research papers introduction thesis statement conclusion direct quotations paraphrasing summarizing

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Research Papers Introduction Thesis Statement Conclusion Direct Quotations Paraphrasing Summarizing

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Page 1: Research Papers Introduction Thesis Statement Conclusion Direct Quotations Paraphrasing Summarizing

Research Papers

IntroductionThesis Statement

ConclusionDirect Quotations

ParaphrasingSummarizing

Page 2: Research Papers Introduction Thesis Statement Conclusion Direct Quotations Paraphrasing Summarizing

Introduction

There are many ways to begin. Regardless of which approach you choose, the introductory paragraph of a research paper usually includes the following elements:

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1. Focusing sentences…– Direct the reader’s attention to

the topic of the paper.– “grab” the reader’s attention– Should consist of thought- provoking,

ORIGINAL sentences that will draw the reader in!

2. A thesis statement…– Is the carefully worded statement of

the main idea of the paper, NEVER begins, “In this paper, I will…”

– Almost always includes a judgment or evaluation; is never merely a statement of fact.

– Will be the LAST sentence in your paragraph

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3. A method of development (MOD)…– Is a BRIEF introduction of the main

topics that you will use to support your thesis statement.

4. Additional techniques:– An entertaining anecdote (interesting

or humorous story), story, conversation, or example

– A strong, controversial opinion that opposed common assumptions or critical views

– An unusual or startling fact, surprising statistics, or data

– A witty or humorous observation– A dramatic, fascinating quotation,

adage, or proverb

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Examples of Excellent Introductory Paragraphs

Many different influences affect a writer’s development. Friends, family, locale, literary heroes, teachers- all may leave an imprint. In the case of Ernest Hemingway, although his experience as a reporter helped shape his style, other authors and their work exerted the major influence on Hemingway’s work as a whole. His early writing owes much to several Americans, most notable, Sherwood Anderson. Mark Twain, whom Hemingway admired greatly, was also influential. And Gertrude Stein’s ruthless criticism of his manuscripts helped him to write more succinctly. In the end, the Nobel Laureate owed many debts to both his predecessors and his contemporaries.

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From Riverfront Park in Spokane, Washington, to Busch Gardens in Tampa, Florida, the roller coaster dominates the scene. Whether it is the shuttle loop of the Viper at Six Flags over Georgia, or the mildly tot-terrorizing Kiddie Koaster at Playland in Rye, New York, the roller coaster has been the star attraction at amusement parks since 1886. The success of this ride is no accident. It took years of experimentation and constant improvement to build roller coasters that would provide maximum thrills without endangering lives. Today, the coaster’s overwhelming popularity in amusement parks around the world is the result ingenious design, engineering skill, and the application of psychology.

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FORMULATING A THESIS STATEMENT

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What is a thesis statement?

A thesis statement…

– Tells the reader how you will interpret the significance of the subject matter under discussion.

– Is a road map for the paper, in other words, it tells the reader what to expect from the rest of the paper.

– Is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel

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Procedure for arriving at a satisfactory thesis

statementA thesis is the result of a lengthy thinking

process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a "working thesis," a basic or main idea, an argument that you think you can support with evidence but that may need adjustment along the way.

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Step # Do some preliminary reading to get ideas. Write down some questions about your

topic.

Step # Select an “angle” that narrows your topic to manageable proportions.

Step # Propose a judgment, criticism, or evaluation that you can support in your essay.

This will be your temporary thesis statement that you will later refine and improve.

Step # Determine how you will back up your thesis statement by deciding what

information will support it and what information will provide evidence, reasons, and arguments that will convince the reader of the soundness of your thesis statement.

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A good thesis statement is:

A declarative sentence that states clearly and concisely the main point that you are trying to make.• “The perceived injustices of the Treaty of Versailles

made it a major cause of World War II.”

A sentence that embodies a judgment, criticism, or evaluation.• “The major problems that made enforcement of the

Treaty of Versailles difficult concerned disarmament, reparations, and the punishment of war criminals.”

A statement you consider significant so that if someone asks, “so what?” you can answer their question.

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A good thesis statement may:

Suggest a comparison or contrast– “The treaty that followed World War II

was radically different from the one that concluded World War I.”

Focus primarily on the causes of a particular event, condition, or change– “A number of economic and political developments in

Europe made World War I almost inevitable.”

Propose a solution to a problem or recommend a policy– “Community service should be mandatory for all high

school students, but it should take place during the school day.”

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A good thesis statement is not:

A statement of fact– “The Treaty of Versailles was signed by four major

powers and became effective January 1920.”

Merely the expression of personal opinion– “I think the Treaty of Versailles was a foolish mistake.”

A vague generalization– “The Treaty of Versailles caused the world a lot of

problems.”

A question– “Was the Treaty of Versailles a major force in precipitating World War II?”

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How do I know if my thesis statement is strong?

• Do I answer the question? – Re-reading the question prompt after

constructing a working thesis can help you fix an argument that misses the focus of the question.

• Have I taken a position that others might challenge or oppose? – If your thesis simply states facts that no one

would, or even could, disagree with, it's possible that you are simply providing a summary, rather than making an argument.

• Is my thesis statement specific enough? – Thesis statements that are too vague often do not

have a strong argument. If your thesis contains words like "good" or "successful," see if you could be more specific: why is something "good"; what specifically makes something "successful"?

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• Does my thesis pass the "So what?" test? – If a reader's first response is, "So what?"

then you need to clarify, to forge a relationship, or to connect to a larger issue.

• Does my thesis pass the "how and why?" test? – If a reader's first response is "how?" or

"why?" your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

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Examples of good thesis statements

General Subject: teenage runawaysSpecific Topic: reasons why

adolescents run away from home

Thesis Statement: Many adolescents run away from home, not because of delinquent activity but because they are seeking help.

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General Subject: euthanasiaSpecific Topic: arguments opposing

the practice of euthanasiaThesis Statement: Within the Judeo-

Christian tradition, there are strong religious arguments against euthanasia.

General Subject: the electromagnetic spectrum

Specific Topic: use of X-rays in analysis of paintings

Thesis Statement: Radiography makes possible the

verification of paintings by revealing age and underlying

brushstroke techniques.

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ConclusionThe concluding paragraph of a research paper

brings it to a satisfactory close. It usually includes the following elements:

1. Several sentences that refocus attention and signal the end.

2. A reworded thesis statement…• Is NOT a word- for- word repetition of

the main idea of the paper

3. A recapitulation (recap)…• Is a concise summary of the topics covered

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4. Concluding sentences go beyond the thesis by…• Providing a new insight or perspective

• Suggesting logical implications or practical consequences of the position stated

• Challenging the reader to take action or change behavior through specific proposals

• Showing how this view or discovery fits into the “larger picture”

• Making a prediction about future developments regarding this topic

• Raising additional questions about the topic or suggesting the direction that future investigation might take

• Mentioning a noteworthy incident, surprising statistic, apt quotation, or striking contrast that reinforces the main point of the essay

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A good conclusion…• Leaves the reader with a strong impression, a definite

attitude

• Does not merely repeat

• Does NOT begin “In conclusion” or “Finally.” All but the dimmest reader can see that the end is in sight!

• Is the author’s own work and does not contain borrowed material except for possibly a brief, highly appropriate quotation, statistic, etc.

• Reflects the introduction by alluding to the same idea, saying, anecdote, or incident mentioned earlier.

• DOES NOT END WITH “ ”

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Example of an concluding paragraph

Earnest Hemingway’s mature style reflects his experience as a journalist as well as his admiration for such writers as Sherwood Anderson, Stephen Crane, and Mark Twain. It also shows the influence of Gertrude stein, who for a brief time was Hemingway’s mentor and critic. Yet despite these influences, Hemingway developed and perfected his own style, and in the end, distanced himself from other American writers. In terms of both style and content, he was truly his own person. His many excellent short stories and his finest novels continue the tradition of American literature and also make an original contribution to it.

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Using direct quotation

General Rules:1. Copy the author’s exact words and enclose them in

quotation marks, following the rules for punctuation and capitalization:

• Introduce quote with a lead-in followed by a comma

• Place citation INSIDE the closing punctuation.

• Example: According to Hawthorne, “Hester Prynne was found to be in a state of nervous excitement” (65).

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2. For every direct quotation include:• A lead-in (introductory words or

phrases)• A follow-up (an explanation of its

meaning, relevance, or significance)• Parenthetical documentation

3. Avoid monotony and maintain fluency by using a variety of methods to introduce direct quotations

4. Use ellipses (…) for omissions

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5. Use [sic] to indicate the retention of errors in the original• FOR EXAMPLE: In the quoted sentence “The lost

aviators poured [sic] over their maps,” the bracketed word shows that you know the author’s use of “poured” is incorrect, it should be “pored.”

6. Use [ ] when you need to make a minor change in the wording of a direct quotation.• FOR EXAMPLE: Machiavelli argues that “a prince,

and especially a new prince,… [is] often obliged… to act against faith, against charity, against humanity, and against religion” (102-103).

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7. For quotations four lines or longer:• Introduce quote with lead-in followed by

a colon (:).• Start a new line.• Indent the entire quotation.• Double space.• Omit quotation marks.• Place citation OUTSIDE the closing

punctuation.

8. Remember that most of your paper should be your own writing in which you use direct quotation sparingly (no more than 10% of your paper).

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Paraphrasing

You should paraphrase MOST of the borrowed material used in your paper. That means rewriting or restating another person’s ideas IN YOUR OWN WORDS. Keep in mind the following rules:

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• Make sure you understand the passage thoroughly before you paraphrase it. Note key words and phrases. Look up words you don’t know.

• Clarify and simplify as you paraphrase.

• Retain the exact meaning of the original.

• Maintain approximately the same length, order of ideas, tone, and message. Do not use the same words and phrases except for the very few that cannot be changed because they have no adequate synonym or because a specific word is essential to the meaning of the passage.

• Develop and maintain your own writing style throughout the paper, even when restating others’ ideas, attitudes, and beliefs.

• Provide parenthetical documentation for all paraphrased material.

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Summarizing

A summary is a shortened version of a paraphrase. It retains the writer’s main idea and point of view but condenses the material. Like the paraphrase, it uses YOUR OWN WORDS. Keep in mind the following rules:

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• Read the passage, paying attention to key words and looking up words you don’t know.

• Restate the main facts and ideas, keeping the order.

• Include essential information, but omit descriptive details, examples, illustrations, analogies, and anecdotes.

• Try to shrink the passage to about 1/3 the length of the original.

• Provide parenthetical documentation for all summarized material.

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Information collected from:

Research Paper Procedure for High School ©2004 p. 135-136, 138

http://www.unc.edu/depts/wcweb/handouts/thesis.html