Extracting Details from Notes

Turn each outline heading into a question which your

note cards should be able to answer. Underline phrases or sentences which help you answer the question. Write marginal notes

Changing Outline Headings into Questions

OUTLINE
2. Body 2.1 Definition of sex education 2.2 Types of sex education 2.3 Pros of sex education module 2.3.1. Sex education and reproductive health 2.3.2. Sex education and sexual abuse 2.4 Cons of sex education module

QUESTIONS
What are the definitions of sex education? What are the types of sex education? What are the positive effects of sex education on the young peoples reproductive health?

How does sex education help students deal with sexual abuse? What are the disadvantages of including sex education in Philippine education?

Read your notes again and keep in mind the questions that you posed. As you read, underline key phrases.
2.3.1. Sex education and reproductive health Young people are particularly vulnerable to HIV infection. According to the 2002 Young Adult Fertility and Sexuality Survey, of the 20,000 respondents in the 15 to 24 age group: 23% have had premarital sex 73% believed they would not contract AIDS 28% believed AIDS to be curable Adolescents and young people aged 15-24 account roughly for half of all new HIV infections, but the vast majority of young people have no access to information, skills, services, needed to protect them from HIV.

What are the positive effects of sex education on young peoples reproductive health?

Children: the missing face of AIDS (2005), p. B4

Make marginal notes by copying the highlighted phrases. Do not forget to include the source.
2.3.1. Sex education and reproductive health Young people are particularly vulnerable to HIV infection. According to the 2002 Young Adult Fertility and Sexuality Survey, of the 20,000 respondents in the 15 to 24 age group: 23% have had premarital sex 73% believed they would not contract AIDS 28% believed AIDS to be curable Adolescents and young people aged 15-24 account roughly for half of all new HIV infections, but the vast majority of young people have no access to information, skills, services, needed to protect them from HIV. Children: the missing face of AIDS (2005), p.B4

What are the positive effects of sex education on young peoples reproductive health? Young people, 15 24, no access to information to protect them from HIV MISCONCEPTIONS: 73% of 20,000 believed they would not get AIDS

Children: the missing face of AIDS (2005), p. B4

Integrating Borrowed Materials

Paraphrasing expressing in ones own language the ideas presented in the original text the retelling of information from a source in the notetakers own words (Sternglass, 1991, p.85) Reasons for Paraphrasing - theoretically, to reword information presented in complex style into more simple and direct language (Sternglass, 1991) - a research paper cannot be made up of pure direct quotations, thus the paraphrasing skill becomes necessary in integrating the researched pieces of information into one coherent whole

- the point-by-point recapitulation of another persons ideas, expressed in your own words (Spatt, 1987, p. 93)

Traditional Paraphrasing: Literal, Structural, and Free

Steps 1. Read the original text closely. 2. Literally paraphrase the difficult terms. If there is none, proceed to structural paraphrasing. 3. Set aside the original text. Restate the ideas contained in your literal/structural paraphrase, drawing from your own vocabulary reservoir and writing style.

4. Compare your output in step 3 with the original text. Have you retained the same ideas? Make sure that you did not add to or delete from the original ideas. 5. Cite properly the source of the paraphrased information.
Ex. Genetic factors and lifestyles determine cancer risks (Plata, 1999).

SUMMARIZING (Precis)
is the condensed version of a longer text should be brief, concise, and complete must not include your own opinion represents the original ideas of the writer but should be written in the words of the research paper writer

Summarizing Multiple Sources

Citing several sources lends credibility to your paper. Summarizing multiple sources that discuss the same topic is indispensable. They may all agree on certain points but disagree on others. It is for you to decide whether to include only the similarities and exclude the differences.

Steps in Summarizing Multiple Sources

1. Skim each reference.
a. Read the title and predict the content. b. Read the introduction and the headings to get a feel of what the material is all about. c. Read the conclusion. d. List down the major questions the text answers. Read each text carefully. Highlight major points or details you can use in your research paper.

2. 3.

4. Clip together all the articles you come across that discuss the same things.

5. Use the headings/subheadings to label the texts. These labels are useful for tracking down relevant details.
As is typical in most CG effects studios, the production pipeline includes modelers, painters, animators, technical directors for lighting and rendering, Production process of computer graphics or animation rotoscopers, and compositors. The design process starts in the art department Hayes territory. Here, the modelers and painters create the drawings, build the maquettes to create 3D models, and paint texture maps. (Robertson, 1997, p.28)

6. Decide on the subheading.

7. Select the articles needed for this heading/subheading. 8. Mark the relevant details. Always bear in mind the specific heading. 9. Tabulate these details. Place side by side the details present in two or all of the articles. 10. Decide on the order. 11. Write the summary.

USING DIRECT QUOTES

Direct quotation copies the exact words of the original author; is a word-for-word reproduction of the sources statements/remarks.

When to Quote 1. when another writers language is particularly memorable and will add interest and verve to your paper 2. when another writers language is so clearly and economically stated that to make the same point in your own words, by comparison, will be ineffective 3. when you want the solid reputation of a source to lend authority and credibility to your own writing

Formats for Direct Quotations

1. Strong-author orientation is used when the author is the authority in the field. Start with the authors surname and then the date of publication enclosed in parentheses. 2. Weak-author orientation is used when the date is important. 3. Subject-orientation is used when what was said is more important than who said it.

Using Introductory Tags

- are phrases consisting of the authors name and the appropriate verb that signals the appearance of a direct quotation

Ex. Francis Bacon writes, Reading maketh a full man, conference a ready man, and writing an exact man. Choose any of these verbs depending on its appropriateness to the thought the quotation wants to put across.
adds agrees argues asserts believes claims compares concludes continues declares disagrees discusses emphasizes establishes explains finds insists maintains mentions notes observes observes points out proposes recommends states stresses suggests

Using Quotation Marks in Direct Quotes

For direct quotations that are less than four lines, use quotation marks. Positions of the introductory phrase:
Beginning: Dayag (1995) writes, anxiety causes nightmares for adults as well as for children (p. 49). Middle: Anxiety, writes Dayag (1995), causes nightmares for adults as well as for children (p. 49). End: Anxiety causes nightmares for adults as well as for children, writes Dayag (1995, p. 49).