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The curious researcher 6th edition pdf

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SIXTH EDITION


.. J··Y ION


The Curious Researcher


A Guide to Writing Research Papers


Bruce Ballenger Boise State University


Longman


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For Rebecca, who reminds me to ask, Why?


Publisher: Joseph Opiela Executive Editor: Suzanne Phelps Chambers Editorial Assistant: Erica Schweitzer Senior Supplements Editor: Donna Campion Senior Marketing Manager: Susan Stoudt Production ]Ilanager: Eric Jorgensen Project Coordination, Text Design. and Electronic Page Makeup:


Elm Street Publishing Services Cover Design Manager: John Callahan Cover Designer: N aney Saks Cover Image: Michael Saul/Band X Pictures/Jupiter Images Visual Researcher: Rona Tuccillo Senior Manufacturing Buyer: Dennis J. Para Printer and Binder: Edwards Brothers, Inc. Cover Printer: Coral Graphic Services


The author and publisher are grateful to the many students who allowed their work to be reprinted here. We would also like to acknowledge the following copyright holders for permission to use their materials in this book:


p.63-Gabe Palmer/Corbis p.145-Oliver Lassen/Zefa/Corbis p.169-Jim Cornfield/Corbis


Library of Congress Cataloging-in-Publication Data Ballenger, Bruce P.


The curious researcher: a guide to writing research papers/ Bruce Ballenger.--6th ed.


p. em. Includes index. ISBN 978-0-205-74526-5


1. Report writing-Handbooks, manuals, etc. manuals, etc. I. Title. LB2369.B246 2009 808'.02-dc22


2. Research-Handbooks,


2008028929


This book includes 2009 MLA guidelines.


Copyright © 2009 by Pearson Education, Inc.


All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States.


345678910-V069-121110


Longman is an imprint of


PEARSON ISBN 13: 978-0-205-74526-5 www.pearsonhighered.comISBN 10: 0-205-74526-1


.......


www.pearsonhighered.comISBN

-


Contents


Preface xx


Introduction: Rethinking the Research Paper 1


E X ERe I S E 1 Collecting Golf Balls on Driving Ranges and Other Reflections 1


Learning and Unlearning 4


Using This Book 4


The Exercises 4


The Five-Week Plan 5


Alternatives to the Five-Week Plan 6


The Research Paper and the Research Report 7


Discovering Your Purpose 7


How Formal Should It Be? 9


When "Bad" Writing Is Good 10 :1:


Thinking Like an Academic Writer 10


"Essaying" or Arguing? 11


The Research Essay and Academic Writing 13


Becoming an Authority by Using Authorities 15


"It's Just My Opinion" 15


Facts Don't Kill 16


E X ERe I S E 2 Reflecting on "The Bothersome Beauty of Pigeons" by Bruce Ballenger 17


The Question Habit 25


v


vi Contents


Chapter 1 The First Week 27


The Importance of Getting Curious 27


Learning to Wonder Again 27


Getting the Pot Boiling 28


E X ERe I S E 1. 1 Building an Interest Inventory 29


Other Ways to Find a Topic 33


What Is a Good Topic? 35


Checking Out Your Tentative Topic 35


Making the Most of an Assigned Topic 36


EX ERe I S E 1.2 The Myth of the Boring Topic 37


Developing a Working Knowledge 39


Research Strategies 40


E X ERe I S E 1. 3 Seeing the Broad View 40


The Reference Librarian: A Living Source 46


Narrowing the Subject 47


Circling the Lighthouse 47


From Landscape Shots to Close-Ups 48


E X ERe I S E 1. 4 Finding the Questions 48


E X ERe I S E 1. 5 Finding the Focusing Question 50


EX ERe I S E 1.6 Finding the Relationship 51


Possible Purposes for a Research Assignment 52


E X ERe I S E 1. 7 Research Proposal 53


Reading for Research 55


EX ERe I S E 1.8 Ways of Reading to Write 55


Reading Rhetorically 57


Reading Like an Outsider 58


Contents vii


Chapter 2 The Second Week 61 Developing a Research Strategy 61


Google VB. the Library 62


A Complementary Research Strategy 64


Find Sufficient Information by Using the Best Search Terms 65


Controlled Language Searches Using Library of Subject Headings 65


Boolean Searching 67


Magic Words on the World Wide Web 68


Find Varied Sources 70


Primary vs. Secondary Sources 72


Objective vs. Subjective 72


Stable or Unstable? 73


Find Quality Sources 73


When Was It Published? 73


Why Journal Articles Are Better Than Magazine Articles 74


Look for Often-Cited Authors 75


Not All Books Are Alike 75


Evaluating Online Sources 76


A Key to Evaluating Internet Sources 77


Developing Focused Knowledge 81


What About a Thesis? 82


Suspending Judgment? 82


What Do You Presume? 82


What Are You Arguing? 83


Library Research Techniques 85


Finding Books 85


Understanding Call Numbers 86


viii Contents


E X ERe I S E 2. 1 Library Investigations 87


Coming Up Empty-Handed? 89


Checking Bibliographies 89


Interlibrary Loan 89


Finding Magazine and Journal Articles Using Online Databases 90


Finding Newspaper Articles with Online Databases 93


Advanced Internet Research Techniques 94


Types of Search Engines 95


E X ERe I S E 2. 2 Research on the Internet 96


Living Sources: Interviews and Surveys 99


Arranging Interviews 99


Finding Experts 99


Finding Nonexperts Affected by Your Topic 101


Making Contact 101


Conducting Interviews 102


Whom to Interview? 102


What Questions to Ask? 102


During the Interview 104


Notetaking 104


The E-Mail Interview 105


Finding People on the Internet 105


Making Contact by E-Mail 106


The Discussion Board Interview 106


Deciding What to Ask 107


Planning Informal Surveys 107


Defining Goals and Audience 107


Types of Questions 108


Survey Design 110


Avoid Loaded Questions 110


Ayoid Vague Questions 110


-- Contents ix


Drawbacks of Open-Ended Questions 110


Designing Your Multiple-Choice Questions 111


Continuum Questions 111


Planning for Distribution 112


Conducting Surveys 112


Distribution 112


The Internet Survey 113


Chapter 3 The Third Week 115 Writing in the Middle 115


Becoming an Activist Notetaker 116


EX ERe IS E 3.1 Getting a Word in Edgewise 118


EX ERe I S E 3.2 "Say Back" to a Source 121


Recognizing Plagiarism 121


I Read What You Said and Borrowed It, Okay? 122


Why Plagiarism Matters 124


Sources Are from Mars, Notetakers Are from Venus 125


Paraphrasing 126


E X ERe I S E 3. 3 Paraphrase Practice 126


Summarizing 127


E X ERe I S E 3. 4 Summary Practice 128


Quoting 129


When to Quote 129


Quoting Fairly 131


E X ERe I S E 3. 5 Dialogic N otetaking: Listening In, Speaking Up 131


"Virtual Friendship and the New Narcissism" by Christine Rosen 134


Notetaking Techniques 143


The Double-Entry Journal 144


x Contents


Other Notetaking Techniques 153


The Research Log: A Jay Leno Approach 153


Narrative Notetaking 157


First Layer: Story the Source 160


Second Layer: Rapid Summary 160


Third Layer: Narrative of Thought 160


Online Research Notebooks 161


When You're Coming Up Short: More Advanced Searching Techniques 162


Advanced Library Searching Techniques 163


Advanced Internet Search Techniques 164


Thinking Outside the Box: Alternative Sources 166


Chapter 4 The Fourth Week 169


Getting to the Draft 169


When the Experts Disagree 170


Evaluating Conflicting Claims 170


EX ERe I S E 4. 1 Do Concealed Guns Reduce Crime? 171


E X ERe I S E 4. 2 Reclaiming Your Topic 174


An Application Example 176


Deciding Whether to Say 1 181


Getting Personal Without Being Personal 182


Beginning at the Beginning 182


Flashlights or Floodlights? 183


Writing Multiple Leads 185


E X ERe I S E 4. 3 Three Ways In 187


Deciding on a Voice 189


Considering Purpose, Audience, Subject, and Who You Are 190


Contents xi


The Differing Voices of Research 192


Writing for Reader Interest 193


Working the Common Ground 194


Topics for Which Common Ground Is Hard to Find 195


Putting People on the Page 196


Using Case Studies 197


Using Interviews 197


Writing a Strong Ending 198


Endings to Avoid 198


Using Surprise 200


Organizing the Draft 201


Delayed Thesis Structure 202


Question-Claim Structure 204


Essaying or Arguing: An Example 206


Writing with Sources 207


Blending Kinds ofWriting and Sources 207


Handling Quotes 208


Quick Tips for Controlling Quotations 211


Grafting Quotes 211


Sandwiching Quotes 211


Billboarding Quotes 212


Splicing Quotes 213


Handling Interview Material 214


Trusting Your Memory 215


Citing Sources 215


An Alternative to Colliding Footnotes 215


I Hate These Theses to Pieces 216


Driving Through the First Draft 218


A Draft Is Something the Wind Blows Through 218


xii Contents


Chapter 5 The Fifth Week 221 Revising for Purpose 221


EX ERe I S E 5. 1 Wrestling with the Draft 223


The Thesis as a 'fool for Revision 226


E X ERe I S E 5. 2 Dissecting the Fish 227


Using a Reader 229


What You Need from a Reader 229


E X ERe I S E 5. 3 Directing the Reader's Response 229


Attacking the Draft 230


EX ERe I S E 5.4 Cut-and-Paste Revision 231


Examining the Wreckage 232


Revising for Information 234


Finding Quick Facts 234


Revising for Language 235


Listening to the Voice 237


Avoid Sounding Glib 237


How to Control Information 238


Verbal Gestures 240


Scrutinizing Paragraphs 242


How Well Do You Integrate Sources? 242


Is Each Paragraph Unified? 242


Scrutinizing Sentences 242


Using Active Voice 242


Using Strong Verbs 244


Varying Sentence Length 244


Editing for Simplicity 247


EX ERe I S E 5.5 Cutting Clutter 247


Stock Phrases in Research Papers 247


--- Contents xiii


Preparing the Final Manuscript 248


Considering "Reader-Friendly" Design 249


Following MLA Conventions 250


Proofreading Your Paper 250


Proofreading on a Computer 250


Looking Closely 251


EX ERe I S E 5.6 Picking Off the Lint 251


Ten Common Mistakes 252


Using the "Find" or "Search" Function 254


Avoiding Sexist Language 255


Looking Back and Moving On 256


Appendix A Guide to MLA Style 257 Part One: Citing Sources in Your Essay 259


1.1 When to Cite 259


The Common Knowledge Exception 259


1.2 The MLA AuthorlPage System 260


The Basics of Using Parenthetical Citation 260


1.2.1 Placement of Citations 262


1.2.2 When You Mention the Author's Name 264


1.2.3 When There Is No Author 264


1.2.4 Works by the Same Author 265


1.2.5 Indirect Sources 266


1.2.6 Personal Interviews 267


1.2.7 Several Sources in a Single Citation 267


Sample Parenthetical References for Other Sources 268


1.2.8 An Entire Work 268


1.2.9 A Volume of a Multivolume Work 268


1.2.10 Several Sources for a Single Passage 268


xiv Contents


1.2.11 A Literary Work 269


1.2.12 An Online Source 269


Part Two: Format 270


2.1 The Layout 270


2.1.1 Printing 270


2.1.2 Margins and Spacing 270


2.1.3 Title Page 270


2.1.4 Pagination 272


2.1.5 Placement of Tables, Charts, and illustrations 272


2.1.6 Handling Titles 272


2.1.7 Italics and Underlinings 273


2.1.8 Language and Style 273


Names 273


Ellipsis Points 274


Quotations 274


Part Three: Preparing the "Works Cited" Page 275


3.1 Format 276


Alphabetizing the List 276


Indenting and Spacing 276


3.2 Citing Books 277


Title 277


Edition 278


Publication Place, Publisher, and Date 278


Page Numbers 278


Sample Book Citations 279


3.2.1 A Book by One Author 279


3.2.2 A Book by Two Authors 279


3.2.3 A Book with More Than Three Authors 279


3.2.4 Several Books by the Same Author 279


3.2.5 An Entire Collection or Anthology 279


3.2.6 A Work in a Collection or Anthology 280


Contents xv


3.2.7 An Introduction, Preface, Foreword, or Prologue 280


3.2.8 A Book with No Author 280


3.2.9 An Encyclopedia 281


3.2.10 A Book with an Institutional Author 281


3.2.11 A Book with Multiple Volumes 281


3.2.12 A Book That Is Not a First Edition 282


3.2.13 A Book Published Before 1900 282


3.2.14 A Translation 283


3.2.15 Government Documents 283


3.2.16 A Book That Was Republished 283


3.2.17 An Online Book 284


3.3 Citing Periodicals 284


Author's Name 284


Article Title 284


Periodical Title 284


Volume Number 285


Date 285


Page Numbers 285


Sample Periodical Citations 286


3.3.1 A Magazine Article 286


3.3.2 A Journal Article 286


3.3.3 A Newspaper Article 287


3.3.4 An Article with No Author 288


3.3.5 An Editorial 288


3.3.6 A Letter to the Editor 289


3.3.7 A Review 289


3.3.8 An Abstract 289


3.4 Citing Nonprint and Other Sources 290


3.4.1 An Interview 290


3.4.2 Surveys, Questionnaires, and Case Studies 291


xvi Contents


3.4.3 Recordings 291


3.4.4 Television and Radio Programs 292


3.4.5 Films, Videotapes, and DVDs 292


3.4.6 Artwork 293


3.4.7 An Advertisement 293


3.4.8 Lectures and Speeches 293


3.4.9 Pamphlets 294


3.5 Citing CD-ROMs and Other "Portable" Databases 294


3.5.1 A Nonperiodical Database 294


3.5.2 A Periodical Database 295


3.6 Citing Online Databases 296


Other Recent Changes by the MLA 296


Is It Also in Print? 297


Long and Ugly URLs 298


Sample Online Citations 299


3.6.1 An Article 299


3.6.2 An Article or Abstract in a Library Database 299


3.6.3 An Online Book 302


3.6.4 A Web Site or Page from a Web Site 303


3.6.5 An Online Posting 303


3.6.6 An E-Mail Message 304


3.6.7 A Sound Clip or Podcast 304


3.6.8 An Online Video 304


3.6.9 An Interview 305


3.6.10 A Blog Entry or Blog Comment 305


3.6.11 An Online Image 306


3.6.12 Synchronous Communication (MOOS, MUDS, IRCS) 306


Part Four: Student Essay in MLA Style 307


"In Search of the Great White" by Amanda Stewart 308


Contents xvii


Appendix B Guide to APA Style 319


Part One: How the Essay Should Look 322


1.1 The Layout 322


1.1.1 Page Format 322


1.1.2 Title Page 322


1.1.3 Abstract 322


1.1.4 Body of the Paper 324


1.1.5 Handling Quoted Material 325


1.1.6 References Page 326


1.1.7 Appendix 327


1.1.8 Notes 327


1.1.9 Tables and Figures 327


1.1.10 Language and Style 328


Part Two: Citing Sources in Your Essay 328


2.1 The APA AuthorlPage System 328


2.1.1 When the Author Is Mentioned in the Text 328


2.1.2 When the Author Isn't Mentioned in the Text 328


2.1.3 When to Cite Page Numbers 329


2.1.4 A Single Work by Two or More Authors 329


2.1.5 A Work with No Author 330


2.1.6 Two or More Works by the Same Author 330


2.1.7 An Institutional Author 330


2.1.8 Multiple Works in the Same Parentheses 331


2.1.9 Interviews, E-Mail, and Letters 331


2.1.10 New Editions of Old Works 332


2.1.11 A Web Site 332


Part Three: Preparing the "References" List 332


3.1 Order of Sources 332


3.2 Order of Information 333


xviii Contents


Author 333


Date 333


Article or Book Title 333


Periodical Title and Publication Information 333


3.3 Sample References 334


3.3.1 A Journal Article 334


3.3.2 A Journal Article Not Paginated Continuously 335


3.3.3 A Magazine Article 335


3.3.4 A Newspaper Article 335


3.3.5 A Book 336


3.3.6 A Book or Article with More Than One Author 336


3.3.7 A Book or Article with an Unknown Author 336


3.3.8 An Encyclopedia Entry 337


3.3.9 A Dictionary 337


3.3.10 A Book with an Institutional Author 338


3.3.11 A Book with an Editor 338


3.3.12 A Selection in a Book with an Editor 338


3.3.13 A Republished Work 338


3.3.14 AnAbstract 339


3.3.15 A Source Mentioned by Another Source 339


3.3.16 A Book Review 340


3.3.17 A Government Document 340


3.3.18 A Letter to the Editor 340


3.3.19 A Published Interview 341


3.3.20 A Film, Videotape, or Online Video 341


3.3.21 A Television Program 341


3.3.22 A Musical Recording 342


3.3.23 A Computer Program 342


3.4 Citing Electronic Sources 342


3.4.1 An Electronic Version of an Article Also in Print 343


Contents xix


3.4.2 An Article Only on the Internet 343


3.4.3 An Electronic Text 344


3.4.4 An Article or Abstract from a Library Database 344


3.4.5 A Part of a Work 345


3.4.6 An Online Journal 345


3.4.7 A Newspaper Article 345


3.4.8 An Entire Web Page 346


3.4.9 An Article on a Web Site 346


3.4.10 An Audio Podcast 346


3.4.11 A Blog 347


3.4;12 A Wiki 347


3.4.13 Discussion Lists 347


3.4.14 E-Mail 348


Part Four: Sample Paper in APA Style 348


"What's Love Got to Do with It? Compatability and Marital Success" by Jennifer Suittor 349


Appendix C Understanding Research Assignments 359 Analyzing the Purpose of the Assignment 360


Argumentative Research: Open or Closed? 361


Audience 362


Emphasis on Formal Qualities 363


Types of Evidence: Primary or Secondary 365


Index 367


Preface Placing Inquiry at the Heart of the Course


Several years ago, the Boyer Commission offered a national report on the state of undergraduate education in America's research universities. The report was sobering. Among other things, the com­ mission complained that undergraduates, particularly first- and second-year students, experience a curriculum dominated by knowl­ edge transmission-large lectures rather than seminars-and rarely get the chance to "enter a world of discovery in which they are active participants, not passive receivers." Commission members called for a "radical reconstruction" of undergraduate education. "The ecology of the university," they wrote, "depends on a deep and abiding under­ standing that inquiry, investigation, and discovery are the heart of the enterprise.... Everyone at a university should be a discoverer, a learner." The freshman year, in particular, should provide "new stimulation for intellectual growth and a firm grounding in inquiry­ based learning."


The Curious Researcher answers that call. It is a sad fact that most students misunderstand formal academic research. Because it often reports conclusions-the results of the process of inquiry­ students naturally assume that the research writer didn't engage in an act of inquiry in the first place. They assume that the aca­ demic writer always sets out to prove rather than to find out, that she scrupulously avoids ambiguity and is more concerned with answers than questions. The conventional research paper in the composition course-often students' first introduction to academic research-reinforces all of these mistaken assumptions about the nature of inquiry.


Teaching the Spirit of Inquiry


While The Curious Researcher features plenty of material on the conventions of research writing-citation methods, approaches to organization, evaluating sources, how to avoid plagiarism, and so on-a major emphasis of the book is introducing students to the


xx


Preface xxi


spirit of inquiry. The habits of mind that good research writers develop is something we can teach that is truly multidisciplinary. That spirit is charged with curiosity, of course-the itch to know and learn and discover. But it also involves the ability to ask researchable questions, the instinct to look in the right places for answers, a willingness to suspend judgment, and an openness to changing one's mind. Embracing the spirit of inquiry must begin with the belief that one can be an inquirer, a knower, an active agent in making knowledge.


I think this affective dimension of critical thinking is under­ rated, especially when it comes to writing research papers. That's why this book promotes the research essay, a potentially more sub­ jective, less formal, often more exploratory mode than the formal argumentative research paper. The research essay is, I think, a much better introduction to research and research writing and excellent preparation for more conventional academic research because it places the writer in the center of the discourse. As a result, he cannot avoid his role as the main agent of the inquiry nor can he escape the question of his own authority in the conversation about what might be true. When it's a good experience, the writer of the research essay often adopts a new identity as a knower.


I am often amazed at what students do with this new freedom. I believe little is lost in not prescribing a formal research paper, particularly in an introductory composition course. As students move on from here to their declared majors, they will learn the scholarly conventions of their disciplines from those best equipped to teach them. In the meantime, students will master valuable library skills and learn many of the technical elements of the research paper, such as citation methods and evaluating sources. But most important, students will discover, often for the first time, what college research is really about: using the ideas of others to shape ideas of their own.


Ways of Using This Book


Since procrastination ails many student researchers, this book is uniquely designed to move them through the research pro­ cess, step-by-step and week-by-week, for five weeks, the typical period allotted for the assignment. The structure of the book is flexible, however; students should be encouraged to compress the sequence if their research assignment will take less time or ignore it altogether and use the book to help them solve specific problems as they arise.


xxii Preface


Students who follow the five-week sequence usually find that they like the way The Curious Researcher doesn't deluge them with information, as do so many other research paper texts. Instead, The Curious Researcher doles information out week-by-week, when it is most needed.


The Introduction, "Rethinking the Research Paper," chal­ lenges students to reconceive the research paper assignment. For many of them, this will amount to a "declaration of independence." During "The First Week," students are encouraged to discover topics they're genuinely curious about and to learn to develop a "working knowledge" of their topics through library and Web research. This working knowledge will guide them as they decide on a tentative focus for their investigations. In "The Second Week," students develop a research strategy, hone their skills in evaluat­ ing sources, and then begin working to develop a "focused knowl­ edge" of their topics by systematically searching for information in the library and on the Web. In "The Third Week," students learn notetaking techniques, the dangers of plagiarism, and tips on how to conduct a search that challenges them to dig more deeply for information. During "The Fourth Week," students begin writing their drafts; this chapter also gives tips on integrating sources, structure, voice, and beginnings. In "The Fifth Week," students are guided through the final revision.


In this edition of The Curious Researcher, the details about citation conventions and formats for both the Modern Language Association (MLA) and the American Psychological Association (APA) are in Appendixes A and B, respectively. This organization makes the information easier for students to find and use. Sample student papers-one in MLA format and one in AP A format-are included as well.


Unlike other textbooks, which relegate exercises to the ends of chapters, The Curious Researcher makes them integral to the process of researching and writing the paper. Though techniques such as fastwriting and brainstorming-featured in some of the writing exercises-are now commonplace in many composition classes, they have rarely been applied to research writing and certainly not as extensively as they have been here. Fastwriting is an especially useful tool, not just for prewriting but for open-ended thinking throughout the process of researching and writing the paper. The exercises are also another antidote to procrastina­ tion, challenging students to stay involved in the process as well as providing instructors with a number of short assign­ ments throughout the five weeks that will help them monitor students' progress.

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