8 10 page research paper

Research Paper

Research Paper Guide

ENC 1102

Professor Carmen Bucher

Pages 1.……………………………….Research Paper Overview Pages 4………………………………..Signs of Life Topic Selection Page 5………………………………....Sample Research Proposal Page 6…………………………………Annotated Bibliography Page 8………………………………….Outline Format Page 11………………………………. Presentation Requirements Page 12………………………………. Final Copy Checklist Page 13………………………………. Presentation Rubric

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Research Paper Overview The final research paper is 40% of your grade for this course. In order to pass ENC 1102 students must successfully complete and meet the required standards of a passing research paper (see Course Competencies in syllabus). All the information on the research paper is available online in Blackboard under the Research Paper Information folder. Additionally, a calendar is provided to you and the Blackboard calendar will have all the deadlines. You must check your email on a regular basis and up to the end of the semester. In this paper, you will take a stand and assert a point of view on an issue. It is imperative that the paper be in your words with support or evidence from scholarly peer-reviewed sources. You may use paraphrasing, summarizing and details that will support your argument. Argumentative rhetorical modes such as the Classical Method and Toulmin model will serve to assist in presenting the argument. Phase 1:

• Open and use a DROP BOX, MYMDC GOOGLE DRIVE, OR OTHER CLOUD STORAGE!!! • Buy a FLASH DRIVE! • Topics can be from any of the readings from the textbook Signs of Life in the USA or topics may be

selected from the PCA subject list (see separate handout). • Use one reading from chapter as the primary work you will analyze on the topic. This will be your point

of inspiration. • Use the Library/Learning Resources to research your topic and find peer-reviewed scholarly articles.

https://www.mdc.edu/learning-resources/ • All topics must be submitted for approval in the research paper proposal format. (see separate

handout and lecture) • A research paper will not be accepted if the topic/proposal has not been pre-approved by the

professor.

Phase 2: • Go to the Library – Learning Commons! • Library/Learning Resources website: https://www.mdc.edu/learning-resources/ • Begin the research. • Use only the online databases available via the Miami Dade College Library website. • Track your work using the excel spreadsheet provided. (see the Blackboard folder) • Need help! The Librarians at the campus are ready and willing to assist you during any phase of the

research for this paper. • Don’t be shy. Ask questions and visit your professor if you feel stuck, lost, confused or just need to

speak to someone. • Begin to develop a works cited page with summaries. This will need to be approved. • Print out the articles and submit along with the tentative works cited page. The articles must be

annotated and potential quotes being used in-text as evidence must be highlighted. • Develop and outline of your research paper. Use the outlines provided in Blackboard. This will be

submitted for review and approval.

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Phase 3: • Develop a rough draft of your paper based on the approved outline to be reviewed by the professor

and/or your peers. • The rough draft must be submitted to the appropriate Turn-it-in Blackboard Drop box for review. • Develop a maximum 5-minute research paper presentation. This will be conducted before your peers

in class and is mandatory. (Separate instructions will be given) • Complete the final draft of the paper. • Edit, proofread, revise! • Go to the Writing Center • Pay attention to and correct grammar and mechanics that interfere with the reading and

understanding of the argument in the paper. • The research paper must be submitted digitally to the Turn-it-in research paper drop box in

Blackboard. • Complete the Final Draft Checklist

Format and Requirements:

• MLA format – use the Bedford Handbook (pages 556-661), Purdue OWL, or Ask for help! • 7-10 pages double-spaced plus an additional works cited page • No cover sheet or report cover required • 12-point font (Times New Roman only) • 1-inch margins • Running header with last name and page number (top right) • Works Cited Sheet (last sheet/page of document) • The use of the Miami Dade College Library databases, Pearson Writer, books, magazines and media is

required. Source Requirements:

• Eight (8) total sources are required as a minimum. o Six (6) peer–reviewed journal sources required (no Google searches or Wikipedia can be cited).

These sources will be the main evidence presented and cited in the text of the paper. o One (1) Signs of Life Article o One (1) or more other sources of your choosing

• Choose sources with clear authors • Use academic journals, magazines, books, documentaries, or interviews. • Surveys and personal interviews may be conducted. Make sure to save all documentation and data

collected for review and evidence. • Internet sources may be used but must be above and beyond the 6 scholarly sources and cannot be

the sole evidence cited in the paper. • Photocopy, print out or save sources for review. • Utilize the Research tracking excel sheet provided • Suggested Online Databases:

o Academic OneFile o Academic Search Complete o Business Fulltext o Communication and Mass Media

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o Films on Demand o General OneFile o Humanities Full Text o Issues and Controversies (no peer-reviewed scholarly search component) o Jstor (no peer-reviewed scholarly search component) o Literary Reference Center & Literature Resources o New York Times –Current o OmniFile Full Text Mega o Opposing Viewpoints in Context o PsycArticles o Sage Journals o SIRS Researcher (no peer-reviewed scholarly search component) o Social Sciences Full Text

FAQ on peer-reviewed journal articles What does a peer-reviewed article look like?

It should have a clear author and it should not be a book review or an abstract to an article. These articles have an abstract and documented research at the end of the article. It must be published by a reputable journal or organization, such as The Journal of Popular Culture for example.

Can I use Google Scholar?

You may but most times students find that they must pay for articles that they want to view. You also need to verify that the article is from a peer-reviewed journal.

Who can help me with keyword searches?

Well, a good start is yourself. You need to think about the topic and ‘tags’ that could be used. Then try them and keep track of them so you don’t forget what you tried. If you are still struggling, check with a Librarian; they are experts in finding information. Lastly, see your professor.

Signs of Life Suggested List of Topics/Ideas

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Consumer Culture

Consumerism (must refine)

Identity and Clothing

Video Games culture, influence, art forms

E-Sports

Gamification of Culture

Discrimination in Fashion

Influence of Media on teens

Fashion, Modeling, Commercials, Media

Feminism, Sexism, Masculinity, or Misogyny

Technology and Loss of Human Contact

Privacy, Fantasy, Issues on the Internet

American Values and Popular Culture

Advertising and Misogynistic Influences

Influence of Reality TV

Science in Television

The News: Politics, Fake News

Disney influence on kids/adults/culture/society

Women characters, feminist rhetoric and film

Film and literature (adaptations, reboots)

Peter Pan Syndrome & T.V, film characters

Film or TV genres (rom-com, horror, drama, or western, etc.)

Sports

NO RAP MUSIC or VIDEO GAMES & VIOLENCE

You can combine different topics.

Digital Anxiety

Social Media topics (addiction, activism, echo chambers,

influencers, videographers, bloggers, etc.)

The Internet, Security, Dark Net,

The Rise of the Superhero (film or television)

Warrior Films and gender roles of men

Influence of Immigrants on Media, Film, TV

Teen, Romance, Horror, or Action Movies and influence

Racial Stereotypes in Film & Television

Analysis of Significant American Film(s)

Multitasking and Technology

Gender Identity & blurring

Generational pop culture issues

Sustainability or Green Ideas

Music Videos & Role of Women/Men

Race, Identity and American Culture/Entertainment

Rise of Animated Shows and Cultural Ramifications

Television and representation of race, culture, societal status

Popular Culture and politics, government, leaders

Popular Culture and Icons

Children’s Literature and Culture

Other Creative Ideas or Thoughts:

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Last Name 1 First Name Last Name Professor Bucher ENC 1102 - 831386 27 February 2015

Research Proposal: The Influence of Television on Family Values Research Question(s): How has the portrayal of the father in a family sitcom changed negatively in the past few decades? Is television eroding family values as the display of a family on television changes? Importance: This is an important issue because the current portrayal of the father on television shows may influence children to disrespect their actual parents and mistake them for clueless. Hypothesis/Claim: American television shows have created families in which the father figure has become more ridiculous and uninterested in his children’s lives. This may cause young viewers to change their viewpoints of their own parents and see them as less intelligent, causing them to discard their parents’ reasoning and opinions. Possible Counterarguments: These sitcoms are made purely for laughs and entertainment. They do not influence children and teenagers to view their parents differently. They present a silly and immature father only for comedic purposes. Method: I will research this topic by picking specific sitcoms to review. I will watch various episodes of each sitcom. I will look for peer-reviewed articles that present research and studies on the topic. I will also look at the difference between family portrayal in television shows from a decade ago and television shows now. Interest: This topic interests me because I know the difference between an actual father and a father played on television. On children’s channels I can see the parents portrayed as clueless and occasionally reckless, giving a misleading impression of actual parents; this can lead children to see their parents the same way and teenagers may see themselves as more intelligent than their parents. For example, when I was younger I thought that if I walked away from my parents during a fight and slammed the door to my room, I would be left alone, like on the sitcoms I would watch. However, this only made the fight continue and matters worse because it was a lack of respect towards my parents’ authority. Chapter and Article from Signs of Life: The Simpsons, Hyper-Irony, and the Meaning of Life by Carl Matheson, page 305 Five keywords I will use as search terms:

1. Sitcom and family 2. Portrayal father television 3. Portrayal family commercials 4. Television and family values 5. American family television 6. Male and sitcom

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Annotated Bibliography

Jordan, Amy B. “The Portrayal of Children on Prime-Time Situation Comedies.” Journal Of Popular Culture 29.3

(1995): 139-147. Academic Search Complete. Web. March 17, 2015.

• Amy Jordan in “The Portrayal of Children on Prime-Time Situation Comedies” studies the portrayal of children

in popular sitcoms in the U.S. and how the understanding of childhood has changed over time. Originally,

children were treated as “little adults,” having to participate in chores and work suited for grown-ups as well.

However, little by little the idea of a time in life called childhood was accepted and valued. Some media children

seem to be more mature and responsible than their older siblings and parents. Studies also show that they have

more interactions with adults than with other children. Also, television children are commonly shown “parenting”

their parents, giving them a sense of maturity while the parents are acting childish. They resort to the advice of a

child to resolve a situation. Parents are even ridiculed when their kids manipulate them and they are not aware of

anything. This role reversal emphasizes how parents are regressing and children are progressing into unrealistic

behaviors on television over time.

o Identify and write a quote(s) you think you are considering using in your paper.

o “direct quote” (page number).

Kaufman, Gayle. “The Portrayal of Men’s Family Roles in Television Commercials.” Sex Roles 41.5/6 (1999): 439-458.

Education Research Complete. Web. March 17, 2015.

• Gayle Kaufman discusses in “The Portrayal of Men’s Family Roles in Television Commercials” how in many

family commercials, the father is portrayed at the same level as the children. For example, when a commercial

shows a woman cooking and serving her food to the family, the father is sitting with the children enthusiastically

waiting for his plate like the kids. Studies of sitcoms and commercials show that men are more likely to play with

their children rather than care for them. The mother was identified as the nurturer and caretaker of the family, yet

the husband is said to be “the head of the household.” This article refers to a 1982 article entitled “Better Dead

than Wed,” in which the author makes note of the negative characterization of married men on television. They

are portrayed as vulnerable and trapped by their wives, while the bachelors are shown to be wild, joyful and free.

Young boys who see this comparison will aspire to be like the bachelors. Married men with children are shown on

television as silly and boring. Therefore, children would rather not end up like them.

o Identify and write a quote you think you are considering using in your paper.

Kelly, Janice. “Fathers And The Media: Introduction To The Special Issue.” Fathering: A Journal Of Theory, Research,

& Practice About Men As Fathers 7.2 (2009): 107-113. Academic Search Complete. Web. March 17, 2015.

• Janice Kelly explains in “Fathers And The Media: Introduction To The Special Issue” that old television shows,

such as Father Knows Best and Leave It to Beaver promote the father’s involvement in the family. Although he was

not viewed as entirely responsible for raising the children, he was the one they would ask for advice. However, in

more recent sitcoms the working-class father is often seen as incompetent in comparison to the middle-class father.

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Because of this, they are thought to provide less emotional support to the kids. In family sitcoms such as George

Lopez, the dad is often made of fun or laughed at by his family. He acts immature most of the time, and has to hide

his occasional mistakes from his wife. On the other hand, the article recognizes that these sitcoms are only for

comedic purposes. The father may be ridiculed or joked about simply for humor. It is not with the purpose to make

current fathers seem dim-witted in their family roles.

o Identify and write a quote you think you are considering using in your paper.

Pehlke II, Timothyallen, et al. “Does Father Still Know Best? An Inductive Thematic Analysis Of Popular TV Sitcoms.”

Fathering: A Journal Of Theory, Research, & Practice About Men As Fathers 7.2 (2009): 114-139. Academic

Search Complete. Web. March 17, 2015.

• In “Does Father Still Know Best? An Inductive Thematic Analysis Of Popular TV Sitcoms,” Timothy Allen

Pehlke II and his colleagues study the way fatherhood is characterized across different television shows. They

show us the similarities and differences between shows and their characteristics. Television has the power to

change the perspective of people. It may influence viewers to see the father figure as portrayed on screen. For

example, the study shows that kids that watched these sitcoms believed that actual families show comfort and

support like the actors did. There are positive messages about fatherhood depicted in sitcoms, such as being a

supportive father that teaches his kids life lessons. However, there are also negative messages, such as when the

father is “the butt of family members’ jokes.” Therefore, the dad is seen as unhelpful and is depicted as an

“overgrown child.”

o Identify and write a quote you think you are considering using in your paper.

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Research Paper Outline Use this outline to guide you through the development of your essay. This assignment requires critical thinking and organization of your thoughts and argument. The more information you add to this outline, the less you work you will need to do in the final draft.

I. Introductory Paragraph a. Attention Grabber (light, true, relevant, or humorous) b. Background Information (9-10 sentences minimum)

i. Audience does not know the subject, give history or significant details, vocabulary) ii. Show that you know the material you have researched

c. Claim statement -State the problem or issue (arguable, original, significant, not a question) d. Claim statement continued-recommendation or evaluation e. Transition to essay body

II. Body Paragraph 1 – Pro Reason - Argument

a. Topic Sentence, background information 12-15 sentences minimum b. Major Detail

i. Summarize research (1-2 sentences) ii. Signal Phrase (introduce quote) and Insert Quote – highlight evidence, give statistics

(Author page). iii. Explain how quote supports the thesis and main idea/point of this paragraph iv. Share an observation of the issue, personal story, anecdote, example, (semiotic) analysis

c. Major Detail i. Summarize research (1-2 sentences) ii. Signal Phrase (introduce quote) and Insert Quote – highlight evidence, give statistics

(Author page). iii. Explain how quote supports the thesis and main idea/point of this paragraph iv. Share an observation of the issue, personal story, anecdote, example, (semiotic) analysis

d. Major Detail i. Summarize research (1-2 sentences) ii. Signal Phrase (introduce quote) and Quote – highlight evidence, give statistics (Author

page). iii. Explain how quote supports the thesis and main idea/point of this paragraph iv. Share an observation of the issue, personal story, example, (semiotic) analysis

e. Concluding Sentence – Transition to next body paragraph

III. Body Paragraph 2 – Pro Reason - Argument a. Topic Sentence, background information 12-15 sentences minimum b. Major Detail

i. Summarize research (1-2 sentences) ii. Signal Phrase (introduce quote) and Insert Quote – highlight evidence, give statistics

(Author page). iii. Explain how quote supports the thesis and main idea/point of this paragraph iv. Share an observation of the issue, personal story, anecdote, example, (semiotic) analysis

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c. Major Detail i. Summarize research (1-2 sentences) ii. Signal Phrase (introduce quote) and Insert Quote – highlight evidence, give statistics

(Author page). iii. Explain how quote supports the thesis and main idea/point of this paragraph iv. Share an observation of the issue, personal story, anecdote, example, (semiotic) analysis

d. Major Detail i. Summarize research (1-2 sentences) ii. Signal Phrase (introduce quote) and Quote – highlight evidence, give statistics (Author

page). iii. Explain how quote supports the thesis and main idea/point of this paragraph iv. Share an observation of the issue, personal story, example, (semiotic) analysis

e. Concluding Sentence – Transition to next body paragraph

IV. Body Paragraph 3 – Refutation - State the Opposing Positions or Views-Counterargument a. Topic Sentence, background information 12-15 sentences minimum b. Major Detail

i. Summarize research (1-2 sentences) ii. Signal Phrase (introduce quote) and Insert Quote – highlight evidence, give statistics

(Author page). iii. Explain how quote supports the thesis and main idea/point of this paragraph iv. Share an observation of the issue, personal story, anecdote, example, (semiotic) analysis

c. Major Detail i. Summarize research (1-2 sentences) ii. Signal Phrase (introduce quote) and Insert Quote – highlight evidence, give statistics

(Author page). iii. Explain how quote supports the thesis and main idea/point of this paragraph iv. Share an observation of the issue, personal story, anecdote, example, (semiotic) analysis

d. Major Detail i. Summarize research (1-2 sentences) ii. Signal Phrase (introduce quote) and Quote – highlight evidence, give statistics (Author

page). iii. Explain how quote supports the thesis and main idea/point of this paragraph iv. Share an observation of the issue, personal story, example, (semiotic) analysis

e. Concluding Sentence – Transition to next body paragraph

V. Body Paragraph 4 – Pro Reason – Redirect and Present Your Most Powerful Argument a. Topic Sentence, background information 12-15 sentences minimum b. Major Detail

i. Summarize research (1-2 sentences) ii. Signal Phrase (introduce quote) and Insert Quote – highlight evidence, give statistics

(Author page). iii. Explain how quote supports the thesis and main idea/point of this paragraph

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iv. Share an observation of the issue, personal story, anecdote, example, (semiotic) analysis c. Major Detail

i. Summarize research (1-2 sentences) ii. Signal Phrase (introduce quote) and Insert Quote – highlight evidence, give statistics

(Author page). iii. Explain how quote supports the thesis and main idea/point of this paragraph iv. Share an observation of the issue, personal story, anecdote, example, (semiotic) analysis

d. Major Detail i. Summarize research (1-2 sentences) ii. Signal Phrase (introduce quote) and Quote – highlight evidence, give statistics (Author

page). iii. Explain how quote supports the thesis and main idea/point of this paragraph iv. Share an observation of the issue, personal story, example, (semiotic) analysis

e. Concluding Sentence – Transition to next body paragraph

VI. Concluding Paragraph – Illustrate to your instructor you have thought critically and analytically about the issue. Do not introduce new evidence that may need additional support. a. Restate/paraphrase your Thesis/Claim 12-15 sentences minimum b. Summarize/Emphasize main points stated prior c. Why is this topic important to for the audience to understand? d. Why does this matter? e. Climax of your paper – Use your strongest analytical points to reiterate evidence in your own

words f. Leave reader with final strong impression g. Most important recommendation/solution/evaluative point h. Clincher -Conclude with your opinion or a “call to action” (don’t use ‘I’)

Tips: • Make the introductory paragraph interesting. How can you draw the reader in? • Topic Sentences: What is one item, fact, detail, or example you can tell your readers that will

help them better understand your claim/paper topic? You answer should be the topic sentence • Major details support the • State the evidence. Give reasons, examples, facts, quotations can you provide/support/explain

your major details. • Concluding sentences should reassert how the topic sentence of the paragraph helps better

understand and/or prove your paper’s overall claim. • Introduce evidence in body paragraphs in a few words. (As Dr. White states “…”) or (To

understand this issue we first need to look at statistics/research/evidence) • Use one type/style of rhetoric of argument per paragraph.

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ENC 1102 Research Paper Presentation Requirements Students are required to complete a five (5) minute presentation during class time on the topic and argument for their research paper. This should be an informative speech and students should be able to discuss and answer questions related to the topic researched. A power point presentation or other presentation software should be utilized. Students need to come prepared with a formal presentation that encompasses the following: Part 1 – Background and Research

• Discuss the background information on the topic.

• Why was this topic selected?

• What reading in Signs of Life inspired the selection of this topic and why? Make sure that it is logical that this reading connects with the topic researched.

• What research was conducted? What was discovered and new knowledge attained? • Were there any roadblocks in the research or issues encountered?

Part 2 – The Argument

• Present the working claim developed in the research paper proposal. Did the claim change during the research and what is the final claim?

• Present some of the research and discuss the most significant journal article(s) that support your claim and argument.

• Discuss the counter argument. • What article is used as evidence in the counter argument?

Part 3 – Reflection

• Any final personal thoughts? • What was the most enjoyable and least enjoyable part of the process? • Did the research inspire you personally? How? • How can this research help you in the future?

Miscellaneous:

• Pictures, video clips, music, or film clips can be used in the presentation but they cannot be the bulk of the presentation. They are to be an enhancement.

• There should be a minimum of 4 slides to the presentation.

• If you are not familiar with power point, the Computer Courtyard staff will assist you (room 2102).

• Be creative.

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Final Draft Checklist My research paper:

□ is in my own words except where I have indicated with quotation marks and MLA citation. □ does not use first-person pronouns ( I, me, myself, mine, my), second-person pronouns (you, yours,

your, yourself) or in plural form (we, us, our). □ avoids the use of phrases and clichés such as

o Now a days o In this day and age o Society… o As of late o Many people… o A lot of controversy

□ has a clear claim at the end of the first paragraph. (problem/issue and recommendation/solution) □ reminds the reader of the thesis statement throughout the entire document by using clear and

thoughtful analysis to connect the ideas from the sources to my claim. □ contains a counter-argument that refutes my claim and then qualifies their arguments in a way that

convinces readers that my argument is sound. □ introduces each source by giving the author’s full name, the full title of the article, and a one to two

sentence summary of the article before I quote or paraphrase it. □ follows and explains the quotations with an analysis or commentary for readers that may not have

read the source that I am using. □ Contains further evidence to support the quote. □ contains article titles in quotation marks, and italicizes all book, movies, songs, magazine, journal, and

newspaper articles. □ Follows all the rules and conventions for parenthetical citations that gives the page number where the

information is found and the last name of the author or the shortened title article if it does not appear in the signal phrase.

□ is written in formal, academic English. □ is formatted in the MLA style. □ has been proofread carefully. □ has an accurate Works Cited page that follows the guidelines in the handbook

o double spaced throughout o articles listed in alphabetical order by the authors last name o documents every source I quoted or paraphrased from in my paper o document the primary source o puts all titles in quotation marks and italicizes titles of all books, movies, songs, magazines,

journals, and newspapers. o Has entries separated by the hanging indent, in which the first line of each entry is flush with

the left margin and all subsequent lines are indented half an inch. By submitting my paper into the Turnitin Drop Box in Blackboard, I certify that I have taken every precaution to not plagiarize, present my work as ethical, and meet the academic standards of Miami Dade College.

Name: Signature:

Date:

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ENC 1102 Research Paper Presentation Evaluation READ CAREFULLY For each item below, circle the number to the right that best fits your evaluation. Use the scale to the right to select the number. Write in the points in the points column and total at the bottom of the column.

1. The presentation was organized and information presented in a logical manner.

2 4 6 8 10

2. The presenter showed understanding of the research topic.

2 4 6 8 10

3. Background information and inspiration for the topic was presented.

2 4 6 8 10

4. The claim is clear and a point of view was understood.

2 4 6 8 10

5. A significant source in support of the argument was presented and/or cited.

2 4 6 8 10

6. Presentation included brief discussion of the research.

2 4 6 8 10

7. A clear counter argument was presented along with evidence.

2 4 6 8 10

8. There was a reflection of the process.

2 4 6 8 10

9. The presentation was clear and concise.

2 4 6 8 10

10. The presentation was overall effective.

2 4 6 8 10

Presenter’s Name: Presenter Topic: Instructor Notes:

2 Strongly Disagree 4 Disagree 6 Somewhat Agree 8 Agree

10 Strongly Agree

Evaluation Scale Points