Your separate title page should appear as follows:
Gun Control: Pros and Cons
NRW-3A1-01
Ms. K. Smith
Tracy Jones
16 January 2006
Follow the same capitalization rules for acronyms as you normally would in writing a text of the essay, e.g. FBI would be all in capitals as it is the acronym for Federal Bureau of Investigations. When using an acronym, especially an uncommon one, you must indicate what the letters stand for at the first occurrence in your essay. Example: The North American Aerospace Defense Command (NORAD) is nearly finished converting from using standard desktop PCs to blade PCs.
As you will learn from looking through any good research paper example, writing a great paper involves so much more than simply throwing a bunch of text and citations into a word processor and hoping for the best.
There are a number of sources you can turn to for research paper examples and, depending on your field of study, a plethora of potential high quality topics to pull your subject matter from.
2. Margins
If a Title Page is a requirement for your assignment, begin on a new page. Use a format preferred by your teacher. Otherwise, center each line and double-space every line on a blank page: name of school (optional), title of paper in upper and lower case, course code, course name (optional), teacher’s name, your first and last name, and date.
A passing grade means not only thoroughly researching your topic and ensuring that all of your sources are accurately cited, but also ensuring that your research essay is properly formatted. The following guideline will help you to create finished paper that not only reads like it was professionally written – but also looks like it!
Lastly, you will write your Conclusion. The conclusion typically does not offer new information, but rather summarizes the main points addressed in the paper. It is mandatory to also reiterate the thesis statement and mention any future research.
- The Introduction
- The Body
- The Conclusion
Integrated within the narrative, interactives and videos empower students to engage with concepts and take an active role in learning. Revel ™ uniquely presents media as an intrinsic part of course content, bringing the hallmark features of Pearson's bestselling titles to life. The Revel media interactives have been designed for quick completion, and videos are brief, so students stay focused and on task.
Highlighting, note taking, and a glossaryВ let students read and study however they like. Educators can add notes for students, too, including reminders or study tips.
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The Revel performance dashboard empowers educators to monitor class assignment completion as well as individual student achievement. Actionable information, such as points earned on quizzes and tests and time on task, helps educators intersect with their students in meaningful ways. For example, the trending column reveals whether students' grades are improving or declining, helping educators to identify students who might need help to stay on track.
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The Revel writing functionality, available in select courses, enables educators to integrate writing — among the best ways to foster and assess critical thinking — into the course without significantly impacting their grading burden. Self-paced Journaling Prompts throughout the narrative encourage students to express their thoughts without breaking stride in their reading. Assignable Shared Writing Activities direct students to share written responses with classmates, fostering peer discussion. Essays integrated directly within Revel allow instructors to assign the precise writing tasks they need for the course.
New and updated content engages students and ensures an up-to-date learning experience
New and updated content engages students and ensures an up-to-date learning experience
Group your notes following the outline codes you have assigned to your notes, like, IA2, IA3, IA4, etc. This method will enable you to quickly put all your resources in the right place as you systematize your notes according to your outline.
After conducting a thorough lit review, you now have at least a comprehensive background information and understanding of various contours and nuances of your topic. Many of thesis questions that you may have already been answered, and you should have an idea as to where the gaps in knowledge are and what needs to be done to advance inquiry process and therefore contribute to the body on the topic that you have chosen.
If your research question, for example, pertains to how individual voters view women candidates for president, perhaps the best method is by doing field interviews or by conducting a phone survey of these voters using a random sampling method. There are many ways that may help you derive answers to your questions. It is crucial, however, to be aware that each method has an inherent set of strengths and weaknesses.
- Focus group. It is a great method to use if the goal is to obtain a lot of information from a small group of people without much investment in time and money. Just gathering them in one place (typically up to a dozen people) and asking them to provide insights into your research questions is often enough.
A RESEARCH PAPER BASICALLY HAS THE FOLLOWING STRUCTURE:
While it is suitable for convenience sake, findings from a focus group method, however, might not necessarily be generalizable to overall population, because participants were selected somewhat arbitrarily. A researcher can only make a valid conclusion or inference about their findings to the general population if everyone or every voter was given an equal chance to be chosen for the study in the form of random sampling.
- Does my statement answer the question of my assignment?
- Is my statement precise enough? It should not be too general and vague.
- Does the body of my paper support my thesis, or are they different things? Compare them and change if necessary. Remember that changing elements of your work in the process of writing and reviewing is normal.
- Can my position be disputed or opposed? If not, maybe you have just provided a summary instead of creating an argument.
- Does it pass a so-called “so what” test? Does it provide new/interesting information for your audience or does it simply state a generic fact?
Researcher recommends that this study be expanded by using other method to measure perception of presidential tweets such as a random survey of undecided voters
Purpose of an outline is to help you think through your topic carefully and organize it logically before you start writing. A good outline is the most important step in writing an excellent paper. Check your outline to ensure that points covered flow logically from one to the other. Include in your outline an introduction, a body, and a conclusion. You may create the first outline as a draft and edit it while writing a research paper.
All points of a research paper outline must relate to the same major topic that you first mentioned in your capital Roman numeral.
There's no need to type this out manually and build all these margins manually.
Capitalize the first and last words of the title and all principal words.
One way I like to do this quickly is, I'll select a line, I'll do Shift+F3 until I get the initial caps for every word, and then I'll go through here and uncap the non-principal words here, like conjunctions and prepositions.
Okay, there we go. So use this template. It's a real boon. It's a real treasure. If you keep on going through here, it'll give you more particulars, like for quotes of more than four lines, use the Quote Style up here.
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Okay, for long quotes of more than one paragraph — let's say there's a really long quote and it has two paragraphs or three paragraphs — use the Long Quote Style. It's really good stuff.
Select fields and fill them out. I put my course number in here, English Composition 100.
The Date. You can go ahead and you can choose this little Content Control arrow here, and choose the due date.
So if you see a red squiggle, right-click that, and replace it with the correct spelling.
Certainly, writing technology’s improvements led to greater needs for information storage and distribution. As to distribution, the Chinese created a postal system by the 10th century BCE (Martin, 2003) and sent official news throughout the dynastic empire. The Romans had a postal service by the fourth century CE (Fang, 1997) and posted “news by decree” in official diurnals, which busy slave scribes copied for subscribers (Martin, 1988). These scribes, who produced manuscripts quickly and relatively cheaply, became the essential hardware of a flourishing slave scribe-to-buyer publishing industry that began with the Greeks in the fifth century BCE and ended a thousand years later when Rome fell (Mumby, 1930). During the Middle Ages, religious monks sitting in their scriptoriums produced lasting, beautiful works of calligraphic art and replaced the slave scribe as the major producers of written text (Kubler, 1927). As Europe entered the Renaissance, these scriptoriums became vestiges of the past (Hobson, 1970). As for storage, nearly all ancient civilizations built libraries to house written works (Fang, 1997
Despite Socrates’ caution that writing gave the “appearance of wisdom instead of wisdom itself” (Plato, 1988, para. 275), humans have always desired means and media to preserve and reproduce expressions of their culture and history (H.Martin, 1988). History shows that different cultures developed technologies to create these means (hardware) and media (software) to accommodate their socioeconomic needs and to extend knowledge (Fang, 1997), or, as David Sholle (2002) puts it about technologies, they “do not simply fulfill a function in meeting natural needs, but rather their development is caught up in the social construction of needs” (p. 7). The history of writing technologies reveals a past, containing stories of competition and secrecy, of stability and portability, of resistance and acceptance, and of refinement and use. Although scientific observation often initiated changes in writing technologies, others appeared, as it so often happens, by sheer luck. Furthermore, some changes evolved slowly whereas others appeared rapidly. The writing stylus, for example, has kept a basic form for centuries, and the printing press changed little in appearance from Guttenberg’s original 15th-century design until the early 19th century. As electricity’s use and the development of electronics arrived, changes in technologies—in both form and function—accelerated. This chapter briefly explores significant developments in writing technologies that enabled humans to record the important, as well as the mundane, facts about their lives, and it places those developments into three somewhat permeable categories: manual, mechanical, and electrical/electronic technologies.
American and European postal systems also improved to keep pace with burgeoning amounts of newspapers, business, and personal correspondence for delivery. In America, the Continental Congress created the future U.S. postal system by decreeing “that a line of posts be appointed under the direction of the Postmaster General from Falmouth in New England to Savannah in Georgia, with as many cross posts as he [sic] shall think fit” (“The Postal Service Begins, 1999–2006). In 1860, demand for fast delivery of news and correspondence from east to west led to the creation of the Pony Express (Fang, 1997), which the transcontinental railroad and telegraph abruptly turned into a romantic 19th-century artifact. In England, sending correspondence became simpler and more reliable as the country refined its postal system in the 1800s (N. Baron, 2000). In 1874, an international agreement reached in Berne, Switzerland, created the Universal Postal Union, which settled differences among nations regarding postal rates. Although not a writing technology per se, the simple postage stamp would symbolize America’s success in quickly distributing communication. As the Industrial Age propelled the world through the 19th century, which historian HenriJean Martin (1988) called the “century of the communication revolution” (p.480), it ushered in the electrical and electronic age in mass-communication technology.
Books, especially the Bible and other sacred writings—now mass-produced in the common language or vernacular—prompted great social change in Western Europe and helped break the Roman Catholic Church’s monopoly on the interpretation of important Christian texts (Curran, 2002
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In some respects, the history of electrical and electronic writing technologies is a story of technology catching up to science. The ancient Greeks and the scientists of the Enlightenment, for example, experimented with and were fascinated by electromagnetism (“A Ridiculously Brief History,” 1999). Yet the idea that energy could be harnessed for communication did not happen until 1843 when Charles Wheatstone and William Cooke built the first electrical telegraph line, which paralleled England’s Great Western Railroad (Fang, 1997). The telegraph made communication instant over long distances and turned electricity into a common carrier of communication (H.Martin, 1988). A method to standardize these electrical impulses into a universally accepted communication system developed in America when Samuel B.Morse perfected his codes of dots and dashes. Morse, after observing printers at work and noting their efficient arrangement of letters, realized that the most commonly used letters should become the most easily memorized codes (Winston, 1998). With U.S. government funding, Morse established the first U.S. telegraph line from Baltimore to Washington, DC, and sent along that wire his famous “What hath God wrought?” message to assistant Alfred Vail on May 24, 1844. Later that year, Morse warned Vail of the telegraph’s misuse and cautioned Vail to “be especially careful not to give a partisan character to any information you may transmit” (“Samuel F.B.Morse Preview,” 1997). Morse code eventually pushed all rival systems into the footnotes of communication history. By the 19th century’s end, Guglielmo Marconi’s successful experiments on England’s Salisbury Plains proved that wireless, electrical communication was also possible (Fang, 1997).
However, centuries passed before the first truly significant change in printing technology occurred. Stereotyping—a term coined in the late 18th century—eliminated lead type’s constant shortage by creating an impression of a type-set page for use and reuse (Fang, 1997). In 1803, the Earl of Stanhope received one of the first patents for this process (Kubler, 1927). Other changes, such as Friedrich Koenig’s steam press that printed on both sides of a sheet of paper and Richard Hoe’s faster, rotary cylinder press, ushered in a new age of mass-produced, printed text. These and later press technologies, such as lithography and offset lithography, which transferred a picture of the printed page onto a metal plate, gradually replaced the labor-intensive letterpress and relegated it to arcane and artisan endeavors (Fang, 1997).
Although manual writing technologies, notably the pencil, pen, and paper, remain in common use, they do not mass-produce information efficiently. Mechanical printing technologies made that possible. Of those mechanical technologies, the printing press and a system of moveable type, an idea the Chinese first developed but made little use of (Carter, 1955/1995