project 7

Project 7--Term Paper

*Rough draft (3 copies) due April 21*

*Next rough draft (3 copies) due April 25*

*Final Draft due April 30*

Remember: this paper is worth 20% of your total grade in this class!

(Do NOT confuse the scale below with extra credit, it's NOT the same thing!!!)

Go to the classlist page for some important information about how to count this paper in your final grade!

Grading Criteria:

(10 pts) a focused introduction that contains an attention catcher, the research questions, a short explanation of the value of the research, and a description of the organization of the paper; a strong conclusion that summarizes the main points of the paper and shows critical understanding of the research;
(10 pts) a very clear organization of the content of the paper, including 2-5 well-proportionned and logical major sections (each section must include a sort transitional introduction and conclusion);
(10 pts) the adequate use of enough sources (at least 15) of quality (at least 10 from academic journals);
(45 pts) in-depth, convincing, and interesting "answers the the research questions" and presentation of the ideas, including developped arguments, a critical evaluation of the sources and the information your present, objective counter arguments or different views of the ideas, and personal opinions based on critical thinking. Remember to DRAW CONCLUSIONS from the information you present. Always ask yourself the question "so what?"; I also want SUBSTANCE, new information, in-depth, objective, more than just opinions!!
(20 pts) correct format (APA (see below) throughout the text, title page, abstract page (where you give a short summary and explain all the terms you will use, 120 words only) see below for more), reference list, 10-15 pages, exciting title, transitions, balanced sections and paragraphs, acadminc discourse, precise language (nothing vague, unexplained, too generalized), varied sentence structures, spelling, grammar, mechanics, writing lab +2%);
(5 pts) presentation of your research to the class.

Please follow the following directions for the formatting of your paper.

The following format information comes from the APA manual (5th edition).

(You can find some great additional information about APA on this page from the University of Illinois at Urbana-Champaign if you still don't have the book, from the APA Reference Style of Brigham Young University (has A LOT of details), and also from the APA Style Essentials of Vanguard University of Southern California).

Notice that the font is Time New Roman, its size 12 pts, that everything is DOUBLE-SPACED, and that there is a ONE inch margin all the way around the writing.

Title page: the title page includes three elements: running head, title, and byline and institutional affiliation. Identify the title page with a manuscript page header and the page number 1, placed in the upper right-hand corner of the page.

Running head: An abbreviated title will be used as a running head. Type the running head flush left at the top of the title page (but below the manuscript page header) in all uppercase letter. Do not exceed 50 characters.

Title: Type the title in uppercase and lowercase letters, centered between the left and right margins and positioned in the upper half of the page.

Byline and institution: Type your name using uppercase and lowercase letters, centered between the side margins, one double-spaced line below the title. Type the institutional affiliation (in our case English 102-section name), centered under the author's name on the next double-spaced line. Include the date, centered, on the next double-spaced line.

Individual Differences 1

Running head: INDIVIDUAL DIFFERENCES

Individual Differences in

Bimodal Processes and Text Recall

Bruce R. Dunn

English 102-delta

January 13, 2003

Abstract: Begin the text on a new page, and identify the first abstract page with the manuscript header and the page number 2 in the upper right-hand corner of the page. Type the label Abstract in uppercase and lowercase letters, centered, at the top of the page. Type the abstract itself as a single paragraph in block format (i.e., without paragraph indentation), and do not exceed 120 words. Type all numbers (except those that begin a sentence) as arabic numerals.

An abstract is a brief, comprehensive summary of the contents of your paper. It is accurate (is does not include information that does not appear in the body of the paper), self-contained (it defines all abbreviations and acronyms, spells out names of tests and drugs, defines unique terms, paraphrases but does not quote, and includes names of the author), concise and specific (it makes each sentence maximally informative, is without the personal pronoun I, is as brief as possible, does not exceed 120 words, begins with the most important information and includes only the four or find most important concepts of the paper). It describes:

the topic, in one sentence,

the purpose, questions, thesis statement, and/or the scope of the research,

the sources used (e.g., published literature, interviews, etc.),

the main findings and conclusions of the research.

Individual Differences 2

Abstract

Quod erat optandum maxime, judices, et quod unum ad invidiam

vestri ordinis infamiamque judiciorum sedandam maxime pertinebat,

id non humano consilio,sed prope divinitus datum atque oblatum

vobis summo rei publicae tempore videtur. Inveteravit enim jam

opinio perniciosa rei publicae, vobisque periculosa, quae non modo

apud populum Romanum, sed etiam apud exteras nationes,

omnium sermone percrebruit: his judiciis quae nunc sunt,

pecuniosum hominem, quamvis sit nocens, neminem posse damnari.

Huic ego causae, judices, cum summa voluntate et expectatione

populi Romani, actor accessi, non ut augerem invidiam ordinis,

sed ut infamiae communi succurrerem. Adduxi enim hominem in

quo reconciliare existimationem judiciorum amissam, redire in

gratiam cum populo Romano, satis facere exteris nationibus,

possetis; depeculatorem aerari.

Text: Begin the text on a new page and identify the first text page with the manuscript page header and the page number 3 in the upper right-hand corner of the page. Type the title of the paper centered at the top of the page, double-spaced, and then type the text. The sections of the text follow each other without a break (no extra space). Separate your sections with sections headings. Each remaining manuscript page should also carry the manuscript page header and page number.

Look at the following example and see how authors are cited throughout the text and how new sections are introduced.

Individual Differences 3

Individual Differences in

Bimodal Processing and Text Recall

Quod erat optandum maxime, judices, et quod ad invidiam

ordinis infamiamque judiciorum sedandam pertinebat, id non

consilio, sed prope divinitus datum atque oblatum summo rei

publicae tempore videtur. Inveteravit enim jam perniciosa rei

publicae (Doktor & Bloom, 1977), vobisque periculosa, non

apud populum Romanum, sed etiam apud exteras nationes,

(Davidson, 1989; Doktor & Bloom, 1977) omnium sermone

percrebruit: his judiciis quae nunc sunt, pecuniosum hominem,

quamvis sit nocens, neminem posse damnari.

Huic ego causae, judices, cum summa voluntate et

populi Romani, actor accessi, "Non ut augerem invidiam ordinis,

ut succurrerem" (Dunn, Gould, & Singer, 1998, p. 71). Addux

enim hominem in quo reconciliare existimationem judiciorum,

redire in gratiam cum populo Romano, satis facere exteris ,

possetis; depeculatorem (E. G. Wolverton, personal

communication, February 21, 1987). De quo si vos vere religiose

judicaveritis, auctoritas ea, quae in vobis remanere, haerebit;

sin istius ingentes judiciorum "The New Health-Care Lexicon"

(1993), religionem veritatemque perfregerint, ego hoc tam ,

ut judicium potius rei publicae, quam aut reus judicibus, aut

(Dunn et al., 1998) accusator reo, defuisse quam aut videatur.

New Section Title

Doktor & Bloom, (1977) equidem, ut de me confitear,

multae mihi a C. Verre insidiae terra marique factae sint, quas

diligentia devitarim, partim amicorum studio officioque repulerim;

tamen (Doktor & Bloom, 1977; Ornstin & Galin, 1978) neque

periculum mihi adire visus sum, neque tanto pertimui, "ut nunc

in ipso judicio" (Ornstin & Galin, p. 17).

References: Start the reference list on a new page. Type the word References in uppercase and lowercase letters, centered, at the top of the page. Double-space all the reference entries. The first line of each reference is set flush left (a hanging indent) and subsequent lines are indented.

For details about electronic references (internet), please consult the APA manual and also check the online APA page that gives some examples and discusses the latest changes at http://www.apastyle.org/elecref.html

Individual Differences 16

References

Amin, N. (1997). Race and the identity of the nonnative ESL

teacher. TESOL Quarterly, 31, 580-583.

Amin, N. (1999) Minority women teachers in ESL: Negotiating white

English. In G. Braine (Ed.), Non-native educators in English

language teaching (pp. 93-104). Mahwah, NJ: Erlbaum.

Barratt, L. & Kontra, E. (2000). Native English-speaking teachers in

cultures other than their own. TESOL Journal, 9(3), 19-23.

Braine, G. (Ed.). (1999). Non-native educators in English

language teaching. Mahwah, NJ: Erlbaum.

Canagarajah, S. (1999). Interrogating the “native speaker fallacy”:

Non-linguistic roots, non-pedagogical results. In G. Braine

(Ed.), Non-native educators in English language

teaching (pp. 145-158). Mahwah, NJ: Erlbaum.

Christophersen, P., & McArthur T. (1992). Native speaker. In

T. McArthur, (Ed.), The Oxford companion to the English

language. (p. 682). New York: Oxford University Press.

England, L., & Roberts, C. (1989). A survey of foreign students

and MA-TESOL programs. Paper presented at the Annual

Meeting of the Teachers of English to Speakers of Other

Languages, San Antonio, TX. (ERIC Document Reproduction

Service No. 306 764)

Giauque, G. (1984). Purism versus pragmatism in foreign

language teaching and acquisition. Unpublished manuscript,

University of Northern Arizona. (ERIC Document

Reproduction Service No. 247 747).

Greater New Milford Area Health Community 2000, Task Force on

Teen and Adolescent Issues. (n.d.). Who has time for a family

mean? Retrieved October 8, 2001, from http://

www.familymealtime.org

Greis, N. (1984). Toward a better preparation of the nonnative

ESOL teacher. In On TESOL ’84: Selected papers from the

18th Annual Convention of Teachers of English to

Speakers of Other Languages (pp. 317-324).

GVU's 8th WWW user survey. (n.d.). Retrieved August 8,

2002, from http://www.cat.org/user_survey/

survey-1997-10/

Lopez, M., Ortiz, M. & Chu, L. (1982). A study of hiring practices

in foreign language departments. Unpublished manuscript,

University of Texas at El Paso. (ERIC Document Reproduction

Service No. 215 555)

Matsuda, P. K. (1997). You can have your cake and eat it,

too. Retrieved March 8, 2002, from http://omni.cc.purdue.

edu/~pmatsuda

Marquez, E., J. (1998). ESL student attitudes and the native

speaker fallacy. Manuscript submitted for publication.

For appendixes, footnotes and notes, tables, rules, figures and captions, please check the APA manual!