Chapter 15 of the Bedford Researcher teaches how to use sources to their full potential. This chapter explains that sources can be used to accomplish a writer's general purpose and how to integrate and/or document sources used. By correctly documenting paraphrased or summarized sources, an author can positively see the difference between their argument and the sources' work, therefore avoiding plagiarism. The chapter also shows how to properly present and/or contrast your argument within your paper. Defining evidence for a concept aligned with authority can amplify your point appropriately.
Especially for a paper of this length, not plagiarizing is vital. Though it was discussed in earlier chapter, summarizing and paraphrasing is further explained in this chapter. These further explanations will ensure all I write will be my own or accurately cited. This chapter's subsection on integrating sources into your paper is going to be very useful. I really like the list of common attributions because I have a hard time introducing a quote without being too abrupt. This list will be very useful for smoothing transitions. Further in the chapter, there is even a tutorial for adding quotations to a paper! This chapter, combined with my future annotations, will make including and properly crediting my sources fairly easy.
Thursday, October 23, 2014
Monday, October 20, 2014
Research Proposal
Raising Children Gender-Neutral: The Parenting Style of the Future
by Maddie Roszak
Introduction
For my research project, I would like to delve
into the negative impact of traditional gender roles. Specifically, the
negative impact on children. Traditional gender roles, such as a breadwinning
father and a house-making mother, can impact a child’s gender identity,
sexuality, and sense of self. Traditional gender roles are perpetuated by
religion, stereotypes, and misogyny (internalized or otherwise). Gender-neutral
parenting is one way to raise children without the negative side effects of
traditional gender roles. Gender-neutral parenting means avoiding raising a
child both androgynously and with the girls = pink and boys = blue mentality, to
put it simply.
Some
people believe that raising children gender neutrally can be harmful to the
child and is simply forcefully pressing the parents’ beliefs on a young,
impressionable future voter. My research will attempt to prove that children
should be raised without traditional gender roles and as gender-neutral as
possible to allow them to develop their own identity and ideas about (their)
gender and sexuality through a few questions. Is there a bad side to
gender-neutral parenting? Why does gender-neutral parenting work? How can
gender-neutral parenting improve a person’s comfort with their gender identity,
sexuality, and sense of self? My purpose is to convey that raising children
with traditional gender roles and strict gender binary (the classification of
two strict sexes) can be harmful; I want to instruct people on the benefits of
raising children gender-neutrally.
Review
of Literature
Some
sources reviewed so far include “The Impact of Mothers’ Gender-Role Stereotypic
Beliefs on Mothers’ and Children’s Ability Perceptions” by Janis Jacobs and
Jacquelynne Eccles from the 1992 Journal of
Personality and Social Psychology. Though the source is
fairly old, the facts do not seem to have changed with time. The authors
present research that shows that traditional gender roles impact a child’s
successfulness in school, sports, and their social lives. “Gender Independent
Kids: a Paradigm Shift in Approaches to Gender Non-Conforming Children” by Jake
Pyne in the 2014 Canadian Journal of Human
Sexuality further proves that a gender-neutral approach to
education is vital to, at the very least, make non-binary or “gender
independent” children feel more comfortable.
Dr.
Campbell Leaper’s article “Parents’ Socialization of Gender in Children” from
the 2013 Encyclopedia on Early Childhood Education
displays the negative impacts of traditional gender roles to a child’s sense of
self. “The Recalled Childhood Gender Identity/Gender Role Questionnaire:
Psychometric Properties” by Kenneth Zucker, Janet Mitchell, Susan Bradley, Jan
Tkachuk, James Cantor, and Sara Allin in the 2006 issue of Sex
Roles
has a lot of hard data to support the impacts of traditional gender roles. The
authors show the negative impressions on a persons’ gender identity or feelings
about their own sexuality.
May
Ling Halim, Diane Ruble and David Amodio also write about gender-specific
stigmas in “From Pink Frilly Dresses to ‘One of the Boys’: A Social-Cognitive
Analysis of Gender Identity Development and Gender Bias” from the 2011 Social
and Personality Psychology Compass. The authors explain
that negative stereotypes surrounding the female gender may be the cause of
many young girls rejecting the traditional “girly” image. This stigma would be
hard to overcome, no matter the parenting type. “Anticipation of the Sexual and
Gender Development of Children Adopted by Same-Sex Couples” by Jorge Gato and
Anne Marie Fontaine in the 2013 International
Journal of Psychology represents the positive impact
non-heterosexual couples can have on children. Although there is quite a stigma
around non-heterosexual adoptions, this study shows that most non-heterosexual
couples generally do not support traditional gender roles and therefore end up
with children more comfortable with their identity.
Megan
Gibson’s article in an issue of Time Magazine
in 2012 “Parents Who Hid Child's Gender for Five Years Now Face Backlash” shows
the negative beliefs surround gender-neutral parenting. Many people had strong
adverse opinions even though the child in question was happy and healthy and,
most importantly, not their own. The Christian
Post published
an especially negative article “Gender Liberation: The Harmful Effects of
Raising Children 'Gender Neutral’” supposedly presenting real facts that
outline why gender-neutral parenting is bad. Though not views I agree with,
this article does show the other side to the gender-neutral debate.
Everyday Feminism disputes most of The Christian Post’s
points in their article “5 Myths About Gender Neutral Parenting”. Everyday
Feminism
totally debunks all of the misconceptions around gender-neutral parenting. Parents
Magazine
further explains why gender-neutral parenting is a positive thing in their 2013
article, “Should You Raise a Gender-Neutral Baby?” Though it does not tell a
future parent explicitly how to raise their child, this article does explain
many of the pros of gender-neutral parenting.
Plan
to Collect Information
I
already have many sources collected, scholarly and from mainstream media. A lot
of the articles I have looked at come from the Olympic College Haselwood
database. Other articles I found by researching some terms related to my
research. In addition to the sources already recovered, I would like to find
more examples of children raised gender-neutrally. This will probably be found
in interviews with parents or something similar in the media, rather than
peer-reviewed journals. I feel as though I do not need a lot more sources
because I already have found so much. I am afraid if I find too many sources I
will have too much to write about and become overwhelmed.
Project Timeline
Until
next week Tuesday, the 26th, I will continue collecting and organizing my
research. I will also annotate 20 of my sources by the same time. I will
decided whether I want to interview parents about how they raised their
children and, if I want to, complete the interviews. On November 13th I will
start my outline, rationale, abstract, and outline for my paper and finish by
November 20th. I will also complete my rough draft by November 25th. During the
week of December 1st, I will edit, review, and finalize my paper with the help
of peers and probably my mom to finally turn it on December 5th.
Works Cited
"5
Myths About Gender Neutral Parenting." Everyday Feminism. Everyday
Feminism. Web. 14 Oct. 2014.
<http://everydayfeminism.com/2013/01/gender-neutral-parenting-myths/>.
Chew,
Kristina. "Ze, Hir, Hirs; He, She, They: Which Pronouns Are You?"
Care2. Care2.
Web.
11 Oct. 2014.
<http://www.care2.com/causes/ze-hir-hirs-he-she-they-which-pronoun-are-you.html?page=1>.
Gato,
Jorge, and Anne Marie Fontaine. "Anticipation of the Sexual and Gender
Development of Children Adopted by Same-Sex Couples." International
Journal of Psychology 48.3 (2013): 244-53. Ebsco.
Web. 14 Oct. 2014. <http://ezproxy.olympic.edu:2255/ehost/detail/detail?sid=e2749f4f-7f05-4aa6-beb3-97ff44c5580b%40sessionmgr4001&vid=0&hid=4212&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=89102291>.
"Gender
Creative Boy C.J. & Gender Non-Conforming Vs. Transgender." Recapo
RSS. Recapo.
Web. 14 Oct. 2014.
<http://www.recapo.com/the-doctors/the-doctors-kids/gender-creative-boy-c-j-gender-non-conforming-vs-transgender/>.
"Gender
Liberation: The Harmful Effects of Raising Children 'Gender Neutral'"
Christian Post. Christian Post. Web.
14 Oct. 2014.
<http://www.christianpost.com/news/gender-liberation-the-harmful-effects-of-raising-children-gender-neutral-68134/>.
Gender Neutral Bathroom Sign. Digital
image. Liberty News. Web. 27 Oct. 2014. <http:// www.libertynews.com/2013/04/word-police-throw-the-statute-book-at-gender-bias/>.
"Gender
Roles and Gender Differences." Gender Roles and Gender Differences.
McGraw-Hill Higher Education. Web. 11 Oct. 2014. <http://highered.mheducation.com/sites/0072820144/student_view0/chapter15/index.html>.
Gibson,
Megan. "Parents Who Hid Child's Gender for Five Years Now Face
Backlash." Time Magazine, 24 Jan. 2012. Time
Magazine. Web. 12 Oct. 2014.
<http://newsfeed.time.com/2012/01/24/parents-who-hid-childs-gender-for-five-years-now-face-backlash/>.
"The
Great Pronoun Debate: An Attempt to Resolve a Touchy Issue." GrammarMudge.
Web.
14 Oct. 2014.
<http://www.grammarmudge.cityslide.com/articles/article/307084/22324.htm>.
Halim,
May Ling, et al. "Pink Frilly Dresses and the Avoidance of All Things
"Girly": Children's Appearance Rigidity and Cognitive Theories of
Gender Development." Social and Personality Psychology Compass 5/11
(2011): 933–949. Ebsco. Web.
03 Oct. 2014. <http://amodiolab.org/wp-content/uploads/2011/11/Halim-Ruble-Amodio-2011.pdf>.
Jacobs,
Janis E., and Jacquelynne S. Eccles. "The Impact of Mothers' Gender-Role
Stereotypic Beliefs on Mothers' and Children's Ability Perceptions."
Journal of Personality and Social Psychology 63.6 (1992): 932-44. Ebsco.
Web.
02 Oct. 2014. <http://www.rcgd.isr.umich.edu/garp/articles/jacobs92.pdf>.
Knafo,
Ariel, Alessandra C. Lervolino, and Robert Plomin. "Masculine Girls and
Feminine Boys: Genetic and Environmental Contributions to Atypical Gender
Development in Early Childhood." Journal of Personality and Social
Psychology 88.2 (2005): 400-12. Ebsco. Web.
07 Oct. 2014.
<http://ezproxy.olympic.edu:2257/ehost/detail/detail?sid=7e57c164-885d-410b-bb73-fb11fcd86c15%40sessionmgr114&vid=0&hid=116&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=15956992>.
Knight,
Rona. "Fragmentation, Fluidity, and Transformation: Nonlinear Development
in Middle Childhood."Psychoanalytic Study of the Child 65 (2011): 19-47. Ebsco.
Web.
07 Oct. 2014.
<http://ezproxy.olympic.edu:2257/ehost/detail/detail?sid=8035e953-281a-4513-970c-1b8d9b4358fa%40sessionmgr110&vid=0&hid=116&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=75240178>.
Leaper,
Campbell. "Parents' Socialization of Gender in Children."
Encyclopedia on Early Childhood Education (2013). Ebsco.
Web.
02 Oct. 2014.
<http://www.child-encyclopedia.com/documents/LeaperANGxp1.pdf>.
McHale,
Susan M., Ann C. Crouter, and Shawn D. Whiteman. "The Family Contexts of
Gender Development in Childhood and Adolescence." Social Development 12.1
(2003): 125-48. Ebsco. Web.
08 Oct. 2014.
<http://ezproxy.olympic.edu:2257/ehost/detail/detail?sid=8035e953-281a-4513-970c-1b8d9b4358fa%40sessionmgr110&vid=0&hid=116&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=75240178>.
McHale,
Susan M., Kim Ji-Yeaon, Shawn Whiteman, and Ann C. Crouter. "Links Between
Sex-Typed Time Use in Middle Childhood and Gender Development in Early
Adolescence." Developmental Psychology 40.5 (2004): 868-81. Ebsco.
Web.
13 Oct. 2014.
<http://ezproxy.olympic.edu:2257/ehost/detail/detail?sid=c4cbb550-4d14-4a28-b2ed-6a9bf8b2cbcc%40sessionmgr111&vid=0&hid=116&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=14274803>.
Pauletti,
Rachel E., Patrick J. Cooper, and David G. Perry. "Influences of Gender
Identity on Children's Maltreatment of Gender-Nonconforming Peers: A Person X Target
Analysis of Aggression." Journal of Personality and Social Psychology
106.5 (2014): 843-66. Ebsco. Web.
06 Oct. 2014.
<http://ezproxy.olympic.edu:2255/ehost/detail/detail?sid=f7129a3f-111b-4031-ac03-6bdf2491be06%40sessionmgr4002&vid=0&hid=4109&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=95753194>.
Pyne,
Jake. "Gender Independent Kids: A Paradigm Shift in Approaches to Gender
Non-conforming Children." Canadian Journal of Human Sexuality 23.1 (2014):
1-8. Ebsco.
Web.
03 Oct. 2014. <http://ezproxy.olympic.edu:2255/ehost/detail/detail?sid=cf80e7b4-6219-4651-8d31-7afc3e693d35%40sessionmgr4002&vid=0&hid=4109&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=95572517>.
Qualls,
William J. "Changing Sex Roles: Its Impact Upon Family Decision
Making." University of Michigan. Association For
Consumer Research. 14 Oct. 2014. Ebsco.
<http://www.acrwebsite.org/search/view-conference-proceedings.aspx?Id=6006>.
"Should
You Raise a Gender-neutral Baby?" Parents Magazine. Parents
Magazine
Web. 14 Oct. 2014. <http://www.parents.com/parenting/gender-neutral-parenting/>.
Witt,
Susan D. "Parental Influence on Children's Socialization to Gender
Roles." Caly Poly College of Liberal Arts. Web. 04 Oct. 2014.
<http://cla.calpoly.edu/~bmori/syll/311syll/Witt.html>.
Wood,
Hayley, Shoko Sasaki, Susan J. Bradley, Devita Singh, Sophia Fantus, Allison
Owen-Anderson, Jerald Di Giacomo, Kenneth J. Bain, and Kenneth J. Zucker.
"Patterns of Referral to a Gender Identity Service for Children and
Adolescents (1976-2011): Age, Sex Ratio, and Sexual Orientation.". Web. 05
Oct. 2014. Ebsco.
<http%3A%2F%2Fezproxy.olympic.edu%3A2255%2Fehost%2Fdetail%2Fdetail%3Fsid%3D1da0baa0-b78c-4c5c-80c9-066561fc6823%2540sessionmgr4002%26vid%3D0%26hid%3D4109%26bdata%3DJnNpdGU9ZWhvc3QtbGl2ZQ%253d%253d%23db%3Daph%26AN%3D83404161>.
Zucker,
Kenneth, Janet N. Mitchell, Susan J. Bradley, Jan Tkachuk, James M. Cantor, and
Sara M. Allin. "The Recalled Childhood Gender Identity/Gender Role
Questionnaire: Psychometric Properties." Sex Roles 54.7/8 (2006): 469-83. Ebsco.
Web.
07 Oct. 2014. <http://ezproxy.olympic.edu:2257/ehost/detail/detail?sid=feebc871-d87d-435a-a89b-2342a33e3765%40sessionmgr114&vid=0&hid=116&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=23037657>.
Chapter 9
Chapter Nine of the Bedford Researcher outlines how to find information within print resources. This chapter instructs how to use a library through library stacks, library periodicals, and a library reference room. Not only does this chapter tell you how to use a library, but it also explains why a library and print resources are important. The chapter also lays out information literacy and has some tips about how to use library resources.
This chapter is especially useful for my literature class. In my literature class, we have to do some research using only print resources. In past research projects, most of my research was done using online resources. Understanding how to browse the stacks, use interlibrary loans, or how to properly use the library periodicals and and a library reference room.
This chapter is especially useful for my literature class. In my literature class, we have to do some research using only print resources. In past research projects, most of my research was done using online resources. Understanding how to browse the stacks, use interlibrary loans, or how to properly use the library periodicals and and a library reference room.
Works Cited
"5 Myths About Gender Neutral Parenting." Everyday Feminism. N.p., n.d. Web. 14 Oct. 2014. <http://everydayfeminism.com/2013/01/gender-neutral-parenting-myths/>.
Chew, Kristina. "Ze, Hir, Hirs; He, She, They: Which Pronouns Are You?" Care2. N.p., n.d. Web. 11 Oct. 2014. <http://www.care2.com/causes/ze-hir-hirs-he-she-they-which-pronoun-are-you.html?page=1>.
Gato, Jorge, and Anne Marie Fontaine. "Anticipation of the Sexual and Gender Development of Children Adopted by Same-Sex Couples." International Journal of Psychology 48.3 (2013): 244-53. Haselwood Library. Web. 14 Oct. 2014. <http://ezproxy.olympic.edu:2255/ehost/detail/detail?sid=e2749f4f-7f05-4aa6-beb3-97ff44c5580b%40sessionmgr4001&vid=0&hid=4212&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=89102291>.
"Gender Creative Boy C.J. & Gender Non-Conforming Vs. Transgender." Recapo RSS. N.p., n.d. Web. 14 Oct. 2014. <http://www.recapo.com/the-doctors/the-doctors-kids/gender-creative-boy-c-j-gender-non-conforming-vs-transgender/>.
"Gender Liberation: The Harmful Effects of Raising Children 'Gender Neutral'" Christian Post. N.p., n.d. Web. 14 Oct. 2014. <http://www.christianpost.com/news/gender-liberation-the-harmful-effects-of-raising-children-gender-neutral-68134/>.
"Gender Roles and Gender Differences." Gender Roles and Gender Differences. McGraw-Hill Higher Education, n.d. Web. 11 Oct. 2014. <http://highered.mheducation.com/sites/0072820144/student_view0/chapter15/index.html>.
Gibson, Megan. "Parents Who Hid Child's Gender for Five Years Now Face Backlash." Time Magazine, 24 Jan. 2012. Web. 12 Oct. 2014. <http://newsfeed.time.com/2012/01/24/parents-who-hid-childs-gender-for-five-years-now-face-backlash/>.
"The Great Pronoun Debate: An Attempt to Resolve a Touchy Issue." N.p., n.d. Web. 14 Oct. 2014. <http://www.grammarmudge.cityslide.com/articles/article/307084/22324.htm>.
Jacobs, Janis E., and Jacquelynne S. Eccles. "The Impact of Mothers' Gender-Role Stereotypic Beliefs on Mothers' and Children's Ability Perceptions." Journal of Personality and Social Psychology 63.6 (1992): 932-44. Web. 02 Oct. 2014. <http://www.rcgd.isr.umich.edu/garp/articles/jacobs92.pdf>.
Knafo, Ariel, Alessandra C. Lervolino, and Robert Plomin. "Masculine Girls and Feminine Boys: Genetic and Environmental Contributions to Atypical Gender Development in Early Childhood." Journal of Personality and Social Psychology 88.2 (2005): 400-12. Haselwood Library. Web. 07 Oct. 2014. <http://ezproxy.olympic.edu:2257/ehost/detail/detail?sid=7e57c164-885d-410b-bb73-fb11fcd86c15%40sessionmgr114&vid=0&hid=116&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=15956992>.
Knight, Rona. "Fragmentation, Fluidity, and Transformation: Nonlinear Development in Middle Childhood."Psychoanalytic Study of the Child 65 (2011): 19-47. Web. 07 Oct. 2014. <http://ezproxy.olympic.edu:2257/ehost/detail/detail?sid=8035e953-281a-4513-970c-1b8d9b4358fa%40sessionmgr110&vid=0&hid=116&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=75240178>.
Leaper, Campbell. "Parents' Socialization of Gender in Children." Encyclopedia on Early Childhood Education (2013): n. pag. Web. 02 Oct. 2014. <http://www.child-encyclopedia.com/documents/LeaperANGxp1.pdf>.
Ling Halim, May, Kristina M. Zosuls, Diane N. Ruble, Catherine S. Tamis-LeMonda, Leah E. Lurye, and Faith K. Greulich. "Pink Frilly Dresses and the Avoidance of All Things "Girly": Children's Appearance Rigidity and Cognitive Theories of Gender Development." Social and Personality Psychology Compass 5/11 (2011): 933–949, 10.1111/j.1751-9004.2011.00399.x From Pink Frilly Dresses to ‘One of the Boys’: A Social-Cognitive Analysis of Gender Identity Development and Gender Bias 50.4 (2014): n. pag. Web. 03 Oct. 2014. <http://amodiolab.org/wp-content/uploads/2011/11/Halim-Ruble-Amodio-2011.pdf>.
McHale, Susan M., Ann C. Crouter, and Shawn D. Whiteman. "The Family Contexts of Gender Development in Childhood and Adolescence." Social Development 12.1 (2003): 125-48. Haselwood Library. Web. 08 Oct. 2014. <http://ezproxy.olympic.edu:2257/ehost/detail/detail?sid=8035e953-281a-4513-970c-1b8d9b4358fa%40sessionmgr110&vid=0&hid=116&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=75240178>.
McHale, Susan M., Kim Ji-Yeaon, Shawn Whiteman, and Ann C. Crouter. "Links Between Sex-Typed Time Use in Middle Childhood and Gender Development in Early Adolescence." Developmental Psychology40.5 (2004): 868-81. Haselwood Library. Web. 13 Oct. 2014. <http://ezproxy.olympic.edu:2257/ehost/detail/detail?sid=c4cbb550-4d14-4a28-b2ed-6a9bf8b2cbcc%40sessionmgr111&vid=0&hid=116&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=14274803>.
Pauletti, Rachel E., Patrick J. Cooper, and David G. Perry. "Influences of Gender Identity on Children's Maltreatment of Gender-Nonconforming Peers: A Person X Target Analysis of Aggression." Journal of Personality and Social Psychology 106.5 (2014): 843-66. Haselwood Library. Web. 06 Oct. 2014. <http://ezproxy.olympic.edu:2255/ehost/detail/detail?sid=f7129a3f-111b-4031-ac03-6bdf2491be06%40sessionmgr4002&vid=0&hid=4109&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=95753194>.
Pyne, Jake. "Gender Independent Kids: A Paradigm Shift in Approaches to Gender Non-conforming Children." Canadian Journal of Human Sexuality 23.1 (2014): 1-8. Haselwood Library. Web. 03 Oct. 2014. <http://ezproxy.olympic.edu:2255/ehost/detail/detail?sid=cf80e7b4-6219-4651-8d31-7afc3e693d35%40sessionmgr4002&vid=0&hid=4109&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=95572517>.
Qualls, William J. "Changing Sex Roles: Its Impact Upon Family Decision Making." By William J. Qualls. University of Michigan, n.d. Web. 14 Oct. 2014. <http://www.acrwebsite.org/search/view-conference-proceedings.aspx?Id=6006>.
"Should You Raise a Gender-neutral Baby?" Parents Magazine. N.p., n.d. Web. 14 Oct. 2014. <http://www.parents.com/parenting/gender-neutral-parenting/>.
Witt, Susan D. "Parental Influence on Children's Socialization to Gender Roles." Caly Poly College of Liberal Arts, n.d. Web. 04 Oct. 2014. <http://cla.calpoly.edu/~bmori/syll/311syll/Witt.html>.
Wood, Hayley, Shoko Sasaki, Susan J. Bradley, Devita Singh, Sophia Fantus, Allison Owen-Anderson, Jerald Di Giacomo, Kenneth J. Bain, and Kenneth J. Zucker. "Patterns of Referral to a Gender Identity Service for Children and Adolescents (1976-2011): Age, Sex Ratio, and Sexual Orientation." N.p., n.d. Web. 05 Oct. 2014. <http%3A%2F%2Fezproxy.olympic.edu%3A2255%2Fehost%2Fdetail%2Fdetail%3Fsid%3D1da0baa0-b78c-4c5c-80c9-066561fc6823%2540sessionmgr4002%26vid%3D0%26hid%3D4109%26bdata%3DJnNpdGU9ZWhvc3QtbGl2ZQ%253d%253d%23db%3Daph%26AN%3D83404161>.
Zucker, Kenneth, Janet N. Mitchell, Susan J. Bradley, Jan Tkachuk, James M. Cantor, and Sara M. Allin. "The Recalled Childhood Gender Identity/Gender Role Questionnaire: Psychometric Properties." Sex Roles 54.7/8 (2006): 469-83. Haselwood Library. Web. 07 Oct. 2014. <http://ezproxy.olympic.edu:2257/ehost/detail/detail?sid=feebc871-d87d-435a-a89b-2342a33e3765%40sessionmgr114&vid=0&hid=116&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=23037657>.
Thursday, October 16, 2014
Working Thesis
- Parents/adults should try not to push traditional gender roles on children to allow children to establish (create?) individual gender identities, sexualities, and specific mentalities
-Parents and adults should not push traditional gender roles on children to allow children to establish (create?) individual gender identities, sexualities, and specific character traits.
- Adults should raise children as gender-neutrally as possible to allow children to develop their own identity and ideas about gender and sexuality.
- Children should be raised without traditional gender roles and as gender-neutral as possible to allow them to develop their own identity and ideas about (their) gender and sexuality.
-Parents and adults should not push traditional gender roles on children to allow children to establish (create?) individual gender identities, sexualities, and specific character traits.
- Adults should raise children as gender-neutrally as possible to allow children to develop their own identity and ideas about gender and sexuality.
- Children should be raised without traditional gender roles and as gender-neutral as possible to allow them to develop their own identity and ideas about (their) gender and sexuality.
Tuesday, October 14, 2014
Incorporating Sources Effectively
Janis Jacobs from the University of Nebraska and Jacquelynne
Eccles from the University of Colorado and the University of Michigan believe
that children are having trouble with their identity due to the traditional
gender roles instilled in them by their parents
Jake Pyne, from the School of Social Work at McMaster
University in Canada, also believes that children are being raised with incorrect
understandings of gender.
Janis Jacobs from the University of Nebraska and Jacquelynne
Eccles from the University of Colorado and the University of Michigan believe
that children are having trouble with their identity due to the traditional
gender roles instilled in them by their parents. Jacobs and Eccles’ research
presented article “The Impact of Mothers’ Gender-Role Stereotypic Beliefs on
Mothers’ and Children’s Ability Perceptions” from the Journal of Personality
and Social Psychology in 1992 shows that mothers, teachers, and young girls all
view girls’ abilities to be lesser than boys. The authors state “the
hypothesized indirect effect of the interaction of child’s sex and mother’s
stereotypic belief on children’s self-perceptions was upheld in a social
domain.
Jake Pyne, from the School of Social Work at McMaster
University in Canada, also believes that children are being raised with
incorrect understandings of gender. Pyne writes in his article “Gender
Independent Kids: A Paradigm Shift in Approaches to Gender Non-Conforming
Children” from the Canadian Journal of Sexuality in 2014 that it is becoming
increasingly more important to understand children who do not fit the
traditional male or female gender. Pyne states that “mainstream sexual health
education settings…are badly in need of new tools for teaching about health and
the body beyond narrow and normative understandings of sex and gender
possibilities”.
Jacobs, Janis E., and Jacquelynne S. Eccles. "The
Impact of Mothers' Gender-Role Stereotypic Beliefs on Mothers' and Children's
Ability Perceptions." Journal of Personality and Social Psychology 63.6
(1992): 932-44. Web. 02 Oct. 2014.
<http://www.rcgd.isr.umich.edu/garp/articles/jacobs92.pdf>.
Monday, October 13, 2014
Chapter 3
Chapter three of the Bedford Researcher contains instructions for making a good research question and proposal. This chapter asks you to reflect on your topic and then narrow down your research question. After refining down your topic, the book suggests you create a research proposal or "a formal presentation of your plan for your...project" (50). A research proposal's purpose is to assist an author to plan with the compiled research and usually includes six parts: a title page, an introduction, a review of sources, how you will collect information, a timeline, and a working bibliography.
Obviously, a research question is absolutely vital for a research paper. I have written research papers before and have had a research question. Before this chapter, I did not know about a research proposal. After reading this chapter, I see how useful a research proposal can be. Being able to personally create a sort of personal outline to guide the writing process.
Obviously, a research question is absolutely vital for a research paper. I have written research papers before and have had a research question. Before this chapter, I did not know about a research proposal. After reading this chapter, I see how useful a research proposal can be. Being able to personally create a sort of personal outline to guide the writing process.
Thursday, October 9, 2014
Chapter 7
Chapter seven in the Bedford Researcher is all about avoiding plagiarism. This chapter, after defining plagiarism, explains research ethics, common knowledge, and fair use. Not only does this chapter have instructions on avoiding plagiarism (including a quick reference list), but it also explains what to do if you are (wrongfully) accused of plagiarism. This chapter also included interesting explanations for why some writers plagiarize.
This chapter is vital for any research project. Plagiarism is a very serious offense and can have many negative consequences. It is important to be sure not to plagiarize and to identify the sources you use. Combining information on paraphrasing or summarizing from earlier chapters we read with the information from this chapter can ensure all work is not plagiarized and the author's own work.
This chapter was very useful because I now know how to spell plagiarism.
This chapter is vital for any research project. Plagiarism is a very serious offense and can have many negative consequences. It is important to be sure not to plagiarize and to identify the sources you use. Combining information on paraphrasing or summarizing from earlier chapters we read with the information from this chapter can ensure all work is not plagiarized and the author's own work.
This chapter was very useful because I now know how to spell plagiarism.
Chapter 8
Chapter eight in the Bedford Researcher has instructions on searching for and collecting information mainly with digital resources. This chapter, split into five parts, covers how to prepare for a search, and how to use online library catalogs, databases, websites, and media sites. This chapter elaborates on basic searches and how to get more accurate answers. This section also includes a table to help specify "keywords or phrases [that] can, must, or must not appear in the results" (141).
The first section is probably going to be the most useful for me, as usually I just put in related words and hope for the best. The first section even lays out the best way to use your research question to look for sources. The aforementioned table on page 141 is going to be especially useful. The part of the chapter with instructions on searching databases will be vital in finding legitimate, scholarly articles, especially on the Haselwood database. This chapter also has a few numbered instructional lists to help accurately search for what an author is researching!
The first section is probably going to be the most useful for me, as usually I just put in related words and hope for the best. The first section even lays out the best way to use your research question to look for sources. The aforementioned table on page 141 is going to be especially useful. The part of the chapter with instructions on searching databases will be vital in finding legitimate, scholarly articles, especially on the Haselwood database. This chapter also has a few numbered instructional lists to help accurately search for what an author is researching!
Monday, October 6, 2014
Chapter 4
Chapter four in the Bedford Researcher has directions on working with sources and reading critically. Critical reading means actively "working with the text as you read" (61). This chapter also instructs how to read actively by paying attention to certain things as your read. Chapter four recommends reading a source at least three times. By reading a source time, you can be sure to properly identify the main points, reasoning, and frameworks.
This quarter is the first time I've had to read critically. As I am taking two English classes, it all seems to be happening at the same time. In high school, I was never really instructed oh active reading. This chapter was very useful in figuring the the right way to read for identification. I did, however, do some active reading in fourth grade. But the instructions for active reading in fourth grade is obviously very different from college-level active reading. The list of instructions for what to focus on while reading is very helpful for evaluating sources for the final research paper for this class. These tips, combined with the instructions on page 88, are exactly what I need for making sure my sources are legitimate.
This quarter is the first time I've had to read critically. As I am taking two English classes, it all seems to be happening at the same time. In high school, I was never really instructed oh active reading. This chapter was very useful in figuring the the right way to read for identification. I did, however, do some active reading in fourth grade. But the instructions for active reading in fourth grade is obviously very different from college-level active reading. The list of instructions for what to focus on while reading is very helpful for evaluating sources for the final research paper for this class. These tips, combined with the instructions on page 88, are exactly what I need for making sure my sources are legitimate.
Chapter 6
Chapter six in the Bedford Researcher touches on good researching techniques. This chapter includes reasoning and tips on why and how to save and organize notes on research. This chapter also helps avoid plagiarism though different techniques in quoting, paraphrasing, and summarizing. The chapter also instructs on how to create an accurate bibliography to help organize your research.
This chapter is very helpful because it is relevant to many other classes. The information is general enough that it can be used in assisting research for other classes, like history classes. The steps for constructing a bibliography are also helpful many other classes, too. I am currently taking a literature class, and the instructions seem extremely helpful. The class entails a lot of research and accurate sources, so this chapter is very relevant. Another part of the class is reading and taking notes on your thoughts during the reading process. The third part of the chapter includes, as I said before, has methods for note taking on sources. These methods will be useful for the note-taking for that class as well. The tips will help me better understand my research, because "taking notes helps you understand your sources more thoroughly than if you simply saved and highlighted copies of them" (102).
This chapter is very helpful because it is relevant to many other classes. The information is general enough that it can be used in assisting research for other classes, like history classes. The steps for constructing a bibliography are also helpful many other classes, too. I am currently taking a literature class, and the instructions seem extremely helpful. The class entails a lot of research and accurate sources, so this chapter is very relevant. Another part of the class is reading and taking notes on your thoughts during the reading process. The third part of the chapter includes, as I said before, has methods for note taking on sources. These methods will be useful for the note-taking for that class as well. The tips will help me better understand my research, because "taking notes helps you understand your sources more thoroughly than if you simply saved and highlighted copies of them" (102).
Thursday, October 2, 2014
Source Evaluation
1) Witt, Susan D. "Parental Influence on Children's Socialization to Gender Rolls." Cal Poly College of Liberal Arts, n.d. Web. 02 Oct. 2014. <cla.calpoly.edu/~bmori/syll/311syll/witt.html>.
- This source completely exemplifies the topic of my paper. It is a scholarly article and references the different things that impact a child's gender role development.
- All arguments in this article are completely organized and well-supported.
- The author urges the reader to make a change and adopt an "adrogynous gender role orientation" when raising children. She also seems to be asking the reader to challenge traditional gender roles, which is important.
- The publication date is unknown, but is probably recent. Citations are from around 1990 or later.
- The author is very thorough in this article, but her opinion is very obvious. I will have to make sure to not let bias show through in my own writing.
- As an article on the internet, it is true this article COULD not be legitimate. However, because it is hosted by a college and is for a psychology class at said college, I believe it to be a worthy source.
2) Leaper, Campbell. "Parents’ Socialization of Gender in Children."Encyclopedia on Early Childhood Development (n.d.): n. pag. Dec. 2013. Web. 2 Oct. 2014. <http://child-encyclopedia.com/documents/leaperangxp1.pdf>.
- This source delves into children's gender identities and how that is developed through parents, siblings, and their exposure to traditional gender roles.
- The research questions from this article show that it is exactly what I'm looking for. The topic is literally "gender: early socialization", which directly ties in with what I'm researching and writing about.
-The study is supported by the results, with added difficulties with separating parental influences and expectations on their children and their childrens' gender identities.
- The research gaps, in addressing the exact influence of parent's on gender development in children, could bring some doubt to this article. However, everything is well thought-out and addressed.
- The publication date is less than a year ago, meaning the research is probably still completely relevant.
- This source even addresses the differing parenting styles in heterosexual versus same-gender relationships, making it even more valuable.
- The genre of an internet source could bring doubt, but I'm sure it's legitimate.
3) Jacobs, Janis E., and Jacquelynne S. Eccles. "The Impact of Mothers' Gender-Role Stereotypic Beliefs on Mothers' and Children's Ability Perceptions." Journal of Personality and Social Psychology 63.No. 6 (1992): 932-44. Http://rcgd.isr.umich.edu/garp/articles/jacobs92.pdf. University of Michigan / Research Center for Group Dynamics. Web. 2 Oct. 2014.
- This source has information on the impact of a parent, specifically a mother's, impact on a child's ideals about gender roles, which is exactly what i need for my paper.
- The article seems to be well supported and legitimate, as it especially touches on stereotypes and judgements. I will be able to use the facts in this source to establish what a parent's influence does.
- Because the study is from over 20 years ago, the information may not be as relevant. However, 10 years is not that long so the information is probably still accurate.
- The source is very in-depth, thorough, and well-organized, which is impressive.
- The source is from a real journal of psychology, so it is a legitimate scholarly source.
4) Ling Halim, May, Kristina M. Zosuls, Diane N. Ruble, Catherine S. Tamis-LeMonda, Leah E. Lurye, and Faith K. Greulich. "Pink Frilly Dresses and the Avoidance of All Things "Girly": Children's Appearance Rigidity and Cognitive Theories of Gender Development." Developmental Psychology 50.4 (2014): 1091-101. Web. 6 Oct. 2014. <http://amodiolab.org/wp-content/uploads/2011/11/Halim-Ruble-Amodio-2011.pdf>.
- This source is really important in identifying what society's gender expectations do to a child or young adult's gender identity, which will help me in examining the psychological effect of gender roles.
- I'd like to touch on the expectations for both genders, and this paper examines all of that. It delves into the differences between feminine and masculine gender identities in people.
- The article is recent and from an actual psychological journal so the information should be legitimate.
- The source is from 2011, which is recent enough to still be relevant.
- This article seems to encompass all parts of establishing a gender identity and changing representations, which will be useful in my paper.
- This article seems to only talk about the male and female genders only, and the author seems to think masculine = boy and feminine = girl which is not always true...
5) Pyne, Jake. "Gender Independent Kids: A Paradigm Shift in Approaches to Gender Non-conforming Children." Canadian Journal of Human Sexuality 23.1 (2014): 1-8. Web. 6 Oct. 2014. <http://ezproxy.olympic.edu:2255/ehost/pdfviewer/pdfviewer?sid=802b4031-da34-4796-a00f-df5a2df240b6%40sessionmgr4004&vid=1&hid=4109>.
- This article focuses on children who "challenge gender norms" and, therefore, go against traditional gender roles. This article also talks about Gender Independent kids who are neither boys or girls, which is something I really want to talk about in my paper.
- This article has many, many citations to back up the information given. The author also supports his argument with research on sexuality, which will be useful in my paper.
- The author is a self-professed trans activist, which may cause his paper to be opinionated. Taking that into consideration, an opinion on this subject may be useful in writing.
- The article was published this year, meaning the information is still relevant!
- This article covers basically everything having to do with gender: non-binary, transgender, intersex, etc. It will probably be my best/favorite source.
- The article was originally published in a journal of human sexuality, making it totally relevant for my paper.
- This source completely exemplifies the topic of my paper. It is a scholarly article and references the different things that impact a child's gender role development.
- All arguments in this article are completely organized and well-supported.
- The author urges the reader to make a change and adopt an "adrogynous gender role orientation" when raising children. She also seems to be asking the reader to challenge traditional gender roles, which is important.
- The publication date is unknown, but is probably recent. Citations are from around 1990 or later.
- The author is very thorough in this article, but her opinion is very obvious. I will have to make sure to not let bias show through in my own writing.
- As an article on the internet, it is true this article COULD not be legitimate. However, because it is hosted by a college and is for a psychology class at said college, I believe it to be a worthy source.
2) Leaper, Campbell. "Parents’ Socialization of Gender in Children."Encyclopedia on Early Childhood Development (n.d.): n. pag. Dec. 2013. Web. 2 Oct. 2014. <http://child-encyclopedia.com/documents/leaperangxp1.pdf>.
- This source delves into children's gender identities and how that is developed through parents, siblings, and their exposure to traditional gender roles.
- The research questions from this article show that it is exactly what I'm looking for. The topic is literally "gender: early socialization", which directly ties in with what I'm researching and writing about.
-The study is supported by the results, with added difficulties with separating parental influences and expectations on their children and their childrens' gender identities.
- The research gaps, in addressing the exact influence of parent's on gender development in children, could bring some doubt to this article. However, everything is well thought-out and addressed.
- The publication date is less than a year ago, meaning the research is probably still completely relevant.
- This source even addresses the differing parenting styles in heterosexual versus same-gender relationships, making it even more valuable.
- The genre of an internet source could bring doubt, but I'm sure it's legitimate.
3) Jacobs, Janis E., and Jacquelynne S. Eccles. "The Impact of Mothers' Gender-Role Stereotypic Beliefs on Mothers' and Children's Ability Perceptions." Journal of Personality and Social Psychology 63.No. 6 (1992): 932-44. Http://rcgd.isr.umich.edu/garp/articles/jacobs92.pdf. University of Michigan / Research Center for Group Dynamics. Web. 2 Oct. 2014.
- This source has information on the impact of a parent, specifically a mother's, impact on a child's ideals about gender roles, which is exactly what i need for my paper.
- The article seems to be well supported and legitimate, as it especially touches on stereotypes and judgements. I will be able to use the facts in this source to establish what a parent's influence does.
- Because the study is from over 20 years ago, the information may not be as relevant. However, 10 years is not that long so the information is probably still accurate.
- The source is very in-depth, thorough, and well-organized, which is impressive.
- The source is from a real journal of psychology, so it is a legitimate scholarly source.
4) Ling Halim, May, Kristina M. Zosuls, Diane N. Ruble, Catherine S. Tamis-LeMonda, Leah E. Lurye, and Faith K. Greulich. "Pink Frilly Dresses and the Avoidance of All Things "Girly": Children's Appearance Rigidity and Cognitive Theories of Gender Development." Developmental Psychology 50.4 (2014): 1091-101. Web. 6 Oct. 2014. <http://amodiolab.org/wp-content/uploads/2011/11/Halim-Ruble-Amodio-2011.pdf>.
- This source is really important in identifying what society's gender expectations do to a child or young adult's gender identity, which will help me in examining the psychological effect of gender roles.
- I'd like to touch on the expectations for both genders, and this paper examines all of that. It delves into the differences between feminine and masculine gender identities in people.
- The article is recent and from an actual psychological journal so the information should be legitimate.
- The source is from 2011, which is recent enough to still be relevant.
- This article seems to encompass all parts of establishing a gender identity and changing representations, which will be useful in my paper.
- This article seems to only talk about the male and female genders only, and the author seems to think masculine = boy and feminine = girl which is not always true...
5) Pyne, Jake. "Gender Independent Kids: A Paradigm Shift in Approaches to Gender Non-conforming Children." Canadian Journal of Human Sexuality 23.1 (2014): 1-8. Web. 6 Oct. 2014. <http://ezproxy.olympic.edu:2255/ehost/pdfviewer/pdfviewer?sid=802b4031-da34-4796-a00f-df5a2df240b6%40sessionmgr4004&vid=1&hid=4109>.
- This article focuses on children who "challenge gender norms" and, therefore, go against traditional gender roles. This article also talks about Gender Independent kids who are neither boys or girls, which is something I really want to talk about in my paper.
- This article has many, many citations to back up the information given. The author also supports his argument with research on sexuality, which will be useful in my paper.
- The author is a self-professed trans activist, which may cause his paper to be opinionated. Taking that into consideration, an opinion on this subject may be useful in writing.
- The article was published this year, meaning the information is still relevant!
- This article covers basically everything having to do with gender: non-binary, transgender, intersex, etc. It will probably be my best/favorite source.
- The article was originally published in a journal of human sexuality, making it totally relevant for my paper.
RESEARCH
Gender Roles Impact on Childhood Development
http://www.child-encyclopedia.com/documents/LeaperANGxp1.pdf
http://www.rcgd.isr.umich.edu/garp/articles/jacobs92.pdf
http://cla.calpoly.edu/~bmori/syll/311syll/Witt.html *
gender identity and children in haselwood library
http://ezproxy.olympic.edu:2255/ehost/detail/detail?sid=fd23872a-fb8c-4b73-9b45-265d1de7651c%40sessionmgr4001&vid=0&hid=4209&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=95572517
http://ezproxy.olympic.edu:2255/ehost/detail/detail?sid=323a3427-cd21-4b14-996b-afe7432b8e23%40sessionmgr4001&vid=0&hid=4209&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=95391421 ***
http://ezproxy.olympic.edu:2255/ehost/detail/detail?sid=0c339dc7-7ad0-497d-8f0d-2ee7728cb4e7%40sessionmgr4001&vid=0&hid=4209&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=83404161
http://ezproxy.olympic.edu:2257/ehost/detail/detail?sid=f5d047e0-127c-4c9e-8718-63fb72cf38c1%40sessionmgr198&vid=0&hid=116&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=95753194
http://www.care2.com/causes/ze-hir-hirs-he-she-they-which-pronoun-are-you.html?page=2
http://www.grammarmudge.cityslide.com/articles/article/307084/22324.htm
http://www.child-encyclopedia.com/documents/LeaperANGxp1.pdf
http://www.rcgd.isr.umich.edu/garp/articles/jacobs92.pdf
http://cla.calpoly.edu/~bmori/syll/311syll/Witt.html *
gender identity and children in haselwood library
http://ezproxy.olympic.edu:2255/ehost/detail/detail?sid=fd23872a-fb8c-4b73-9b45-265d1de7651c%40sessionmgr4001&vid=0&hid=4209&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=95572517
http://ezproxy.olympic.edu:2255/ehost/detail/detail?sid=323a3427-cd21-4b14-996b-afe7432b8e23%40sessionmgr4001&vid=0&hid=4209&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=95391421 ***
http://ezproxy.olympic.edu:2255/ehost/detail/detail?sid=0c339dc7-7ad0-497d-8f0d-2ee7728cb4e7%40sessionmgr4001&vid=0&hid=4209&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=83404161
http://ezproxy.olympic.edu:2257/ehost/detail/detail?sid=f5d047e0-127c-4c9e-8718-63fb72cf38c1%40sessionmgr198&vid=0&hid=116&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=95753194
http://www.care2.com/causes/ze-hir-hirs-he-she-they-which-pronoun-are-you.html?page=2
http://www.grammarmudge.cityslide.com/articles/article/307084/22324.htm
Small Group Sample Paper
- What are some things that strike you?
- Their own work -4
- Meets word requirement -4
- The citations are not grammatically correct, sources could use more detail within the paper. For example, the citations come after the period when they should come before. "...lacked details such as a timeline and financing. (California Legislative)" -3
- Lacks signal phrases, sentences are choppy and could be smoother. On page two, the student lists about five opinions that seem to kind of stutter along. -2.5
- The student definitely accurately addresses all points of their thesis, and paragraph contents match titles. -4
- As mentioned before, the titles help organize the paper. However, the author seems to drop into the issues straight away without introducing the benefits in a smoother fashion. Also, some bias seems present. -3
- Author has about 6 pages of works cited, definitely meets the minimum requirement. -4
Research Paper Notes One
Traditional Gender Roles/Norms in Childhood Development
Thesis: Parents and adults should not push traditional gender roles on children to allow children to establish (create?) individual gender identities, sexualities, and specific character traits.
Thesis: Parents and adults should not push traditional gender roles on children to allow children to establish (create?) individual gender identities, sexualities, and specific character traits.
Points:
- psychological?
- impact on gender identities
- sexuality (as by parents)
- religion = relevant?
- MM/FF/MF/OTHER does what to child with traditional rolls
- child's future jobs- stereotypes?
- child's personal identity
- parental job shows child??
Wednesday, October 1, 2014
Chapter 2
The second chapter of the Bedford Researcher looks at further investigation of an author's chosen topic. This chapter asks the author to consider discussing preliminary observations with people affected by said topic. After fleshing out a topic thoroughly, the author should ensure there are proper scholarly sources to draw from.
This chapter is, assumably, going to be very useful for a lot of in-class work. Sometimes, it can be difficult to find proper sources for reference. This chapter has an abundance of tips for really narrowing down the best places to find citations. Also in this chapter are instructions on conducting a "scholarly" web search. For example, when looking for sources on wind power, searching "wind power site: gov" will bring up more legitimate sources. Because more, easy research is done online, this chapter's advice on skimming and then recording your notations on sources is extremely helpful. As suggested in this chapter, creating a research log for any essay anything an author may write is a really great idea. Perhaps it is possible to catalog all my research in blogger... Keeping track of why research is relevant can easily "allow [the author] to pull together the information, ideas, and arguments that several of [the] sources touch on" (33).
This chapter is, assumably, going to be very useful for a lot of in-class work. Sometimes, it can be difficult to find proper sources for reference. This chapter has an abundance of tips for really narrowing down the best places to find citations. Also in this chapter are instructions on conducting a "scholarly" web search. For example, when looking for sources on wind power, searching "wind power site: gov" will bring up more legitimate sources. Because more, easy research is done online, this chapter's advice on skimming and then recording your notations on sources is extremely helpful. As suggested in this chapter, creating a research log for any essay anything an author may write is a really great idea. Perhaps it is possible to catalog all my research in blogger... Keeping track of why research is relevant can easily "allow [the author] to pull together the information, ideas, and arguments that several of [the] sources touch on" (33).
Group One - Reviewing a Sample Research Paper
Reinstating Compulsory Conscription
Carol Rivers
Word Count: 4455
I feel the writer accomplishes her thesis of "compulsory
conscription needs reinstating" pretty well. She using rational appeal
through historical events and statistics, and then emotional appeal
through personal experience and heartstrings tugging quotes,
such as the closing quote by Ronald Reagan. However in the 4th and 5th
paragraphs I think she misses an opportunity to defend her thesis. Paragraph 4 expresses how reinstating the draft will be expensive and
thus bad for the economy, while paragraph 5 stats
how reinstatement will create jobs and thus be good for the economy. As
a reader I become confused which point of view "outweighs" the other,
and I begin to doubt her thesis. A simple sentence or two arguing and
stating why the benefits of job creation to
the economy, due to draft implementation, outweighs the cost would have
supported her thesis and kept her point of view clear and strong.
In the fifth to last paragraph of the document, the author is writing in first person, and giving her own personal opinion about the information. The paper is fairly grammatically correct and the author has a good understanding about tenses. The author does, however has slightly stunted transitions.
The author clearly shows
where she found her point and also uses clear signal phrases so you
can tell the paper is not plagiarized. The sources are sufficient and it is clear that the author researched her paper.
The author of the paper has well over the minimum
amount of citations with 19 works cited. Though well cited, many of the sources do not qualify as scholarly.
Chapter 1
The first chapter of the Bedford Researcher touches on many topics relevant to writing. When writing, it is important to consider many things. The first chapter is appropriately titled "Getting Started" and creates a sort of check list for creating a paper. Within this chapter are tips for choosing a topic, proper research techniques, and elements of good writing. After choosing a topic, this chapter assists in helping a writer learn how to craft a paper with a correct position, accurate sources, properly manage time, and take advantage of "technological opportunities".
This chapter is vital because it can help keep a writer on the correct track while attempting to work through things or situations that would affect a person's ability to actually work on the topic they choose. Because this chapter is created basically like a check list, it will be useful for any sort of paper. The guidelines are broad and can be adapted because they are not tweaked for a certain topic. The most useful part of the first chapter seems to be the second section on choosing a research topic; it can sometimes be difficult to not only choose but also narrow down a specific issue to write about.
This chapter is vital because it can help keep a writer on the correct track while attempting to work through things or situations that would affect a person's ability to actually work on the topic they choose. Because this chapter is created basically like a check list, it will be useful for any sort of paper. The guidelines are broad and can be adapted because they are not tweaked for a certain topic. The most useful part of the first chapter seems to be the second section on choosing a research topic; it can sometimes be difficult to not only choose but also narrow down a specific issue to write about.
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