General Info About My Comm Classes
Welcome to Handout City!!
"Oh no...perhaps I should leave now?? **BG**" Well, speaking on behalf of my
team--Eileen, Kristin, Toni, Peter, Darnell, Jane, Corinne, Emily, Kathryn, Nikki H., Nikki C., Tatyana, Julie, & "Louise,"--we hope you do not. Of course, departure at any time is always optional.
"Okay Jim...giving you the momentary benefit of the doubt...why should I continue
reading?"
Hmmm...I could say, it would build your character" but that probably would not sell too
well huh?
Alright, here's the scoop...the info you will find in this section should help facilitate your
performance in all my classes, reduce your anxiety to some extent, and ensure that you
and I are "on the same page"...goals that are consistent with my teaching philosophy.
[At this site, please visit profjims/teachingphilosophy.html]
The current handouts are:
- APA Guide Within Research Papers
- Writing Standard Guide (WSG)
- Quiz/Exam Challenge Procedures
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APA Handout For Documentation Within Research Papers
[APA = American Psychological Association]
Jim L. Query, Jr., Ph.D.
The purpose of this handout is to provide a brief description of the documentation
procedures required for your papers. Although some of the information may be already
known, it is essential that all of us are "on the same page." Please be sure to check out
the APA Link at the bottom of this homepage for help in compiling the bibliography (bib).
Key Question 1--When should I use a source??
Situation A: All direct quotes require source citation, quote marks, and page numbers.
Situation B: All close paraphrases require source citation and page numbers.
Situation C: Statistics and trends should also be linked to source citations.
Key Question 2--Within the text of the paper, how are the situations above treated?
Situation A: First, be sure to introduce the quoted material. Do not just "plug it in." Help
the reader maintain a sense of continuity.
Poor Example--"Illness is a symbolic crisis" (Kreps, 1988, p. 238).
Better Example--As Kreps (1988) notes, states, claims,suggests, "illness is a
symbolic crisis" (p. 238). Do you see the difference?? Also, interpret the citation.
Demonstrate its importance to the argument which is beingadvanced. ONE DOES
NOT MERELY CITE SOURCES TO IMPRESS. ANALYSIS IS ALSO CRUCIAL.
Thus, for a direct quote, writers must introduce it,cite the author(s), year of the piece,
page number(s), and provide some analysis.
Situation B--Close paraphrasing occurs when writers place a unique idea or passage
into their own words. Once again, provide the reader with some sense of continuity,
and avoid the "plug-in syndrome."
Poor Example--Illness is a symbolic process.
Better Example--In addition to physiological problems, the course of illnesses is
influenced by meaning exchange processes (Kreps, 1988, p. 238). Can you discern a
difference?
Thus, for a close paraphrase, writers must introduce it, cite the author(s), year of the
piece, page number(s), and provide some analysis.
Situation C--To increase the cogency of an argument, writers often cite descriptive
statistics,trends, and/or authors who support the argument being advanced.
Poor Example--(1) The AIDS crisis is a big problem.
Better Example--(2)In 1988, the CDC reported that 150,000 new cases of AIDS
occurred in the United States (CDC Epidemiology Update). (3) Similar figures are
reported by Masters and Johnson (1988). Is there a difference among sentences 1, 2,
and 3?
Thus, for evidence which increases argument cogency, writers again introduce it, cite
the source and year,and provide some analysis.
Key Question 3--How do sources appear in the bibliography (bib)?
The procedures are the same for situations A-C. Title the list of sources as
"bibliography." List them in alphabetical order, with the author(s)' last name first, then
initials, then year of the pub, name of the piece, city and state of publishing house, and
name of publisher. Be sure to underline the title of the work and use lower case
capitals. Please visit the APA Link at the bottom of this home page for help.
Key Question 4--How do I write out a quote of 40 or more words? First, try and minimize these as much as possible. Remember, I want to read your analysis and the bulk of your words. If one does have to use a BLOCK QUOTE, she/he should indent five spaces, use single spacing, and forego the usual quote marks. One also IDs the author, year, and page(s).
Example---- It has been suggested that communication competence shapes health outcomes. As Query and James (1989) suggest,
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xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx. use a period
(p. 89) do not use a period here
BIBLIOGRAPHY
BOOK CHAPTER CITATION EXAMPLE
(indent 5 spaces please) Kreps, G. L. (1988). The use of health information in a
variety of contexts. In J. A. Anderson, (Ed.), Communication yearbook 11 [underline
book title and number here](pp.238-276). Newbury Park, CA: Sage.
BOOK CITATION EXAMPLE
(indent 5 spaces please) Masters, J., & Johnson, K. (1988). The AIDS epidemic.
[underline book title here] Prospect Heights, IL: Waveland Press.
JOURNAL ARTICLE CITATION EXAMPLE
(indent 5 spaces please) Masters, J., & Johnson, K. (1988). The spread of AIDS.
Public Health Reports, 33, [underline journal title, volume number, and the comma after
33 here] 14-35.
ONLINE CITATION EXAMPLE OF A JOURNAL ARTICLE
(indent 5 spaces please) December, J. (date). Building an effective and engaging website. Technology and Education (underline please) then [On-line], volume number (underline please). Specify path, URL, or address (addy). Date accessed
ONLINE CITATION EXAMPLE OF A SITE
(indent 5 spaces please) ID SITE AUTHOR, FOUNDER, or HOST ORGANIZATION. (date). Title of website and/or the report available there. [On-line}. Available: Specify patj, URL, or addy.Date accessed.
DAILY NEWSPAPER ARTICLE CITATION EXAMPLE
Obregon, A. (2001, January 10). Pushing the envelope against formidable odds. Chicago Sun-Times (underline please), pp. 5-6. For discontinuous pages, pp. A1, A32.
CLOSING CAVEAT:
REMEMBER, DOCUMENTATION PROCEDURES PROTECT WRITERS FROM THE
CHARGE OF PLAGIARISM. IT IS EXPECTED THAT CREDIT WILL BE GIVEN TO
THE APPROPRIATE AUTHORITIES.
Rev. 01-03-01
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WRITING STANDARD GUIDE
Jim L. Query, Jr., Ph.D.
Rev. 01-13-02
Prior to perusing this guide at length, I encourage you to look through some of the job ads
in the Houston paper. Although the job titles may differ, a majority of the employers require excellent communication skills. It is imperative, therefore, that you are able to express, clarify, and support your ideas across a variety of contexts. This guide is designed to help you further develop and refine your writing skills.
It also seems appropriate to indicate what this guide is NOT intended to achieve. The WSG is NOT designed to overwhelm or intimidate you, nor is it intended to project a condescending tone.
Conversely, it is designed to help you understand and be fully informed about the criteria I employ when I evaluate written work. As the "vets" will attest, I hate surprises when being evaluated.
Hence, I strive diligently to ensure that each of you knows and understands my standards and expectations.
Listed below are some of the writing/mechanical guidelines which you are expected to follow. These "rules" should be applied to ALL WRITTEN WORK. Although this is not an English composition class, part of the class grade depends upon the ability to clearly explain and analyze a position or series of issues.
Faulty mechanics reduce conceptual clarity and argument cogency. Additionally, employers have legitimate and high expectations regarding one's written communication skills. Subsequently, mechanical shortcomings will be penalized
accordingly on all written work. Having provided an overview of the general expectations, the guide addresses some specific writing tips to help meet these requirements. Remember, these standards apply TO ALL WRITTEN WORK.
(1). In terms of structure, all written work should have an introduction, body, and conclusion. The intro. should contain your thesis (that is, the main argument of the piece), and a clear preview of the main points which the essay addresses. The body of an essay must have at least three main points, and clear and effective transitions.
There are at least two types of transitions. A complete transition has two functions: (1)provide an internal summary of the previous point; and (2) give a clear sense of movement to the next point. A partial transition provides movement to the next topic,usually employing key topic words from the immediately preceding paragraph. As an aside, please ID the type of transition in the paragraph above?
There is no one "best" transition. The keys are whether the preceding functions, 1 and 2, are executed, and whether the writer varies his/her transitions. In an essay/report, never use the same transition more than twice. Regarding the "conclusion," NEVER USE THE PHRASE "IN CONCLUSION." There are many other meaningful ways in which to close the paper. The summary section should also review and "drive home" the key points of the piece.
(2). Addressing mechanics, according to Jim's perspective, a paragraph must have AT LEAST THREE sentences. There is nothing magical about the number three; however,an analysis of the elements of an appropriate paragraph indicates support for this claim. A "correct" paragraph will contain a central idea, and sentences which expand upon or clarify the thesis. To better understand the preceding argument, ask this question: Can most writers clearly and fully explain an idea in two sentences or less? Since few concepts and issues are unidimensional and pristine, it is almost impossible to describe them in two to three sentences. Hence, make sure that all written paragraphs meet this requirement.
(3). Another important mechanical aspect of "good" writing is the use of correct grammar, spelling, pronouns, and action voice. Before briefly explaining each of these areas, a caveat is in order. One of the professor's expectations is that all written work has been proofed for errors prior to its due date. There is nothing more distracting than having to constantly correct a paper for typographical and grammatical errors.
Of course, the instructor also realizes that some mistakes always elude even the best of proof- readers. Hence, each writer will be granted a safety margin of 4 errors. Essays and reports with more than 4 of these errors will again be penalized. NOTE ALSO THAT WRITTEN WORK WITH PERVASIVE TYPOS WILL NOT RECEIVE A PASSING
GRADE. With this warning in mind, the discussion returns to specific tips concerning grammar, spelling, pronouns, and action voice.
Concerning grammar, all written work should reflect appropriate punctuation and adherence to the basic rules of English. The most common problems in this area tend to be that of improper comma usage, fragmentary sentences, and run-on sentences.
Since comma usage is relatively straight-forward, let us look at the other two problem areas. Frags are incomplete sentences which have a subject without a verb, or the converse. Make sure that all sentences have at least a S-V. Also, try the "sentence" out and see if the phrase expresses a complete idea. If not, chances are it is a FRAG.
In contrast to FRAGS, run-ons are complete; however, run-ons usually express three-five ideas, and take the form of 50-60 word sentences. Geez Louise!!!!! From Jim's perspective, most sentences longer than 24 words will be considered as a run-on. (There are some grammatical techniques which allow the writer to beat this
charge). Again, there is nothing magical to the number "24," however, most sentences over this length tend to be run-ons.
At this juncture, there may be some who are thinking that it is necessary to count the
words in every sentence. The preceding claim is a misconception in at least two ways.
First, you will be granted a safety margin of one run-on sentence per assignment.Second, one can generally "eyeball" any sentence and ascertain almost immediately if it is too long. Based upon the visual assessment, then and only then, is a word count required to confirm any suspicions of a run-on. A good suggestion, then, is to be
familiar with how a +24 word sentence looks, and confirm your suspicions by doing an actual count if the sentence appears longer than 24 words.
(4). Spelling requirements are self-explanatory. Note also that most word processors have a spell check.
(5). Concerning pronoun usage, it is critical to address ALL members of the audience, so use his or her, he/she, or s/he if necessary. Also, it is important to avoid using generic and non-specific subjects as much as possible. These include: IT, WE, THEY, US,YOU, THEM, ETC. The problem with such vague pronouns is that readers cannot identify who the writer is referring to. For example, consider the sentence, "They argue that communication plays an integral role in small group organizing processes." The first question which should come to mind is WHO ARGUES? Here is another example: "The traditional scholars joined with the contemporary experts to report the findings. They suggested..." Again, ask the question, "WHO SUGGESTED???" Was it the traditional or contemporary scholars? It is impossible to tell, is not it? Thus, avoid using generic subjects as much as possible.
(6) Addressing contractions, it is not correct to employ these within written work. In addition, please refrain from using the terms---"girls and boys"---unless you are describing individuals less than fifteen. I realize that high schools still use these terms, but such a practice is not realistic and may be perceived as sexist or naive.
(7) There are also some common mistakes concerning word usage. Some examples
follow: "it's" equals it is; "its" indicates possession; "there" equals location; "their"
indicates possession; you are should be written as "YOU ARE" not "you're" or "your."
Another error, conceptual in nature, that is peculiar to English, is the use of "make".
While it is quite commonplace to say, "he/she made me feel good"...conceptually, this is not an
accurate statement. WHY??? Because, unless under duress, a person chooses to feel a certain way (barring some type of mental illness of course)...consider for a moment...if the former meaning were correct, then anyone could say, "I love you" and make you feel that way...we all know that it is NOT possible and moreover, those words
only have that intense meaning, when we allow our hearts to make such an interpretation.
(8) As much as possible, seek to extend your vocabulary. Everyday words such as "get" and "ain't" are inappropriate in a written document. Also, avoid using words/phrases such as "whereas", "likewise", "in other words", and "even though".
(9). An additional area of concern is the use of the third person action voice. As alluded to above, avoid the use of personal pronouns as much as possible. Although the third person may be viewed as somewhat "impersonal and cold," this technique is the preferred method of scholarly writing. The use of third person also grants its author ego distance and perspective. For example, consider the phrase, "I believe that small group processes are inextricably woven into communication interactions." To change this phrase into third person, replace the "I" with "it is argued,..." or "past research indicates that...." Do you see how much easier it is to intellectually spar using the third person voice? One can also avoid the use of "you" by focusing on the subject or using "one" instead. Thus far, in what voice has this document been written?
(10). Strive to diligently avoid the "Monty Hall Syndrome." He used to have a show on television called, "Let's Make A Deal." Opt for more effective words besides the dreaded "deal or deal with"...some examples include cope, confront, manage, negotiate...
(11). If you have diligently attended to the mechanics, the clarity and force of your
arguments will be significantly enhanced. Some additional conceptual tips follow.
"Good" writers support key arguments with various types of evidence: classical syllogisms; enthyemes; actual or hypothetical examples; empirical research; analogies; and/or testimony. Good" writers also present and evaluate several sides of any issue (pros and cons). Finally, many writers produce the introduction section last.
Why??????
(12) In summary, the purpose of this document has been to clearly explain the professor's expectations concerning the structure and mechanics of all written work. If you have any questions, please touch base with me.
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QUIZ/EXAM CHALLENGE PROCEDURES
MULTIPLE CHOICE ITEMS
Jim L. Query, Jr., Ph.D.
The purpose of this handout is to identify the necessary steps for successfully
challenging a multiple choice item on a quiz or hour exam.
Please note, also, that I review the computer-generated analysis for each question prior
to the exam's return. This statistical analysis helps me identify problematical questions
and/or choices. I then review the text, sample questions, and my notes to help
ascertain if any modification is necessary. Hence, preliminary adjustments are
possible. These procedures only apply to the multiple-choice part of the quizzes and
exams. All challenges must be written and may be emailed or faxed.
Number of Potential Challenges
6 per each exam
3 per each quiz
Step 1
Using 4-5 sentences, explain your response. That is, why did you choose it? Cite
evidence or reveal your logic. "It looked good" will not work here.
Step 2
Using 4-5 sentences, explain my keyed response. That is, why did I choose it? Cite
evidence or explicate my reasoning. "He's the prof" will not work here.
Step 3
Using 4-5 sentences, demonstrate how your response is equally as likely as my keyed
response. Remember, the standard here is not one of "better;" it is one of equal
plausibility.
Possible Impact
Depending on the cogency of your challenge, you may receive full, partial, or no credit.
Only those students who successfully challenge an item will receive subsequent
credit. All challenges are due one week after the quiz/exam (for the summer session
only, all challenges will be due the next class period; hence, if a quiz is on Wed and we
debrief on Wed, any chall would be due the following Mon).
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