1. English 112

2. Before Getting Started… Before getting started, make sure you fully understand the assignment and on what basis you will be graded. Always read and re-read directions.

3. Step 1: Getting Started Choose a topic: Start by browsing and reading about topics that interest you. Try to get a general idea of the subject matter, to give your brain some ideas to work on while you choose a topic. Relate your prior experience and learning: You don't need to know a lot about a subject in order to use it as your topic, but it is always beneficial to choose one that you already know something about. Brainstorm, alone and with others: Toss ideas around in your mind. Bounce ideas off classmates, teachers or family members to get their reactions and ideas. Many times this feedback will trigger an idea for you.

4. Step 2: Discovering your Topic Start jotting down questions and ideas: As you read, ideas and questions may strike you - write them down, or you will lose track of them! Look for issues which interest you, which spark your curiosity and passion. Consider what kinds of issues were touched upon in class but could use further study or elaboration. What resources are available? When you've narrowed your choices down, take a quick look at the research resources which will be available to you on each topic. How much information seems to be available online? If it's a current topic, is there information in newspapers and magazines available?

5. Step 3: Gathering Information Finding, collecting and recording information: Be sure to record all sources you use. Make sure you pay attention to the quality of the information you find, especially if you're using information you find on the internet. Refining your focus: As you gather information about your topic, you may find new information which prompts you to refine or narrow your focus. Stay flexible and adjust your information search to account for the changes, widening or narrowing your search. Start organizing your notes: Start organizing your notes into logical groups. You may notice a gap in your research, or a more heavy weighting to one aspect of the subject than what you had intended.

6. Step 4: Preparing to Write Analyze and organize your information: You may have information from different sources which examines different aspects of your topic. By breaking down the information, you may be able to see relationships between the different sources and form them into a whole concept. Weed out irrelevant information: No matter how interesting the information is, if it doesn't relate to and support the topic you've chosen, don't try to cram it into your presentation. You'll have an easier time writing if you do this weeding before you start. Filling in the gaps: Once you've identified which of your research notes you'll use, you may see some gaps where you need an additional support for a point you want to make.

7. Step 5: Writing Review: Go over the requirements of the assignment once more to make sure you focus on what's expected. Prepare an outline: Outline the various aspects of your topic you will be discussing, along with your introduction and conclusion. Have others read your information: Read your presentation to yourself. See if the arguments are coherent, logical and conclusive. Have several experienced people read and critique your paper. Revise and proofread: Check for organization, ideas, voice, word choice, sentence fluency and conventions.

8. Using Credible Sources Anyone can publish on the internet; therefore it is important to develop a critical eye for whether or not a source is reliable. When deciding if a website is credible or not, consider the following: 1. Is there any evidence that the author of the Web information has some authority in the field about which she or he is providing information? What are the author's qualifications, credentials and connections to the subject? 2. With what organization or institution is the author associated? Is there a link to the sponsoring organization, a contact number and/or address or e-mail contact? 3. Does the author have publications in peer reviewed (scholarly and professional) publications, on the Web or in hard copy?

9. Credible Sources Continued… 4. Are there clues that the author/s are biased? For example, is he/she selling or promoting a product? Is the author taking a personal stand on a social/political issue or is the author being objective? 5. Is the Web information current? If there are a number of out- of-date links that do not work or old news, what does this say about the credibility of the information? 6. Does the information have a complete list of works cited, which reference credible, authoritative sources? 7. On what kind of Web site does the information appear? The site can give you clues about the credibility of the source.

10. Paraphrasing To ensure that you avoid plagiarism, it is essential to learn to paraphrase. Paraphrase is your own rendition of information and ideas expressed by someone else, presented in a new form. It is the one legitimate way (when accompanied by accurate documentation) to borrow from a source. Paraphrasing is a valuable skill because the mental process required for successful paraphrasing helps you to grasp the full meaning of the original.

11. 6 Steps to Effective Paraphrasing 1. Reread the original passage until you understand its full meaning. 2. Set the original aside, and write your paraphrase on paper. 3. Jot down a few words below your paraphrase to remind you later how you envision using this material. 4. Check your writing with the original to make sure that your version accurately expresses all the essential information in a new form. 5. Use quotation marks to identify any unique term or phraseology you have borrowed exactly from the source. 6. Record the source (including the page) so that you can credit it easily if you decide to incorporate the material into your paper.

12. Paraphrasing Exercise Please paraphrase the paragraph below. "Of the more than 1000 bicycling deaths each year, three-fourths are caused by head injuries. Half of those killed are school-age children. One study concluded that wearing a bike helmet can reduce the risk of head injury by 85 percent. In an accident, a bike helmet absorbs the shock and cushions the head." From "Bike Helmets: Unused Lifesavers," Consumer Reports (May 1990): 348.

13. Works Cited Research and writing for high school and college students. (2012, 01). Retrieved from http://www.ipl.org/div/aplus/ Montecino, V. (1998, 08). Criteria to evaluate the credibility of www resources. Retrieved from http://mason.gmu.edu/~montecin/web-eval-sites.htm http://mason.gmu.edu/~montecin/web-eval-sites.htm Paraphrasing. (2013). Retrieved from http://owl.english.purdue.edu/exercises/28/12/33