turabian 8 footnote bibliography style

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Turabians Footnote/Bibliography Style Formatting: 8thEdition

The preferred style for Liberty University is Bibliography/Footnote style; however, for

some shorter papers, the professor may allow the Author-Date style. Please verify with your

professor his/her preference.

This paper demonstrates the use of Footnote/Bibliography (cf. Turabian 8 thedition

manual, chapters 16-17).

The standard font and paragraph defaults are the same for Author-Date Style and

Bibliography/Footnote. The Font is Times New Roman 12 pt. The paragraph default is double

space, no additional space between paragraphs, and First line indented .5 or .56 (or set to 0 and

indent the first sentence with the TAB key).

Some professors will provide you with a format for the title page. Others prefer the

standard format. See this sample paper for an example of the standard format.


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LIBERTY UNIVERSITY

LIBERTY BAPTIST THEOLOGICAL SEMINARY

A SAMPLE PAPER IN TURABIAN 8TH

FORMAT

DEMONSTRATING IN-TEXT CITATIONS AND REFERENCE LIST

A PAPER

SUBMITTED TO DR. LIBERTY U. PROFESSOR

IN PARTIAL FULFILLMENT

OF THE REQUIREMENTS FOR THE COURSE

THE TITLE OF THE CLASS

CLASS NUMBER

BY

LIBERTY GRAD STUDENT

HOMETOWN, HOMESTATE

JANUARY 1, 2013


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Table of Contents

Introduction ............................................................................................................................. 1

Initial Thought and Research.................................................................................................. 1

How Researchers Must Think .................................................................................................... 2

Three Kinds of Research Questions .......................................................................................... 2

Conceptual Questions .................................................................................................... 3

Practical Questions ........................................................................................................3

Applied Questions ..........................................................................................................4

Significance of Questioning ....................................................................................................... 4

Topic to Final Draft ................................................................................................................ 5

Processing the Topic .................................................................................................................. 5

Find a Question in the Topic .......................................................................................... 6

Managing the Topic .......................................................................................................6

Topic constraints ................................................................................................ 6Topic interrogation ............................................................................................. 7

Assessing initial data .......................................................................................... 8Answering the topic ............................................................................................ 8

Using hypotheses ................................................................................................ 9Evidencing the hypothesis ................................................................................ 11

Hypothesis as guide .......................................................................................... 11Outline and order of full rough draft ................................................................. 12

Revising for Final Draft ........................................................................................................... 13

For notes on placingdots after the heading

and before the numberssee Appendix B.

Only heading

levels 1-2 aremandatory for

Table ofContents:

Turabian

A.1.5

Headings shouldfollow logic of the

paper and matchformat used in

paper: A.1.5

Pagination of front matter. Lowercase Roman numerals. No page

number on Title Page. First page ofTable of Contents: ii

See Appendix C for Paginationhelp.


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Check the Whole .......................................................................................................... 14

Logical markers and flow ................................................................................. 14

Coherency ........................................................................................................ 15Relevancy ......................................................................................................... 16

Check Paragraphs .......................................................................................................16

Check After Cooling .....................................................................................................17

A Final Analogy ...........................................................................................................18

Conclusion ......................................................................................................................... 19

APPENDIX ......................................................................................................................... 21

BIBLIOGRPHY ...................................................................................................................... 28

Page numbers are usually placed in the footercentered. Page numbers for theses and

dissertations have been placed in differentlocations depending on the part of the paper;

however, many departments and universitieshave eliminated these distinctions and

require consistent placement of pagenumbers throughout a thesis or dissertation.

Check with your professor.

Turabian A.1.4.2


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Introduction

Experiences of the Online Writing Center staff have revealed that students can easily

misapply technicalities of Turabian format and that accurate sample papers in Turabian format

can be very helpful toward resolution of student inaccuracies. This sample paper attempts to

demonstrate writing a Liberty University class assignment, such as a research paper, in Turabian

8thedition format.1 This sample paper will make use of footnote/bibliography source citations

with an accompanying Bibliography of cited sources. For more precise and thorough information

see Turabian 8thedition manual, chapters 16-17.

The content in the following pages will consist of useful summaries of select material

from the Turabian Manual concerning parts of the process of writing a research paper. The

writing process can be conceived of as idea-development from planning through rough grafting

to the final product. The final product should include the varied components of a well-organized,

lucid, and coherent paper.

Initial Thought and Research

The completion of the research paper is an involved process. In planning how to research

and write any project, the process should be broken into stages or steps that are manageable if

worked on one at a time. The researcher should decide what the stages or steps of the project will

be. When all steps for rough drafts are properly completed, the researcher-writer will have a full

final draft for submission.2

1Kate L Turabian.A Manual for Writers of Research Papers, Theses, and Dissertations.8

thed. Edited by

Wayne C. Booth, Gregory G. Colomb, Joseph M. Williams and the University of Chicago Press Editorial Staff.(Chicago: University of Chicago Press, 2013).

2Ibid., 3-4.

Level 1 Heading: Centered, Bold,

Headline Style. Turabian A.2.2.4.

Paragraph

spacing isDouble spaced,indented .5 or

.56, noadditional

space betweenparagraphs.

(Set to 0 notAuto)

Pagination of page 1 of text:Arabic Numeral 1.

Turabian A.2.2

Note that the

authors name isfirst name last

name withpublishing

information inparenthesis.

Turabian 16.1

The abbreviation Ibid. means basically the same source asabove. Ibid. is always followed by a period. When you add a

page number you add a comma. Turabian 16.4.2

Footnotes are single space with asingle space between each note.Times New Roman 10 pt. font.


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How Researchers Must Think

Researchers/writers must carefully think through their purpose and procedure because

whether in the academic world or in other business or professional sphere, sound and reliable

research and reporting are important and valued. Solid detailed research is not sufficient,

however, to persuade readers to a writers viewpoint. The research must be arranged and

reported in a fashion that readers discern as logically valid and factually trustworthy for

explanation and argument.3 Because readers do not know how much research was conducted,

thy make judgments base on how seemingly reliable research is effectively presented. One expert

writer/s technique is to imagine the readers as a panel of diverse jurors who will critically assess

the written presentation for its worth or solid argument.4

Usually researchers/writers want to answer a question, evidence a point for persuasion, or

learn information that is valuable to share with select others.5Whatever the intent in writing, the

most successful researchers know that readers care about a question only when they thing that its

answer might encourage them to say no So what?but Thats worth knowing!6

Three Kinds of Research Questions

Various ways exist to categorize research questions. One easily memorable scheme is to

divide investigative questions into descriptive, relational, and causal types. Descriptive questions

apply to topics a writer simply wishes to explain. Relational questions refer to explaining how

3 Turabian, 6.

4 DianaHacker. The Bedford Handbook.7thed. (Boston, MA: Bedford/St. Martins, 2006) 491-92.

5 Turabian, 6.

6 Ibid., 7-8.

Quote precisely as the source states

and spells: Turabian 25.1If you weavethe quotationinto the syntax

of yoursentence,

begin it with alowercase

letter.

Turabian25.3.1.2

Once you have identified a resource, in subsequentnotes you only need the authors last name and page #.

Do not use Ibid. to refer to a resource on a previouspage.


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two or more things relate to one another. Causal questions deal specifically with causes and their

effects. 7

The Turabian manual prefers a different scheme: The most common questions in

academic work are conceptual. The ones most common in the professions arepractical.8There

are also applied questions.

Conceptual Questions

In researching and writing to answer a conceptual question, the writer informs readers so

that they will better understand a certain issue.9 Conceptual questions guide the researcher to

address the nature of something. The writer may answer/discuss whator how features, or may

concentrate on how the specific topic relates to other topics. Concepts (or things) relate to each

other in many possible ways. Thus, answering conceptual questions defines select ideas for what

they are and how they function.

Practical Questions

A practical research question a writer will attempt to answer I order to instruct readers

how to fix, change, or improve something.10The nature and function of a thing is not at issue,

but how to alterthat thing. To fix, change, or improve something means to alter its nature and/or

adjust or redirect its function. Altering a thing does not mean that it can be solely a material or

literal object. Immaterial things, ideas, arguments, or theories may also be altered.

7William M. K Trochim. Types of Questions: Research Methods Knowledge Base. 2006, accessed June

11, 2010. http://www.socialresearchmethods.net/kb/resques.php

8Turabian, 8.

9 Ibid.

10 Ibid., 9.

Citing a websites webpage having

an authors name: Turabian 17.7.1

Third levelheading: Flush

left, italic orbold, Headline

style.

Since the

resource isidentical to the

previous,including the

page #, youonly use Ibid.
http://www.socialresearchmethods.net/kb/resques.phphttp://www.socialresearchmethods.net/kb/resques.php


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Applied Questions

Addressing an applied question refers to a researcher investigating and explaining to

readers an issue that needs to be clarified and understood in the process of trying to fix, change,

or improve a thing.11

In other words, using and answering applied questions means obtaining a

grasp of what elseneeds to be understood in order to change something or whychanging a thing

is desirable. At times a thing is sufficiently complicated so that knowing its nature, function, and

how to change it is not enough. In such cases the nature, function, and alteration of other but

related things must also be dealt with. Applied questions help to manage these more complex

research-writing topics.

Significance of Questioning

Formulating and asking questions to guide ones research effort has value for the writer,

not only for the learning of information, but also to enhance motivation for ones hypothesis. A

college professorial study by Donham and partners demonstrates that students completing

required research papers are more highly motivated and interested if the research project is

guided by questions to answer rather than to simply report information.12The cause of the

enhanced motivation is that research guided by questions instills greater personal ownership and

responsibility13

for the topic within the student-writer.

Regardless of the type of question being answered by the writer, readers must perceive

some value in their learning the information. The writer must assume and answer the readers

unspoken question of So what? The more effectively the writer can answer the question So

11 Turabian, 9-10.

12 Jean Donham, Jill A. Heinrich, and Kerry A. Bostwick.. Mental Models of Research: Generating

Authentic Questions. College Teaching 58, no. 1 (Winter 2010): 8. http://p2048-www.liberty.edu.ezproxy.liberty.edu:2048/login?url=http://search.proquest.com.ezproxy.liberty.edu:2048/ docview/578474613?accountid=12085. 8

13 Ibid., 9.

Citing a journalarticle with 3authors:

Turabian 18.1

Do not leave a heading on the endof a page, force it to be with itstext.
http://p2048-www.liberty.edu/http://search.proquest.com.ezproxy.liberty.edu:2048/http://search.proquest.com.ezproxy.liberty.edu:2048/http://p2048-www.liberty.edu/


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what? the more confidence he/she will have in the final written product. Thus the writer should

understand the usefulness of the three types of research questions on the way to arriving at a

hypothesis. The writer investigates, questions, and develops his/her general topic in ways to

attain a final hypothesis (i.e., a final thesis statement).

Topic to Final Draft

Researching a project or paper can be time consuming, messy, and unpredictable, but it is

manageable if the research is planned and directed. A solid research project consists of many

tasks from start to finish, but among these tasks are five essentials:

1. Ask a project question worth answering.

2. Find an answer that can be supported with good reasons.

3. Find reliable evidence to support the good reasons.

4. Draft a report that makes a good case for the answer to the question.

5. Revise that draft until readers will think the first four essentials are met.14

The significance of asking three types of research questions has been noted. The five writing

process essentials above make clear the implementation of one overall project-guiding question

to answer. The five essentials will be treated to certain extent in the following pages.

Processing the Topic

If the researcher is allowed to choose the topic, it will be useful to select an idea or issue

that he/she is personally interested; has debated, confronted, or investigated before; is

anticipating future activities which will be made easier if this topic is researched not.15 Although

the researcher-writer may achieve all these traits of topic familiarity, the worth of the research

topic or a guiding research question remains uncertain. One aspect of the worth of a guiding

14 Turabian, 12.

15 Ibid., 14.

Listing itemswith consistent

sentencestructure and

source citation:

Turabian 23.4.2


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research question is its power to address the project readers implicit So what? query, as

previously discussed.

Find a Question in the Topic

Good researchers know that the best guiding question to find an answer to is not one that

is simply intriguing to them, but one that helps them understand some larger issue.16

A

research question may be trivial or useless, but that is not certain until the answer to the question

is found. A researchers most valuable ability is a keen skill of curious discernment; that is, a

skill at seeing what is odd amidst the common, regular, or logical. That curiosity well-applied

will result in a topic-guiding question to investigate and write about.

Managing the Topic

The research topic, to the extent that it serves to create a complete rough draft, must be

mastered by the student-writer. In the following, certain aspects of mastering the writing topic

for a complete rough draft will be summarized. The topic must be limited and firmly questioned

to direct it for research. The information obtained from research must be carefully evaluated and

organized. A guiding thesis statement (i.e., hypothesis) must be designed and clearly evidenced.

Lastly, a complete rough draft must be organized, outlined, and composed on pages.

Topic constraints

Regardless of how the research topic was obtained, the topic must be made manageable,

preferably before much time and effort spent in research. A topic like counseling, leadership, or

theologyis much too broad, resulting in endless research. The investigator must limit the topic

to specific point or question or controversy that will be feasible to research and evaluate.17

The topic may also need to be strictly limited within what information is accessible to the

16 Turabian, 13.

17 Ibid., 14-15.


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researcher due to time constraints, though plenty of valid information exists on most topics that

Liberty University students commonly research (excluding dissertations). Ruthlessly limiting

what information is used for research is of special importance in internet research, because some

information most easily accessible on the Internet is of uncertain origin and validity.18

Topic interrogation

A variety of thought processes are available for topic interrogation. The investigator

should consider primarily howand whyquestions to answer in order to deepen research and

develop the topic and should not worry if questions and their answers overlap in content. For

example, research questions might be about howthe topic fits into a larger context, such as

historical, cultural, geographical, religious, economic, or social context.19

Whatquestions could

be about the nature or definition of the topic itself. What ifspeculative questions address what

would happen if the topic acted differently than it does, or if new and startling information about

the topic was discovered. Acceptor reject questions help decide whether a source of information

is agreed or disagreed with, and what the result or implication is of that agreement or

disagreement. What about thisquestions challenge the topic in ways that other researchers

appear not to discuss sufficiently.

The Turabian manual suggests an additional research activity the investigator could use if

time permits. It is to find an internet chat room on the topic, listen in on the discussion, and see

what details, questions, or issues about the topic are raised and why.20

With this technique the

researcher must remember the uncertain quality of internet research information. Content

18 Luyt et al. Improving Wikipedias accuracy: Is Edit Age a Solution?Journal of the American Society

for Information Science and Technology59, no. 2 (January 2008): 318-319. http://doi.org/10.1002/asi.20755(accessed May 13, 2013).

19 Turabian, 15.

20 Ibid., 15-16.

Level 4

heading: Flush

left, romantype, Sentencestyle

capitalization

Journal article

with 4 authors:

Turabian 16.1
http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755


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obtained from chat networks, discussion forums or public blogs may be relevant and supportive,

but is not classified as scholarly source material.21

Assessing initial data

After initial questioning and researching, the information found should be used to judge

the worth of the questions that have been asked and investigated. The apparent worth of the

initial research data should be used to direct to next-step deeper research. The initial research

data must be assessed to discern whether the research question(s) has been too easy to answer, or

may indicate that disproof is surely arguable.22

Answering the topic

Early in the research (i.e., in the first or second stage of investigation), a useful strategy is

to take time to speculate several answers to the research question(s). These speculative answers

should be written down to give them clarity of thought. Putting a foggy idea into words is the

best way to clarify it, or to discover that you cant.23

It does not matter if these speculative

answers are far-fetched or orthodox. The importance of this exercise is to clarify in mind several

different answers. As in-depth research of the topic continues, the speculative answers can be

evaluated; one or some answers can be maintained as valid or useful, and the others discarded as

incorrect or impractical. As questions and their answers are clarified and supported, the

hypothesis or hypotheses for the paper are determinable.

21 Scholarly Journals What are They?. 2011. Liberty University Library.

http://www.liberty.edu/index.cfm?PID=4357(accessed May 16, 2013).

22 Turabian, 17-18.

23Ibid., 19.
http://www.liberty.edu/index.cfm?PIDhttp://www.liberty.edu/index.cfm?PID


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Using hypothesis

One of the chief goals of the first and second stages of research is to identify a thesis

(short for hypothesis) statement for the writing project. This clarification is crucial to the

degree that the researcher-writer has authority to choose the project topic. The hypothesis must

guide the coherent written project. There are several aspects of hypothesis to consider.

Working hypothesis. In the process of questioning, researching, and answering, one best answer

to the main research question will be apparent. This best answer can be called the working

hypothesis.24

It does not matter if the working hypothesis is vague or precise. The important

thing is that it is clearly identified, for it will now channel the in-depth research to follow. The

subsequent in-depth research must rest, refine, validate, or disprove the working hypothesis.

Valuable time should not be spent on in-depth research that is not linked to a working

hypothesis. A working hypothesis, however exciting, that appears again and again to be

hopeless or invalid should be discontinued. As soon as possible the researcher should revise an

invalid working hypothesis to make it valid, or reject it entirely and pursue a different

speculative answer to the topic question or point.25The working hypothesis must remain flexible

and revisable throughout the entire research process.

An issue of method should be clarified.The Turabian 8th

edition manual assumes that

research questions/answers lead to a hypothesis; however, this is not the only feasible procedure.

In cases where the student-writer has an assigned hypothesis to write on, it is efficient and

effective to use that hypothesis to suggest an overall project-guiding question which can then

channel the research and subsequent writing. This method is less time consuming, apparently

24 Turabian, 19.

25 Ibid.

Citing a websitewebpage with

no author:

Turabian 17.7.1

Level 5 Heading:Bold or Italic,

flush left, run inat beginning ofparagraph,sentence-style

capitalization,terminal period.

Turabian A.2.2.4

Referringreader to

Appendix ofpaper:

Turabian26.1.1


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commonly used in Liberty University courses, and illustrated by diagram in this papers

appendix.

Reasons and final hypothesis.While the preferred working hypothesis is being established and

in-depth research to support it continues, few or many logical reasons why the hypothesis is true

and valid should be identified and written down to clarify and organize them. Each of these

reasons for the working hypothesis should be researched and validated or rejected (Turabian

2013, 22). The final-draft written project will consist of afinal hypothesiswith logically

acceptable reasons for it, buttressed by sound research.

Pitfalls to avoid. All hypotheses should be treated with caution. The working hypothesis must

remain adjustable. The researcher-writer must not fall in love with his/her working hypothesis

so much that it cannot be changed or rejected if sound research invalidates it. A hypothesis

should not be maintained if insufficient reasonable support for it is found. The writers goal

must be to reach an effectively argued and supported final hypothesis. Reputable research data

which opposes ones working hypothesis needs to be honestly considered for its worth. If a

writer cannot adequately answer other writers who reject his or her hypothesis, the hypothesis is

not worth continuing. However, full persuasion of others is not necessary; an honest, reasonable,

coherent, and relevant answer is all that is necessary.26

Good hypothesis, no support. The author of the Turabian 8thedition manual states: In fact, as

experienced researchers know, most issues have few, if any, final answers, because there are no

final questions.27

This assertion draws attention to the ultimate preeminence of asking good

questions over proving great answers. At times, a seemingly good hypothesis has no available

evidence to validate it. This occurs often in scientific research and writing. In research cases of

26 Turabian, 20.

27 Ibid.


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this sort where reliable evidence cannot be found, a wise response by the researcher-writer is to

literally implement the working hypothesis into the project as a question. The writer should then

focus on research which clearly demonstrates that the good question-hypothesis is worth asking

and answering, but apparently has not yet been satisfactorily answered by past researchers.28

Evidencing the hypothesis

In the research process it may become very difficult to unclear to the researcher-writer

how to best evidence the working hypothesis. If this confusion occurs, a helpful strategy is to

list in writing the specific kinds of evidence the researcher would love to see. These evidences

can then be ranked according to their importance to the researcher.29

For example, first on the

list will be what evidence id perfect and ideal to the hypothesis, second on the list will be the

second most ideal evidence. Third on the list will be the next most ideal evidence, and so forth.

By subsequent in-depth research the writer can locate and evaluate the evidences on his/her

prioritized list.

At the time of composing paragraphs into the body of the project, thus providing

substance to the arguments for the hypothesis, one helpful strategy is the Rule of 3. That is,

find [three] supporting arguments for each position taken. Begin with a strong argument, then

use a stronger one, and end with the strongest argument for [the] final point.30

Hypothesis as guide

Presenting a valid working hypothesis could be viewed as a destination to be reached in

travel. The parts of the project serve as the route to the destination. In composing the complete

28 Turabian, 20.

29 Ibid., 22.

30 Research Guide for Students.2008. Chapter 1: How to Write an A+ Research Paper. Under Step 4.

http://www.aresearchguide.com/1steps.html#3(Accessed May 13, 2013).

Altering aquote for

sake ofproper

grammar andsyntax:

Turabian

25.3

Citation of a website having no

authors name: Turabian 17.7.1
http://www.aresearchguide.com/1steps.htmlhttp://www.aresearchguide.com/1steps.html


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rough draft of the project, the valid hypothesis should be used as a strict guide to writing the

parts and sections of the paper. Particularly, the sensible order of sections, the introduction, and

the conclusion (features of a project that can too readily be discounted as not very important)

should not be treated haphazardly. A well done project outline will assist in giving all parts and

sections their due roles and value.

Outline and order of full rough draft

The research and writing of the project must be logically outlined. The extent of outline

depends entirely upon the intended length and depth of the final product. Standard outline

format can be applied: first level Roman numerals I, II, III, etc.: second level capitalized

letters A, B, C, etc.; third level Arabic numerals 1, 2, 3, etc.; fourth level small case letters a,

b, c, etc. Outline numerals and letters do not necessarily have to visibly appear in the project.

The easiest and most logically straightforward way to outline the completed rough draft

project (not a thesis or dissertation) is to introduce the papers hypothesis at the beginning, and

follow by making the main points of the paper outline the reason for the hypothesis. Each reason

for the hypothesis might label a main section in the paper. Each main point/reason can then be

explained and supported by solid research and argument.31With the project outline, the

documents order becomes visible.

Order of composition.A wise order of writing to follow is: First, formulate the working

hypothesis. Second, compose in logical sequence the paragraphs of the body of the project that

will evidence or argue for the hypothesis (see Appendix for an example procedure for writing

paragraphs). Third, change the hypothesis, if need be, to make sure it encapsulates all the

evidences or arguments used. Fourth, compose a tentative Introduction. Fifth, compose a

31 Turabian, 21-22.


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tentative Conclusion.32

Following this order will allow the papers hypothesis to sufficiently

guide and restrict the content of all parts and sections.

Introduction. The projects hypothesis will guide the consistency of the Introduction if that

section is used to capture the readers attention and lead into the declaration of the hypothesis.

Following that, the Introduction might summarize in preview the major sections used to develop

or explain the hypothesis.33Both the Introduction and Conclusion are very important in aiding

project readers to understand the thrust of the entire presentation.

Conclusion. A memorable Conclusion is as important to the paper as is a lucid Introduction. A

wise Conclusion will restate and reemphasize the papers hypothesis in other words, I order to

make it vivid and powerful to the reader. Reflection might also be made upon the major points

that have been discussed, along with their significance for the readers lives. The Conclusion

must make vivid the single main point the readers should learn; therefore, the Conclusion should

not introduce new sources or material.34

Revising for Final Draft

By the time the final written product (final draft) is submitted, it should be proofread and

revised. Proofreading, editing, and revision may occur from once to many times depending upon

the length and complexity of content of the draft, and relevant to the quality of English writing

skills of the writer. All drafts of the project are rough except the one that is finally submitted to

the intended reader(s). The final draft should be free of errors and intelligible for the readers(s).

32Carol Ellison.McGraw-Hills Concise Guide to Writing Research Papers.2010: 94-95.McGraw-Hill,

eBook Collection (EBSCOhost), EBSCOhost(accessed May 13, 2013)

33 Ibid.

34 Ibid., 116-117.


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Rough drafts are for the sake of the writer, not the readers.35

Having a proofreader other

than the project writer is always helpful and discerning for project improvement. Regardless of

what the writer thinks, the final draft will not be effective to its audience if the readers do not see

and find in it what they are expecting. To this end, the writer must view the project draft(s) and

its revisions as objectively and critically as possible.36

The writer should critically evaluate the

final draft for its quality as a whole and in its parts. It is also beneficial to not critically evaluate

the final draft all in one sitting.

Check the Whole

Reviewing the entire project (paper) for unity of writing style is essential and can be

compared to taking a birds eye, or wide-angle, view of the document. Unity of writing style

refers to consistency throughout the document. That consistency reveals only one writers

personality and perspective. If the project has more than one researcher-writer, they should try

to make the document as consistent in style as feasible. In the final draft review, three project

features should be assessed: logical flow, coherency, and relevancy.

Logical markers and flow

It is crucial for the readers that they clearly discern the logical flow and organization of

the whole project. There are four key logic markers that enable readers to comprehend the

structure of the paper. The readers should clearly recognize: (1) Where the Introduction ends.

(2) Where and what the thesis statement is. (3) How one section changes to the next. (4) Where

the Conclusion begins. When all four logic markers are evident and understandable, the flow of

the whole document is intact.37

35 Turabian, 100.

36 Ibid..

Citing anonline full

text e-book,with one

author:Turabian

17.1.10

Another wayto list items

that arecomplete

sentences:Turabian

23.4.2


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Coherency

The paper may have intact logical flow without being entirely coherent. One way to

understand coherence is to think of the paper as consistent throughout in content, style, and

intent. Without coherence, the reader(s) will not understand the main point or argument of the

paper. The following are some evaluation questions to help ensure coherence:

Do distinctive key terms appear consistently throughout the paper?

Are the beginnings of sections and subsections clearly recognizable?

Does each section relate to the preceding one?

Does each subsection relate to the preceding one?

Does each section make its main point clear?

Does each subsection make its main point clear?

Do all sections clearly relate to the whole?

38

Proper stylistic treatment of information paraphrased from sources found in research is an

issue of coherence; a feature that is often misunderstood or ignored. To re-emphasize, coherence

of writing style throughout the project includes that, aside from direct quotes from sources, the

entire composition looks and sounds like it came from the same writer. Thorough coherence is

much more difficult in projects written by teams, and requires pointed proofreading and revision,

including upon information paraphrased from sources. Teacher Marika Dietsch comments on

paraphrasing from sources: It should sound like something that you would say or write.39

37 Ibid., 101-102

38 Turabian, 102.

39 Jessica E. Rosevear. Name Your Sources. Instructor118, no. 3 (November/December 2008): 52.http://p2048-www.liberty.edu.ezproxy.liberty.edu:2048/login?url= http://search.proquest.com.ezproxy.liberty.edu:2048/docview/224402862?accountid=12085.
http://p2048-www.liberty.edu.ezproxy.liberty.edu:2048/http://search.proquest.com.ezproxy.liberty.edu/http://search.proquest.com.ezproxy.liberty.edu/http://p2048-www.liberty.edu.ezproxy.liberty.edu:2048/


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contain a sentence indicating its main point. The paragraphs of a section or subsection should be

in a logical order, and the same applies to the sentences that constitute a single paragraph. 41

It is advisable that individual paragraphs are not too short (less than five lines of text) or

too long (a whole page). If the paragraph is too short, the point of the paragraph may not be

substantial; if too long, the point may not be lucid. This suggested length rule does not apply to

sectional introductions and conclusions, sectional transitions, lists, or points made intentionally

emphatic.42

The rule is suggested for research papers, not necessarily for all kinds of papers. It

can be helpful to not complete assessment of all paragraphs in just one sitting.

Check After Cooling

In the process of revising for the final draft, the cool down time refers to the period of

time that the writer allows the written rough draft to sit idle after its completion and prior to

reckoning it the final draft. Revising the draft again after cool down is a helpful technique if

time allows for it. After cooling the writer can read the draft with a more objective critical eye

and understanding than before.43

There may be only one cool down period between rough draft

and final draft, but such limitation is not necessary. There can be as many cool down periods as

the writer wishes to implement, depending upon the length and complexity of the final document

and available time.

One revision technique useful after the cool down period is to paraphrase these parts of

the paper: Introduction, introduction to each section, and Conclusion. When these paraphrases

are put together, do they constitute a coherent whole?44

If they do not, revision for coherency

41 Ibid., 102-103; 111-121.

42 Turabian, 103.

43 Ibid., 103-104.

44 Ibid., 103.


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and relevancy among those parts of the paper is needed. In that case, the part(s) of the paper that

appears to be weak in logic, coherency, or relevancy, must be adjusted so that it is clearly linked

to the projects thesis (hypothesis).

A Final Analogy

The process of revising rough drafts and achieving the final draft, as is now clear, is a

complex process for the conscientious writer. The process should produce a document that is

logically tightly knit together, like a lawyers argument. Before concluding this discussion, it

may be helpful to offer a further analogy to the complete writing process. Teach Stephen

Broskoske relates his experience as follows:

Recently, I tried a new approach to teaching research papers that seems to help studentsunderstand the task more thoroughly. I present to my students the analogy that writing

a research paper is like a lawyer defending a court case. Students can relate to this

analogy. I draw out the analogy in terms of how lawyers frame their case (as thestudents define their topic), I draw out the analogy in terms of how lawyers frame theircase (as the students define their topic), search out evidence (as the students search for

sources), present the evidence (as the students write the paper), and make the closingargument (as students draw a conclusion). I find that if I frame their thinking in this way,

the students write better papers.45

The lawyers presentation analogy above does well to demonstrate the interrelationship of sound

logic, coherence, and relevance throughout the written projects final draft.

The goal of conducting the various steps of revision the rough draft is to achieve a neat

final draft project that has the final hypothesis at its core and as its guide. The completed final

draft is ready for its reading audience.

45 Stephen L. Broskoske. Prove Your Case: A New Approach to Teaching Research Papers. CollegeTeaching 55, no. 1 (Winter 2007): 31. http://p2048-www.liberty.edu.ezproxy. liberty.edu:2048/login?url=http://search.proquest.com.ezproxy.liberty.edu: 2048/docview/274762706?accountid=12085 (accessed May 13,

2013

Format for ablock quotation:

Turabian 25.2.2

Words omitted

in a blockquotation. Four

ellipsis pointsare used whenthe wordomission ends a

sentence:

Turabian 25.3.2

An effectivesummary

l i i
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Conclusion

Completion of an in-depth class assignment or project, such as a research paper, is an

involved writing process if it is thoroughly well done. The Liberty University Writing Center

has found that students have many misunderstandings regarding the correct implementation of

Turabian writing format. On behalf of the 8thedition of the Turabian Manual, this document

presents one sample writing assignment (such as a research paper) so that Liberty University

students can have another opportunity to view at least some features of Turabian format in

effective and accurate illustration.

In actuality, some features of Turabian 8thedition format are flexible to the nature of an

assignment; while some features are inflexible. To understand the applicability of precise format

features, a student should make concentrated use of the Turabian manual as guide. One of the

important but flexible elements of Turabian format is the use of either footnotes (or endnotes)

with accompanying Bibliography (chapters 16-17 of the manual) or the use of parenthetical in-

text source citations with accompanying Reference List (in chapters 18-19 of the manual). This

sample paper has presented the Footnotes/Bibliography style. Given the real possibility that the

Turabian 8thedition manual is not accessible or comprehensible to a student, this sample

presentation has some value as an illustrative resource on the writing process.

Be diligent to present yourself approved to God as a workman who does not need to be

ashamed, accurately handling the word of truth (2 Tim. 2:15 [NASB]), admonishes the Apostle

Paul. On behalf of such diligent and accurate handling of ones work, there are many features to

be considered and unified in order for a writing project to be well organized, coherent, and clear

in meaning. The best quality writing process will begin by the researcher-writer going through

questioning and planning, initial research and topic assessment, and designing a thesis statement

Format for

quoting and

citing a Bibleverse:Turabian

19.5.2

conclusion isimportant. There

are severalapproaches to

writing aConclusion:

Turabian 10.2


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(working hypothesis) to guide the research and writing. The researcher-writer must then

accumulate valid and effective research data; compose appropriate sentences, paragraphs and

sections of the projects rough draft; allow a cool down time; and proofread, revise and edit the

rough draft as many times as needed. The writer should end with a top-quality final draft

containing a final hypothesis to submit to the reader(s).


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APPENDIX A

Sample Process for Relating Paragraphs* to Hypothesis

(modified from: Heiman and Slomianko 1988, 192)

* The above diagram is simplified in order to demonstrate the entire researchpaper process.

Main research question or point

# 1 subquestion,

point orargument to

research

# 2 subquestion,

point orargument to

research

# 3 subquestion,

point orargument to

research

# 1 research

question

answered oradjusted

# 2 research

question

answered oradjusted

# 3 research

question

answered oradjusted

# 1 paragraph

topic sentence or

question written

# 2 paragraph

topic sentence or

question written

# 3 paragraph

topic sentence or

question written

General topic,

with researchhypothesis in

Introduction

# 1 paragraph

fully developed

andwritten

# 2 paragraph

fully developed

and written

# 3 paragraph

fully developed

and written

Conclusion: All

arguments or

questions

summed up

along with

restatement of

hypothesis

Example of an

Appendix. A.2.3.2


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APPENDIX B

Placing dots after the heading and before the numbers

Placing dots between heading and page numbers.

Tab stops (tab stop: A location on the horizontal ruler that indicates how far to indent text or

where to begin a column of text.) enable you to line up text to the left, right, center, or to adecimal character or bar character. You can also automatically insert specific characters, such as

periods or dashes, before the tabs.

1. Select the paragraph in which you want to set a tab stop.a. Do one of the following: To set tabs Click Left Tab at the far left of the horizontal ruler

(horizontal ruler: A bar marked off in units of measure (such as inches) that is displayed acrossthe top of the document window.) until it changes to the type of tab you want: Left Tab , Right

Tab , Center Tab , Decimal Tab , or Bar Tab .b. Click the horizontal ruler where you want to set a tab stop.

2. To set tabs with leader charactersa. On the Format menu, click Tabs. Under Tab stop position, type the position for a new tab, or

select an existing tab stop to which you want to add leader characters (leader character: A solid,

dotted, or dashed line that is used in a table of contents and that fills the space used by a tabcharacter.).b. Under Alignment, select the alignment for text typed at the tab stop.

c. Under Leader, click the leader option you want, and then click Set.


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APPENDIX C

HOW TO PAGINATE FOR TURABIAN 8THed. FORMAT

IN MICROSOFT WORD 2010

Introduction

This document provides instruction on how to paginate correctly for Turabian 7thand 8th

edition format in Microsoft Word. The instructions below are based on using a standard personal

computer with MS Word 2010 version. These instructions do not extend to Mac computers or

other word processing programs.

This document covers:

v How to paginate the title/cover page

v How to paginate Table of Contents page and Abstract

v How to paginate document body

v How to paginate Bibliography

v

Using the Header & Footer Tools menu and Page Layout menu in MS Word 2010.

Pagination Instructions

Example:

A 15 page Turabian document would typically consist of a title page, Table of

Contents, and Abstract (front matter), the third page would begin a 10-page body of text,

followed by a 2-page Bibliography. The front matter is numbered with lower case roman


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numerals (i, ii, iii, etc.) The body of the document is numbered with regular Arabic numerals (1,

2, 3, etc.).

Part 1:

1. The title/cover page counts as number i but this number is not printed on the title

page.

2.

Select the Insert TAB from the menu. Then select the Footer Icon.

Select the Blank option. This will open a new menu. Select Different First Page.


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Scroll down to the bottom of the second page.

Delete the Type Text box. From the menu select Page Number and then Format Page

Numbers.

The following menu will appear, select i, ii, iii


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Select Page Number, then Bottom of Page and select the second option, Plane Number 2.

Start numbering on a different page

To start numbering on a different page, instead of on the first page of the document, you need to

add a section break before the page where you want to begin numbering.

1. Go to the last page of your front matter (Table of Contents, or Abstract)

2. On the Page Layouttab, in the Page Setupgroup, click Breaks.

3. Under Section Breaks, click Next Page.

4. Go to the bottom of your first page of text. Double-click in the footer area (near thebottom of the page).

This opens the Header & Footer Toolstab.

5. On the Header & Footer Tools, in the Navigationgroup, click Link to Previousto turnit off.

6. Use the Format Page Numbersto change to Arabic numerals.7. To start numbering with 1, click Page Numberin the Header & Footergroup, then

click Format Page Numbers, and then click Start atand enter 1.8. To return to the body of your document, click Close Header and Footeron the Design

tab (under Header & Footer Tools).


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Shift from Footer to Header (Note: Not all professors insist on page numbers in the upper righthand corner.)

1. Go to the bottom of the first page of text. Page Layouttab, in the Page Setupgroup,

click Breaks. Next Page.

2.

Open thePage Number. Select the third option for Right hand side. Make sure theContinue from Previous is selected.3. To return to the body of your document, click Close Header and Footeron the Design

tab (under Header & Footer Tools).

Well-known classic works such asthe Bible, Quran, major

dictionaries and encyclopedias do

Reference List format for articleand book titles uses Headline style

References are arranged alphabetically:Turabian chaps. 16-17.


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BIBLIOGRAPHY

Broskoske, Stephen L. Prove Your Case: A New Approach to Teaching Research Papers.College Teaching 55, no. 1 (Winter 2007.): 31-32 http://p2048-www.liberty.edu.ezproxy.

liberty.edu:2048/login?url= http://search.proquest.com.ezproxy.liberty.edu:2048/docview/274762706?accountid=12085 (accessed May 13, 2013)

Donham, Jean, Jill A. Heinrich, and Kerry A. Bostwick.. Mental Models of Research:

Generating Authentic Questions. College Teaching 58, no. 1 (Winter 2010): 8-14.http://p2048-www.liberty.edu.ezproxy.liberty.edu:2048/login?url=

http://search.proquest.com.ezproxy.liberty.edu:2048/docview/578474613?accountid=12085

Ellison, Carol.McGraw-Hills Concise Guide to Writing Research Papers.[N.p.]: McGraw-Hill,

2010. eBook Collection (EBSCOhost), EBSCOhost(accessed May 13, 2013)

Hacker, Diana. The Bedford Handbook. 7thedition. Boston, MA: Bedford/St. Martins, 2006.

Liberty University Library. Scholarly Journals What are They? 2011. Liberty UniversityLibrary. http://www.liberty.edu/index.cfm?PID=4357(accessed May 16, 2013).

Luyt, Brendan, Tay C.H. Aaron, Lim H. Thian, and Cheng K. Hong.. Improving Wikipediasaccuracy: Is Edit Age a Solution?Journal of the American Society for InformationScience and Technology59, no. 2 (January 2008): 318-330.

http://doi.org/10.1002/asi.20755(accessed May 13, 2013).

Research Guide for Students.Chapter 1: How to Write an A+ Research Paper. 2008.http://www.aresearchguide.com/1steps.html#3(Accessed May 13, 2013).

Rosevear, Jessica E. Name Your Sources.Instructor118, no. 3 (November/December 2008):

52. http://p2048-www.liberty.edu.ezproxy.liberty.edu:2048/login?url=http://search.proquest.com.ezproxy.liberty.edu:2048/docview/224402862?accountid=120

85.

Trochim, William M. K. Types of Questions: Research Methods Knowledge Base. 2006.http://www.socialresearchmethods.net/kb/resques.php(accessed June 11, 2010).

Turabian, Kate L.A Manual for Writers of Research Papers, Theses, and Dissertations.8thed.

Edited by Wayne C. Booth, Gregory G. Colomb, Joseph M. Williams and the Universityof Chicago Press Editorial Staff. Chicago: University of Chicago Press, 2013.

Note: when

using the DOI(Digital Object

Identifier) youneed to add:

http://doi.org/before the DOI

http://doi.org/10.1002/asi.207

55 Website with no

author. Turabian

19.7.1.

Online Journalarticle, 4 authors.Using DOI

Website with no

author.

y pnot need to be listed in Reference

List: Turabian 17.5.2; 17.5.3

y

capitalization. Turabian 16.1

Online journal

article, oneauthor, usingURL

Book witheditors.

p
http://p2048-www.liberty.edu.ezproxy/http://search/http://p2048-www.liberty.edu.ezproxy.liberty.edu:2048/http://p2048-www.liberty.edu.ezproxy.liberty.edu:2048/login?urlhttp://search.proquest.com.ezproxy.liberty.edu:2048/docview/578474613?accountidhttp://www.liberty.edu/index.cfm?PIDhttp://doi.org/10.1002/asi.20755http://www.aresearchguide.com/1steps.htmlhttp://p2048-www.liberty.edu.ezproxy.liberty.edu:2048/http://search.proquest.com.ezproxy.liberty.edu:2048/docview/224402862?accountidhttp://www.socialresearchmethods.net/kb/resques.phphttp://doi.org/http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/http://doi.org/http://doi.org/http://www.socialresearchmethods.net/kb/resques.phphttp://search.proquest.com.ezproxy.liberty.edu:2048/docview/224402862?accountidhttp://p2048-www.liberty.edu.ezproxy.liberty.edu:2048/http://p2048-www.liberty.edu.ezproxy.liberty.edu:2048/http://www.aresearchguide.com/1steps.htmlhttp://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://doi.org/10.1002/asi.20755http://www.liberty.edu/index.cfm?PIDhttp://search.proquest.com.ezproxy.liberty.edu:2048/docview/578474613?accountidhttp://p2048-www.liberty.edu.ezproxy.liberty.edu:2048/login?urlhttp://search/http://search/http://search/http://p2048-www.liberty.edu.ezproxy/http://p2048-www.liberty.edu.ezproxy/http://p2048-www.liberty.edu.ezproxy/

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