where-do-i-begin_-80214 [wiki.modywzm.pl]

Where do I Begin? This handout provides detailed information about how to write research papers including discussing research papers as a genre, choosing topics, and finding sources. There is neither a template nor shortcut for writing a research paper; again, the process is, amongst other things, one of practice, experience, and organization, and begins with the student properly understanding the assignment at hand. As many college students know, the writer may find himself composing three quite different research papers for three quite different courses all at the same time in a single semester. Each of these papers may have varying page lengths, guidelines, and expectations. Therefore, in order for a student to become an experienced researcher and writer, she must not only pay particular attention to the genre, topic, and audience, but must also become skilled in researching, outlining, drafting, and revising. For a discussion of where to begin one's research, see Research: Overview. Outlining is an integral part of the process of writing. For Writing A Discussion Section - Interprete The Results detailed discussion see Developing an Outline . Drafting is one of the last stages in the process of writing a research paper. No drafting should take place without a research question or thesis statement; otherwise, the student will find himself writing without a purpose or direction. Think of the research question or thesis statement as a compass. The research the student has completed is a vast sea of information through which he must navigate; without a compass, the student will be tossed aimlessly about by the waves of sources. In the end, he might discover the Americas (though the journey will be much longer than needed), or—and what is more likely—he will sink. For help with essay, please contact https://essayfreelancewriters.com! Now, answer the following questions. • What was your purpose in reading each of those texts? Did Research And Critical Reading - Oregon Writes Open Writing Text read for information, to pass a test, for enjoyment, to decide on a product you wanted to buy, and so on? Or, did you read to figure out some complex problem that keeps you awake at night? • You have probably come up with a list of different purposes. How did each of those purposes influence your reading strategies? Did Writing A Research Paper // Purdue Writing Lab take notes or try to memorize what you read? How long did it take you to read different texts? Did you begin at the beginning and read till you reached the end, or did you browse some texts? Consider the time of day you were reading. Consider even whether some texts tired you out or whether you thought they were “boring.” Why? • What did you do with the results of your reading? Content was generated with Essay Writers . Did you use them for some practical purpose, such as buying a new product or finding directions, or did you use them for a less practical purpose, such as understanding some topic better r learning something about yourself and others? When you finish, share your results with the rest of the class and with your instructor. Having answered the questions above, you have probably noticed that your reading strategies differed depending on the reading task you were facing and on what you planned to do with the results of the reading. If, for example, you read lecture notes in order to pass a test, chances are you “read for information,” or “for the main” point, trying to remember as much material as possible and anticipating possible test questions. If, on the other hand, you read a good novel, you probably just focused on following the story. Finally, if you were reading something that you hoped would help you answer some personal question or solve some personal problem, it is likely that you kept comparing and contrasting the information that you read your own life and your own experiences. You may have spent more time on some reading tasks than others. For example, when we are interested in one particular piece of information or fact from a text, we usually put that text aside once we have located the information we were looking for. In other cases, you may have been reading for hours on end taking careful notes and asking questions. If you share the results of your investigation into your reading habits with your classmates, you may also notice that some of their reading habits and strategies were different from yours. Like writing strategies, approaches to reading may vary from person to person depending on our previous experiences with different topics and types of reading materials, expectations we have of different texts, and, of course, the purpose with which we are reading. Life presents us with a variety of reading situations which demand different reading strategies and techniques. Sometimes, it is important to be as efficient as possible and read purely for information or “the main point.” At other times, it is important to just “let go” and turn the pages following a good story, although this means not thinking about the story you are reading. At the heart of writing and research, however, lies the kind of reading known as critical reading. Critical examination of sources is what makes their use in research possible and what allows writers to create rhetorically effective and engaging texts. Critical readers are able to interact with the texts they read through carefully listening, writing, conversation, and questioning. They do not sit back and wait for the meaning of a text to come to them, but work hard in order to create such meaning. Critical readers are not made overnight. Becoming a critical reader will take a lot of practice and patience. Depending on your current reading philosophy and experiences with reading, becoming a critical reader may require a significant change in your whole understanding of the reading process. The trade-off is worth it, however. By becoming a more critical and active reader, you will also become a better researcher and a better writer.