Works Cited

 

Baldus, David C., et al. "Racial Discrimination In The Administration Of The Death Penalty: The Experience Of The United States Armed Forces (1984-2005)." Journal Of Criminal Law & Criminology 101.4 (2011): 1227-1335. Academic Search Premier. Web. 23 Jan. 2014.

 

Bae, Sangmin. "The Death Penalty And The Peculiarity Of American Political Institutions." Human Rights Review 9.2 (2008): 233-240. Academic Search Premier. Web. 23 Jan. 2014.

 

Sundby, Scott E. "The Death Penalty's Future: Charting The Crosscurrents Of Declining Death Sentences And The Mcveigh Factor." Texas Law Review 84.7 (2006): 1929-1972. Academic Search Premier. Web. 23 Jan. 2014.

 

Zhang, Guifeng. "Multiple Paradoxes On "Abolishing The Death Penalty For Corrupt Officials." Chinese Sociology & Anthropology 41.4 (2009): 45-47. Academic Search Premier. Web. 23 Jan. 2014.

 

Brooks, Peter. "Death In The First Person." South Atlantic Quarterly 107.3 (2008): 531-546. Academic Search Premier. Web. 23 Jan. 2014.

 

Works Cited

"Capital Punishment." Capital Punishment. N.p., n.d. Web. 23 Jan. 2014.

 

"Death Penalty in the United States: An Unbalanced Practice." Memoire Online. N.p., n.d. Web. 23 Jan. 2014.

 

N.p., n.d. Web.

 

"Richard D. Vogel, "The Demise of the Death Penalty in the USA: The Politics of Capital Punishment and the Question of Innocence"" RSS. N.p., n.d. Web. 23 Jan. 2014.

 

"What's New." Death Penalty Information Center. N.p., n.d. Web. 21 Jan. 2014.

Chapter 6

Chapter 6 of the Bedford Researcher focuses on  note taking and different methods that you can use while to avoid plagiarism.

Everyone has there own style of writing, organizing, and note taking but the most effect for a research writer is systematically and consistently. While taking notes it is important to stay organized and one way you can do that is to stick to the same form; don't do some notes on post-its and some on your phone, pick one so that if you ever need to go back to it you'll know exactly where it is.

This chapter helped me the most avoiding plagiarism. While writing your paper you want to be sure to avoid plagiarism. Theses are some tips from the Bedford Researcher to help you.
quote directly- while quoting a source directly you should:

• Open and close the quote with quotation marks.
• Identify the source ( according to...)
• Give a page number or paragraph if you're using a source without a page number.
• Use an ellipse. Say you only want to use bits of information from a source so you take a chunk of the quote or passage out. An ellipse indicate that you've taken some information out. it should contain 3 spaced periods and should look like ( . . . )
• Modify your quote using brackets. You may need to do this for your readers so that they may have a fuller understanding of the quote you are using. if your quote identifies someone as "he", "she" or " they"  you should use brackets to specify who is being talked about. for example " They went to school." would be changed to " they [Taylor and Eric ] went to school"
• Use " Sic" if the original quote has a typo simply quote the source as you found it and add " sic" in brackets [sic] to show that when you came across the quote the typo was already there.

Paraphrase- restating a source in your own words.

• Use " in other words" so that it reminds you to reword and basically simplify the original statement.
• Don't forget to make sure your paraphrase is accurate.

5 Sources for my topic: 

http://www.deathpenaltyinfo.org

http://www.usnews.com/opinion/articles/2013/10/03/the-debate-over-the-death-penalty-hasnt-changed-in-decades

http://deathpenalty.procon.org/view.resource.php?resourceID=002000

http://www.deathpenalty.org/section.php?id=24

http://www.prodeathpenalty.com

Chapter 3

Chapter 3 of the Bedford  focuses on the development of your research question and proposal.

In 3a according to the Bedford Researcher a good, strong research question focuses on a specific issue, reflects your writing situation, and is narrow enough to allow you to  collect information in time to meet your dead line. This chapter has taught me that as I start to form my research question I need to make it flexible; as become more familiar with my topic my research question may change. while making your research question their are 3 steps you should follow:
1. Consider your role- how can you relate to your readers?
2.  Generate potential research questions:

• information
• history
• assumption
• goals
• outcomes
• policies

Once you have a type of question you can combine it with can  different thinking processes:

• definition
• evaluation
• compare/contrast
• cause/effect
• problem/solution
• sequential
• inquiry
• reporting

While making your research question you should pay attention to the words what, would, and should because each word can lead the structure of the research paper in a different direction then you were planning.


3. Select and Refine your research question- chose a research question then chose something in that area that interest you. If done correctly this will create a question that refers to shared assumptions and existing conditions,and narrowing its scope.

In 3b we learn that a research proposal is similar but also very different to a research plan. A research proposal is pretty much your whole paper in sections; when this is completed its given to somebody else ( usually a teacher) to go over and give you feedback on. Before handing it over it should consist of:

• title page
• introduction
• review of literature
• plan to collect information
• project timeline
• working bibliography 
• *abstract/executive summary
• * overview of key challenges
• *funding request  

Chapter 5

Chapter 5 of the Bedford Researcher focuses on getting to know and understand the evidence you find as you research your topic.

This chapter is very helpful when it comes to evaluating the relevance your resources have with your topic.  I've learned through this chapter that as I dig deeper in to my evidence I should ask myself:
 " Is enough evidence offered?" Because if there is not then it is possible that the authors argument contains flaws.
" Is the right kind of evidence offered?" You want to make sure that you aren't wasting your time on evidence that does not relate to your topic.
 " Is the evidence used ethically?" In other words make sure the evidence is appropriate, used fairly, and presented clearly. The last thing you want is your readers to feel unsure and frustrated while reading.
" Is the evidence convincing?" While gathering evidence you want to make sure that you include other  views (other side) of the topic. For example  if you come across evidence that contradicts your approach try and use it as an argument... some may say that adolescent  bullying is only a phase that will simply pass over but according to john doe head director of juvenile deliquency ( made this up) bulling follows both the bully and the victim throughout their lives. Non-questionable and appropriate evidence also need to be included.
" Is the source of the evidence provided?" This is important to look for while evaluating your evidence becauase if the source is not provided you can not determine whether or not the evidence is accurate.

Along with determining valuable and non valuable evidence I learned that I also need to determine whether or not the author is some one I want to use for my paper. For example I'm reading and article about the Rocky Mountains and how they formed. I would much rather read it if it were written by a geologist rather than a foot doctor. While writing you want to use someone creditable with a full understanding on the topic you are pursuing. The timeliness of the evidence you find is also important to your paper. Depending on your topic and the points you plan to make use evidence from a time that is relatable to the point you are trying to make. Consider the comprehensiveness and genre of the source is basically the impact of the (relevant) evidence and how it is used/presented in the paper.


 The website I choose for my in-class lab is http://www.ncadp.org/
1) .org
     - Nonprofit organization
2) National Coalition to Abolish the Death Penalty
3) Mike Brickner
4) January 16,2014
5) none
6) copyright. 2014 National Coalition to Abolish the Death Penalty.
* this website was created with the generous support of the European commission.

Chapter 2

 

Chapter 2 of the Bedford Researcher focuses on the steps to exploring the topic chosen and how to narrow down your topic rather than multiple different ideas and issues.

There are 4 steps to exploring the chosen topic:
1. Creating a plan to explore your topic
* You may organize your plan to your preference but your plan should have multiple list that would include : people you could discuss your topic with, such as someone with further knowledge on the topic. Question you have about the topic, places you may go to observe your topic in depth, and resources you may use. To complete your plan you will need to make a system that will help you keep track of ALL the information you collect.
2. Discuss your topic with others
* while discussing with others you typically chose someone with a greater understanding on the topic. Whether this person has been effected by it or has much experience in it, they could give you a different view on the topic.
3. Conduct Preliminary Observations
* this is important when you are just beginning your researcher because you could learn thing that the internet or library couldn't.  For example your taking a social physiology class and you are asked to  do field observations so you go to a store and watch the greeter and you'll will see many different behaviors from the greeter; such as discrimination.
4.Find and Review Sources
* Once you have discussed your topic with others and observed it, you have developed your own opinion on it. Now you can dig deeper by researching other point of views but before you do your research make a list of words, names, or phrases that can be linked back to your topic. It will make the search process much easier.

There are 3 steps in narrowing down your topic
1. Identify Conversations about issues in your Sources
*while doing this you will come across multiple issues that you may want to write about.
2. Assess your interest in the issues
* Developing a personal interest on your topic is very important because once you have determined what interest you on this issue you should find it easier to stay on topic.
3. choose an issue
*choose the issue that interest you the most and the issue that will also interest your readers.  While choosing your issue it may be helpful to ask yourself these questions: Will this issue help me achieve my pour pose as a writer? Will my readers want or need to read about this issue? Is this issue appropriate for the type of document I plan to write?  Is this issue comparable with my requirements and limitations? And what opportunities do I have if I choose this issue?

This chapter has made me feel like I will be able to choose a good, strong topic for my assignment in this class.

chapter 1

 

Chapter 1 of the Bedford Researcher was a very intriguing read; as it focuses on how to  properly start a research paper with the right mind set and preparation.

chapter one starts off by stating " write with confidence" and " take ownership of your project". In todays society confidence is an important thing to obtain, but while writing you can  not just be confidant, it is much more. Confidence comes from knowing and having a full understanding that what you're saying or writing is true. According to the Bedford Researcher a confidant research writer has a strong personal investment in the topic they are writing about. If the wirer is not confidant in their work they will not want to take ownership of it. Therefore understanding and truly knowing your topic will determine your confidence.

Throughout chapter 1,often a key component  that crossed my mind was " Analyze". Once given a project you should analyze it; determine how it will interest you and your readers. If the writer were to have no interest in the topic then the reader would be able to realize this and then also lose interest. While analyzing the project the writer will also need to determine who the preferred audience is, whether it be college students or elementary children.  In order to chose you topic you would need to know who your audience is. this chapter also taught me good tips on time management, so that i can be on schedule while completing my research paper. 

Sample Research paper

As we start our new quarter in English 102 we are preparing to write a formal MLA research paper.  As an exercise during our first day of class, we read sample research paper "Reinstating Compulsory Conscription" written by Carol Rivers for her English 101 class with Dr. Chrzanowski on July 12, 2009 from the Jefferson State University of New York.  After reading the paper, the class split up in groups of two or three people to discuss the contents of the paper.  We compared it to the requirements of our formal paper that will be due at the end our quarter.  We then discussed our findings as a class.

We agreed that the sample paper was 3000+ words in length which was sufficient to meet our requirements.  We thought that the citations within the body of the paper were not as clear as we would have liked them to be.  There were long sentences throughout the paper as if the author tried too hard to sound smart, which made it boring and hard to understand.  Transition phrases where confusing to the organization of the paper.  Signal phrases were employed somewhat.  More signal phrases citing resources would have made the paper stronger.  Although a large number of sources were employed, the majority of the class believed that some sources cited did not seem as credible as others.  Some examples were years older than others or from sources that seemed weak in our opinion, such as one from the "National High School Debate Topic...".

The writer reiterated the same things over and over.  There were many holes in the paper that did not seem to be filled.  The paper was written looking at both sides of the debate.  Though fact based, picking apart the topic made the paper seem biased.  The paper seemed emotional.  It failed to make a sound argument as a persuasive paper.

While it is not the best example as a paper, there is enough information included to receive a grade to pass the class.