1

GRADUATE SCHOOL Research Paper Template Cross check your research paper agai st this checklist prior to su!mitti g your paper to the Gra"uate School #or appro$al% &OTE' Actual template !egi s o the e(t page Pagi atio An Arabic number (1,2,3..) is assigned to each page. The title page is #1 and the number is typed on the page. All pages are counted and listed and the total number listed in the appropriate space on the abstract page. All page numbers are in Times New oman No title in!ormation (a"a running head) is included ne#t to the page number. Title)Su!missio i #ormatio )A!stract pages $se correct spelling and grammar %(particularly possessi&es, e.g. students &s. students or teachers &s. teachers') as well as affect &s. effect)(. A!stract page )hec" !or misspellings. 2** words in length Title is !ormatted using bold and italics. Ta!le o# Co te ts Table o! )ontents is centered on the page and !ormatted in bold. No entry !or Ac"nowledgements or Table o! )ontents. +ntries included !or ,ist o! Tables and-or ,ist o! .igures i! you ha&e created those. /! !ewer than 3 tables and-or 3 !igures appear in the paper, incorporate the Table #, Title and 0age# directly in the Table o! )ontents1 order by page number. +ach Appendi# has a title, e.g. Appendi# A2 3ow / 4ur&i&ed 5raduate 4chool Citatio s *i +te(t, A0A !ormat All in6te#t citations are listed in the e!erences section. Ta!les a " -igures ,ist(s) o! Tables and-or .igures are used only when the paper contains more than 2 tables and-or !igures. ,ist(s) o! Tables and-or .igures appear on separate pages. The !ormat !or listing tables (or !igures) is as !ollows2 Table (or .igure) #2 Title o! table77.pg # .argi s 8argins should be 1 inch all around the paper. /o"y o# the 0ork 9/ntroduction: should not be a sub6heading. Appe "ices Appendices are titled and paginated Re#ere ce List A6; order 3anging indent !ormat /nsert one space a!ter each period that separates each part o! the re!erence $se italics according to A0A. /nclude digital ob<ect identi!ier (=>/) !or re!erence citations !rom on6line databases. /! no =>/ number e#ists, !ind the <ournal homepage and pro&ide that $ ,. (4ee2 A0A manual p. 1?@61??) All web pages appear in blac" type (not blue). 3int2 Aeb addresses that appear in blue are 9lin"ed: address1 once the lin" is remo&ed the te#t will appear in blac".

2 Author' Title' Last &ame1 -irst &ame1 .i""le 2 itial Identification and Classification of Dragonflies: A Sixth-Grade Environmental Education Curriculum Model

The accompanying research report is submitted to the U i$ersity o# 0isco si +Stout, Gra"uate School in partial completion o! the reBuirements !or the

Gra"uate Degree) .a3or' Research A"$iser'

.S E $iro me tal E"ucatio

4ulia Skimmer1 Ph%D% Spri g1 6788

Su!missio Term)5ear' &um!er o# Pages' 9:

Style .a ual Use"' America Psychological Associatio 1 ;th e"itio

2 u "ersta " that this research report must !e o##icially appro$e" !y the Gra"uate School a " that a electro ic copy o# the appro$e" $ersio <ill !e ma"e a$aila!le through the U i$ersity Li!rary <e!site 2 attest that the research report is my origi al <ork *that a y copyrighta!le materials ha$e !ee use" <ith the permissio o# the origi al authors,1 a " as such1 it is automatically protecte" !y the la<s1 rules1 a " regulatio s o# the U%S% Copyright O##ice% .y research a"$iser has appro$e" the co te t a " =uality o# this paper% STUDE&T2 &A.E DATE' AD>2SER' ()ommittee )hair i! 84 0lan A or +d4 Thesis or .ield 0ro<ect-0roblem)2 &A.E DATE' 666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666 This sectio #or .S Pla A Thesis or E"S Thesis)-iel" Pro3ect papers o ly Committee mem!ers *other tha your a"$iser <ho is liste" i the sectio a!o$e, 1. C.TE .E./ER?S &A.E' 2. C.TE .E./ER?S &A.E' 3. C.TE .E./ER?S &A.E' DATE' DATE' DATE'

666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666 This sectio to !e complete" !y the Gra"uate School This !inal research report has been appro&ed by the 5raduate 4chool. =irector, >!!ice o! 5raduate 4tudies2 DATE'

3 Last&ame1 -irst&ame .i""le2 itial% Identification and Classification of Dragonflies: A Sixth-Grade Environmental Education Curriculum Model A!stract A completed abstract page includes preliminary in!ormation !ormatted as abo&e, as well as a concise summary o! the paper. The abstract page is part o! the research report (i.e. paper). All pages are numbered using Arabic numerals (1, 2, etc.) The te#t is double spaced1 margins are 1 inch as in the balance o! the paper. Abstracts should be no longer than 2** words in length. 0age 2C62D in the A0A manual can be consulted !or tips regarding the Bualities o! a good abstract. )lose attention should be paid to grammar and spelling1 papers with misspellings and typographical errors will be returned as will abstracts that do not !ollow !ormatting as illustrated in this document.

E Ack o<le"gme ts 8any students li"e to ac"nowledge people who ha&e signi!icantly contributed to their graduate education on this page and are welcome to do so. emember, howe&er, that

Acknowledgments are not part o! the scholarly wor"1 Acknowledgments and its page number are not listed in the Table o! )ontents.

C Ta!le o# Co te ts ...................................................................................................................................................0age Abstract............................................................................................................................................2 ,ist o! Tables...................................................................................................................................F ,ist o! .igures..................................................................................................................................? )hapter /2 /ntroduction..................................................................................................................1* 4tatement o! the 0roblem...................................................................................................1* 0urpose o! the 4tudy..........................................................................................................1* Assumptions o! the 4tudy..................................................................................................1* =e!inition o! Terms............................................................................................................1* 8ethodology......................................................................................................................1* )hapter //2 ,iterature e&iew........................................................................................................11 )hapter ///2 8ethodology..............................................................................................................12 4ub<ect 4election and =escription.....................................................................................12 /nstrumentation..................................................................................................................12 =ata )ollection 0rocedures................................................................................................12 =ata Analysis.....................................................................................................................12 ,imitations.........................................................................................................................12 4ummary............................................................................................................................12 )hapter /G2 esults........................................................................................................................13 /tem Analysis....................................................................................................................13 )hapter G2 =iscussion...................................................................................................................1E ,imitations........................................................................................................................1E

F )onclusions........................................................................................................................1E ecommendations..............................................................................................................1E e!erences......................................................................................................................................1C Appendi# A2 An /ntroduction to A0A 4tyle. esearch 0aper .AH41 0ro&ided here !or your re!erence only1 don't include in your paper......................................................1D Appendi# I2 3ow to )omplete a esearch 0ro<ect.......................................................................1@ Appendi# )2 )rediting 4ources J Huoting, 0araphrasing and 0lagiarism....................................2*

N>T+2 This thesis template is a meant to guide you in !ormatting your paper according to A0A (Fth ed.). The number o! chapters as well as the chapter headings and sub6headings contained in a research paper will &ary depending on the type o! research pro<ect. 0lan I pro<ects, in particular, &ary by discipline and, depending on the topic and the "ind o! research pro<ect, will use a &ariety o! appropriate headings and sub6headings1 students should wor" closely with their ad&iser when creating the research paper structure !or their pro<ect.

D List o# Ta!les Table 12 4tats, 4tats and 8ore 4tats7777..77777777777777771* Table 22 4tats, 4tats and 8ore 4tats. The title o! this table is more than a single line1 indent the second line <ust li"e this7777..7777777777713 /! you'&e constructed more than a couple o! tables and plan to place them in the body o! your paper, include a list o! them in a ,ist o! Tables. ,ist the table number, name and page on which the table can be !ound (e#ample abo&e). /! you only ha&e a couple o! tables, do not construct a ,ist o! Tables, simply include the title o! the table and its page number in the Table o! )ontents in the appropriate place in the pagination order. Note 12 Not all papers will ha&e a ,ist o! Tables (see abo&e). Note 22 0ay close attention to the purpose and !ormat o! your tables and !igures. Tables and !igures are meant to pro&ide a Buic" graphical re!erence to the te#tual discussion within your paper1 as such, they should be concise. .or a Buic" &isual re!erence !or !ormatting a &ariety o! tables consult the A0A manual. Ielow is in!ormation about producing tables as well as an e#ample o! A0A table !ormat. IMPORTANT: Pre iousl! "u#lished ta#les are co"!right "rotected and cannot #e used without "ermission of the co"!right holder$ %o not include them in !our "a"er& e en if ada"ted& without "ermission$ 'ow to Make a Ta#le in APA (t!le )sing *ord +P )lic" on Ta#le, then go to Insert and !ollow it right to Ta#le. .igure out how many rows and columns you need. /! you aren't right the !irst time, you can add or delete them later by going to Insert and %elete under Ta#le. )lic" on Auto ,ormat in the lower right side o! the pop6up. .ind (im"le 1 (which is green and toward the end o! the options) and clic" on it. Ahere it says 9Apply special !ormats to: toward the bottom o! the screen unclic" (i.e., get rid o! the chec" mar" in the bo#) all but 9heading rows.: 3it o"ay. >n the ne#t page you'll !ind an e#ample o! a properly constructed table. 4ome o! the lines may appear in green1 i! you print using grayscale (!ile, print, properties, color, chec" grayscale, o") the green will not appear. Also, the light gray lines will not print out1 they are there !or your re!erence.

@ Table E I Am -.ui""ed with the /om"uter Technolog! I Need To *ork -fficientl! in M! /lassroom esponse =isagree Neutral Agree .reBuency (NK1E3) 2D 2F @? 0ercentage 1@.?L 1@.2L F2.3L

'ow to Make a Ta#le in APA (t!le )sing -0cel 2112 /nsert your in!ormation into the cells in the way you would want it to appear in the table. )lic" on 'ome, then go to ,ormat as Ta#le. )lic" on New Ta#le (t!le3 at the bottom . A window will pop up. $nder the Table +lements clic" Ahole Table, then clic" ,ormat. A second window will pop up. Mou can control the !ont on the +#cel sheet, so clic" on the table labeled 4order. .or the ,ine 4tyle choose the single thin line on the bottom le!t. .or the Iorder clic" the top horiNontal line, the mid horiNontal line, and the bottom horiNontal line. Then choose the color green !rom the drop down bo# under the label )olor. )lic" >O. )lic"ing o" will close the second window and ta"e you bac" to the !irst. )lic" >O on this window. Mou ha&e <ust created a custom table style. Now highlight the cells that contain your table data and clic" the ,ormat as Ta#le button again. This time select your custom style at the top. 4a&e. )opy and paste into your Aord document. /! you ha&e !airly simplistic in!ormation and do not want to go through the trouble o! using an actual table, you can use the border and underline !unctions to ma"e it since only horiNontal lines are allowed. $A64tout 5raduate 4chool !ormatting standard indicates that tables are to be double6spaced. 3owe&er, i! the table is longer than one page double6spaced, use 1.C or single spacing. /! your material is lengthy, consider including it in an appendi# rather than in the body o! the paper.

List o# -igures .igures are graphical representations used to pro&ide a rich &isual representation o! in!ormation. A !igure can be a photograph, bar chart, pie chart, !low chart, line drawing, etc. A properly constructed !igure should stand on its own and con&ey a salient point to the reader. A properly !ormatted !igure includes a !igure number and a 9caption: which also ser&es as a title o! sorts that e#plains the !igure. The caption-title is brie!, but gi&es the reader enough in!ormation to completely understand the !igure. A 9legend: that e#plains symbols, abbre&iations and terms used in the !igure may also be included. A !igure number, caption-title, and legend are !ormatted to appear below the !igure. A title should not appear within the !igure itsel!. 4ee e#ample o! correctly !ormatted !igure below. Not all papers will ha&e !igures1 consult the A0A manual !or more in!ormation regarding this. /80> TANT N>T+: Pre iousl! "u#lished figures are co"!right "rotected and cannot #e used without "ermission of the co"!right holder$ %o not include them in !our "a"er& e en if ada"ted& without "ermission$ -igures i the /o"y o# 5our 0ork

.igure 12. 4ur&i&ing bacterial count ().$-g) in ice cream with &arying le&els o! inulin (*L control, 1.CL and 3.*L w-w) during 2@6day storage period with repeated thaw6!reNe cycles (62*)-6C) . .rom Ioughida, N. (2*11). -ffect of Inulin on the (ur i al of 5actic Acid and Pro#iotic 4acteria in Ice /ream$ etrie&ed !rom http2--www2.uwstout.edu-content-lib-thesis-2*11-2*11boughidan.pd! eprinted with permission. -igures Liste" i the Ta!le o# Co te ts or i a Separate List ,ist 162 !igures in the Table o! )ontents by page number (see e#ample below). /! you include more than 2 !igures in your paper, create a ,ist o! .igures. ,ist the number, title and page (same !ormat as !or Tables1 see e#ample below).

1* .igure 12 4ur&i&ing bacterial count ().$-g) in ice cream with &arying le&els o! inulin during 2@ days storage period..777777777777777777.77777777.E*

11 Chapter 2' 2 tro"uctio /ntroductory in!ormation here. Stateme t o# the Pro!lem 4tatement o! the problem should include the basic di!!iculty, area o! concern, and-or percei&ed need !or the study. Purpose o# the Stu"y =iscuss the goal 6 emphasiNe practical outcomes or products. Assumptio s o# the Stu"y =iscuss any assumptions here. De#i itio o# Terms Term a " its "e#i itio here% >nly include terms that may not be well understood by a layperson outside o! your !ield. /n!ormation in this section is !ormatted in paragraphs <ust li"e in!ormation in any other sub6heading. Iold all terms, but not their de!initions. The use o! bold !or each term is !or emphasis, not to indicate the beginning o! a new subheading. Treat each de!inition as i! you were Buoting !rom a dictionary. .or e#ample, indicate that it is Buoted material by adding the page um!er and putting it into =uotatio marks i# less tha :7 <or"s. Term here% Type its de!inition, here. .ormat each new term <ust as you would any new paragraph. &e(t term. =e!inition 77.. Limitatio s o# the Stu"y =iscuss the study's limitations here. .etho"ology Irie!ly outline the remainder o! the paper.

12 Chapter 22' Literature Re$ie< No sub6headings are indicated !or this chapter because they will &ary considerably !rom research paper to research paper. The !ormat o! headings and sub6headings depends upon the way you ha&e organiNed your thoughts &ia the use o! heading le els in your paper. 0lace headings in their appropriate spot on the page and use bold!ace !ormatting as indicated. .or more in!ormation about headings, see the A0A manual beginning on page F2. 4ee Appendi# I !or in!ormation about writing an e!!ecti&e literature re&iew.

13 Chapter 222' .etho"ology Iegin with an introduction. 4ome suggestions include reiterating the statement o! the problem and brie!ly discussing what this chapter will include. 4ections to be addressed might include sub<ect selection and description, instrumentation, data collection procedures, data analysis, and limitations. Su!3ect Selectio a " Descriptio =iscuss the sample and population. 2 strume tatio Tal" about the sur&ey used, i! applicable. Aas it created !or this purpose or did you !ind it somewhereP Data Collectio Proce"ures A CD Buestion sur&ey was administered7. Data a alysis. 3ow was the data analyNedP +#ample2 A number o! statistical analyses were used in this study. The 4tatistical 0rogram !or 4ocial 4ciences &ersion 1*.* (4044, 2**2) was used to analyNe the data. /ndependent T6Test analyses were conducted... Limitatio s =iscuss methodological limitations or procedural wea"nesses. Summary This is optional, but ma"e sure it is in the table o! contents i! you use it.

1E Chapter 2>' Results 4tart with another introduction, you might brie!ly reiterate the purpose o! the study and how it was conducted, e.g. a sur&ey was gi&en7. Mour sub6headings !or this chapter also will &ary considerably2 some people use each Buestion as a sub6heading and some don't. /! you do use each Buestion as a sub6heading, write out the Buestion rather than <ust 9Huestion 1.: The purpose is to pro&ide the reader with at6 a6glance in!ormation about the nature and scope o! your paper. 2tem A alysis $se tables when appropriate, but don't o&eruse them or discuss the whole table in te#t. =iscuss the high points in te#t, pro&iding the table !or !urther details. All tables should con!orm to the A0A style manual (see pages 12C61C*). 4ee pages F and D o! this document !or more in!ormation about tables as well as an e#ample. Tables are di!!erent than figures, name and re!er to them appropriately. /n!ormation about figures can be !ound beginning on page 1C* o! the A0A manual. There is no hard rule as to whether a summary at the end o! this chapter should be pro&ided since chapter C is o!ten a summary. =iscuss this with your ad&isor.

1C Chapter >' Discussio Again, start with an introduction. 4ummariNe what has happened in your paper so !ar. This chapter will also &ary considerably in headings and organiNation1 what !ollows is a suggestion or possibility. Limitatio s 4tate them again. Co clusio s 3it the high points o! your !indings. There should be a relationship to the literature re&iew2 did your study correlate with pre&ious research or did you !ind something di!!erentP Recomme "atio s ecommend some !urther research or a change in practices.

1F Re#ere ces 8a"e sure that e&erything you cite in te#t is also in the re!erence list and &ice &ersa. The APA Manual describes the correct !ormat !or each type o! re!erence. Ie especially care!ul about how you re!erence and !ormat on6line sources. Each e try shoul" !e i a hanging indent format% This paragraph is type" usi g ha gi g i "e t #ormat% 4ee e#amples o! types o! re!erences below2 American 0sychological Association. (0roducer). (2***). Res"onding thera"euticall! to "atient e0"ressions of se0ual attraction %=G=(. A&ailable !rom http2--www.apa.org-&ideosIormann, ). A., Q 4tone, 8. 3. (2**1). The e!!ects o! eliminating alcohol in a college stadium2 The .olsom .ield beer ban %+lectronic &ersion(. 7ournal of American /ollege 'ealth, 81(2), @16@@. )rowl, T. O. (1??3). Hualitati&e research methods. /n 0. 5eller Q 4. 4chmidt (+ds.). ,undamentals of educational research (pp. E326ECF). =ubuBue, /A2 Irown and Ienchmar". .ederal /nitiati&e 4upporting 4chool6to6Aor" Transition. (2***). etrie&ed >ctober C, 2**2, !rom http2--www.transitioninschools.org 3erbst6=amm, O.,., Q Ouli", R.A. (2**C). Golunteer support, marital status, and the sur&i&al times o! terminally ill patients. 'ealth Ps!cholog!, 29, 22C622?. doi2 1*.1*3D-*2D@6 F133.2E.2.22C 3erculano63ouNel, 4., )ollins, ). +., Aong 0., Oaas, R. 3., Q ,ent, . (2**@). The basic nonuni!ormity o! the cerebral corte#. Proceedings of the National Academ! of (ciences 118& 12C?3612C?@. doi2 1*.1*D3-pnas.*@*CE1D1*C

1D ,iswood, ,. A. (1???, 8arch 31). 5ender politics and the o&al o!!ice2 Ahy donSt women run !or presidentP %+lectronic &ersion(. 4altimore (un, A23( ,iu, 4 (2**C, 8ay) %efending against #usiness crises with the hel"f of intelligent agent #ased earl! warning solutions$ 0aper presented at the 4e&enth /nternational )on!erence on +nterprise /n!ormation 4ystems, 8iami, .,. Abstract retrie&ed !rom http2--www.iceis.org-iceis2**C-abstractsT2**C.htm1???, 8arch 31). 8iddleOid. (2**D, Ranuary 22). e2 The un!ortunate prereBuisites and conseBuences o! partitioning your mind %Aeb log message(. etrie&ed !rom http2--scienceblogs.com-pharyngula-2**D-*1-theTun!ortunateTprereBuisites.php 0ierson, A. (2***). Perce"tions of high school facult! of the educational "rograms held at li#raries$ (+ /) =ocument eproduction No. += ### ###) usch, .., )onley, ., Q 8c)aughrin, A. (1??3). Iene!it6cost analysis o! supported employment in /llinois. 7ournal of Reha#ilitation& 8:(2)& 3163F. 4ilic", T.R., Q 4chutte, N. 4. (2**F). +motional intelligence and sel!6esteem mediate between percei&ed early parental lo&e and adult happiness. -67ournal of A""lied Ps!cholog!, 2(2), 3@6E@. etrie&ed !rom http2--o<s.lib.swin.edu.au-inde#.php-e<ap 4"rtic, T. 8. (1??F). Research methods. 8enomonie, A/2 0lenum 0ress. Gan Nuys, =. (0roducer). (2**D, =ecember 1?). (hrink ra" radio %Audio podcast(. etrie&ed !rom http2--www.shrin"rapradio.com-

1@ Appe "i( A' An Introduction to APA St le and !esearch Pa"er #A$s% Mou'll !ind help!ul resources !or producing your paper at the $ ,s below APA (t!le for )*6(tout Masters Theses http2--libguides.uwstout.edu-apaTthesis Research Pa"er ,re.uentl! Asked ;uestions http2--www.uwstout.edu-grad-!aBTpaper.c!m

1? Appe "i( /' Ho< to Complete a Research Pro3ect

Complete a Research Pro3ect@ 5esA you ca "o itB

4o now you're in graduate school and e#pected to engage in a culminating research pro<ect and write a paper1 you're beginning to panic. Ae all "now that stepping out o! our com!ort None initiates a growth process and also increases our stress le&el. 4o how do you mitigate the amount o! stress associated with the research pro<ect processP 3ere are some tips2 .ind com!ort in "nowing you're not alone and that scores o! people <ust li"e you ha&e success!ully completed a research pro<ect-paper. 4urround yoursel! with supporti&e colleagues J classmates, !aculty members, an ad&iser with whom you connect. Mou need a cadre o! people to act as sounding boards, editors, word processing Q statistical consultants, etc. /! you're uncom!ortable as"ing Buestions, conBuer your !ear1 people become "nowledgeable by as"ing Buestions J it's what a graduate student is supposed to do. A!ter all, i! you "new all the answers you wouldn't be in schoolU

+nough o! the 9warm, !uNNy: stu!!1 it's time to get busy on that pro<ectU TTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTT Ahere do you startP .irst o! all, understand A3M you're writing this paper . 0hy Complete a Research Pro3ect a " 0rite A Research Paper@ The point o! this piece o! !ormaliNed instruction is to help you to understand how2 "nowledge is created to !ind sources o! 9scholarly: in!ormation o ()ontrary to popular opinion, it's not all !ree and a&ailable 9on the web.: /n !act, access to many o! the most reliable sources o! in!ormation are a&ailable only in electronic databases purchased J !or large sums o! money 6 by libraries !or the use o! !aculty, students Q sta!! at that institution) to e&aluate the reliability o! in!ormation, i.e., whether items reported as !acts ha&e actually been pro&en to be true to analyNe and interpret literature to e!!ecti&ely e#press important ideas utiliNing your insight and ability to analyNe to contribute to a body o! "nowledge through research and presentation

Ho< to /egi the Pro3ect@ Rea"1 Cuestio 1 Take &otes a " Recor" Citatio s

2* 1. As you progress through your coursewor" reading assignments including those in your te#tboo", start paying attention to the topics that piBue your interest. 2. Iegin to identi!y principal authors and re!erence wor"s about that topic either by chec"ing out the in6te#t citations, the re!erences-bibliography section o! the te#t you're reading or by using library tools to identi!y rele&ant materials. 8a"e !riends with a e!erence ,ibrarianU 4-he can be help!ul in directing you to rele&ant materials. Ho< to /egi the Pro3ect@ Rea"1 Cuestio 1 Take &otes a " Recor" Citatio s (cont'd) 3. As you begin retrie&ing documents1 read the abstracts, they will help you weed out the articles that are only peripherally related to your interest area. E. ecord the Buestions that come to you while reading. ead with a critical eye J don't be a!raid to Buestion the points the researcher is ma"ing, the methodology, etc.

C. Notice how the paper is written. /! you !ind a particularly good article in terms o! style and structure, use it as a model !or your own paper F. A!ter you'&e !inished reading the article, ma"e summary notes (in your own words including agreements-disagreements you might ha&e with the author) and record citationsU D. Narrow your !ocus down to one Buestion. A typical research pro<ect answers one &ery narrowly !ocused Buestion

Ho< to /egi the Paper 1. )reate an outline 2. $tiliNe writing guides to help !ocus your writing and de&elop your ability to produce an e!!ecti&e paper

Numerous research paper writing guides are a&ailable. A help!ul and practical guide that includes writing tips !or all sections o! the research paper, including tips !or writing a Buality literature re&iew see2

Irightwell, 5. (1??@). *riting u" Research: The <uide#ook. etrie&ed

21 Ruly 1, 2*11 !rom Asian /nstitute o! Technology, ,anguage )enter2 http2--www.ait.ac.th-education-,anguage)enter-ait6writing6ser&ices-guide6 boo"-inde#.htm

N>T+42 1. The guide re!erenced abo&e should be used to assist you in writing your paper. As it does not use A0A !ormatting style !or re!erences, it should not be used in lieu o! the $A64tout Thesis template !or !ormatting your research paper.
2. .or instruction in !ormatting your paper according to $A64tout guidelines see the research paper template at 2 http://www.uwstout.edu/grad/research.cfm

3.

Appe "i( C' Cre"iti g Sources + Cuoti g1 Paraphrasi g a " Plagiarism Iuilding an accurate "nowledge base is a labor6intensi&e, relati&ely slow process that relies on the ethics o! each researcher in&ol&ed. /n this electronic era it is easy, accidently or purpose!ully, to cut and paste !rom the wor" o! others and attribute those ideas to one's sel!. /n order to a&oid that, e&ery researcher needs to be con!ident in the methods used to cite resources, i.e., gi&ing credit to those who helped !ormulate the ideas outlined in a paper. .ollowing are e#cerpts !rom the American 0sychological Association (A0A) 0ublication 8anual (Fth ed.) regarding the use o! re!erences. Direct Cuotatio s

22 )redit direct Buotations o! online material by pro&iding the author, year, and page number in!ormation in parentheses. 8any electronic sources do not pro&ide page numbers. /! paragraph numbers are &isible, use them in place o! page numbers. $se the abbre&iation "ara (p.1D1). /! headings are included in the paper, and neither paragraph nor page numbers are &isible, cite the heading and the number o! the paragraph !ollowing it to direct the reader to the location o! the Buoted material (p.1D2). /n some cases in which no page or paragraph numbers are &isible, headings may be too unwieldy to cite in !ull. /nstead, use a short title enclosed in Buotation mar"s !or the parenthetical citation (p. 1D2). Paraphrasi g Ahen paraphrasing or re!erring to an idea contained in another wor", you are encouraged to pro&ide a page or paragraph number, especially when it would help an interested reader locate the rele&ant passage in a long o! comple# te#t (p. 1D1). Plagiarism Authors do not present the wor" o! another as i! it were their own wor". Ahether paraphrasing, Buoting an author directly, or describing an idea that in!luenced your wor", you must credit the source. To a&oid charges o! plagiarism, ta"e care!ul notes as you research to "eep trac" o! your sources and cite those sources7(p. 1D*) .

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