation of material from sources. This material has been
collected for a purpose in the student's research. The material
has been penetrated, condensed, filtered, arranged, and interpreted
by the student, and bears the mark of his own intelligence. The
product is an original research paper, fully documented on every
major point, sometimes supported by and sometimes thoughtfully
refuting the opinions of authorities, amplified by quotation when
such quotation is apt and appropriate, and everywhere demonstrating
the student's intellectual mastery, honest, and scholarly integrity.
gly susceptible to rogues. Intellectual ability always captivated him, but he gradually warmed to the human qualities of roguery; here the delicate balance between admiration and contempt of the rogues, or delight and contempt in the fools, make it possible to regard them as improving moral studies."
M.C. Bradbrook, The Growth and Structure of Elizabethan Comedy (London, ? 1955), p. 146.
18
The student acknowledges his use of Bradbrook elsewhere in the
paper, but provides no footnote for this passage. Probably as
he paraphrased the Bradbrook passage in his notes, he allowed
a number of the author's phrases to slip in literally or so close
to literally that they are echoes of the original. For instance:
- Bartholomew Fair expands the vision becomes
Jonson expands his portrait
- he gradually warmed to the human qualities of roguery becomes
He has warmed to the human qualities of roguery
- admiration and contempt for the rogues, or delight and contempt
in the fools becomes delight in the rogues and contempt for the
fools
- The cutpurse is the most heroic figure becomes The cutpurse,
Edgeworth, becomes the most heroic figure.
The student could have avoided this inadvertent plagiarism by scrupulous note taking, and in his final draft by quoting Bradbrook's words and phrases directly and documenting accordingly, or by summarizing the ideas entirely in his own words, though still crediting Bradbrook as the source of the critical insights.
Another type of inadvertent plagiarism is illustrated by the following:
"John Gassner explains this aim of Ionesco in the section of his anthology entitled 'Modernist Directions.' He says that The Chairs represents the playwright's recognition of failure and simultaneous defense against it. Ionesco makes farce the vehicle of disillusion, using a method which Gassner refers to as the method of mixed games."
Here, although the student clearly cites his source directly in the text, he has committed plagiarism because he neglected to place quotation marks around Gassner's own phrasing: "the playwright's recognition of failure and simultaneous defense against it," "farce of vehicle of disillusion," and "the method of mixed games."
ORIGINALITY
Ignorance of the law, we are told, is no
excuse for breaking the law; so also carelessness and coincidence
are no excuses for plagiarism. But if every source is to be so
carefully documented, a student may well ask, what is the research
paper but a garland of quotations? The answer is that a good research
paper (or critical essay) is not an anthology of quotations but
an assimilation of material from sources. This material has been
collected for a purpose in the student's research. The material
has been penetrated, condensed, filtered, arranged, and interpreted
by the student, and bears the mark of his own intelligence. The
product is an original research paper, fully documented on every
major point, sometimes supported by and sometimes thoughtfully
refuting the opinions of authorities, amplified by quotation when
such quotation is apt and appropriate, and everywhere demonstrating
the student's intellectual mastery, honest, and scholarly integrity.