{"id":138,"date":"2021-09-13T16:43:56","date_gmt":"2021-09-13T20:43:56","guid":{"rendered":"https:\/\/opentextbc.ca\/writingforsuccessh5p\/chapter\/supporting-your-ideas\/"},"modified":"2021-12-20T18:41:37","modified_gmt":"2021-12-20T23:41:37","slug":"supporting-your-ideas","status":"publish","type":"chapter","link":"https:\/\/opentextbc.ca\/writingforsuccessh5p\/chapter\/supporting-your-ideas\/","title":{"raw":"9.1\u00a0Supporting Your Ideas","rendered":"9.1\u00a0Supporting Your Ideas"},"content":{"raw":"
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Learning Objectives<\/p>\n\n<\/header>\n

\n
    \n \t
  • Evaluate when to use primary or secondary sources for support<\/li>\n \t
  • Explain the two forms of plagiarism and how to avoid them<\/li>\n \t
  • Explain the importance of academic integrity and the potential consequences of not abiding by this<\/li>\n<\/ul>\n<\/div>\n<\/div>\nIn this chapter you are going to learn more about compiling references and citations. You will also learn strategies for handling some of the more challenging aspects of writing a research paper, such as integrating material from your sources, citing information correctly, and avoiding any misuse of your sources. The first section of this chapter will introduce you to broad concepts associated with adding support to your ideas and providing documentation\u2014citations and references\u2014when you use sources in your papers.\n

    Using Primary and Secondary Research<\/h1>\nAs you write your draft, be mindful of how you are using primary and secondary source material to support your points. Recall that primary sources present firsthand information. Secondary sources are one step removed from primary sources. They present a writer\u2019s analysis or interpretation of primary source materials. How you balance primary and secondary source material in your paper will depend on the topic and assignment.\n

    Using Primary Sources Effectively<\/h1>\nSome types of research papers must use primary sources extensively to achieve their purpose. Any paper that analyzes a primary text or presents the writer\u2019s own experimental research falls in this category. Here are a few examples:\n
      \n \t
    • A paper for a literature course analyzing several poems by Emily Dickinson<\/li>\n \t
    • A paper for a political science course comparing televised speeches delivered by two candidates for prime minister<\/li>\n \t
    • A paper for a communications course discussing gender bias in television commercials<\/li>\n \t
    • A paper for a business administration course that discusses the results of a survey the writer conducted with local businesses to gather information about their work from home and flextime policies<\/li>\n \t
    • A paper for an elementary education course that discusses the results of an experiment the writer conducted to compare the effectiveness of two different methods of mathematics instruction<\/li>\n<\/ul>\nFor these types of papers, primary research is the main focus. If you are writing about a work (including non-print works, such as a movie or a painting), it is crucial to gather information and ideas from the original work, rather than rely solely on others\u2019 interpretations. And, of course, if you take the time to design and conduct your own field research, such as a survey, a series of interviews, or an experiment, you will want to discuss it in detail. For example, the interviews may provide interesting responses that you want to share with your reader.\n

      Using Secondary Sources Effectively<\/h1>\nFor some assignments, it makes sense to rely more on secondary sources than primary sources. If you are not analyzing a text or conducting your own field research, you will need to use secondary sources extensively.\n\nAs much as possible, use secondary sources that are closely linked to primary research, such as a journal article presenting the results of the authors\u2019 scientific study or a book that cites interviews and case studies. These sources are more reliable and add more value to your paper than sources that are further removed from primary research. For instance, a popular magazine article on junk food addiction might be several steps removed from the original scientific study on which it is loosely based. As a result, the article may distort, sensationalize, or misinterpret the scientists\u2019 findings.\n\nEven if your paper is largely based on primary sources, you may use secondary sources to develop your ideas. For instance, an analysis of Alfred Hitchcock\u2019s films would focus on the films themselves as a primary source, but might also cite commentary from critics. A paper that presents an original experiment would include some discussion of similar prior research in the field.\n\n[h5p id=\"117\"]\n
      \n
      \n\nH5P:\u00a0<\/strong>Primary vs. Secondary Sources\n\nFor each of the following sources, indicate whether it is a primary or secondary source.\n
        \n \t
      1. Original medical research into the effects of a new pharmaceutical<\/li>\n \t
      2. A review of all research published in the last ten years on vehicle emissions<\/li>\n \t
      3. A magazine article that profiles five historians of the civil war<\/li>\n \t
      4. A memoir written by a retired fighter pilot<\/li>\n \t
      5. A copy of the Canadian Charter of Rights and Freedoms<\/li>\n<\/ol>\nAnswer Key<\/strong>\n
          \n \t
        1. primary<\/li>\n \t
        2. secondary<\/li>\n \t
        3. secondary<\/li>\n \t
        4. primary<\/li>\n \t
        5. primary<\/li>\n<\/ol>\n<\/div>\n<\/div>\nJorge, who is preparing his essay on low-carbohydrate diets, knew he did not have the time, resources, or experience needed to conduct original experimental research for his paper. Because he was relying on secondary sources to support his ideas, he made a point of citing sources that were not far removed from primary research.\n
          Tip: Some sources could be considered primary or secondary sources, depending on the writer\u2019s purpose for using them. For instance, if a writer\u2019s purpose is to inform readers about how the American No Child Left Behind legislation has affected elementary education in the United States, a\u00a0Time<\/em>\u00a0magazine article on the subject would be a secondary source. However, suppose the writer\u2019s purpose is to analyze how the news media has portrayed the effects of the No Child Left Behind legislation. In that case, articles about the legislation in news magazines like\u00a0Time<\/em>,\u00a0Newsweek<\/em>, and\u00a0US News & World Report<\/em>\u00a0would be primary sources. They provide firsthand examples of the media coverage the writer is analyzing.<\/div>\n

          Avoiding Plagiarism<\/h1>\nYour research paper presents your thinking about a topic, supported and developed by other people\u2019s ideas and information. It is crucial to always distinguish between the two\u2014as you conduct research, as you plan your paper, and as you write. Failure to do so can lead to plagiarism.\n

          Intentional and Accidental Plagiarism<\/h2>\nPlagiarism<\/strong>\u00a0is the act of misrepresenting someone else\u2019s work as your own. Sometimes a writer plagiarizes work on purpose\u2014for instance, by copying and pasting or purchasing an essay from a website and submitting it as original course work. This often happens because the person has not managed his or her time and has left the paper to the last minute or has struggled with the writing process or the topic. Any of these can lead to desperation and cause the writer to just take someone else\u2019s ideas and take credit for them.\n\nIn other cases, a writer may commit accidental plagiarism due to carelessness, haste, or misunderstanding. For instance, a writer may be unable to provide a complete, accurate citation because of neglecting to record bibliographical information. A writer may cut and paste a passage from a website into her paper and later forget where the material came from. A writer who procrastinates may rush through a draft, which easily leads to sloppy paraphrasing and inaccurate quotations. Any of these actions can create the appearance of plagiarism and lead to negative consequences.\n\nCarefully organizing your time and notes is the best guard against these forms of plagiarism. Maintain a detailed working reference list and thorough notes throughout the research process. Check original sources again to clear up any uncertainties. Allow plenty of time for writing your draft so there is no temptation to cut corners.\n\nTo avoid unintentional\/accidental plagiarism, follow these guidelines:\n
            \n \t
          • Understand what types of information must be cited.<\/li>\n \t
          • Understand what constitutes fair dealing of a source.<\/li>\n \t
          • Keep source materials and notes carefully organized.<\/li>\n \t
          • Follow guidelines for summarizing, paraphrasing, and quoting sources.<\/li>\n<\/ul>\n[h5p id=\"118\"]\n
            \n
            \n\nH5P: <\/strong>Plagiarism\n
              \n \t
            1. Jane read three articles late last night. She includes some details from them in her essay, but she can't remember which information came from which article. She includes the article information generally at the end of her essay to be safe.\n
                \n \t
              1. plagiarism<\/li>\n \t
              2. not plagiarism<\/li>\n<\/ol>\n<\/li>\n \t
              3. Eloise is stressed out and doesn't know where to start with her paper. She finds one online that looks a lot like the topic she is supposed to write about. She gathers some ideas from it, and sets about writing her own paper. Some of the main points she examines were in the paper she found online. She doesn't disclose that in her References list.\n
                  \n \t
                1. plagiarism<\/li>\n \t
                2. not plagiarism<\/li>\n<\/ol>\n<\/li>\n \t
                3. Lamar feels in over his head about his topic. He knows his instructor doesn't like Wikipedia, but he reads its article on his topic to get an overview. When he does, he finds lots of interesting articles from reputable sources in the References section. He starts looking them up, and he's suddenly really excited as he learns about his topic more deeply.\n
                    \n \t
                  1. plagiarism<\/li>\n \t
                  2. not plagiarism<\/li>\n<\/ol>\n<\/li>\n<\/ol>\nAnswer Key<\/strong>\n
                      \n \t
                    1. A<\/li>\n \t
                    2. A<\/li>\n \t
                    3. B<\/li>\n<\/ol>\n<\/div>\n<\/div>\n

                      Academic Integrity<\/h2>\nThe concepts and strategies discussed in this section connect to a larger issue\u2014academic integrity. You maintain your integrity as a member of an academic community by representing your work and others\u2019 work honestly and by using other people\u2019s work only in legitimately accepted ways. It is a point of honour taken seriously in every academic discipline and career field.\n\nAcademic integrity violations have serious educational and professional consequences. Even when cheating and plagiarism go undetected, they still result in a student\u2019s failure to learn necessary research and writing skills. Students who are found guilty of academic integrity violations face consequences ranging from a failing grade to expulsion. Employees may be fired for plagiarism and do irreparable damage to their professional reputation. In short, it is never worth the risk.","rendered":"
                      \n
                      \n

                      Learning Objectives<\/p>\n<\/header>\n

                      \n
                        \n
                      • Evaluate when to use primary or secondary sources for support<\/li>\n
                      • Explain the two forms of plagiarism and how to avoid them<\/li>\n
                      • Explain the importance of academic integrity and the potential consequences of not abiding by this<\/li>\n<\/ul>\n<\/div>\n<\/div>\n

                        In this chapter you are going to learn more about compiling references and citations. You will also learn strategies for handling some of the more challenging aspects of writing a research paper, such as integrating material from your sources, citing information correctly, and avoiding any misuse of your sources. The first section of this chapter will introduce you to broad concepts associated with adding support to your ideas and providing documentation\u2014citations and references\u2014when you use sources in your papers.<\/p>\n

                        Using Primary and Secondary Research<\/h1>\n

                        As you write your draft, be mindful of how you are using primary and secondary source material to support your points. Recall that primary sources present firsthand information. Secondary sources are one step removed from primary sources. They present a writer\u2019s analysis or interpretation of primary source materials. How you balance primary and secondary source material in your paper will depend on the topic and assignment.<\/p>\n

                        Using Primary Sources Effectively<\/h1>\n

                        Some types of research papers must use primary sources extensively to achieve their purpose. Any paper that analyzes a primary text or presents the writer\u2019s own experimental research falls in this category. Here are a few examples:<\/p>\n

                          \n
                        • A paper for a literature course analyzing several poems by Emily Dickinson<\/li>\n
                        • A paper for a political science course comparing televised speeches delivered by two candidates for prime minister<\/li>\n
                        • A paper for a communications course discussing gender bias in television commercials<\/li>\n
                        • A paper for a business administration course that discusses the results of a survey the writer conducted with local businesses to gather information about their work from home and flextime policies<\/li>\n
                        • A paper for an elementary education course that discusses the results of an experiment the writer conducted to compare the effectiveness of two different methods of mathematics instruction<\/li>\n<\/ul>\n

                          For these types of papers, primary research is the main focus. If you are writing about a work (including non-print works, such as a movie or a painting), it is crucial to gather information and ideas from the original work, rather than rely solely on others\u2019 interpretations. And, of course, if you take the time to design and conduct your own field research, such as a survey, a series of interviews, or an experiment, you will want to discuss it in detail. For example, the interviews may provide interesting responses that you want to share with your reader.<\/p>\n

                          Using Secondary Sources Effectively<\/h1>\n

                          For some assignments, it makes sense to rely more on secondary sources than primary sources. If you are not analyzing a text or conducting your own field research, you will need to use secondary sources extensively.<\/p>\n

                          As much as possible, use secondary sources that are closely linked to primary research, such as a journal article presenting the results of the authors\u2019 scientific study or a book that cites interviews and case studies. These sources are more reliable and add more value to your paper than sources that are further removed from primary research. For instance, a popular magazine article on junk food addiction might be several steps removed from the original scientific study on which it is loosely based. As a result, the article may distort, sensationalize, or misinterpret the scientists\u2019 findings.<\/p>\n

                          Even if your paper is largely based on primary sources, you may use secondary sources to develop your ideas. For instance, an analysis of Alfred Hitchcock\u2019s films would focus on the films themselves as a primary source, but might also cite commentary from critics. A paper that presents an original experiment would include some discussion of similar prior research in the field.<\/p>\n

                          \n