English 101 and 103 Student and Faculty Handbook Spring 2015

Student and Faculty Handbook
ENGL 101 & ENGL 103

Compiled by the
Department of English Language & Literature
Disclaimer
The content included in this handbook is taken from various academic/scholarly
sources. The web links used in this document are being cited at the end of this
handbook. All these online sources are being used only for teaching and learning
purposes and are solely owned by the respective copyright owners.
Table of Contents
Acknowledgements
Objectives of the handbook...05
Section (A)
ENGL 101: Basic Writing Skills
I
II
III
IV
Course outline.07
Word Limit..09
Template..10
Assessment criteria and rubric....11
Section (B)
ENGL 103: Advanced Writing Skills
V
VI
VII
VIII
IX
X
XI
Course outline.15
Word Limit..18
Template..20
Samples of MLA/APA/CMS/HRS Research Papers & Guidelines...37
Assessment criteria and rubric ...39
Citation Style: APA ....45
Sample research paper with annotations.50
Section (C)
XII
Plagiarism ...62
Section (D)
XIII Declaration of authenticity for research/academic paper70
Acknowledgements
The department of English has invested a lot of time and effort in introducing and compiling this
document. We aim to launch this handbook in Fall 2012 and expect a positive response from
students and faculty across the disciplines. This is work in progress and we aim to revise this
document each semester depending on the response that we receive from the students and
faculty. We solicit responses from teachers teaching this course and students taking it. We will
continue to meet as a learning group to incorporate the feedback into the ongoing updating of
this handbook.
I am grateful to my senior colleagues, Dr. Waseem Anwar, Dr. Marcia Grant, Ms. Farhat Nagi,
Dr. Kamal Ud Din Ms. Susan Sylvan and Dr. Grace Clark whose moral support kept our spirits
high throughout the preparatory period of this document from September 2011 to September
2012.
I would like to offer my special thanks to the ENGL 101 & 103 sub-committee members who
have been actively participating in the meetings, discussions and preparation of this document.
This includes Mr. Waqar Azeem, Ms. Neelam Hanif, Ms. Jacqoline Austin, Ms. Alvina Waseem,
Mr. Naveed Alam, Ms. Zara Zamir who provided editorial, conceptual, presentational and
technical assistance until the completion of this project.
As we are launching and presenting this document at the Faculty Retreat in September 2012, I
would also like to thank the rest of the English faculty members for their assistance in the
preparation of the presentation/ workshops. This includes, Ms. Aneela Bushra Maqbool, Ms.
Fatima Syeda, Ms. Faiza Zaheer, Ms. Rehana John, Ms. Aneela Gill, Ms. Sumbal Raees, Mr.
Liaqat Masih, Ms. Ayesha Pervaiz, Dr. Ira Hasan and Mr. Azeem Alphonce.
I wish to acknowledge the help provided by Center of Learning and Training (CLT). I am
particularly grateful for the diligent support provided by Dr. Rukhsana Zia and her assistant Mr.
Syed Aun Haider.
I would like to offer my greatest gratitude to FCC administration, particularly, Dr. Peter H.
Armacost and Dr. James Tebbe for supporting this project.
Finally, I wish to thank my family for bearing my long absences from home due to professional
commitments and for their moral support, patience and love.
Dr. Nukhbah Taj Langah
Associate Professor
Chair of English
Objectives of the Handbook

To systematize teaching techniques, assessment criteria and rubrics for
ENGL 101 & ENGL 103
To facilitate the teachers who are teaching any English courses involving
writing skills.
To clearly outline the word limit and APA citation style requirements of a
research paper, information on plagiarism and some sample essays with
templates.
This handbook can also provide guidelines for 200-400 level students
belonging to any discipline who are preparing academic papers over 2000
words for their class assignments, midterms or final projects.
To teach academic paper writing at basic level and prepare students for
higher level research courses in their respective disciplines.
Section (A)
ENGL 101: Basic Writing Skills
When you are developing your writing skills, the first step is to be aware.
Identify the part that is holding you back. Concentrate on it. Do something
about it.
~Stephen Wilbers
Course Outline
(ENGL 101: BASIC WRITING SKILLS)
Instructor:
Room:
Office Location:
Section:
Days and Timing:
Email:
COURSE DESCRIPTION: In this course, students will acquire the English language skills needed to
write multi-paragraph compositions, with an emphasis on argumentation. This step-wise process will
involve critical reading of the provided selections, summarizing, paraphrasing, paragraph writing
(narrative, descriptive, expository and argumentative), and finally composing an organized
(argumentative) essay. Grammatical skills will be developed through formal instruction and peer/group
editing.
MAIN OBJECTIVE: The main objective for the students is to produce a well-organized and
cohesive argumentative essay of 800 1000 words.
REQUIRED TEXT:
COURSE OBJECTIVES:
Students will:
Write successful narrative, descriptive, expository and argumentative paragraphs

that reflect critical analysis.
Develop from paragraph to essay composition.
Paraphrase and summarize a reading selection using proper citation.
Write critical reviews of the prescribed texts.
Write introductions that lead to a clear thesis statement and indicate mode of
development of a composition.
Write body paragraphs that develop the main idea stated in the thesis statement.
Write conclusions that bring a composition to an end.
Pick out relevant information from various sources and synthesize that in their
compositions while adequately acknowledging the source.
Use the rules of English grammar and mechanics to write correctly structured
sentences.
Edit and revise their own writing and that of their peers.
LEARNING OUTCOMES:
By the end of this course students will be able to:
Utilize the writing process to generate, organize and develop ideas.
Write compositions focused on main ideas that are unified, coherent and
adequately developed with supporting information.
Write and produce grammatically correct compositions.

7

Compose a well-structured argumentative essay that adheres to the academic
conventions.
Proofread their compositions on grammar and content.
Cite sources appropriately and avoid plagiarism.
COURSE CONTENTS AND TIMELINE

WEEK
1- 2
COURSE CONTENT
Writing Paragraphs: (narrative, descriptive, expository, and
argumentative--150 words each)
Structure of a paragraph: topic sentence,

supporting sentences, and concluding sentence
Transitions
Pre-writing, writing, and editing

Critical Reading
Providing a variety of reading selections and conducting

discussion activities
Writing critical reviews
4-5
Developing summarizing skills through exercises
6-7
11
Teaching how to paraphrase
Paraphrasing a sentence
Paraphrasing a paragraph
Providing citation
From Paragraphs to (argumentative) Essay (800-1000 words each)
Structure of an essay (Introduction, Body,

Conclusion)
Writing introductory paragraph
Thesis statement
Body paragraphs structured around main idea in

the thesis statement
Counter-argument and refutation
Concluding paragraph
Basic citation techniques in APA for avoiding plagiarism
12
Use of formal/academic language and appropriate grammar
13
Submission of Final Essay
8-10
14 & 15
NOTE:
Instructors Feedback and Revisions
Teachers can make changes depending on the needs of their students.

8
POLICIES:
1. All the dates and deadlines will be decided after discussing with the students.
2. A student coming to class without having completed required readings will be marked absent
for the day.
3. In order to pass the course, each student must have at least 75% attendance. A student having
less than 75% attendance will get no credit for the course and will be awarded F grade. The
leaves will not contribute towards the attendance percentage and will be considered as absents.
4. Plagiarism will not be tolerated at all and those found guilty of it will be treated as per AICs
policy. (For details see Student and Faculty Handbook)
GRADING CRITERIA (%)
Writing Portfolio: (Based on the four kinds of paragraphs that students are asked to
write in class or at home and one essay. The students are required to file all their
compositions and submit this portfolio to the teacher at the end of the semester. These
assignments may be 5 in number each having 6% of the total grade.)
30%
Presentations/Activities/Class Participation
15%
Attendance
Mid Term (Book review, summary and paraphrasing)
10%
20%
Final Exam
25%
RUBRIC FOR THE FINAL ESSAY: Please see Student and Faculty Handbook; rubric for
other assignments will be provided by the instructor.
MATERIAL REQUIRED: To be provided by the instructor.
NOTE: All students are expected to copy, fill and sign the form for Declaration
of Authenticity for Research/Academic Paper on page 58 of this document. This

signed form should be attached with all the assessed assignments of the course
work.
Word Limit
The final essays written for ENGL 101 should not exceed the limit of 800-1000
words.
TEMPLATE OF AN ARGUMENTATIVE ESSAY ENGL 101
NOTE: This template has been customized for ENG101 course at Forman
Christian College. Students writing for any other course and discipline need
to consult the respective instructors for proper/exact details/guidelines.
1. TITLE OF THE ESSAY
2. INTRODUCTORY PARAGRAPH
Begins with a hook.
Provides context for the position you are arguing for.
Must have a thesis statement that provides your arguments for your position on an
issue.
3. BODY OF THE ESSAY
Beginning with a topic sentence, First Body Paragraph is based on the first
argument that you provided in the thesis statement. It must include 3 evidences to
support the argument and end with a concluding sentence that restates the topic
sentence.
Structured in the same way (as First Body Paragraph), Second Body Paragraph is
based on the second argument that you provided in the thesis statement.
4. ADDRESSING THE OPPOSITE SIDE (COUNTER-ARGUMENT)
1st opposing view
2nd opposing view
Refutation (rebuttal)
5. CONCLUSION
Brings the essay to a logical end.
Summarizes your main points and restates your thesis.
Motivates the reader to think about what would happen if your argument is not
believed or acted upon and thus calls the reader to action.
SOME USEFUL RESOURCES:
http://www.bellevuecollege.edu/asc/writing/essays-guides/documents/argumentativeessay.pdf
http://owl.english.purdue.edu/owl/resource/685/05/
http://valenciacollege.edu/wp/cssc/documents/SampleArgumentOutline.pdf
http://spot.pcc.edu/~mdembrow/wr122outline2.htm
BASIC ESSAY TEMPLATE:
http://workshop322.files.wordpress.com/2009/12/basic-essay-template2.pdf
10
Assessment Criteria & Rubric for a basic Essay (ENGL 101)

Good
Introduction
Satisfactory
1.
Attention
grabbing
opening.
The author is
aware of the
controversy
posed and has
taken an
unequivocal
position/stand
regarding the
issue by
presenting a
clear and precise
thesis statement.
Elements of
assertion and
reason clearly
laid out.
15 points
2.
3.
1.
2.
3.
Interesting
opening
Identifiable
thesis but lacks
clarity in terms
of the position
taken regarding
the issue.
The assertion
or reason can
be improved.
Below Average
1.
2.
3.
Points
Lackluster opening.
No position taken
regarding the issue.
The author is
unaware of the
controversy or
presenting
generalizations
irrelevant to the
controversy posed.
(0-7)
(8-12)
(14-15)
Body/Arguments
1.
30 points
2.
Thesis is
supported by
strong arguments
based on facts,
logic, and
emotions (at
least three
identifiable
arguments).
Addresses
counter claims
and arguments
effectively.
1.
2.
Thesis is
supported by
arguments but
some of the
arguments are
weak or very
few identifiable
arguments.
Awareness of
counter claims
and arguments
but they are not
fully addressed.
(27-22)
1.
2.
3.
Unsubstantiated
claims and
arguments.
Arguments are too
convoluted.
No awareness of
counter claims and
arguments.
(0-21)
(28-30)
11
Organization
20 points
1.
1. Attention to the
2.
3.
4.
development of
each paragraph
with a focus on
the thesis.
Topic sentences
are clear and help
with smooth
transitions
between
paragraphs.
Ideas are
prioritized with
attention to thesis
and arguments.
The essay is
within the word
limit. (800-1000
words)
(18-20)
Grammar/Mechanics
/Style
25 points
1. A rare grammatical,
punctuation, and/or
spelling mistake (less than
one per paragraph)
2. Advanced writing style
that uses complex
sentence structure and
innovative writing
strategies.
2.
3.
4.
1.
2.
(24-25)
3.
Thesis is the
main focus for
the most part
but at times the
author
digresses.
Some
paragraphs are
weaker than
others.
Author could
have used a
better judgment
in terms of
prioritizing
arguments
relevant to the
thesis. Some
repetition or
lack of
development.
The essay
either falls
short of the
word limit or
gets too
lengthy.
(14-17)
1.
A few
grammatical,
punctuation,
and/or spelling
mistakes (up to
five per page or
per 200 words).
The mistakes
do not get in
the way of
conveying
ideas and
concepts.
A highly
proficient style
that
demonstrates
good command
of language for
a college
1.
2.
3.
4.
No focus on the
thesis.
A paper without a
head or a tail.
Irrelevant
material and ideas
to reach the
minimum word
limit.
The writing lacks a
clear sense of
direction, or is too
short to have any
organization.
(0-13)
2.
3.
The paper is riddled

with grammatical,
punctuation, and/or
spelling errors
(almost every other
sentence).
The mistakes greatly
hinder the
understanding of the
text.
The student
lacks the basic
proficiency level
expected of a
college student.
(0-17)
12
student.
(18-23)
Conclusion
10 points
Summarizes main
ideas without giving
new information. Has a
strong closing
statement.
Has a concluding
paragraph that
summarizes main
idea, but may not
have a concluding
statement.
Instead of summing up the

author gets repetitive.
OR
Has no concluding
paragraph, the essay ends
abruptly.
(0-4)
(8-10)
(5-7)
TOTAL
Evaluation checklist for Summary:

The students will be given a 600-650 word passage in the exam. A good summary is 1/4th of the
size of the original text. The summary will be evaluated according to the following checklist:
Proper introductory statement about the title of the passage and its author.
The main idea and supporting details of the passage in student's own words.
Clear understanding of the theme of the passage.
Usage of transitions so that the paragraph flows smoothly.
Logical organization of the paragraphs including a variety of sentence structure.
Having a few or no errors of Grammar, Spelling, Capitalization or Punctuation.
Avoiding repetition of ideas or sentences.
Usage of indirect narration while writing the summary.
Usage of third person pronouns where required.
NOTE: The above rubrics have been customized for the ENGL101
course at Forman Christian College. Students writing for any other
course and discipline need to consult the respective instructors for
proper/exact details/guidelines.
13
Section (B)
ENGL 103: Advanced Writing Skills
Writing is physical work. Its sweaty work. You just cant will yourself
to become a good writer. You really have to work at it.
~Will Haygood
14
Course Outline
(ENGL 103: ADVANCED WRITING SKILLS)
Instructor:
Office Location:
Office Hours:
Section:
Days and Timing:
Room:
Email:
COURSE DESCRIPTION: Proficiency in the skill of academic writing through research,
development of a well-argued and well-documented academic paper with clear thesis statement,
critical thinking, argumentation and synthesis of information, using citations and bibliography.
(FCC Catalog 2012-2013).
*Teachers can suggest and discuss themes and topics of their own choice keeping students
interests in mind and supervise them accordingly.
MAIN OBJECTIVE: The main objective for the students is to produce a research based
Academic Essay/Paper of 2000-2500 words. This paper should combine various kinds of essay
writing techniques that students have learnt while studying ENGL 101.
REQUIRED TEXT:
COURSE OBJECTIVES: Students will:
Explore a variety of topics and focus on the topic related to their own interest by bringing
list of topics of their interest and get the instructors feedback on the choice of topics.
Read material extensively to finalize the topic and to develop literature review for their
final academic paper.
Practice annotation, paraphrasing, summarizing and synthesizing skills using handouts
and activity sheets and write a draft on their chosen topic.
Critically evaluate and challenge the information from various resources and argue their
perspective.
Learn through presentations the meaning of plagiarism and how the students can avoid it;
use referencing and citing techniques in order to avoid plagiarism
Do worksheets on sentence structure, grammar, punctuation, spelling, and rules of
standard written academic English
Write a cohesive academic paper of 2000-2500 words.
LEARNING OUTCOMES: By the end of this course students will be able to:
Read a variety of texts with a critical approach
Distinguish between different sources and genres
Identify authentic sources
Write cohesive academic papers
Cite sources properly and avoid plagiarism.
15
COURSE CONTENTS AND TIMELINE

WEEK
1
Introduction of an academic paper and choosing a topic
Developing hypothesis and thesis statement
Searching for quality resources and evaluating them
2&3
Avoiding plagiarism for maintaining academic integrity through

paraphrasing and citations
Academic style of writing
Writing an introduction of the paper
5&6
Critical thinking in reading, using annotations, summarizing materials

and writing a literature review
7&8
Developing arguments, opinions and practicing persuasive writing
9
9 & 10
Analysis, synthesis of arguments and their presentation

Concluding the essay
11
Proofreading and editing
12
Submission of the final academic paper
12 & 13
NOTE:
COURSE CONTENT
Instructors feedback
14
Revision
15
Final submission
Teachers can make changes depending on the needs of their students.
POLICIES:
1. All the dates and deadlines will be decided after discussing with the students.
2. A student coming to class without having completed required readings will be marked absent
for the day.
16
3. In order to pass the course, each student must have at least 75% attendance. A student having
less than 75% attendance will get no credit for the course and will be awarded F grade. The
leaves will not contribute towards the attendance percentage and will be considered as absents.
4. Each student must keep a writing portfolio wherein the course outline, all the handouts,
marked assignments and drafts be put in an orderly manner. The instructor will check the same
file to assess the students progress and to prepare the final grade. Absence of any document may
cause loss of marks.
5. Plagiarism will not be tolerated at all and those found guilty of it will be treated as per AICs
policy. (For details see Student and Faculty Handbook)
GRADING CRITERIA (%)
Class participation
Writing Portfolio (summaries, annotations, paraphrasing, note-taking)
Presentation
Attendance
Mid Term (Identifying primary and secondary sources, introductory paragraph,
literature review)
Final Paper (complete academic paper, everything included in midterm, methodology,
discussion, findings, conclusion, references and appendices)
10%
20%
10%
10%
20%
30%
RUBRIC OF THE ACADEMIC PAPER: Please see Student and Faculty Handbook; rubric
for other assignments will be provided by the instructor.
MATERIALS REQUIRED: To be provided by the instructor.
NOTE: All students are expected to photocopy, fill and sign the form for
Declaration of Authenticity for Research/Academic Paper on page 58 of Student
and Faculty Handbook. This signed form should be attached with all the
assessed assignments of the course work.
Word Limit
The final research papers written for ENGL 103 should not exceed the limit of
2000- 2500 words.
17
TEMPLATE OF A RESEARCH PAPER - ENGL 103

BASIC COMPONENTS OF AN APA PAPER
NOTE: Please refer to APA style sheet to check the format, font and
pattern of text, citation, and references. This template is following the APA
style of citation ONLY and has been customized for ENG103 course at
Forman Christian College. Students writing for any other course and
discipline need to consult the respective departments/HODs/instructors for
proper/exact details/guidelines.
PAPER FORMAT
MARGINS: Top, bottom and side margins should be 1 inch.
SPACING: Double-spaced (throughout) - Double space everything, including block quotes and
citations. Use two spaces after a period at the end of a sentence and one space after periods in a
reference citation.
FONT STYLE: Times New Roman
FONT SIZE: 12pt
HEADER: Running head should appear on each page of your paper on the top left of each page.
Only the prefix Running head appears on the title page. The running head is a brief version of
the title of your paper, no more than 50 characters long (including spaces) and is all capitalized.
The label Running head: that precedes the running head on the title page is not included in the
50-character count, because its not part of the title of your paper.
PAGE NUMBERS: Number (1, 2, 3.) all pages consecutively in the upper right hand
corner including the title page and Reference page.
INDENTATION: Indent the first word of each paragraph using one tab space. Do not leave
extra space between paragraphs. DO NOT RIGHT JUSTIFY.
TITLE OF YOUR PAPER: Capitalize all the content words, the function words appear in
small case.
For example, Effect of Sleep Deprivation on Math Performance
In the given example, only the function words (of & on) are not capitalized but the content
words.
LENGTH: 7-8 pages. 2000-2500words. This does not include title page, reference page and
appendices.
18
Note: Do not italicize, bold, or underline the title of your research paper, but dont forget the
font style and size: Times New Roman, 12pt.
COMPONENTS OF A BASIC RESEARCH PAPER INVOLVING LIBRARY RESEARCH
1. TITLE PAGE
2. INTRODUCTION
3. LITERATURE REVIEW
4. DISCUSSION
5. CONCLUSION
6. REFERENCES
COMPONENTS OF A BASIC RESEARCH PAPER INVOLVING FIELD RESEARCH
(The field research includes and is limited to surveys (questionnaires & interviews)
1.
2.
3.
4.
5.
6.
7.
8.
9.
TITLE PAGE
INTRODUCTION
LITERATURE REVIEW
METHOD
FINDINGS
DISCUSSION
CONCLUSION
REFERENCES
APPENDICES
ABOUT EACH COMPONENT.

TITLE PAGE (FOR APA PAPER):
Length: 1 page
The title page of your APA research paper includes the following:
Running head
Page number
Topic of your research paper
Students name
Students roll # and section
Name of the institution
(SEE THE APA SAMPLE ON THE NEXT PAPGE)
19
(SAMPLE - APA TITLE PAGE)
Running head: RESEARCH PAPER

Running head
appears on
the top left
and the
shortened
version of
your title (not
including the
prefix
running
head) is all
capitalized.
Times New
Roman, 12pt.
Do not
italicize, bold
or underline.
About APA Research Paper

Student Name
Roll #: xx-xxxx, Section: X
Forman Christian College
(A Chartered University)
Page
number
appears
on the top
right.
Times
New
Roman,
12pt. Do
not
italicize,
bold or
underline.
This
information
appears on
the uppermiddle part
of your
paper not
exactly in the
middle.
Doublespaced
throughout.
Times New
Roman,
12pt. Do not
italicize, bold
or underline.
20
INTRODUCTION:
Length: 1 page.
NOTE: Introduction is the introductory paragraph of your literature

review. On the introduction page centre the title of your paper. Do not
italicize, bold or underline the topic. Also, do not put the title in quotation
marks or set in ALL CAPITALS. The topic appears beneath the header.
A good introduction includes the following:
Introduction of the topic
Thesis statement (TS)
Significance of the paper
Scope of the paper
Research questions (RQs)
How do I start the introduction?
1. Define/introduce your topic identify the general topic, issue or area of concern thus
providing an appropriate context for reviewing the literature.
2. Once you have introduced the topic, write down the thesis statement.
What is a thesis statement?
A thesis statement is a strong statement that you can prove with evidence. It is not
a simple statement of fact. A thesis statement should be the product of your own
critical thinking after you have done some research. Your thesis statement will be
the main idea of your entire research paper. It can also be thought of as the angle
or point of view from which you present your material. Put in simple words it
tells your readers what your entire paper is about.
How do I write a thesis statement?
You will develop a thesis statement about your research topic after you have done
some actual research into the topic- read material about it. You will then present
your thesis statement in your introduction, prove it with evidence in the body of
your paper, and finally restate it along with a summary of your evidence in your
conclusion.
21
Here are some ways to approach writing a thesis statement.
Define a problem and state your opinion about it

Discuss the current state of an issue or problem and predict how it might
resolve
Put forth a possible solution to a problem
Look at an issue/topic from a new and interesting perspective
Theorize how the world might be different today if something had/had not
happened in the past
Compare/contrast two or more of similar/different ideas/things/issues and
give your rating about them (cars, authors, computers, colleges, books
etc.). Come up with an argument.
Put out your ideas about how something was influenced to be the way it is
or was (music, art, political leadership, genocide etc.).
3. Significance of your paper: Point out overall trends in what has been published about
the topic; or conflicts in theory, methodology, evidence, and conclusions; or gaps in
research and scholarship; or a single problem or new perspective of immediate interest.
Establish the writers reason (point of view) for reviewing the literature; explain the
criteria to be used in analyzing and comparing literature and the organization of the
review (sequence).
4. Scope of the paper: State why certain literature is or is not included - limitation of your
study.
5. Research questions: The Research Question serves two purposes:
a) it determines where and what kind of research the writer will be looking for and
b) it identifies the specific objectives the study or paper will address.
A good research question:
o defines the investigation area,
o sets boundaries and provides direction in solving the research problem.
o should be appropriate with the topic and should find opportunities and
commitments related to the study.
o should be narrow, clarified and well defined.
o makes the theoretical assumptions in the conceptual framework of the study more
explicit, most of all it indicates what the researcher wants to know.
o helps the researcher stay focused and not to get overwhelmed by the plethora of
material.
The researcher carries out the necessary research to answer the RQs, including the primary
sources and secondary sources. Once the research is complete and the researcher knows the
(probable) answer to the research question, writing can begin.
22
Primary and secondary sources are the source materials that you use in
writing your research paper. This section forms the literature review (body
paragraphs). THE PRIMARY & SECONDARY SOURCES ARE EXPLAINED UNDER
THE LITERATURE REVIEW SECTION.
23
LITERATURE REVIEW:
Length: 4 5 pages (for library research) and 3-4 pages (for field research)
Number of sources: 5 sources (1 or 2 primary source(s) + 3 or 4 secondary
source(s)).
A literature review is a piece of discursive prose which proceeds to a conclusion by reason or
argument and is not a list describing or summarizing one piece of literature after another. Its
usually a bad sign to see every paragraph beginning with the name of a researcher. Instead,
organize the literature review into sections that present themes or identify trends, including
relevant theory. You are not trying to list all the material published, but to synthesize and
evaluate it according to the guiding concept of your thesis or research question
A literature review is an account of what has been published on a topic by accredited scholars
and researchers. In writing the literature review, your purpose is to convey to your reader what
knowledge and ideas have been established on a topic, and what their strengths and weaknesses
are. It is not just a descriptive list of the material available, or a set of summaries. Rather, it has
an organizational pattern and combines both summary and synthesis in which the major points,
parts or arguments of each source cited are organized and evaluated. Your review must read
like a coherent paper.
Reference to prior literature is a defining feature of scholarly and research writing. Such
references put your own work into context, establishing your credibility and enabling you to
demonstrate how your current work builds upon or deviates from earlier publications.
NOTE: Please note that you have to give/write a CRITICAL ANALYSIS

of each source material that you include in your research paper. The
appropriate way of writing a literature review is to write one/two concise
paragraph(s) on each source material that includes the analysis and critical
evaluation (about each source material). This way your writing will be more
coherent and there will be a logical flow to it.
Besides enlarging your knowledge about the topic, writing a literature review lets you gain and
demonstrate skills in two areas:
1. Information seeking: the ability to scan the literature efficiently, using manual or
computerized methods, to identify a set of useful articles and books
2. Critical appraisal: the ability to apply principles of analysis to identify unbiased and
valid studies.
Purpose:
To acquire an overview of scholarly articles relevant to your research

interests
To practice and improve summary-writing skills
24
To synthesize existing research to support a central thesis
A literature review must do these things:

1. be organized around and related directly to the thesis or research question you are
developing
2. synthesize results into a summary of what is and is not known
3. identify areas of controversy in the literature
4. formulate questions that need further research
HELPFUL TIPS FOR LITERATURE REVIEW
Ask yourself questions like these:
1. What is the specific thesis, problem, or research question that my literature review
helps to define?
2. What type of literature review am I conducting? Am I looking at issues of theory?
methodology? policy? quantitative research (e.g. on the effectiveness of a new
procedure)? qualitative research (e.g., studies )?
3. What is the scope of my literature review? What types of publications am I using (e.g.,
journals, books, government documents, popular media)? What discipline am I working
in (e.g., nursing psychology, sociology, medicine)?
4. How good was my information seeking? Has my search been wide enough to ensure
Ive found all the relevant material? Has it been narrow enough to exclude irrelevant
material? Is the number of sources Ive used appropriate for the length of my paper?
5. Have I critically analyzed the literature I use? Do I follow through a set of concepts and
questions, comparing items to each other in the ways they deal with them? Instead of just
listing and summarizing items, do I assess them, discussing strengths and weaknesses?
6. Have I cited and discussed studies contrary to my perspective?
7. Will the reader find my literature review relevant, appropriate, and useful?
Web Resources and templates for Literature Review:
http://www.csu.edu.au/research/support/research-students/my-hdr/gettingstarted/literature-review
http://www.lib.uoguelph.ca/get-assistance/writing/specific-types-papers/writingliterature-review
http://www.capella.edu/interactivemedia/library/litReviewTutorial/downloads/LitReview
Plan_FinalCopy.pdf
25
NOTE: For your ENGL 103 research paper you are supposed to include 5
source materials. You can use the source materials in either of the following
(number) format:
1. Use 4 secondary sources and 1 primary source
2. Use 3 secondary sources and 2 primary sources
Also, your primary source for this course has to be a book either fiction or
non-fiction. (For example, novel, essay, poetry, drama, history,
autobiographies, biographies, anthologies, travel, art, science etc).
What is a Primary source?

A primary source is a document or physical object which was written or created
during the time under study. These sources were present during an experience or
time period and offer an inside view of a particular event. Some types of primary
sources include:
o ORIGINAL DOCUMENTS (excerpts or translations acceptable): Diaries,
speeches, manuscripts, letters, interviews, news film footage,
autobiographies, official records
o CREATIVE WORKS: Poetry, drama, novels, music, art
o RELICS OR ARTIFACTS: Pottery, furniture, clothing, buildings
Below are few examples of primary sources:
Diary of Anne Frank - Experiences of a Jewish family during WWII

The Constitution of Canada - Canadian History
A journal article reporting NEW research or findings
Weavings and pottery - Native American history
Platos Republic - Women in Ancient Greece
Novels e.g. pride & prejudice by Jane Austin, A tale of two cities by Charles
Dickens etc.
Short stories e.g. The lady with the dog by Anton Chekhov, Fetching
Raymond by John Grisham etc.
What is a Secondary source?

A secondary source interprets and analyzes primary sources. These sources are
one or more steps removed from the event. Secondary sources may have pictures,
quotes or graphics of primary sources in them. Some types of secondary sources
include:
26
PUBLICATIONS: Textbooks, magazine articles, histories, criticisms,

commentaries, encyclopedias, articles from academic journals (from
JSTOR, Project Muse etc).
Below are few examples of secondary sources:

A journal/magazine article which interprets or reviews previous findings
A history textbook
A book about the effects of WWI
Hypothetical statement:
Research hypotheses are the specific testable predictions made in the light of the literature
review. Usually the literature review has given background material that justifies the particular
hypotheses that are to be tested. Your hypothesis is your proposed explanation that you will test
to determine whether it is true or false.
Characteristics of a hypothesis
a. It should be clear and precise.
b. It should be capable of being tested.
c. It should be limited in scope and must be specific.
d. It should be stated as far as possible in most simple terms so that the same is easily
comprehensive to all concerned.
e. It should be consistent with most known facts i.e. it must be consistent with a substantial
body of established facts.
How Are Hypotheses Written?

1. Chocolate may cause pimples.
2. Salt in soil may affect plant growth.
3. Plant growth may be affected by the color of the light.
4. Bacterial growth may be affected by temperature.
5. Ultra violet light may cause skin cancer.
6. Temperature may cause leaves to change color.
All of these are examples of hypotheses because they use the tentative word may. However,
their form is not particularly useful. Using the word may does not suggest how you would go
about proving it. If these statements had not been written carefully, they may not have even been
hypotheses at all. For example, if we say Trees will change color when it gets cold. we are
making a prediction. Or if we write, Ultraviolet light causes skin cancer. could be a
conclusion. One way to prevent making such easy mistakes is to formalize the form of the
hypothesis.
Formalized Hypotheses example: If skin cancer is related to ultraviolet light , then people with
a high exposure to UV light will have a higher frequency of skin cancer.
27
If leaf color change is related to temperature, then exposing plants to low temperatures will
result in changes in leaf color.
Notice that these statements contain the words, if and then. They are necessary in a formalized
hypothesis. But not all if-then statements are hypotheses. For example, If I play the lottery, then
I will get rich. This is a simple prediction. In a formalized hypothesis, a tentative relationship is
stated. For example, if the frequency of winning is related to frequency of buying lottery tickets.
Then is followed by a prediction of what will happen if you increase or decrease the frequency
of buying lottery tickets. If you always ask yourself that if one thing is related to another, then
you should be able to test it.
Formalized hypotheses contain two variables. One is independent and the other is
dependent. The independent variable is the one you, the researcher control and the
dependent variable is the one that you observe and/or measure the results. In the statements
above the dependent variable is blue and the independent variable is red.
METHOD (FOR FIELD RESEARCH:

Length: 1 to 2 pages
The Method section describes IN DETAIL, how the study was conducted. However, there are
thousands of details, what exactly is meant by IN DETAIL?
NOTE: You must be concise - only the information that is essential for
understanding your methodology should be included. REMEMBER:Insufficient
detail leaves the reader with questions; too much detail burdens the reader with
irrelevant information.
For your ENGL 103 research paper you need to include the following details:
(1) Participants
(2) Material(s)
(3) Procedure.
Participant Subsection
The Participant subsection is the first subsection, and it tells the reader a minimum of three
pieces of information:
(1) who was in your study
(2) the population used
(3) any restrictions in the nature of your participant pool.
You must give the following information in your Participant subsection:
28
1. the total number of participants. If you place your participants in different groups then
you have to give details of the groups as well.
2. the major demographic characteristics of the participants (such as age, sex, etc.).
3. You must report the way the participants were selected.
Were they randomly selected from the whole population or only from volunteers?
Were they not randomly selected but only volunteers?
Were they offered money or course credit to volunteer?
4. You must indicate if your participants are not representative of the general population
and if the selection process was restricted in any way.
Did the study use only psych majors, only women, only deaf etc.
Did the study eliminate any people with vision problem, color-blindness, hearing
problems, etc.
5. You must indicate how the participants were assigned. Were they all assigned to the same
group or did different ones go to different groups.
If they went to different groups, were they randomly assigned?
Example:
Ten healthy university students and staff members (8 women and 2 men), aged 18-24 years;
volunteered to participate in the study (survey task). An informed consent was obtained from all
the participants.
Materials Subsection:
The Materials subsection is the second subsection, and it tells the reader what equipment and
tools you used to acquire data.
NOTE: for this research paper your scope of
acquiring data is limited to questionnaires/surveys and interviews.

Example 1:
Materials
A survey was constructed and used that contained six simple yes or no questions dealing with
honesty, cheating, stealing, and not getting caught (See appendix).
Example 2: (in case you are conducting an interview)

A questionnaire was prepared to elicit responses from the interviewee. The questionnaire was
used as an aid by the interviewer. There were twenty questions on the questionnaire that were
divided into personal, professional and social categories. A tape/cam recorder was used to
record the interview which would be later used to transcribe the data.
29
Procedure Subsection:
The Procedure subsection is the third subsection, and it gives the reader a summary of each step
in the execution of the research. This summary must be concise, precise, and logical. Do not
burden the reader with too much detail but give enough so the reader can follow what is being
done.
For the Procedure subsection, you must give the following information.
1) A description of the design . How was the interview/survey carried out?
2) A summary of the instructions to the subjects (do not give the complete instructions unless
you do so in an appendix).
METHOD (FOR LIBRARY RESEARCH:

Length: 1 to 2 pages
If you are writing a paper that doesnt include field research (survey etc.) e.g. comparative or
analytical paper and is based purely on library research then your method section is mainly an
analysis of the text (resource material) and should include the following:
The word analysis usually implies at least two elements:
(a) a breakdown of something into parts or ideas, and
(b) a discussion or description of those parts using a point of view or a method.
If, for example, you were asked to analyze the text of a reading, you would choose several main
or important ideas from it, and then discuss each in turn using some kind of special point of
view, theory, or method. The primary concern of an analysis is to explain something in greater or
newer detail using a unique point of view, or to argue a point or to evaluate something. While
doing an analysis your primary goal is to explain something from a unique point of view.
For example, perhaps one is interested in the Old English poem Beowulf. He has read the poem
intently and desires to offer a fresh reading of the poem to the academic community. His
question may be as follows.
How should one interpret the poem Beowulf?
His research may lead him to the following conclusion.
Though Beowulf is often read as a poem that recounts the heroism and supernatural exploits of
the protagonist Beowulf, it may also be read as a poem that served as an exemplum of
heterodoxy for tenth- and eleventh-century monastic communities found in the Danelaw.
The above statement does not negate the traditional readings of Beowulf; instead, it offers a fresh
and detailed reading of the poem that will be supported by the students research.
30
It must be noted that here that the students intent is not to persuade the audience that his ideas
are right while those of others are wrong. Instead, his goal is to offer a critical interpretation of
primary and secondary sources throughout the paper--sources that should, ultimately, buttress his
particular analysis of the topic.
Below are some kinds of the analyses that you may be required to do. Make sure to discuss with
your course instructor for clarification and guidelines.
1.
ANALYSIS USING AN ESTABLISHED THEORY
In doing this kind of analysis you must start with a theory, a philosophical stance, or some other
specific point of view or position that is meant to explain an entire worldview. Some examples
are some type of psychological system, a religious belief system, a developed ethical or moral
belief system, or any academic theory of how life or a large portion of it operates. You might
want to start brainstorming by applying your theory immediately to your text; however, you
might instead wish to brainstorm about your theory by itself before beginning to apply it to the
text.
What kind of theory might you choose? You could, for example, choose a system of psychology
such as behaviorism, Freudian or Jungian psychology, or any other among dozens of older and
more recent systems. You could choose a system or way of viewing art (given that many
humanities and art classes require analyses): art as rebellion, art as symbol, art as gendered, etc.
You might apply a political or economic system such as capitalism, Marxism, or socialism; a
method of behavior or goal development in the workplace such as ISO 9000; or a philosophical,
religious, or ethical belief system.
You might, for example, take four elements of Freudian psychology one at a time--such as the
concept of the superego, the ego, the id, and the unconscious--and examine one or more parts of
your paper using each of these Freudian elements in turn. You might show how various parts of
the paper conform to these Freudian elements (i.e., agree with Freuds system), or how various
parts of the paper cannot fit with these elements--or how some parts conform and others do not.
2.
ANALYZING THE ARGUMENTS OF A TEXT OR SUBJECT
You may analyze a text or subjects arguments, too. However, if you choose to do this,
remember that your goal is not to disagree with or debate the person or author whose arguments
you are using. Rather, you must take an unbiased, fair, and balanced point of view in which you
are willing to fully explore opposing viewpoints on a subject without arriving at your own
conclusion. To successfully analyze in this way, youll need to start with a person or author who
is actually making a debatable, one-sided argumentnot merely describing or reporting on
something, and not offering his or her own unbiased description of several points of view. In
other words, choose a text, speech, or the like that has a one-sided point of view with which
some people would disagree. You probably also will need to have some experience with or
knowledge of the argumentative issue. It also will help you if you do not feel strongly for or
against the issue. Your attitude as you write should be one of fairness, balance, and lack of anger
or other negative emotions. Heres one way to write this kind of analysis:
Choose several main arguments the subject makes. With each in turn, complete the following
steps.
31
1. First take the subjects point of view. Briefly summarize his/her argument. Then
explainfrom the subjects likely point of viewthe arguments meaning,
importance, or value.
2. Second, take a supportive point of view. Find one or two additional reasons and/or
examples of why the argument may be true.
3. Third, take an opposing position. Provide one or more positions/arguments
opposing the subjects argument, and explain (using reasons and examples) why
these opposing positions also merit consideration.
4. (Optional) Fourth, take a higher analytical point of view. Describe briefly which of
these positions on this argument appear the most logical or completebased on
what is given in the texts themselves, and not on any information you have from
other sources or within yourselfwithout bias on your own part.
3.
RHETORICAL ANALYSIS
It also is possible to examine the actual writing itself in your chosen text. This is called a
rhetorical analysisan analysis of the rhetoric in the text. You can develop a rhetorical
analysis by examining and describing the ways in which the author uses various rhetorical
devices to make his/her point, devices such as cause and effect, comparison/contrast, argument,
definition, exemplification, etc. To use this method, you might examine a text and decide, for
example, that there are two important instances of comparison-contrast, three exemplifications,
an overall argument with two sub-arguments, and one instance of cause-and-effect reasoning.
You would describe each in some detail, explain how it is developed, and show how it fits into
the whole text.
Another way of using rhetorical analysis is to do close reading as a form of practical
criticism: show patterns of use of prefixes, suffixes, singulars vs. plurals, and other parts of
speech, or even the patterns of metaphor, syntax, word, line or the differences in the text
between saying and meaning . It even is possible to examine the rhetorical valuethe
persuasion value or purposeof the organizational structures of a text: the frequency, order, and
nature of paragraphs, subtitles, topic sentences, graphics, etc.
You could, for example, develop a rhetorical analysis describing the patterns of use of four parts
of speech in a text: you could, for example, describe the use of singular vs. plural nouns and
pronouns, the frequency of adjectives, the use of active versus passive verbs, and the use of
nouns versus pronouns--all with the purpose of describing the readability (or lack of it), style,
voice, and tone of the essay you have chosen.
4.
ANALYSIS USING DECONSTRUCTION
Deconstruction is the opposite of construction. To deconstruct a text is to take it apart, especially

by comparing each of its main elements to their opposites, in order to show underlying truths or
meanings in how the text fits into the larger reality around us.
For example, if you were to deconstruct Charles Dickens A Christmas Carol, you might discuss
points (among several others as well) about Scrooge, Tiny Tim, and the Christmas turkey. First,
you might point out that in reality, there are many rich people who care nothing about Christmas
or other people, and they live happy, productive lives without suffering guilt, grouchiness, or
32
meanness of spirit. Concerning Tiny Tim, you might add that this figure is more myth than
reality in our present society, as most disabled people have accommodations, or conversely that
it actually is rare to find a disabled person like Tim who has such a sweet disposition and a
wonderful familythe more normal situation in a desperately poor family is to find serious
dysfunctions, either as causes or results of the poverty.
Further, you might point out, concerning the Christmas turkey given to Tims family by Scrooge,
that such a gift is little more than a symbolalmost a cruel one at thatbecause one turkey
dinner will not solve poverty; in addition, a huge amount of meat given to a family little used to
eating meat because of its poverty may prove harmful to the familys physical health and may
only leave them wanting more of what they cannot normally afford. You might conclude from
such an analysis that he story of Scrooge and Tiny Tim is little more than a play on our emotions
or at best an emotion-laden myth that has little to do with real needs and real actions in the
world.
Deconstruction often appears (and, in a sense, is) negative, for it is a taking aparta tearing
down, piece by piece. It is not, in and of itself in general usage, a building process. However, in
its purest form (as used by one of its most powerful proponents, a French thinker, Jacques
Derrida), it often delivers a rebuilt view of the text that shows how the text demonstrates
difficult, unpleasant, or unsettling opposites in our political and social systems of poor versus
rich and of authority versus powerlessness.
A deconstruction also may seem quite argumentative in nature. However, it is a logical process
with a logical, analytical purpose, for it simply means to show opposites of important elements in
a text and then to develop some sense of what the text really might mean if some or all of the
opposites possibly are true. It is a way of more deeply examining society, art, and ourselves.
In all the goal of writing an analysis is to:
Analyze the parts of a given piece of writing (resource material(s)) step by step, using
one or more differing or new/fresh viewpoints and/or theories.
Focus your attention on the specific details. It would be better to consider and describe
the main themes.
Include enough background information so your readers understand these themes and
then present their strengths and weaknesses.
Throughout your paper, clarity and conciseness are vital. Avoid unnecessary words or overly
complex sentence structures
FINDINGS:
Length: 1 paragraph (7 -8 lines)
The results section should describe the data/analysis you got out of your research this is
descriptive and/or numeric data/analysis. You may wish to include tables and graphs. NOTE:
only include simple mathematical calculations, such as representing the overall results in
numbers and percentages.
33
NOTE: Either you do a field research or a library research your paper

should include a method section. Your research paper should include a
method section. Please revisit the appropriate sections as per the demands of
your paper and dont forget to consult your instructor.
DISCUSSION:
The discussion section is less rigid than the other sections in format. You have more freedom
here to discuss any relevant issues pertaining to your study. The discussion is the part where you
give your overall analysis of the literature reviewed for your study. Be sure to end your
Discussion section with a paragraph summarizing the contribution of your study. If you do a
field research then in your discussion section you should compare your results to past studies,
particularly studies discussed in the literature review section. If the results are not the same,
discuss possible reasons for the difference and if you find similar results give your analysis about
it.
Discussion section in a nutshell:

You develop your argument based upon your findings. While the data may read for itself, you
will need to interpret:
how it does or does not validate your hypothesis

how it impacts the literature you cited
where further research is needed here you talk about the limitations of the method
section and its subsections (for a field research paper) and (for a library research paper)
youll talk about the limitations of the literature reviewed.
CONCLUSION

Conclusions wrap up what you have been discussing in your paper. After moving from general to
specific information in the introduction and body paragraphs, your conclusion should begin
pulling back into more general information that restates the main points of your argument.
Conclusions may also call for action or overview future possible research. The following outline
may help you conclude your paper:
In a general way,
Restate your topic and why it is important,
Restate your thesis/claim dont repeat the thesis statement; restate the key words and main
point.
Address opposing viewpoints and explain why readers should align with your position.
34
Talk about future research possibilities keeping in view the limitations of your study.
Remember that once you accomplish these tasks, you are finished. Done. Complete. Dont try to
bring in new points or end with a whiz bang(!) conclusion. Simplicity is best for a clear,
convincing message.
The preachers maxim is one of the most effective formulas to follow for argument papers:
1.
Tell what youre going to tell them (introduction).
2.
Tell them (body).
3.
Tell them what you told them (conclusion).
REFERENCES
Your references should begin on a new page separate from the text of the essay. Formatting rules
include:
1. Number the reference page on the top left hand corner. The numbering continues from the
title/first page.
2. Center the title References at the top of the page. Do NOT bold, underline, italicize, set in
all capital or use quotation marks for the title.
3. All the text should be double-spaced like the rest of the paper.
4. Use a hanging indent. (All lines after the first line of each entry in your reference list should
be indented one-half inch from the left margin. This is called hanging indentation. Microsoft
word provides you with this option).
5. Reference list entries should be alphabetized by the last name of the first author of each work.
NOTE: In APA format there are different styles of citing different sources
(e.g., books, journal articles, periodicals, interviews, dictionaries, documentaries
etc). Please consult your course instructor for proper guidance. Also, you can visit
the following website:
www.owl.purdue
NOTE: Verify with your teacher the proper format. For the ENGL 103 course,
you are writing your research paper in APA format. Remember to be consistent!
Dont usual multiple formats.
ABOUT IN- TEXT CITATIONS:
35
An in-text reference comprises author surname/s, and the publication date of the source (in
brackets), within the body of the essay or report. It is inserted directly after the information being
sourced from the scientific literature. For example:
A study conducted by Bright and Western (1984) suggested a significant relationship between...
Alternatively, when emphasizing a particular authors idea(s), author name/s can become the
subject of the sentence with the date only following in brackets, for example:
Bright and Western (1984) have argued that...
NOTE: The goal of the entire in-text citation and References page apparatus is to provide
your reader with an easy, clear way to locate the sources you have drawn upon when writing
your paper. Each in-text citation serves as a key to a specific entry in the list of References at the
end of the paper. It is therefore crucial that each key matches the appropriate reference work. As
a last measure of quality control, then, double check to be sure that each citation in your paper
matches a work in the References
In any research paper, you will have used information from other sources, and it is essential to
use in text citations not only to accredit other researchers/authors, but also to earn authenticity
and credibility for your own paper. WITHOUT IN-TEXT CITATIONS AND REFERENCES
YOUR PAPER IS NOT AT ALL A RESEARCH PAPER.
APPENDICES:
Appendices allow you to include detailed information in your paper that would be distracting in
the main body of the paper. Examples of items you might have in an appendix include samples
of questionnaires, surveys, interview questions used in the research or some other detailed
description of the materials used in the research.
Your paper may have more than one appendix. Usually, each distinct item has its own appendix.
If your paper only has one appendix, label it Appendix (without quotes.) If there is more than
one appendix, label them Appendix A, Appendix B, etc. (without quotes) in the order that
each item appears in the paper. In the main text, you should refer to the Appendices by their
labels. Appendices are attached after the reference page(s).
36
Samples of MLA/APA/CMS/HRS Research Papers &

Guidelines
Modern Language Association (MLA) Samples:
MLA Style Research Paper based on the 7th ed. of the MLA Handbook for Writers of Research
Papers. Created Nov 10, 2009.
http://www.ccc.commnet.edu/library/mla.pdf
Diana Hacker (Boston: Bedford/St. Martins, 2006).
This paper has been updated to follow the style guidelines in the MLA Handbook for Writers of
Research Papers,
7th ed. (2009). http://www.dianahacker.com/pdfs/hacker-daly-mla.pdf
Research Paper Layout : MLA Style
http://www.redwoods.edu/Eureka/ASC/Handouts/MLA%20Style/Copy%20of%20MLA
%20format.pdf
American Psychological Association (APA) Samples:
http://www.apastyle.org/
http://www.library.cornell.edu/node/147
http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch09_s1-0009.html
http://www.columbiasouthern.edu/downloads/pdf/misc/apa-guide
http://www.columbia.edu/cu/ssw/write/apa-rules.html
Chicago Manual of Style (CMS) Samples
http://www.chicagomanualofstyle.org/home.html
http://www.libs.uga.edu/ref/chicago2009.pdf
http://myrin.ursinus.edu/help/resrch_guides/cit_style_chicago.htm
http://dianahacker.com/pdfs/hacker-bish-cms.pdf
37
Harvard Reference Style (HRS) Samples

http://libweb.anglia.ac.uk/referencing/files/Harvard_referencing_2011.pdf
http://files.ithuta.net/OpenJournals/HTS/Author/HTSREF.pdf
http://www.lc.unsw.edu.au/onlib/ref2.html
http://www.lib.monash.edu.au/tutorials/citing/harvard-government.html
http://www.lib.unimelb.edu.au/cite/harvard_dis/index.html#Example
http://www.usq.edu.au/library/help/referencing/harvard.htm#Books_print_and_online
- 12
NOTE:
i.
ii.
The handbook focuses ONLY on the APA style of citation and formatting. Different
departments may have their own set policies for writing papers (e.g. style/format etc),
please consult your instructor(s)/department heads for further clarification/guidelines.
The key word is CONSISTENCY be consistent in the style and format you follow in
writing your paper.
38
Assessment Criteria & Rubric for an Academic Paper

(ENGL 103)
Exceeds
Expectation
s
Excellent work
Meets Expectations
Average work
Does Not Meet

Expectatio
ns
Below average
Structure
/Format of
The research
Paper
15
The
elements
listed in the
template for
the research
paper in the
handbook
are all
present in
the paper.
The font
size: 12
Times New
Roman,
word limit:
2000 to
2500 words
and other
conventions
listed have
been
adhered to.
Some
inconsistency
is present in
meeting the
required
format laid
out in the
handbook.
Elements
are missing
and other
convention
s have not
been
adhered to.
Content
Intro/Thesis
30
Includes
background/
objective/
scope
Clear, strong,
concise and
Includes
background/ob
jective /scope
though the
thesis lacks
certain clarity
and focus.
Doesnt
include the
elements
listed in the
template
and there is
no
39
articulate
thesis
Lit Review
Method
Synthesizes
and
summarizes
the
information
coherently
The analysis
is relevant to
the thesis.
Give
sufficient
details about
the
procedure,
participants
and
materials
used, so that
others can
repeat the
work and
obtain
comparable
results
and/or give
sufficient
details of the
analysis
done (e.g.
discourse/te
xtual/speech
analysis,
oral history
etc)
Fully
describes &
recognizabl
e thesis.
Some
haphazard
connections
A lack of
overall
relevance to
the thesis
Doesnt give
sufficient
details about
the procedure,
participants
and materials
used, so that
others can
repeat the
work and
obtain
comparable
results and/or
give
insufficient
details of the
analysis done
(e.g.
discourse/text
ual/speech
analysis, oral
history etc)
Describes data
and/or gives
analysis but
doesnt fully
justify
Disjointed
ideas
Inadequatel
y
summarize
d
information
Hardly
explains
the
procedure,
participant
s and
materials
used
and/or the
analysis
done
Doesnt
explain
data and/or
the
analysis
done is not
justified
40
justify data
to be
collected
and/or the
analysis
done in the
context of
justifying
the
hypothesis.
Findings
Shows &
clearly states
the
connections
between the
research &
results
/conclusion(s
) drawn
Discussion
Hardly
Restates the Partly includes/
explains
the
following:
includes/explains
purpose of
purpose of the the following:
the study
purpose of
study
Discussion
the
discussion
of results as
study
related
to
they relate to
discussion
hypothesis
each
related to
implications
hypothesis
hypothesis
and
limitations
Clearly
implication
of the study
states the
s and
directions of
implications
limitations
future research
and
of the study
limitations
directions
of the study
of future
mentioned
research
directions of
future
research is
explained
Conclusion
Goes beyond
restating the
thesis and
main points
Makes some
unclear
connections
between the
research &
results/conclus
ion(s) drawn
Restates the
thesis without
any comment
about the
Does not
make
connections
between
research
and
results/conc
lusion(s)
drawn
Writes the
thesis
verbatim
without
41
of the paper.
Persuades
the reader in
favor or
against the
argument.
Lists the
implications
and avenues
for further
implications
or of further
research.
Makes some
attempt
resolving the
argument.
any
commentar
y.
Sources
References
15
Citation
format
Both
primary
(journal
articles and
books etc)
and
secondary
sources are
cited.
The
references
show that
the topic has
been
thoroughly
researched.
The APA
Format is
correctly and
consistently
followed
throughout
the paper.
The in-text
citations and
references
are provided
and conform
to the
selected
format.
The quality of
research is
average.
Only
secondary
sources are
cited (such as
websites).
While one
format is
consistently
being used,
there are some
inaccuracies
in in-text
citations and
references.
Very few
sources are
cited, the
authenticit
y of which
is
questionab
le.
The overall
research is
inadequate
and
unsatisfact
ory.
It is not
apparent
which
format is
being used
to cite the
research
The in-text
citations
and
references
do not
conform to
any
format.
42
Organization
Paragraphing
Overall
cohesion
15
Paragraphs
have topic
sentences
and
supporting
sentences
and a main
central idea.
The paper is
arranged in a
cohesive and
coherent
manner.
It reads as a
single
document.
The ideas
are
connected
across the
papers
Some
paragraphing
is without
purpose.
Sometimes a
paragraph
lacks a central
idea.
There is some
lack of
cohesion and
coherence.
Some parts of
the paper
stand
independent
of others.
Some sense of
unified text is
present.
There are
no
recognizab
le
paragraphs
.
The ideas
in
paragraphs
are
disjointed.
Lack of
cohesion
and
coherence
There are
leaps from
one idea to
the next.
The
document
does not
read as a
single text.
Language
Grammar &
Sentence
structure
25
The
grammar
and sentence
structure is
used
correctly
throughout
the paper.
The
sentences
used are a
combination
of simple
and complex
There are
some
inaccuracies
in the use of
grammar and
sentence
structure.
Simple
sentences and
structures are
repeated over
and over
again.
There are
so many
grammatic
al and
sentence
structure
errors that
it obscures
the
meaning.
43
Academic
Vocabulary+
Tone
structures.
The
language
used in the
paper shows
competency
of the
student in
grammar.
The
vocabulary
used is
academic in
nature, use
of words and
terminology
appropriate
for a
research
paper.
Some
colloquial
expressions
are used.
In some
places, the
paper uses
non-academic
informal
language.
Total
Incorrect/in
appropriate
words are
used
The student
is unaware
of
academic
vocabulary
or writing
objectively.
100
COMMENTS:
NOTE: The above rubric is based on the APA style of

citation and has been customized for ENGL 103 course at
Forman Christian College. Students writing for any other
course and discipline need to consult the respective
departments/HODs/instructors for proper/exact
details/guidelines.
44
APA Citation Styles

Bibliographic References
NOTE: The above table on APA style has been copied verbatim from
www.owl.purdue to give an overview of the APA style of citations and references.
Please check with your course instructor for the latest style of APA citation.
CATEGORY
General Approach
Citing Books
General book
format
Single author
Two or three
authors
More than three
authors
More than seven
authors
Corporate/
Organization author
Unknown author
Two or more works
by the same author
Two or more works
by the same author
in the same year
Author with an
editor
Author with a
translator
Editor with no
author
Work in anthology
APA
The American Psychological Association (APA) provides a method for source
documentation that is used in most social sciences courses. The social
sciences place emphasis on the date a work was created, so most APA
citation involves recording the date of particular work in the physical text.
The date is usually placed immediately after the authors name in the
References page at the end of an essay. The most recent APA formatting
can be found in the sixth edition of the APA manual.
Book citations in APA generally require author name, publication year, work
title, publication city, and publisher.
Pollan, M. (2006). The omnivores dilemma. New York, NY: Penguin Group.
Pollan, M. (2006).
Bell, C., & Cohn A. (1968).
Kernis, M. H., Cornell, D. P., Sun, C. R., Berry, A., Harlow, T., & Bach, J. S.
(1993).
Kernis, M. H., Cornell, D. P., Sun, C. R., Berry, A., Harlow, T., & Bach, J. S.
(1993).
American Psychiatric Association. (2005).
Oxford essential world atlas. (2001).
Slechty, P. C. (1997).
Slechty, P. C. (2001).
Slechty, P. C. (1997a).
Slechty, P. C. (1997b).
Poston, T. (2000). A draft of history K.A. Hauke, (Ed.).
Laplace, P.S. (1951). A philosophical essay on probablities. (F. W. Truscott &
F. L. Emory, Trans.).
Duncan, G. J., & Brooks-Gunn, J. (Eds.). (1997). Consequences of growing up
poor.
Harris, Muriel. 2000. Talk to Me: Engaging Reluctant Writers. In Ben Rafoth
(Ed.), A tutors guide: Helping writers one to one (pp. 24-34). Portsmouth,
45
NH: Heinemann.
Editor other than
first
Helfer, M.S., Kemme, R.S. and Drugman, R.D. (1997). The battered child (5th
ed.).
Multivolume work
Encyclopedia/
Dictionary
Wiener, P. (Ed.). (1973). Dictionary of the history of ideas (Vols. 1-4).

Posner, R. (1987). Romance Languages. In The encyclopedia Britannica:
macropedia.( 15th ed.).
Foreword,
introduction,
preface, or
afterword
Articles in
Periodicals
Duncan, H. D. Introduction. In K. Burke, Permanence and Change: An

Anatomy of Purpose (xiii-xliv). United States. The Bobbs-Merrill Company,
Inc.
Magazine
Journal
paginated by
issue
Editorial in
Newspaper
Letter to the
Editor
Book or film
Review
Online Sources
General
format
Entire
Website
Page from
Website
Page from
Website with
unknown
author
In APA periodical citation, authors are named by their last name followed by
initials; the publication year goes between parentheses and is followed by a
period. The title of the article is written in sentencecase, in which only first
word and proper nouns are capitalized. The periodical title is written in title
case and is followed by the volume number, which, with the title, is also
italicized or underlined.
Poniewozik, J. (2000, November). TV makes a tooclose call. Time, 20, 70-71.
Bagchi, A. (1996). Conflicting nationalisms: The voice of the subaltern in
Mahasweta Devis Bashai Tudu. Tulsa Studies in Womens Literature (15.1)
41-50.
Of mines and men (2003, Oct 24). [Editorial] The Wall Street Journal east, p.
A14.
Hamer, J. (2006/2007, December/January). [Letter to the editor]. American
Journalism Review, 7.
Seitz, M. Z. (2007, May 30). Life in the sprawling suburbs, if you can really
call it living [Review of the film Radiant City, directed by Gary Burns and Jim
Brown]. New York Times, late ed.: E1.
In APA citation, online sources often include what are known as DOIs,
or digital object identifiers. If a DOI is available, it is used in place of
a URL. The DOI is a serial number that identifies the source
regardless of URL changes, and it can often be found on the first page
of an online source. Beyond the DOI, APA generally cites author, date,
page title, site title, available page numbers, and a URL or DOI.
Author. (Year [use n.d. if not given]). Article or page title. Larger Publication
Title, volume or issue number. Retrieved from http://url address
United States Environmental Protection Agency. (2004, July). Drinking water
standards. Retrieved from US EPA website http://water.epa.gov/drink
Shiva, V. (2006, February). Bioethics: A third world issue. Nativeweb.
Retrieved from http://www.nativeweb.org/pages/lega l/shiva.html
Media giants. (2001). Frontline: The Merchants of Cool. Retrieved from PBS
Online http://www.pbs.org/wgbh/pages/front line/shows/cool/giants/
46
Image from a
website
Online book
Portion of an
online book
Goya, F. (1800). The family of Charles IV. Museo National del Prado.
Retrieved from http://www.metmuseum.org/toah/hd/goya/hd_goya.htm
Milton, J. (1667). Paradise lost: Book I. Poetry Foundation. Retrieved from
http://www.poetryfoundation.org/arc hive/poem.html?id=174002
Adams, H. (1918). Diplomacy. The education of henry adams.
Bartleby.com: Great Books Online. Retrieved from
http://www.bartleby.com/159/8.html
Article in an
online journal
Bent, H. (2007). Professionalization of the Ph.D. degree. College Composition

and Communication, 58.4, 0-145.
Article in an
online
magazine/
newspaper
Bernstein, M. (2002). 10 tips on writing the living web. A List Apart: For
People Who Make Websites. Retrieved from
http://www.alistapart.com/articles/writeliving
Entire blog
Mayer, C. (2007, January 10). The checkout. [Web log post]. Retrieved from
http://blog.washingtonpost.com/thecheckout/
Writers name. (Date of post). Subject of post. [Web log comment].
Retrieved from: URL or DOI.
Response in a
Blog
CDROM
Pimpernel. (2000). [CDROM].The American Heritage Dictionary of the

English Language. 4th ed.
Email
Not included in references.
Multimedia
sources
Video or film
Podcast/
YouTube
Lecture/
Public
Address
The Purdue OWL

Government
Publication
Electronic sources in APA format may include a digital object

identifier (DOI) number. When a DOI is evident, it may be used in
place of a URL address. An online source should include either a
DOI or a URL.
Guggenheim, D. (Director), & Bender, L. (Producer). (2006). An inconvenient
truth [DVD]. United States: Paramount Home Entertainment.
Murphy, B. (2008, September 19). Tips for a good profile piece. [YouTube].
Project: Report. Retrieved from http://www.youtube.com/watch?
v=cuA2VcdqB9k/
Teplin, L. A., McClelland, G. M., Abram, K. M., & Washburn, J. J. (2005). Early
violent death in delinquent youth: a prospective longitudinal study.
[Presentation]. Paper presented at the Annual Meeting of the American
Psychology-Law-Society. La Jolla, CA.
Brizee, A., & Tardiff, E. (2010, April 7). Four main components for effective
outlines. Purdue Online Writing Lab. Retrieved from
Continental Congress. (1774-1789). Journals of the continental congress.
Washington, DC. 1904-1937.
47
Dissertation
Citing Books
Author named
in a signal
phrase
Author not
named in a
signal phrase
Unknown
Author
Unknown
page number
More than
one work by
the same
author
Two or three
Authors
Four or more
Authors
Corporate
Author
Authors with
the same last
name
Encyclopedia
Multivolume
Work
Two or more
works in the
same
parentheses
An entire
Work
Work in an
Anthology
Choi, M. (2008). Contesting imaginaries in death rituals during the northern

song dynasty (Doctoral dissertation). Available from ProQuest database.
(AAT 3300426).
APA includes author name(s), page number(s), and date. The date is
generally provided parenthetically whenever the authors(s) name(s) (are)
given while page numbers always appear at the end of the sentence. The
date is important in social science because it helps
demonstrate the relevance (newness) of the work being cited.
Philosopher Stephen C. Pepper (1961) refers to this phenomenon as a
cumulative collaboration of evidence (p. 49).
This phenomenon is best referred to as a cumulative collaboration of
evidence (Pepper, 1961, p. 49).
evidence (World Hypotheses, 1961, p.49).
evidence (Pepper, Evidence and Corroboration section, para. 22).
Philosopher Stephen C. Pepper refers to this phenomenon as a cumulative
collaboration of evidence (World Hypotheses, 1961, p. 49), which he hints
toward in earlier work as well (Emergence, 1926, p. 241).
Rose and Weiser (2010) note the importance of redefining expectations for
faculty work (p. 3).
In 1990, Anderson, Best, Black, Hurst, Miller, and Miller produced a study
that focused specifically on undergraduate perspectives of academic writing,
and they found a variety of approaches in place (p. 11).
This study demonstrated the significant role of prayer as a coping
mechanism for health (American Psychological Association, 2011, p. 67).
Use the first initial to differentiate (A. Smith, 2009, p. 19).
Romance languages have a curious history (Posner, 1987).
Use the page number and date; indicate the volume in the reference section
only.
Many 19th century American authors noted the importance of religion in
conceiving nature (Emerson 1836; Thoreau, 1862).
Thoreaus Walking (1862) demonstrates a fascination with sauntering.
Cite the specific work only, not the anthology or its editor.
The life of poverty in the south is captured by Hurstons candid
autobiography, From Dust Tracks on a Road (1942).
48
Video or film
Podcast/
YouTube
Lecture/
Public address
The Purdue
OWL
Government
Publication
Cite as in-text document using release date.

The role of Irish folklore is depicted in contemporary films such as John
Sayless, The Secret of Roan Inish (1993).
Use video/podcast author name, if known, title, and posting date.
The quirks of spending become obvious when listening to productions such
as David Kesetenbaums podcast, A Big Bridge in the Wrong Place, on
Planet Money (2011).
The problem of violent death among delinquent youths was carefully
documented by Teplin et al. in an address delivered at the Annual
Meeting of the American Psychology Law?Society (2005).
Karl Stolley and Allen Brizee (2011) write in the Online Writing Lab at Purdue
University, Researchbased writing in American institutions, both
educational and corporate, is filled with rules that writers, particularly
beginners, arent aware of or dont know how to follow.
The Emerald Ash Borer invasion in Pennsylvania has led to dozens of
county quarantines in recent years (Pennsylvania DCNR, 2011).
49
Sample Research P
aper (APA)
Courtesy Purdue Owl
[https://owl.english.purdue.edu/media/pdf/20090212013008_560.pdf]
50
51
52
53
54
55
56
57
58
59
60
Section (C)
Plagiarism
The Department of English insists on strict standards

of ACADEMIC HONESTY in ALL COURSES.
61
Plagiarism
PLAGIARISM is the act of stealing or passing off anothers ideas and words as your own. It is a
serious breach of scholarly ethics. Copying verbatim from a reference, even if the reference is
cited, is still considered plagiarism. Plagiarism is unacceptable and any papers submitted in the
class that contain examples of plagiarism will not be given credit and a serious action will be
taken against the plagiarizer.
You should be well-informed that in addition to being a violation of academic honesty, cheating
violates the code of student conduct and may be grounds for
PROBATION, SUSPENSION, AND/OR EXPULSION.
62
PLAGIARISM POLICY taken from BACCALAUREATE STUDENT HANDBOOK (2011-2012)
PREAMBLE:
Plagiarism is a very serious academic offence, and it is strictly prohibited at Forman Christian College.
Plagiarism is defined as taking and using the thoughts, writings, and inventions of another person as ones own and not giving
proper credit to the other person. Plagiarism can take many forms such as:
1.
Using published work without referencing (the most common)
2.
Copying coursework essays.
3.
Collaborating with any other person when the work is supposed to be individual.
4.
Taking another persons computer file/program.
5.
Submitting another persons work as ones own.
6.
The use of unacknowledged material published on the web.
7.
Purchase of model assignments from whatever source.
8.
Copying another students results.
9.
Falsifying results.
FEATURES:
Forman Christian College is committed to upholding standards of academic integrity. Plagiarism in any form is
unacceptable and will be treated seriously by the college.
Students will be advised at the start of every course about the plagiarism policy and procedures.
Instructors must have a process in place that ensures as far as possible that work submitted for assessment is the work of
the concerned students(s).
Instructors will take steps to detect plagiarism detection software, such as turnitin, and other methods to compare work
submitted for assessment against various databases, which may include the World Wide Web, electronic reference materials and
other students work submitted for assessment.
An instructor who suspects that plagiarism has occurred must produce evidence (through identifying the source) to support
the allegation and report to the Vice Rector, who will refer it to the chair of the plagiarism standing committee for appropriate
action.
The Vice Rector will maintain a plagiarism register. The register will record warnings and outcomes of all accusations of
plagiarism.
A students involvement in alleged plagiarism will be retained on the plagiarism register while still enrolled and instructors
will have access to this information when considering subsequent allegations of plagiarism.
PENALTIES:
The penalties for plagiarism can include any of the following depending upon the seriousness of the offence in the judgment of the
plagiarism standing committee, including the following:
1.
A written warning and a failing grade on the assignment.
2.
A failing grade in the course.
3.
Suspension from Forman Christian College until the end of the following semester.
4.
Expulsion from Forman Christian College with immediate effect.
All reported instances of plagiarism will be investigated by the Committee on Academic Integrity, and will be entered in the
plagiarism register maintained in the Office of the Vice Rector. Upon thorough investigation the committee can recommend any of
63
What is Plagiarism?
Plagiarism refers to a kind of cheating that has been defined as: the false assumption of
authorship: the wrongful act of taking the product of another persons mind and presenting it as
ones own (Lindey, Alexander. Plagiarism and Originality, New York: Harper, 1952) It is
sometimes a moral and ethical offense.
Plagiarism involves two types of wrongs:
a. Using another persons ideas, information or expressions without acknowledging that
persons work constitutes intellectual theft.
b. Passing off another persons ideas, information, or expressions as your own to get a better
grade or gain some other advantage constitutes fraud.
Penalty for Plagiarism:
a. Course failure
b. Expulsion from the University
c. If you are a professional writer/journalist, you can lose your job too.
d. Spoils students relationship with teachers
e. Students who plagiarize lose their tuition fee and lose the opportunity to learn how to
write a research paper
Unintentional Plagiarism
Writing research paper in a second language, sometimes students are not confident about
using grammatically correct language in English. For this reason, they prefer to copy the
ideas of the author which turns into plagiarism.
Forms of Plagiarism
Repeating or paraphrasing words:
Original Source: Some of Dickinsons most powerful poems express her firmly held
conviction that life cannot be fully comprehended without understanding of death.
(Wendy Martin, Columbia Literary History of the United States)
Plagiarism: Emily Dickinson firmly believed that we cannot fully comprehend life unless
we also understand death.
But you may present the material as follows:
As Wendy Martin has suggested, Emily Dickinson firmly believed that we cannot fully
comprehend life unless we also understand death (625)
To quote full source: Martin, Wendy, Emily Dickinson Columbia Literary History of
the United States. Emory Elliott, gen. ed. New York: Columbia UP, 1988. 609-26.
Taking a particularly suitable phrase
Original Source: Everyone uses the word language and everybody these days talks about culture
.languaculture is a reminder, I hope, of the necessary connections between its two parts
(Michael; Agar. Language Shock: Understanding the Culture of Conversation. New York:
Morrow, 1994. 60.
Plagiarism: At the intersection of language and culture lies a concept that we might call
languaculture (60)
Citing full source: Agar, Michael, Language Shock: Understanding the Culture of Conversation.
New York: Morrow, 1994
64
When is Documentation Unnecessary?

Familiar proverbs: all that glitters is not gold or you cant judge a book by its cover
But you must quote information that you took from any other material (books, articles,
newspapers)
Source for this information: Joseph Gibaldi, MLA Handbook for Writers of Research
Papers. New York: The Modern Language Association of American, 2003. 66-65.
Some more information on types of Plagiarism:
Types of Plagiarism: (http://www.plagiarism.org/plag_article_types_of_plagiarism.html )
Anyone who has written or graded a paper knows that plagiarism is not always a black and white
issue. The boundary between plagiarism and research is often unclear. Learning to recognize the
various forms of plagiarism, especially the more ambiguous ones, is an important step towards
effective prevention. Many people think of plagiarism as copying anothers work, or borrowing
someone elses original ideas. But terms like copying and borrowing can disguise the
seriousness of the offense:
Sources Not Cited
1. The Ghost Writer
The writer turns in anothers work, word-for-word, as his or her own.
2. The Photocopy
The writer copies significant portions of text straight from a single source, without
alteration.
3. The Potluck Paper
The writer tries to disguise plagiarism by copying from several different sources,
tweaking the sentences to make them fit together while retaining most of the original
phrasing.
4. The Poor Disguise
Although the writer has retained the essential content of the source, he or she has altered
the papers appearance slightly by changing key words and phrases.
5. The Labor of Laziness
The writer takes the time to paraphrase most of the paper from other sources and make it
all fit together, instead of spending the same effort on original work.
6. The Self-Stealer
The writer borrows generously from his or her previous work, violating policies
concerning the expectation of originality adopted by most academic institutions.
Sources Cited but Still Plagiarized
1. The Forgotten Footnote
The writer mentions an authors name for a source, but neglects to include specific information
on the location of the material referenced. This often masks other forms of plagiarism by
obscuring source locations.
2. The Misinformer
The writer provides inaccurate information regarding the sources, making it impossible to find
them.
65
3. The Too-Perfect Paraphrase

The writer properly cites a source, but neglects to put in quotation marks text that has been
copied word-for-word, or close to it. Although attributing the basic ideas to the source, the
writer is falsely claiming original presentation and interpretation of the information.
4. The Resourceful Citer
The writer properly cites all sources, paraphrasing and using quotations appropriately.
(Source: Gibaldi, J. (2003) MLA Handbook for Writers of Research Papers. New York: The
Modern Language Association of American (pages 66-65)
FIND THE PLAGIARISM

Look at these students sentences using the information from the source below. Which of these sentences are
examples of plagiarism?
Source: U.S. Department of State. (2004). Forests.

Quote: They are home to 70% of all land-living plants and animals and provide food, fuel, shelter, clean
water, medicine and livelihood for people worldwide
Students sentences
A. Forests are home to 70% of all land-living plants and animals and provide food, fuel, shelter, clean water,
medicine and livelihood for people worldwide.
B. According to the U.S. Department of State (2004), forests are home to 70% of land-living plants and
animals and provide food, fuel, shelter, clean water, medicine and livelihood for people worldwide.
C. Forests are home to 70% of land-living plants and animals and provide food, fuel, shelter, clean water,
medicine and livelihood for people worldwide, reports the Department of State (2004).
D. According to the Department of State (2004), forests are very important in fulfilling humans basic needs.
E. Forests have 70% of all land-living plants and creatures, and they give food, fuel, roofs, not dirty water,
medical products, and livelihood to people around the world (Department of State, 2004).
F. All inhabitants of this planet need forests. People get medicine, food, water, wood, and building
supplies from forests, and 70% of plants and animals, not including those in the seas, live in forests
(Department of State, 2004)
Plagiarism: A-no quotation marks and citation, B- no quotation marks, E-no quotation marks, incomplete
paraphrase (only changed some words).
For more details, regarding FCCs ACADEMIC INTEGRITY POLICY, please refer
to:
http://www.fccollege.edu.pk/academics/standards-and-policies/policy-on-academic-integrity
66
Note: The instructor will check the similarity index of the paper through
TURNITIN, and if the paper is found plagiarized, action as directed by AICs
policy will be taken.
Sources
The following websites have been used in preparing this document:
http://www.nativeweb.org/pages/lega l/shiva.html
http://www.pbs.org/wgbh/pages/front line/shows/cool/giants/
http://www.metmuseum.org/toah/hd/goya/hd_goya.htm
http://www.poetryfoundation.org/arc hive/poem.html?id=174002
http://www.alistapart.com/articles/writeliving
http://blog.washingtonpost.com/thecheckout/
http://www.youtube.com/watch?v=cuA2VcdqB9
http://www.plagiarism.org/plag_article_types_of_plagiarism.html
http://lklivingston.tripod.com/essay/basicessay.pdf
http://online.sfsu.edu/~larryk/engr100/Sample%20Essay.pdf
http://www.csu.edu.au/division/studserv/my-studies/learning/pdfs/essay.pdf
http://workshop322.files.wordpress.com/2009/12/basic-essay-template2.pdf
http://www.dianahacker.com/pdfs/hacker-daly-mla.pdf
http://www.ccc.commnet.edu/library/mla.pdf
http://www2.elc.polyu.edu.hk/CILL/reports.htm
http://www.vsm.sk/Curriculum/academicsupport/researchapastyleguide2010.pdf
http://www.apastyle.org/
http://www.library.cornell.edu/node/147
http://www.columbiasouthern.edu/downloads/pdf/misc/apa-guide
http://www.columbia.edu/cu/ssw/write/apa-rules.html
http://owl.english.purdue.edu/
http://www.redwoods.edu/Eureka/ASC/Handouts/MLA%20Style/Copy%20of%20MLA
%20format.pdf
http://www.chicagomanualofstyle.org/home.html
67
http://www.libs.uga.edu/ref/chicago2009.pdf
http://myrin.ursinus.edu/help/resrch_guides/cit_style_chicago.htm
http://dianahacker.com/pdfs/hacker-bish-cms.pdf
http://libweb.anglia.ac.uk/referencing/files/Harvard_referencing_2011.pdf
http://files.ithuta.net/OpenJournals/HTS/Author/HTSREF.pdf
http://www.lc.unsw.edu.au/onlib/ref2.html
http://www.lib.monash.edu.au/tutorials/citing/harvard-government.html
http://www.lib.unimelb.edu.au/cite/harvard_dis/index.html#Example
http://www.usq.edu.au/library/help/referencing/harvard.htm#Books_print_and_online
- 12
http://www.fccollege.edu.pk/academics/standards-and-policies/policy-on-academic-integrity
http://www.accessexcellence.org/LC/TL/filson/writhypo.php
http://www.une.edu.au/WebStat/unit_materials/c1_behavioural_science_research/research_hypot
h_predict.html
http://mmcdharan.edu.np/publication/jodem_vol_iii_no2.pdf#page=20
http://www.rit.edu/cla/gssp400/lectures/e8.html
http://www.studygs.net/wrtstr8.htm
http://www.tc.umn.edu/~jewel001/CollegeWriting/WRITEREAD/Analysis/default.htm
https://owl.english.purdue.edu/owl/owlprint/658/
68
Section (D)
Declaration Form
A promise made should be a promise kept.

~Steve Forbes
69
Declaration of Authenticity for

Research/Academic Papers
I declare that all material presented to Forman Christian College (A Chartered University) is my
own work, or fully and specifically acknowledged wherever adapted from other sources.
I understand that if at any time it is shown that I have significantly misrepresented material
presented to Forman Christian College (A Chartered University), any degree or credits awarded
to me on the basis of that material may be revoked.
Students Name: _____________________________
Students Signature: _________________

Date: ______________
Instructors Name: ___________________

Instructors Signature: _____________________________
Date: _____________
70

English 101 and 103 Student and Faculty Handbook Spring 2015

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English 101 and 103 Student and Faculty Handbook Spring 2015

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Student and Faculty Handbook

ENGL 101 & ENGL 103

Objectives of the Handbook

Write successful narrative, descriptive, expository and argumentative paragraphs

Develop from paragraph to essay composition.

Paraphrase and summarize a reading selection using proper citation.

Write critical reviews of the prescribed texts.

Write conclusions that bring a composition to an end.

Utilize the writing process to generate, organize and develop ideas.

Write and produce grammatically correct compositions.

Proofread their compositions on grammar and content.

Cite sources appropriately and avoid plagiarism.

COURSE CONTENTS AND TIMELINE

Structure of a paragraph: topic sentence,

Pre-writing, writing, and editing

Providing a variety of reading selections and conducting

Writing critical reviews

Developing summarizing skills through exercises

Teaching how to paraphrase

Structure of an essay (Introduction, Body,

Writing introductory paragraph

Body paragraphs structured around main idea in

Counter-argument and refutation

Use of formal/academic language and appropriate grammar

Submission of Final Essay

Instructors Feedback and Revisions

Teachers can make changes depending on the needs of their students.

of Authenticity for Research/Academic Paper on page 58 of this document. This

TEMPLATE OF AN ARGUMENTATIVE ESSAY ENGL 101

Assessment Criteria & Rubric for a basic Essay (ENGL 101)

The paper is riddled

Instead of summing up the

Evaluation checklist for Summary:

COURSE CONTENTS AND TIMELINE

Introduction of an academic paper and choosing a topic

Developing hypothesis and thesis statement

Searching for quality resources and evaluating them

Avoiding plagiarism for maintaining academic integrity through

Academic style of writing

Writing an introduction of the paper

Critical thinking in reading, using annotations, summarizing materials

Developing arguments, opinions and practicing persuasive writing

Analysis, synthesis of arguments and their presentation

Proofreading and editing

Submission of the final academic paper

Teachers can make changes depending on the needs of their students.

TEMPLATE OF A RESEARCH PAPER - ENGL 103

ABOUT EACH COMPONENT.

(SEE THE APA SAMPLE ON THE NEXT PAPGE)

(SAMPLE - APA TITLE PAGE)

Running head: RESEARCH PAPER

About APA Research Paper

NOTE: Introduction is the introductory paragraph of your literature

Here are some ways to approach writing a thesis statement.

Define a problem and state your opinion about it

NOTE: Please note that you have to give/write a CRITICAL ANALYSIS

To acquire an overview of scholarly articles relevant to your research

To synthesize existing research to support a central thesis

A literature review must do these things:

What is a Primary source?

Diary of Anne Frank - Experiences of a Jewish family during WWII

A journal article reporting NEW research or findings

Weavings and pottery - Native American history

Platos Republic - Women in Ancient Greece