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How do I choose and narrow a research topic? 30b

CHAPTER 30

Research Writing as a Process

30a What is research writing?
Research writing involves three steps: conducting research, understanding
and evaluating the results of your research, and writing the research paper
with accurate DOCUMENTATION. Every research project requires these steps.
Moreover, research writing, as is true of the WRITING PROCESS itself, often
moves forward, loops back, and jumps ahead according to what unfolds as
you work.
Some student researchers use information from primary sources
from direct observations, interviews, surveys, measurements, original docu-
ments and records, and so on. However, most students, especially when
writing college research papers, use information from secondary sources
from reading, using ANALYSIS, discussing, and reviewing what people with
respected credentials and authority have written. In planning the paper,
you choose a suitable research TOPIC; develop that topic into a RESEARCH
QUESTION; use a search strategy to locate and evaluate sources; and take
notes. In DRAFTING and REVISING the paper, you present a SYNTHESIS of your
findings, supported by QUOTATIONS, PARAPHRASES, and SUMMARIES of
your sources.
Many researchersinexperienced and experiencedfeel intimidated at
the beginning of a research writing project. A useful approach is to break it
into manageable chunks. Those chunks construct a series of steps, each of
which is explained in this chapter.

30b How do I choose and narrow a research topic?

Some instructors assign a specific TOPIC for research (for example, The fea-
sibility of making robots that act like humans). Others assign a general sub-
ject area (Artificial Intelligence) and expect you to narrow it to a manage-
able topic. Still other instructors expect you to choose a topic on your own
(Write a research paper on a topic of current importance).
A good research topic is one that your readers will perceive as significant
and worthwhile. That is, the topic is important or timely, your insights are
fresh, or your SYNTHESIS is clear and skillful.
On a practical level, a good research topic is narrow enough for you to
research within the constraints of time and length imposed by the assign-
ment. Also, you want to determine, before you commit too firmly to a topic,
that enough print and online material exists about it to offer you a sufficient
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30b RESEARCH WRITING AS A PROCESS

number of sources and perspectives to answer your RESEARCH QUESTION and

write your paper.
The expectation that you will demonstrate CRITICAL THINKING in your
research paper is another variable that needs to influence your topic deci-
sions. You can use critical thinking in one of two broad ways, each of which
is grounded in your PURPOSE for writing the paper. First, you can choose a
topic on which intelligent people have differing opinions. Next, you analyze
your sources to decide which position appears most reasonable. Your paper
would then take the form of an ARGUMENT that shows readers you have con-
sidered the various positions and chosen a reasonable one.
Second, you can choose to write an INFORMATIVE paper in which you syn-
thesize several sources related to a complex subject. Writing a synthesis
means pulling together sometimes extensive information on a topic by find-
ing connections within it to explain the essential points as you see them. For
example, after you read a dozen articles on the topic of creating artificial
intelligence, you might try to identify three or four key points and then orga-
nize information from your reading about these and closely related points.
You integrate material from various sources to make each point. Your papers
goal is to clarify and create a new whole from complicated or scattered
information.

Choosing a topic on your own

When you can select any topic that appeals to you, be sure to choose
one thats worthy of research writing. You want a topic that allows you to
demonstrate your ability to use critical thinking and to synthesize ideas.
Such freedom of choice pleases some students. For others, it leads to what
can be called a research-topic block. If this happens, rest assured you can
overcome it by remaining calm and being proactive by using the suggestions
in Box 30-1. Also, try using the suggestions in Box 3-2 in Chapter 3.

B OX 3 0 - 1 S U M M A RY

Finding ideas for research

Get ready. Carry a pocket-size notebook and a pen, or use a PDA
(such as a Palm Pilot). Ideas have a way of popping into your mind
when you least expect them. Jot down your thoughts on the spot, no
matter where you are, so that they dont slip away.

Overcome any block that prevents you from moving ahead.

First, look back at section 3b for practical ideas. Second, stop yourself
from thinking about the whole of your research project at once.
Instead, break it into chunks, according to the small steps in your
research schedule (discussed in 30d).

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How do I choose and narrow a research topic? 30b

Finding ideas for research (continued)

Think actively. Use the structured techniques for gathering ideas
demonstrated in sections 2g through 2i.

Browse through textbooks. Pick a field that interests you, and look over a
textbook or two (in the bookstore, borrowed from a friend, orat some
collegeson reserve in the library). Read the table of contents and major
headings. Scan the text for material that catches your eye. Note the names of
important books and experts, often mentioned in reference lists at the end of
chapters or at the back of the book. See what catches your attention and
makes you want to keep reading.

Browse the Internet. Many Web search engines provide topic directories.
Click on some general categories and review subcategories until you locate
specific topics that interest you. Then try further subject searches or
KEYWORD SEARCHES (31c.4) to see where they lead.

Use the Library of Congress Subject Headings (LCSH). This is a

multivolume reference work available in print and electronic format. In many
libraries, it sits on the counter at the research librarians station; at others, its
shelved with the other reference volumes. The LCSH lists every single topic
(and the library call number of books on each topic) with many sublists, often
coded to explain their purpose. Section 31d discusses specifically how the
LCSH volumes can help you as a researcher.

Browse general encyclopedias. They offer a wide-ranging survey of

topics. Be aware, however, that the articles give you only a general,
superficial sense of each subject. These reference worksavailable as books,
CDs, or on the Internet (often through connections to a library database)
come in handy for identifying general topics within areas that interest you.
However, the actual content of general encyclopedias is rarely suitable for
research for a college-level research paper.

Browse specialized encyclopedias. These volumes are considered

specialized because each is devoted to only one specific area (for example,
social science, history, philosophy, the natural sciences). Their articles and
chapters treat topics in some depth, and the material is usually suitable for
research for a college-level research paper. Most selections mention names
of major figures in the field, information that comes in handy when
evaluating your sources (31j).

Browse through books and periodicals. These are available when your
library has open stacks (fully accessible bookshelves). Browse books and
academic journals, as well as popular magazines, in fields that interest
you. Or you might spend some time in a good bookstore or at a public
library.

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30b RESEARCH WRITING AS A PROCESS

Narrowing a general topic into a workable one

Whether youre working with a topic of your choice or an assigned one,
you want to check that its sufficiently narrow for the time frame and other
requirements of your research paper. Also, you want to be sure that the
narrowed topic is worthy of a college research project. Box 30-2 offers
guidelines.

B OX 3 0 - 2 S U M M A RY

Deciding on a workable, worthwhile

research topic
1. Expect to consider various topics before making your final
choice. Dont rush. Give yourself time to think. Keep your mind open
to flashes of insight and to alternative ideas. At the same time, be
careful not to let indecision paralyze you.
2. Choose a topic that has a sufficient number of appropriate
sources available. If you cant find useful sourcesones that relate
directly to your topic, and ones that are credible, not simply plentiful
drop the topic. Keep your RESEARCH QUESTION (30c) in mind as you
look over your sources.
3. Narrow the topic sufficiently. Avoid topics that are too broad, such
as intelligence. Conversely, avoid topics that are so narrow that you
cant present a suitable mix of GENERALIZATIONS and specific details. As
you formulate your research question, youll also be narrowing your
topic.
4. Choose a topic worth researching. Avoid trivial topics that prevent
you from doing what instructors and others expect of a student
researcher: investigating ideas, analyzing them critically, and creating a
synthesis of complex concepts.
NO The size of different kinds of cars
YES The effect of SUVs on the environment
5 Select a topic that interests you. Your topic will be a companion for
a while, sometimes for most of a semester. Select a topic that arouses
your interest and allows you the pleasure of satisfying your intellectual
curiosity.
6. Confer with a professor in your field of interest, if possible.
Before the meeting, read a little about your topic so that your questions
and remarks show youve prepared for the conversation. Ask whether
youve narrowed your topic sufficiently and productively. Also, ask
for the titles of the major books and names of major authorities on
your topic.

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What is a research question? 30c

30c What is a research question?

A research question about your topic is the controlling question that drives
your research. Few research paper assignments are phrased as questions.
Therefore, most research writing calls on you to figure out a thought-
provoking underlying question and then to search for answers to it. By
regarding research as a quest for an answer, you give your work a specific
focus: You cant know whether youve found useful source material unless
you know what youre looking for.
Research questions, whether stated or implied, and the strategies needed
to answer them, vary widely. Your purpose might be to present and explain
information: How does penicillin destroy bacteria? Or your purpose might
be to argue one side of an issue: Is Congress more important than the
Supreme Court in setting social policy? You can then consult various
sources in an attempt to work toward an answer.
Attempt is an important word in relation to research. Some research
questions lead to a final, definitive answer, but some do not. The question
above about penicillin leads to a reasonably definitive answer (you describe
how the antibiotic penicillin destroys the cell walls of some bacteria); this
means your writing has an informative purpose. The question about social
policy has no definitive answer, so youre asked to offer an informed opinion
based on facts and authoritative viewpoints gathered from your research; this
means your writing has a persuasive purpose.
To formulate a research question, begin by BRAINSTORMING a list of ques-
tions that comes to mind about your topic. Write your list of ideas in your
research log (30e).
Suppose, for example, the topic you want to write about is homeless-
ness. Here are some typical questions you might ask.
Why cant a rich country like the United States eliminate homelessness?
Who is homeless?
How do people become homeless?
Is it true that many familiesnot just adultsare homeless?
Is the homeless problem getting better or worse?
What are we doing to solve the problem of homelessness?
What is it like to be homeless?

Some questions will interest you more than others, so begin with one of
those. If a question leads to a dead end, pursue another. Only when you find
yourself accumulating answersor in the case of questions without defini-
tive answers, accumulating viewpointsis it likely youre dealing with a
usable research question. Once you have an explicitly stated research ques-
tion, you can streamline your research by taking notes only from those
sources that help you answer your research question.
Stay flexible as you work. The results of your research may lead you to
modify the research question slightly. Actually, such modifying is part of the
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30d RESEARCH WRITING AS A PROCESS

moving ahead and circling back that characterizes research writing. When
youve finished researching and notetaking based on your final research
question, you have a starting place for formulating the preliminary THESIS
STATEMENT for your research paper.

30d How do I set up my schedule

for research writing?
Dividing a research project into a series of steps makes the project far less
intimidating. Research takes time, so plan ahead and budget your time intel-
ligently. As soon as you get an assignment for a research paper, plan your
schedule, using Box 30-3 as a model. Because no two research paper projects

B OX 3 0 - 3 S U M M A RY

Sample schedule for a research project

Assignment received ________ Assignment due date ________

Planning Finish by (Date)

1. Start my research log (30e). __________
2. Choose a topic suitable for research (30b). __________
3. Draft my research question (30c). __________
4. Decide on my purpose and audience. __________
5. Decide what documentation style Ill use (30h). __________
Researching
6. Decide the kinds of research I need to do:
a. Print sources (31d, 31e). __________
b. Online and/or electronic sources (31c). __________
c. Field research? (31i) If yes, schedule tasks. __________
7. Locate and evaluate sources (31c, 31j). __________
8. Take content notes from sources I find useful. __________
Writing
9. Draft my paper (30j). __________
10. Revise my paper (30j). __________
11. Compile my final bibliography, using the
documentation style required (Chapters 3334). __________

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What is a working bibliography? 30g

are alike, adapt this schedule to your needs. You might, for example, need
only one day for some steps but two weeks for others. So, while you need to
stay flexible, you also want to keep your eye on the calendar.

30e What is a research log?

A research log is your diary of your research process. Start your research log
as soon as you get an assignment. Use a separate notebook for the log or cre-
ate a new folder or file on the computer. Whichever format you rely on,
make your research schedule one of the first entries.
Although much of your research log will never find its way into your
research paper itself, what you write in it greatly increases your efficiency.
A well-kept log traces your line of reasoning as your project evolves, tells where
youve ended each work session, and suggests what your next steps might be.
Since college students take several courses at the same time, keeping this sort
of record means youll waste no time retracing a research path or reconstructing
a thought. In your log, always record the date as well as the following elements:
Your current step in your search for information; the search strategy you
used to find that information; the name, location, and other details of exactly
where you found the information; the main point of the information you
found; and where youve placed your detailed content notesfor example,
the exact file or folder namewhen its time to use them
Your suggested next step for when you return to your research
Your evolving overall thoughts and insights as you move through the research
and writing processes
Your awareness that youre becoming ready to move away from gathering
material to organizing it; from organizing it to writing about it; and from
drafting to revising

30f What documentation style should I use?

Ask your instructor which DOCUMENTATION STYLE youre required to use for
your research paper: MLA (Chapter 33)? APA (Chapter 34)? Another?
(See 32a.) As you compile your WORKING BIBLIOGRAPHY (30g), be sure to
record all the documentation elements the required style demands. Docu-
mentation styles vary in their details, and you dont want to have to track
down a source again merely to get documentation facts you didnt write
down on your first pass.

30g What is a working bibliography?

A working bibliography emerges from your search for and evaluation of
sources. Its your preliminary list of potentially useful sources for each
research project. This list, which is an essential part of your research process,
remains fluid in the early stage of your search for sources.
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30g RESEARCH WRITING AS A PROCESS

Think of compiling a working bibliography as a survey process. You want

to find out what is available on a particular subject before you commit to
extensive reading and notetaking. To do this, set aside more than one span of
hours to search on a given subject.
As you compile a working bibliography, you want to evaluate the sources
you are considering using. Never waste your time looking at unsound or
irrelevant sources. First, your sources need to pertain to your topic and
RESEARCH QUESTION. Second and more important, they need to be authori-
tative and reliable. Unfortunately, a tremendous amount of bad information
exists in print and, especially, online. Expect to add and drop sources as you
refine your research question and locate other sources. Be sure to consult
the guidelines in 31j for evaluating sources.
You can record your working bibliography on 3-by-5-inch note cards or
on a computer. Note cards have the advantage of being easy to sift through
when youre adding and discarding sources. Also, you can carry them with
you to the library when you do library research. Their best use is at the end
of your writing process, when you can easily sort and alphabetize cards for
the final list of sources you used. Keeping your working bibliography on the
computer has the advantage of allowing you to alphabetize and organize it,
which can save you time as you complete your WORKS CITED (MLA style) or
REFERENCES (APA style) final list of sources at the end of your paper. The
computer also allows you to delete or rearrange sources easily. Whichever
method you choose, write only one source per card or clearly separate one
entry from another in your computer document.
When you come across a source that seems to have potential for
your project, write a bibliography card for it immediately, while the source
is in front of you. Doing this serves as an excellent cross-check to help you
evaluate the sources by seeing if expert names, book title, or article title
reoccur, thus suggesting that youve found a good source. Include all the
information you would eventually need to fulfill the requirements of the
DOCUMENTATION STYLE your instructor specifies. Record it exactly as it would
appear in your finished paper. Spending a few extra moments at this stage
can save endless hours of work and frustration later on. If you find that a
source is not useful, keep your working bibliography card anyway, and jot on
it the reason you rejected it. What seems useless now may become useful
when you revise.
As a rough estimate, your working bibliography needs to be about
twice as long as the list of sources you end up using. (If your assignment
asks for ten to twelve sources as a minimum, you want your set of
working bibliography cards to have no fewer than twenty to twenty-five
items.)
Dont be discouraged if your search goes slowly at first. As your
knowledge of the topic grows, and your searching skills improve,
youll find yourself narrowing your search and becoming increasingly
productive.

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How do I draft a thesis statement for a research paper? 30h

30h How do I draft a thesis statement

for a research paper?
Drafting a THESIS STATEMENT for a research paper marks the transition from
the research process to the writing process. A thesis statement in a research
paper is like the thesis statement in any essay: It sets out the central theme,
which you need to sustain throughout the paper (see section 2m, especially
Box 2-5). As with any piece of writing, your research paper must fulfill the
promise of its thesis statement.
You might begin thinking of the preliminary thesis statement for your
paper at some middle point in the research process, although its perfectly
acceptable to wait until youve completely finished researching. To start
your thesis statement, you might try to convert your RESEARCH QUESTION
into a preliminary thesis statement. Of course, because a question is not
an assertion, you want to state your thesis as a DECLARATIVE SENTENCE, not
as a question. Remember that a good thesis statement makes an assertion
that conveys your point of view about your topic and foreshadows the
content of your paper (again, see Box 2-5 in 2m). And not least, remember
that your research paper needs to support your thesis statement. Ask
yourself whether the material youve gathered from sources can effectively
give support. If not, revise your thesis statement, conduct further research,
or do both.
As you revise your thesis statement, keep your eye on the research
question that guided your research process so that you can point, in
general terms, to the questions answer. Here are examples of subjects nar-
rowed to topics, focused into research questions, and then cast as thesis
statements.
SUBJECT rain forests
TOPIC The importance of rain forests
RESEARCH QUESTION What is the importance of rain
forests?
INFORMATIVE THESIS STATEMENT Rain forests provide the human
race with many irreplaceable
resources.
PERSUASIVE THESIS STATEMENT Rain forests must be preserved
because they offer the human race
many irreplaceable resources.

SUBJECT nonverbal communication

TOPIC Personal space
RESEARCH QUESTION How do standards for personal
space differ among cultures?
INFORMATIVE THESIS STATEMENT Everyone has expectations concern-
ing the use of personal space, but

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30j RESEARCH WRITING AS A PROCESS

accepted distances for that space are

PERSUASIVE THESIS STATEMENT
SUBJECT
TOPIC
RESEARCH QUESTION
INFORMATIVE THESIS STATEMENT
PERSUASIVE THESIS STATEMENT
determined by each persons culture.
To prevent intercultural misunder-
standings, people must be aware of
cultural differences in standards for
personal space.
smoking
Curing nicotine addiction
What are new approaches to curing
nicotine addiction?
Some approaches to curing nicotine
addiction are themselves addictive.
Because some methods of curing addic-
tion are themselves addictive, doctors
should prescribe them with caution.

30i How do I outline a research paper?

Some instructors require an OUTLINE of your research paper, either before you
hand in the paper or along with the paper. In such cases, your instructor is
probably expecting you to be working from an outline as you write your drafts.
Your research log often comes in handy when you group your ideas, especial-
ly for a first draft of your paperand as you make an informal outline for it.
An outline can serve as a guide as you plan and write your paper. For direc-
tions on composing a formal outline, see section 2n. The material in 2n shows
you how to head your outline with the papers thesis statement, and it explains
your choices in using either a topic outline (a format that requires words or
phrases for each item) or a sentence outline (a format that requires full sen-
tences for each item). Whatever your choice, never mix the two types. To see
a topic outline of Chandra Johnsons research paper, turn to section 33e.

30j How do I draft and revise a research paper?

The processes of DRAFTING and REVISING a research paper are much like
those of drafting and revising any other piece of writing (Chapters 2 and 3),
but more is demanded. You need to demonstrate that youve followed the
research steps discussed in this chapter; youve used SOURCES correctly,
employing QUOTATIONS, PARAPHRASES, and SUMMARIES without PLAGIARISM
(Chapter 32); youve moved beyond summary to SYNTHESIS of your various
sources; and youve used DOCUMENTATION correctly (Chapters 33 through
34). To fulfill these special demands, allow ample time for drafting, thinking,
revising, reflecting, and completing your paper.
Expect to write a number of drafts of your research paper. Successive
drafts help you master the information youve learned and add it authorita-
tively to the knowledge you already had about the topic. In the first draft,
organize the broad categories of your paper. Many research writers move
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How do I draft and revise a research paper? 30j

material around within a category or from one category to another. That

happens because the act of writing gives you new insights and helps you
make fresh connections. A first draft is a rough draft. It is a prelude to revis-
ing and polishing. Box 30-4 suggests some ways to write your first draft.
Second drafts (and subsequent versions) emerge from reading your first
(or a later) draft critically and then revising. If possible, distance yourself
from your material by taking a break for a few days (or at least for a few
hours, if youre pressed for time). Then, reread your draft, looking for ways
to improve itsomething thats hard to do unless youve taken time off
between readings. You might ask friends or classmates to read the draft and

B OX 3 0 - 4 S U M M A RY

Suggestions for drafting a research paper

Some researchers work with their notes in front of them. They group
material into categories and work according to the subcategories of
information that have emerged in the course of their research. They
expect this process to take time, but they are assured of a first draft that
includes much of the results of their research.
Some researchers review all their information and then set it aside to
write a partial first draft. This involves a quickly written first attempt at
getting the material under control. This method can help you get a
broad view of the material. The second step is to go back and write a
complete first draft, with research notes at hand. When you combine
the two drafts, the pieces begin to fall into place as you move material,
add whats been left out, correct information, and insert in-text
references.
Some researchers write their first draft almost as if FREEWRITING (2h),
writing without stopping, just getting the words down on paper.
Afterward, or whenever they get a sense of how to proceed, they slow
down and use their notes.
Some researchers, when working on computer, use the Cut and Paste
functions to move around the parts of their paper. (If you do this, be sure
to save a copy of each draft and partial drafteven random pages
youve written so that you can refer to earlier versions later. You never
know when something youve discarded can become useful again.)
Some researchers like the physical act of working with a printout (or
photocopy) of their first draft. They literally cut up the paper to move
paragraphs and sentences, a kind of unpacking of their thinking. If a
new and more readable order suggests itself, these researchers tape the
paper together in its new form.

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30j RESEARCH WRITING AS A PROCESS

react. Also, now is the time to begin thinking about the DOCUMENT DESIGN
you want for your paper (see Chapter 35).
One key to revising any research paper is to carefully examine the
evidence you have included. Evidence consists of facts, statistics, expert
studies and opinions, examples, and stories. As a reader, you expect writers
to provide solid evidence to back up their claims and conclusions. Similarly,
when you write, your readers expect evidence that clearly supports your
claims and conclusions. Identify each of the points you have made in your
paper; these will include your thesis and all of your subpoints. Then ask the
following questions:

Is the evidence sufficient? To be sufficient, evidence isnt thin or trivial.

As a rule, the more evidence, the more convincing the argument is to
readers.
Is the evidence representative? To be representative, evidence is cus-
tomary and normal, not based on exceptions. When evidence is representa-
tive, it provides a view of the issue that reflects usual circumstances, not rare
ones.
Is the evidence relevant? To be relevant, evidence relates directly to your
claim. It illustrates your reasons straightforwardly and never introduces
unrelated material. Only if the evidence is important and central to what
youre claiming will readers accept your claim.
Is the evidence accurate? To be accurate, evidence is correct, complete,
and up-to-date. It comes from a reliable SOURCE (31a, 31j). Equally
important, you present it honestly, without distorting or misrepresenting the
issue.
Is the evidence reasonable? To be reasonable, evidence never makes
extreme claims by using words like all, never, and certainly. Reasonable evi-
dence is logically sound and avoids logical fallacies (5g).

As you work, pay attention to any uneasy feelings you have that hint
at the need to rethink or rework your material. Experienced writers know
that writing is really rewriting. Research papers are among the most
demanding composing assignments, and most writers revise several times.
Once youve produced a final draft, youre ready to EDIT (3d), format
(Chapter 35), and PROOFREAD (3e) your work. Check for correct grammar,
punctuation, capitalization, and spelling. (No amount of careful research and
good writing can make up for an incorrectly presented, sloppy, error-laden
document.)
Consult Box 3-5 in section 3c to remind yourself of the general princi-
ples of revising, and consult the revision checklist in Box 30-5 to verify that
youve remained aware of all aspects of research writing.
To see one example of the research writing process in action, turn to
Chandra Johnsons MLA-style research paper in section 33e. There youll
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How do I draft and revise a research paper? 30j

B OX 3 0 - 5 CHECKLIST

Revision checklist for a research paper

If the answer to a question is no, you need to revise. The section numbers
in parentheses tell you where to find useful information.
1. Does your introductory paragraph lead effectively into the material? (4b)
2. Have you met the basic requirements for a written thesis statement?
(2m and 30h)
3. Does your thesis statement allude to, or directly address, the research
question upon which you based your research? (30c and 30h)
4. Does the content of your paper address your research question(s)?
(30c and 30e)
5. Have you discussed the topic of each paragraph fully, using
RENNS? (4f )
6. Do you stay on the topic of each paragraph? (4f )
7. Have you included appropriate and effective evidence? (4f and 31m)
8. Have you deleted irrelevant or insignificant information from your
material? (4d)
9. Do your ideas follow sensibly and logically within each paragraph and
from one paragraph to the next? (4g)
10. Have you used quotations, paraphrases, and summaries well?
(Chapter 32)
11. Have you integrated your source material well without plagiarizing?
(Chapter 32)
12. Are the formats for your parenthetical citations correct? (Chapters
3334) Does each tie into an item in your WORKS CITED (MLA style)
list of sources at the end of your paper?
13. Does the concluding paragraph end your paper effectively? (4k)
14. Does the paper exactly match the format youve been assigned to
follow in terms of margins, spacing, title, name-and-page-number
headings, and so on? (Chapter 35)

see the final draft of an MLA-style research paper; a narrative of decisions

that the student made during her research process; and commentary that
gives you insight into specific aspects of her paper.
For an APA-style research paper, turn to Carlos Velezs APA-style
research paper in section 34h. There youll see the final draft of the paper
and a narrative of the decisions that the student made during his research
process.
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