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1. Try using a template sentence:

I am writing about________________________, and I am going to argue, show, or prove________________________________________.

What you wrote in the first blank is the topic; what you wrote in the second blank is what focuses your paper.

Example:
I am going to write about the American automobile industry, and I am going to show that it is

actually invigorated by foreign competition.

2. Next, refine the sentence.

Example:
The American automobile industry has been invigorated by foreign competition, which has

forced it to create more economical production techniques and produce better cars.

Note: In this example, the thesis statement suggests an obvious path for development in “economical production techniques” and “better cars.” Two following paragraphs, for example, would logically discuss 1) production techniques and 2) better cars.

3. Then answer these questions concerning your thesis and paper:
What question is my assignment asking?
Am I answering that question and focusing on a small area of investigation?
As I read my paper, have I supported the thesis, or digressed? If so, where? How?

When you have discovered a topic in the natural sciences related to your chosen disability, ask a clear and specific question about it to guide your research. Use that question to do preliminary research on the FTCC database.

When you have found at least three articles, read the abstracts, skim the articles, and figure out what answers your sources are providing to your question. Formulate your tentative thesis statement as the answer to your research question. 

For example, I might have chosen the neurological impairment known as stroke for my semester topic. I have discovered that some strokes (ischemic) are caused by a blocked blood vessel, and some (hemorrhagic) are caused by a burst blood vessel, and they both cause a lack of oxygen to the brain.

I might ask as a research question: What factors determine the prognosis after an ischemic stroke? 

After doing preliminary research, I will come up with an answer to this question, my tentative thesis: Post-stroke depression, nature of frontal-lobe lesions, and complete blood count are some factors related to the long-term prognosis of patients with ischemic strokes.

Please post your research question and tentative thesis here. Provide the same level effort, thought, and research as indicated in the example.

See here for additional guidance: 

https://clas.uiowa.edu/history/teaching-and-writing-center/guides/argumentation

BEFORE YOU SUBMIT!

1. Ask yourself, “Have I included a research question that is actually a question – with a question mark? Did I submit one – and ONLY one – research question?”

2. Ask yourself, “Did I submit a thesis statement that is a complete sentence and actually answers my research question?”

3. Your submission should be no more than two sentences long: one research question and one thesis statement.

A summary of an article provides in condensed form the thesis of the article and the main points of evidence used to demonstrate that thesis. Since you will be presenting this information for a lay audience, the evidence should be summarized in general layman’s terms. DO NOT use direct quotes! Each summary should begin with the CSE-style citation of the article and should be approximately 200 words long. The summaries must relate directly to the answer of your research question.

Three summaries are due. Three sources should be present. 

· If you do not submit three total credible sources, I will return your assignment ungraded. You will earn an automatic zero. 

· Again, three sources – all summarized and correctly cited – should be present. 

If you need assistance with outlining, you might wish to review the information provided online by the Purdue OWL under “Developing an Outline.” This resource includes sections on components of an outline, how to prepare an outline, and samples of outlines. I will use this website to evaluate your outline. 

For this class, your outline should include full sentences for the thesis and the topic sentences, but only phrases for the points of evidence in each paragraph. My primary concern is that you have a PLAN for your essay that distinguishes between main ideas and minor points of evidence. The first part of this assignment asks that you prepare a complete outline for your paper that conforms to the rules stated above.

Next, prepare a rough draft of your introduction and at least your first main point. Post your outline and the partial draft as a Word document here.

You must include all documentation in order for me to provide a  critique. Since you are using CSE citation-sequence style, you will have endnotes that correspond to your in-text citations. The in-text citations are noted with a superscript number in the order of citation (1, 2, 3). The endnotes are listed in the order referenced in the text (i.e., not alphabetical order). This is why this style is called “citation-sequence.” Additional citations to the same source use the same number as its first citation. CSE citation-sequence style uses the phrase “Cited References” as the title for the list of sources (bibliography) at the end of the paper. Center the phrase “CITED REFERENCES,” but do not use any other formatting—don’t bold, italicize, underline, or place in quotes.

CSE is covered in Miller-Cochran. Please use it!

· Your submission should include your introductory paragraph, followed by your first body paragraph. Two paragraphs total. 

· Your submission should outline the rest of the essay, including the conclusion. 

· Your outline should include all of the required sources – cited in the body of the outline and on the reference list.

· Again, you should cite your sources using in-text citations and reference list citations. 

A sample research question follows, and it was provided in the instructions:

What factors determine the prognosis after an ischemic stroke? 

A sample thesis statement follows, and it was provided in the instructions:

Post-stroke depression, nature of frontal-lobe lesions, and complete blood count are some factors related to the long-term prognosis of patients with ischemic strokes.

Also, your textbook covers both research questions and thesis statements. Make sure to read everything on Blackboard, and make sure to read all of your textbook reading assignments.

By now you should have consulted the following reading assignments to help you complete your work. These reading assignments were communicated to you in Module One and Module Two.  

The “Academic Research,” “Developing Arguments,” and “Reading and Writing in the Academic Disciplines” sections of An Insider’s Guide will prove helpful.

Special focus should be paid to the following page numbers in An Insider’s Guide, 7-9, 20-30, 37-48, 59-79, 89-98, 108-114, 129-141, 152-155, 158-185, 209-227, and 613-625.

A careful examination of the following in Miller-Cochran is advised:

· Section Five

· Section Six

· Section Seven

· Section Eight

Please also carefully read Section 9 of Miller-Cochran.

Please listen to this audio attachment: 

FTCC.m4a

 

Dear students,

As you begin to write several summaries for this course, please read the information below and listen to this audio message: 

Summaries.m4a

 

Writing Summaries

Definition: A summary is a restatement of someone else’s words in your own words. There are many different kinds of summaries, and they vary according to the degree to which you interpret or analyze the source. Some are pages long, while others are just one or two sentences. However, for all types of summary, the writer is responsible for generally stating, in his or her own words, the main information or argument of another writer.

Purposes of the Summary: Before you write the summary, consider why your audience (professor, boss, client) wants to read it. Why shouldn’t the reader just read the original? Summaries benefit the reader because they offer a concise, general version of the original information. For a busy reader, summaries provide quick overviews of the material. Summaries also show readers that you have understood the general point of a text, and in this way, teachers can test your knowledge. The process of summarizing someone else’s material enables you to better understand that material. Finally, summaries allow you to introduce knowledge within a research context: you can summarize someone’s argument in order to analyze or critique it.

What and When to Summarize: Many student writers tend to quote when they should summarize the material. Quote only when the author expresses a point in a particularly telling or interesting language. Otherwise, simply summarize. Use a summary to restate an entire argument. Use a summary to present information. A summary is more economical than a quotation because a summary allows the writer more control over the argument.

How to Summarize

· Read the original passage or text very carefully.

· Use a pencil to highlight or underline what you take to be the main point of the original text, or make notes in the margins or on another sheet of paper.

· If you’re summarizing an entire essay, outline the writer’s argument.

· Now tell your audience what the original source argued.

Summary Conventions

· Summaries can range in length from two sentences to several pages. In any case, use complete sentences to describe an author’s general points to your reader. Don’t quote extensively. If you quote, use quotation marks and document the quotation. If you fail to document the quotation, even one word that the author used, you are plagiarizing material (presenting another person’s information as if it were your own).

· Use the author’s last name as a tag to introduce information: “Smith argues that population growth and environmental degradation are causally related.” “Brown notes that education in the U.S. has undergone major revolutions in the past 20 years.”

· Use the present tense (often called the historical present tense) to summarize the author’s argument. “Green contends that the Republican and Democratic parties are funded by the same major corporations.”

I have included a few sample sources and summaries assignments with this announcement. These samples were completed by your classmates, who have the same access to the same course resources that you do. These samples are not perfect, but they demonstrate an effort to submit quality sources and summaries assignments after careful review of course resources and assignment instructions. Please note, again, that because these assignments were completed by students, they are not perfect. 

Also, please remember that to properly evaluate your sources – their quality and their content – an outside observer needs complete reference citations. This is why reference citations and citations, in general, are so important: so readers know where to find your sources, and so readers can easily find your sources. 

Finally, please remember that your sources need to come from scholarly, academic journals or equally credible and authoritative organizations. If your sources are not academically appropriate, you will not earn credit for using them. 

Please remember that SafeAssign is embedded in the Blackboard course. You do not need to search for it. If you upload your assignments on Blackboard, Blackboard runs your assignments through SafeAssign for you. 

CSE SIMPLE SOURCE SUMMARIES IN CSE x

 

CSE SOURCE SUMMARIES IN CSE x

 

CSE Sources and Summaries Sample x

 

CSE Style Sources and Summaries x