The value of education in our society discussion Instructions Step 1 Post your response to the discussion board. Respond to the following in 250 words or

The value of education in our society discussion Instructions

Step 1 Post your response to the discussion board.

Respond to the following in 250 words or more using the PIE paragraph process and, if it’s relevant, include your own personal experience:

After reading The Longman Writer pages 523 to 529 on MLA Style, please construct two academically sound paragraphs on your initial reading of the Liz Weston article you are using for your essay due this week. Use at least two direct quotes.

http://money.com/money/4061150/college-degree-wort…

Link to Weston Article: Link (Links to an external site.)Links to an external site.

What are your initial thoughts?
Which words/phrases/sentences did you find confusing? If so, please share.
What ideas excite/upset you in the piece?
How is it relevant to your situation?
What is her main argument?
How does it differ or support your own view on education?

Step 2 Read and respond to other students’ posts.

Read other students’ posts and respond to at least two of them. In addition to any other comments you may have, respond to the following:

What struggles do you share with your classmate?
Do you agree with a viewpoint? Why?
Provide clarity on the reading for others if you can.
Ask a question for your own clarity of the reading.

Use your personal experience, if it’s relevant, to support or debate other students’ posts. If differences of opinion occur, debate the issues professionally and provide examples to support opinions.

Please respond to at least two (2) classmates to meet the minimum requirement. Writing the Research Paper
Chapter 20
523
n
D
Vary the style of attributions by sometimes positioning them at the
middle or end, using different verbs, or blending quotations into
your own sentences.
Use the present tense (“says”), not past tense (“said”), when intro-
ducing a source.
Words may be deleted from a quotation as long as the author’s
original meaning isn’t changed. Insert an ellipsis (…) in place of
the deleted words. An ellipsis is not needed when material is omit-
ted from the start of a quotation. Use a period plus an ellipsis when
the end of a sentence is deleted.
Use brackets to add clarifying information to quotations.
If a quotation can stand alone as a grammatical sentence, capital-
ize its first word and precede it with a comma. If a quotation is
blended into the structure of your own sentence, don’t capitalize
the quotation’s first word and don’t precede it with a comma. If an
attribution interrupts a quotation, place commas before and after
the attribution and resume the quotation with a lowercase letter.
For a quotation within a quotation, use single quotation marks.
Place question marks and exclamation points inside quotation
marks only if they belong to the quotation.
Limit statistics and explain them fully to convey essential information.
n
DOCUMENT SOURCES TO AVOID PLAGIARISM
Copyright law and the ethics of research require that you give credit to those
whose words and ideas you borrow; that is, you must provide full and accurate
documentation. Missing documentation results in plagiarism—using someone’s
material without properly crediting the source. Faulty documentation under-
mines your credibility. The best way to guard against plagiarism is to take very
careful notes and thoroughly check your
paper and Works Cited list for errors.
What Needs to Be Documented?
In general, any material-written or visual—that you take from outside sources
(such as books, periodicals, websites, any type of performance, speeches, etc.)
must be documented. To avoid plagiarizing, you must provide documentation for
the following:
• A direct (word-for-word) quotation from a source.
A paraphrase or summary of ideas, facts, opinions, or information from a source.
A reproduction of an image, such as a photograph, or a graphic from a source.
Any combination of quotation, paraphrase, summary, and visuals.
524
Part IV . The Research Paper
What Does Not Need to Be Documented
While documenting material from sources is never wrong, in some specific
instances, documentation may not be needed. One exception concerns writing for
the general public. For example, you may have noticed that the authors of this
book’s essays don’t use full documentation when they borrow ideas. Academic
writers, though, must provide fuil documentation for all borrowed information.
Another exception is made for common knowledge—information that is widely
known and accepted (whether or not you yourself were previously aware of it) as
a matter of record. Well-known historical, scientific, and geographical facts, in
particular, are often common knowledge. To determine if some information is
common knowledge, ask yourself:
Are people likely to know this information without looking it up? For example, that
the United States shares international borders with Canada and Mexico is com-
mon knowledge.
Is the information easily found in many sources? For example, that Japan attacked
Pearl Harbor on December 7, 1941, is common knowledge.
Can a general dictionary supply the information? For example, that dogs belong to
the same family of mammals as wolves is common knowledge.
Is it a commonly accepted view? For example, that the separation of church and
state is an important principle in American politics is common knowledge.
Remember, though, that your instructor might ask you to document all the
information you acquire during your research, regardless of whether it is common
knowledge
MOTOROS TV
CREATING IN-TEXT REFERENCES: MLA FORMAT
ors
The following discussion focuses on the MLA—Modern Language
Association-format for documenting borrowed material. The MLA format,
based on the MLA Handbook for Writers of Research Papers, is used widely in the lib-
eral arts. (The system used in the social sciences that of the American
Psychological Association (APA]—is described on pages 544–554. On page 554,
you’ll also find a description of the format commonly used in the hard sciences
and in technical fields.) For a sample paper that uses MLA documentation, turn to
the student essay on pages 555-569. For an excerpt showing APA documentation,
see pages 571-572.
Whenever you quote or summarize material in the body of your paper, you
must: (1) identify the source as it appears in the Works Cited list, and (2) specify
the page(s) in your source on which the material appears. For this information, the
MLA documentation system uses the parenthetical reference, a brief note in paren-
theses inserted after quotation, paraphrase, or summary. The parenthetical refer-
ence presents enough information so that readers can turn to the Works Cited list
(see pages 567–569) at the end of the paper for complete documentation.
Chapter 20 –
Writing the Research Paper
What to Provide Within the Parentheses
• Give the author’s last name only, even when the author is cited for the first
time. If there is no author, use a shortened version of the title or whatever ele-
ment is given first in the Works Cited entry for the item.
• If you give the author’s name in the text (“Stamp says that …”), do not repeat
525
it in the parenthetical reference.
• Write the page number immediately after the author’s last name, with no punctu-
ation between. (If the source is only one page, only the author’s name is needed.)
If the material quoted, paraphrased, or summarized spans more than one page,
give the full range of pages, if it is available. Don’t use the designation p. or page.
Where to Place the Parentheses
• Place the parenthetical reference at the end of the sentence, or immediately
after the borrowed material if necessary for clarity.
• Put any terminal punctuation (period, question mark) or internal punctuation
(comma, semicolon) after the parenthetical reference.
• Make sure the parenthetical reference appears after an ellipsis and bracket at
the end of a quotation, but before the final period.
In the examples below, the two parts of the reference—author’s name or iden-
tifier and page number—are highlighted.
Single Source: Parentheses Only
In the following example, the parenthetical reference following the summary
contains the author’s name and the page number of the material summarized.
According to statistics, half of the homeless individuals living in shelters are substance
abusers (Stamp 8).
A complete parenthetical reference follows the use of quotations in the next
example. Note that the comma in the quotation is not part of the original quota-
tion. It has been added because the sentence grammar requires a comma.
If we look beyond the problems of homelessness, to “larger economic issues,” it is clear
that “homelessness cannot be resolved solely at the level of the individual” (Stamp 8).
Single Source: Parentheses and Attributions
number
appears
in the parenthetical reference. The attribution should make it clear where the
When the attribution gives the author’s name, only the
quo-
tation, summary, or paraphrase begins.
Julian Stamp argues that homelessness must be addressed in terms of economics, not
simply in terms of individual counseling, addiction therapy, or job training (8)
In The Homeless and History, Stamp maintains that economic issues, rather than
difficulties in people’s personal lives, are at the core of the homeless problem (8).
Part IV • The Research Paper
526
Stamp points out that “homelessness cannot be resolved solely at the level of the
individual” (8), although other experts disagree.
Note that in the immediately preceding example, the parenthetical reference
follows the quotation in the middle of the sentence; placing the reference at the
end of the sentence would erroneously imply that the idea expressed by
“although other experts disagree” is Stamp’s.
More Than Cae Source by the Same Author
When your paper includes references to more than one work by the same author
,
you must specify-either in the parenthetical reference or in the attribution-
the particular work being cited. You do this by providing the title, as well as the
author’s name and the page(s). Here are examples from a paper in which two works
by Jean Piaget were used.
In The Language and Thought of the Child, Jean Piaget states that “discussion forms the
basis for a logical point of view” (240).
Piaget considers dialogue essential to the development of logical thinking
(Language 240).
Notice that when a work is named in the attribution, the full title appears; when
a title is given in the parenthetic citation, though, only the first few significant
words appear. (However, don’t use the ellipsis to indicate that some words have
been omitted from the title; the ellipsis is used only in actual quotations.) When
name, title, and page number all appear in the parenthetical reference, a comma
follows the author’s name.
Two or Three Authors
Supply all the authors’ last names in either the attribution or parentheses.
A classic book on writing, The Elements of Style is an “attempt to cut the vast tangle of
English rhetoric down to size” (Strunk and White xi).
More Than Three Authors
In either the attribution or parentheses, give the last name of the first author fol-
lowed by et al. (which means “and others”).
Researchers have found that the relationship between childhood obesity rates and
family income level differs somewhat by race (Freedman et al. 26).
Two or More Authors With the Same Last Name
When you use two or more sources written by authors with the same last name,
you must include (in either the attribution or parentheses) each author’s first
Chapter 20
Writing the Research Paper
initial(s). The following example is from a paper that cites sources for
name or
527
both Bill Clinton and Hillary Clinton.
Discussing the fears young people have today, Hillary Clinton asserts that children are
more “aware” than adults of “the threats posed by global climate change, catastrophic
environmental events, and the spread of deadly diseases that know no national
boundaries” (»vi).
A Source With No Author
For a source without a named author, use a shortened version of the title of the
work or the name of the issuing organization, whichever you used to alphabetize the
source on the Works Cited list. In the following example, the full title of the source is
“Supreme Court of the United States.” Because the source is an entry in an alphabet-
ically arranged reference book, the parenthetical reference has no page number.
The U.S. Supreme Court is fundamentally an appeals court, responsible for “cases
arising under the Constitution, laws, or treaties of the United States” among
others
(“Supreme Court”).
Information Found in Two or More Sources
When you come across several sources who cite the same highly specialized
information or who share the same controversial opinion, that material does need
to be documented. In such a case, state the material in your own words. In the par-
enthetical reference list the sources, separated by semicolons, as they appear in the
Works Cited list.
A number of educators agree that an overall feeling of competence–rather than innate
inteligence, is a key factor in determining which students do well the first year in
college (Greene 208; Jones 72; Smith 465).
If you use a quotation to express an idea that occurs in several sources, provide
an attribution
for the quoted source and, in the parentheses, give the source’s page
number followed by a note that other sources make the same point:
The educator Henry Schneider argues that “students with low self-esteem tend to
Source Within a Source
hf you quote or summarize a secondary source (a source whose ideas come to you
only through another source), you need to make this clear. The parenthetic docu-
mentation should indicate “as quoted in” with the abbreviation qtd. in:
According to Sherman, “Recycling has, in several communities, created unanticipated
expenses” (qtd. in Pratt 3).

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