Field Study Guide

Welcome to the Field Study Guide (FSG).

Our Expectations

Your final project will need to reflect broad knowledge, in-depth understanding, analysis, synthesis, and creativity in regard to the topic addressed.

You are free to design a project of your own choosing as long as it is approved by your instructor. However, we recommend that you complete your project in the form of a white paper approximately 20-25 pages in length. (Please note that more information about white papers is included in Week 6, along with several samples of white papers.) The guidance in this Field Study Guide (FSG) will be oriented to a white paper format.

According to the Purdue Online Writing Lab (OWL):

…the term white paper is used as shorthand to refer to an official government report, indicating that the document is authoritative and informative in nature. Writers typically use this genre when they argue a specific position or propose a solution to a problem…. Typically, the purpose of a white paper is to advocate that a certain position is the best way to go or that a certain solution is best for a particular problem. (Italics added)

Please read the entire Purdue Online Writing Lab (OWL) section on White Papers.

Reference

Purdue.edu OWL. (n.d.). White Paper: Purpose and Audience, What is a White Paper? Purdue.edu OWL.

The Field Study Guide is organized to correspond to the Weeks 1-8 in the online classroom.

Each week you will get advice and resources to help you with the tasks for that week.

Week 1:             Identify topic, field study questions, and learning outcomes

Assignment: Topic/Questions/Outcomes (100 points)

Week 2:             Develop project outline and timeline

Assignment: Project Timeline (100 points)

Week 3:             Identify resources including print, electronic and human

Assignment: Annotated Bibliography/Resources (150 points)

 

Week 4:             Build field study toolkit: Research, interviews, and focus groups

Assignment: Project Outline (100 points)

 

Week 5:             Collect, prepare and analyze data

 

Week 6:             Organize your report, first draft

Assignment: First draft (200 points)

 

Week 7:             Revise your draft

 

Week 8:             Submit your final paper or project

Assignment: Final project/paper (350 points)

 

Week 01: Identify Topic, Field Study Questions and Learning Outcomes

One of the hardest things to do is to choose a topic for a paper or project. Everything depends on it, yet students are often paralyzed by having to choose and they flounder for some time before deciding on their topic.

Let’s hope you don’t flounder too much because this is only an eight-week course! Seriously, in this section, we will offer some advice and resources that should help you decide on a topic quickly and move ahead from there. Let us first look at your course description as it applies to each major then think about your topic.

First Review Your Focus of Study: 

SOCI406 Area Studies Field Study

Students focus on the geography of a region of interest and how geography relates to an implementation of a project or to the cause of or resolution to a problem in the region. The study should examine natural resources and resource challenges, paying particular attention to mineral, oil, water, and other high valued items present in the region. The study should also address future geographical challenges of the region and include recommendations for infrastructure changes which would help maximize effective use of resources. The course culminates with a substantive research paper or academic project that reflects broad knowledge, in-depth understanding, analysis, synthesis, and creativity in regard to the topics addressed.  Pre-requisites: None

For SSDA Majors:

In addition to the above, analysis, synthesis and recommendations should consider U.S. strategic implications when practical.  Evaluations should be made as to the viability of the chosen country to continue as, or become a U.S. strategic partner.

Week 01: Identify Topic, Field Study Questions and Learning Outcomes

Find your Topic

Reflect, Think, and Plan

    • Having read the description for the field study in which you are enrolled, reflect on what your have read. Without thinking about it too much, sit down with a piece of paper or a computer keyboard and key in/write anything about the description that piques your interest.  Don’t worry about pretty or clear writing; just do a data dump. This is called Mind Mapping. When you’re finished, read what you’ve written and see if additional thoughts start to take shape. You may be surprised at the clarity and substance of what you’ve written.

      Or, take this approach.  Within the broad context of the course description, what jumps out at you?

      • What interests you?
      • What are you curious about? If you could answer questions in relation to this topic, what might they be?
      • Who or what would benefit if you answered these questions?
      • Consider your previous experiential learning and coursework and how you might build on it. Consider the work and priorities of your military unit.
      • Is there a topic/challenge/question that, if you addressed it, would enhance the work of your unit?
      • Talk with your fellow students, or colleagues, family and friends about your ideas.  Questions they ask will help you to shape and sharpen your thinking.
    • Review the OWL: Purpose and audience: What is a White Paper?, particularly the words: authoritative and informative. Plan to argue a specific position or propose a solution to a problem, advocate that a certain position is the best way to go or that a certain solution is best for a particular problem.  Maybe these words will jog your thinking into a certain direction.
    • The PDF page Planning, Designing and Doing Action Research by Jean McNiff presents a list of questions to ask to shape an action research project. This list concerns the entire project, not just identifying a topic and questions, but it will be useful for you to read the list because if you answer the questions McNiff asks, you will have gone a long way in terms of identifying your topic and planning your project.
    • The PowerPoint Identifying Research Topics and Searchable Questions contains information about doing a literature search as well as databases that might be useful.

After doing all of this thinking, hopefully, you will have identified a topic that you want to explore and at least roughed out questions that you want to answer. Your next step is to identify learning outcomes for your project.

This can be a tricky process.

It helps to think about it this way: As a result of my project, and as a result of answering my research questions, what do I want to know, be able to do, or recommend to others? The Bloom’s Verbs Updated document (next section) might be helpful for you to review at this time because it contains different levels of outcomes that relate to increasingly complex learning. The chart is not intended to be “scientific,” and it may seem to you that there is overlap across the categories. Regardless, the chart is very useful to help you identify learning outcomes. Use the chart as a guide and remember, there is no “law” that says you must have an outcome for every level. Here is an example of outcomes at different levels:

  • Remember:    Describe current tribal conflicts in Afghanistan
  • Understand:    Summarize the effect these conflicts have on military units and the civilian population
  • Analyze:    Analyze opportunities and challenges for the US military within this context
  • Apply:    Develop a list of potential actions to be taken to capitalize on opportunities and/or resolve challenges
  • Evaluate:    Assess potential outcomes for recommended actions Create: Draft a final list of recommendations for actions to be taken

Reference

  • McNiff, J. (September 2008). Planning, designing and doing action research. Action Research, Jean McNiff.
    (Used with permission of the author)
  • Norwich University CGCS. (2019). Identifying Research Topics and Searchable Questions. NU.
  • Purdue.edu OWL. (n.d.). OWL: Purpose and audience: What is a White Paper? Purdue.edu OWL.

Week 01: Identify Topic, Field Study Questions and Learning Outcomes

Assignment: Topic/Questions/Outcomes

Topic/Questions/Outcomes (100 points)

There is no specific length required for this assignment. It could be one page or several pages.

What you need to do is to identify your topic, explain why it is of interest and significance, identify specific questions you wish to answer, and articulate the learning outcomes you want to achieve.

Before submitting your assignment, re-read it and ask yourself: does my proposed project convey enthusiasm, passion, and significance?

Week 02: Develop a Project Timeline

There are only eight weeks in this course, so it’s important to plan your project and timeline carefully. You can be kept on track generally by the weekly topic, but you will need to go into more detail about specific steps you’ll take each week and determine how much time you will spend on each step.

Your project timeline should describe specific tasks to be completed at each stage of your project.

  • What needs to be done?
  • How will it be carried out?
  • Who needs to be part of the process?
  • When should each phase of your project be completed?
  • What are the expected results?
  • What will you do with the results?

Here is a generic plan to use as a guide….

SAMPLE Field Study Timeline and Action Plan

Develop a clear roadmap that identifies tasks to accomplish every week. A clear roadmap helps you get where you want to go!

Week Generic Topic/Tasks Specific Tasks & Time Alloted for Each Date(s) of Completion Notes
One Identify topic

Identify field study questions

Identify learning outcomes
  • Read FSG and recommended readings
  • Discuss possible topics w/advisor, colleagues, friends
  • Generate a list of possible topics
  • Generate a list of research questions
  • Narrow topic and questions
  • Identify desired learning outcomes

Assignment due: Submit Topic/Questions/Outcomes (100 points)

   Use this space to note
any challenges during the week, thoughts, or ideas you want to keep track of.
Two Develop a  project timeline
  • Develop a chart like this one, or something similar
  • Identify for yourself what you will accomplish during each of the eight weeks of the field study
  • Plan how you will spend your time each and every week by identifying the numbers of hours you will spend on each activity

Assignment due: submit your Project Timeline (100 points)

    
Three Identify resourcesincluding print, electronic, human
  • Review books, magazines, journals
  • Search Kreitzberg Library online resources for appropriate material
  • Identify any people/groups you wish to interview along with your rationale for why you wish to interview them.
  • Choose which resources you will use for your project (note: you may modify this list as you continue working through the project)

Assignment due: Submit an Annotated Bibliography/Resources (150 points)

   You should aim for 7-10 academic resources. Depending on your topic and questions, people may be an excellent resource for you.

Don’t forget—you may be a good resource yourself, depending on the knowledge and experience you bring to bear on your project.
Four Field study toolkit: interviews, focus groups, surveys
  • Review research questions
  • Determine whether interviews, surveys or focus groups will help you answer questions
  • Develop a survey or interview questions as needed
  • Test out survey or interview questions
  • Distribute survey or questions

Assignment due: submit your Project Outline (100 points)

   Note: If you are not doing interviews or surveys, use this time to complete additional reading and research.
Five Collect and analyze data
  • Collect data: notes from reading, results from surveys and/or interviews
  • Analyze data (note your observations about data, identify key points, questions remaining, holes to fill)
  • Summarize data

Video Assignment – outline of paper

   At this point you should have a lot of information about your topic. What does all this information really mean? What is important? How can you begin to organize it?
Six Organize your outline
  • Prepare an outline of your paper
  • Identify key and supporting points
  • Write your first draft

Assignment due: First draft (200 points)

   Hint: Remember that the purpose of a white paper is to be authoritative and informative, argue for a specific position or propose a solution to a problem. 

A suggested format might be: 

  1. executive summary, 
  2. background and overview, 
  3. key questions asked and lessons learned, 
  4. recommendations and the rationale for them, 
  5. predicted outcomes, 
  6. conclusions, 
  7. references.
Seven No work this week. Just kidding.
  • Review feedback from your instructor on your draft
  • Review feedback from your fellow students
  • Carefully think through what you’ve written and how it can be improved
  • Work on your final version

No Assignment.

    
Eight Finalize and polish your paper
  • Work on your final version and submit at the end of the week

Assignment due: Final project/paper due (350 points)

    

As you review your timeline and action plan, consider the following questions:

  • Is the purpose and significance of your project clear?
  • Does your project address a significant need?
  • Are the research questions clearly and concisely stated?
  • Have you identified where and when you will gather data?
  • Do you know where you will search for resources?
  • Have you identified people or groups you wish to interview?
  • Have you built in time to create interview questions?
  • Are the procedures for collecting information described fully?
  • Have you built in time to analyze data?
  • Have you built in time to write your first and final drafts?
  • Do you know how you will communicate your results to interested parties?

From a different perspective, SMART action plans should be:

  1. S pecific
  2. M easurable
  3. A chievable
  4. R ealistic
  5. T imebound*

*Note: the citation for this resource is not available.

Project Timeline
Produce a document that is similar to the example provided in previous section. The document is your plan and it needs to work for you.

Week 03: Identify Resources Including Print, Electronic, and Human

By now you should have identified your topic, research questions, and learning outcomes. Your next step is to focus on gathering all the information you will use to answer your questions, including print or electronic books, articles, governmental publications, databases, people, etc. You will want to be sure to use high quality and reputable resources for your project.

It may be helpful to review the Identifying Research Topics and Researchable Questions PowerPoint in Week 2, since it identified a number of electronic resources. You may also want to review the Kreitzberg Library homepage since it has a great deal of information about what is available through the library and how you can find it. The SSDA page, linked on the left-side menu, features library and web resources as well as research guides, highlighted specifically for your area of study.

At this point in your program, you should be quite comfortable with seeking out resources for your projects and determining whether or not those resources are reputable and acceptable in an academic environment. If you need some assistance or a sounding board, talk with your instructor or fellow students or contact Kreitzberg Library at distance@norwich.edu, or call the reference desk phone number (802.485.2179).

Finally, consider the “human experts” to whom you have access. Who can help you answer the questions you’ve identified? (For that matter, you may want to talk with colleagues or superiors to help you identify the initial questions to address in your study.) Depending on your questions, it might be interesting to obtain information from people in different situations and at different levels—academics, superior officers, and the “boots on the ground.”

Assignment: Annotated Bibliography/Resources

Annotated Bibliography/Resources 

This assignment should list all the resources you intend to use in your project (7-10 minimum). Include the correct and complete citation and a brief description of each of the resources.

If you need a refresher on compiling a bibliography and writing citations correctly, see the Purdue OWL: Annotated Bibliography Samples.

References

Purdue.edu OWL. (n.d.). OWL: Annotated Bibliography Samples. Purdue.edu OWL.

Week 04: Build Your Field Study Toolkit: Interviews, Focus Groups and Surveys

One way you might want to get out into “the field” for your field study course is to interview people or focus groups to collect original data. This section of the FSG contains information about interviews and focus groups.

What do you need to know about interviewing individuals or groups?

Deciding whom to interview is a key step. Examine your research questions and decide who might be able to help you answer them or who might be able to direct you to other informed people.  Stringer (1996) identifies an important caveat:

Researchers sometimes feel disconcerted when people fail to engage in projects that the researcher considers to be very significant. They are often surprised when obstacles appear without warning, when people fail to attend meetings, when tasks are not performed, or antagonism is directed toward them. In many such instances, they have not only transgressed the boundaries of people’s symbolic territory, but failed to obtain ‘permission’ to enter that territory.

An important preliminary task…is to determine the formal structure of relevant organizations. Researchers need to identify and communicate with people in positions of influence and authority and gain their permission to work there…. They also need, at the same time, to locate informal patterns of influence to ensure that all significant people—sometimes called opinion leaders or gatekeepers—are included in the early stages of the research process, (p. 51).

Be cognizant of the above when you wish to interview an individual or a group and make sure you “smooth the way” by getting approval from gatekeepers or other key people.

Interviews allow people to describe their situations and to provide a record of their views and opinions (Stringer, 1996). If you choose to interview people (or to conduct a focus group), Stringer suggests that you: 1) identify yourself, your role and your purpose; 2) ask permission to talk with people and to record the interview or to take notes if that’s what you wish to do; and 3) arrange a time that is convenient (p. 63). You should also assure people of confidentiality, or not, as the situation warrants, and make sure you are in agreement on the issue of confidentiality.

Depending on your questions, you may want to provide questions to interviewees or groups ahead of time, so they can think about their answers. Needless to say, the questions you choose to ask are very important both in terms of the information you will collect and the wise use of your time and that of your respondents.

Stringer (1996) suggests different types of questions:

Grand tour questions. These are broad and general types of questions that encourage people to describe a situation from their own perspective.

  • Can you tell me about your experience with….?
  • Can you tell me about your work with X group?
  • Can you show me how you do that?
  • Can you describe the situation from your point of view?
  • Can you describe a typical day?
  • Can you tell me what happened at that conference?

Guided tour questions and prompts. Stringer writes that grand tour questions allow you to pull together a core of information that you can expand through guided tour questions and prompts.  Guided tour questions help respondents to focus and visualize their experience:

  • Can you describe the layout for me? Could you show me around?
  • Can you draw me a map?
  • What did you observe when…?

A prompt question might be:

  • Can you tell me more about what happened when….?
  • Can you give me an example of that?

Choose each question carefully for interviews (the same goes for focus groups). Only ask a question if you know why you are asking it and what you will do with the information you receive. Once you have your list of questions ready, test it out with a friend or two to see if the meaning of your questions is clear. You may want to refine questions before conducting your “official” interviews or focus group.

While advance preparation is important, remember that your questions may also evolve and become more refined as you interview people. Flexibility is called for if an interview takes on an interesting or thought-provoking direction.

When conducting the interview or focus group listen closely and try to avoid shaping your respondents’ opinions. Try to stay neutral and to ask “neutral” questions. For example, ask: “What is your opinion about how X handled the recent situation?” instead of asking, “What is your opinion about X’s responsibility for the recent fiasco?”

It’s good to end an interview by asking: is there anything else you would like to tell me about this topic? Is there anything else you think I need to know about this topic? This is an excellent, open-ended way of obtaining information that you may not have targeted in your original questions. Be sure to thank your respondent or group for their input. You may want to ask them if they would like to see a copy of your final project.

Finally, be mindful of the ethics involved in interviewing. If you have agreements about confidentiality, stick to them. If you have agreements with your respondents about how and where their information will be presented, stick to them. Be respectful of the opinions and time of your respondents.

Reference

  • Stringer, E. (1998). Action research: A handbook for practitioners.  Sage publications.

Assignment: Project Outline

Project Outline

This week, your assignment is to submit an outline for your paper. Use the outline above to organize your paper, providing notes under each section so that your instructor knows what you plan to research.

Week 05: Collect, prepare and analyze data

Any lengthy, in-depth project generates quite a bit of data. One of your key tasks is to organize, analyze, and synthesize that data. This week we explore how to do that using the framework of data, information, knowledge, and wisdom.

Begin with your data

If you have read books, journal articles, government reports, etc., no doubt you have taken notes. These notes are your “data set” for the document research you’ve done. Gather your notes together, organize them by source, and make sure you have correct citation information as needed. If you’ve done interviews, gather and organize that data as well.

Turn your data into information

Data is “raw,” so to speak. The numbers 8023794682 are a piece of data. This piece of data becomes information when you realize that the number is a phone number.

Basically, the process of turning raw data into information involves analysis. Analysis asks the question: What, exactly, do I have here? In this phase, you to try to be objective and just observe your data.

Read your document data set(s) again and organize by key topics, supporting points, a timeline, or in some other way that will be helpful to you. On a separate document jot down any thoughts, questions, insights that come to you as you are doing this. Again, simply observe your data and see what you see. You might want to make a cluster diagram, a word chart or a mind map. (To see examples, Google: images for word diagrams, images for mind map, images for word chart). Now, start to dig a little deeper.

  • What key thoughts, ideas or events jump out?
  • How many people think or believe or know something? How many times did an event occur (frequency)?
  • What was the timing of events?
  • Do I see relationships between one piece of data and another? Do I see trends?
  • Are there contradictions in the data I have?
  • Are there different opinions expressed about issues?
  • What different opinions are held by different stakeholders?
  • What support is there for those opinions?  Is it factual? Anecdotal?
  • Do some data contradict my previous opinion or knowledge? If so, how? Does it seem like data might be missing?
  • What additional questions occur to me?
  • What holes do I need to fill? How can I fill them?

A similar process can be followed with data from interviews. You might find it helpful to organize interview data by person, position, date, length of interview, and brief responses to questions.

How do you know when you have collected enough data? You know when you have a sense that you can come to some viable conclusions. You know when you reach the point of saturation; that is, when you observe similar results in the data from interviews, observations, or document analyses, with the result that themes are emerging.

An important step now is to review your original research questions. Do you have the information you need to answer these questions? If not, what will you do to get the additional information you need?  Do you want to modify your questions in any way?

Turn your information into knowledge

Information becomes knowledge when it takes on meaning. For example, let’s say that Mary is pregnant.  That is information, but what does it mean?  It means something very different if Mary is your fifteen-year-old daughter, or if Mary is your wife who has wanted to become pregnant for a long time. Looking at this more “academically,” developing knowledge out of information involves making meaning of the facts or information at hand. Further, it involves synthesis; i.e., taking the parts and forming them into a whole.  We’ve all heard the expression; the whole is greater than the sum of its parts. This means that when we add many different pieces of information together, we get a more nuanced and complex picture than we had originally.

Look again at the questions in the data into information paragraph above. What might it mean that certain events have occurred in a certain order? What does it mean that there are contradictions in the data? What does it mean when there are so many different opinions about an issue? If you have descriptive statistical data from surveys, look beyond the numbers and try to figure out what the numbers mean. Why is a piece of information significant? Try to set aside preconceived ideas you have about your topic and see the data objectively.

Use deductive reasoning; that is, start with a proposition or hypothesis and see whether or not it is supported or disconfirmed by the evidence you’ve gathered during your research. Or, use inductive reasoning; that is, look at a range of observations and then build a conclusion statement based on those observations.

Turn your knowledge into wisdom

Maybe the word wisdom seems grandiose, but look at it this way. You have gathered information, analyzed it and synthesized it, and perhaps you have come to some significant insights about the topic of your study. What are those significant insights? What have you really learned?

Now you need to get creative and make recommendations for action based on the work you’ve done. Hopefully, the recommendations you make will be wise! State your recommendations clearly and think through the implications of the recommendations. What will happen if they are carried out? Who or what would benefit? Who or what would be harmed? What information will you use to support your recommendations? Are there ethical issues that need to be considered?

A note on tools

Displaying data differently can help you to see different things, which aids in analysis and synthesis. In addition, displaying data clearly helps your readers to grasp quickly your key points. Check out Create a Graph for easy and quick tutorials on creating bar, line, area, pie and xy graphs.  The website is for kids, so anybody can do it!

There is another excellent resource How to Choose the Right Chart for Your Data. This resource compares lists the pros and cons of using circle graphs, bar graphs, and tables. There is a practice tutorial and solutions are given.

It may be that you want to include some graphics in your final report. Not only can graphics clearly display data, but they also add interest to your presentation, they can help readers to grasp your meaning quickly, and they can help you make your case persuasively.

Using How to Mind map can help the user create a type of free flowing diagram that contains words, ideas or tasks that are linked around a central idea or keyword. It allows the user to ‘green light’ (green light means that any idea is ok) from a central word so that different aspects flow around which can help you to see different aspects of the central word. This can be words, graphics, pictures, anything that ‘gets the brain thinking’.

 

Reference
  • N.A. (nd). Compare Different Types of Visual Data Displays. Syracuse.edu; Institutional Effectiveness and Assessment (IEA).
  • N.A. (nd). Create a Graph. NCES.ed.gov; NCESkids.
  • Adam, A. (2009,Nov.). How to mind map. Study-habits.com.

Week 06: Organize Your Report—First Draft

Your next task is to shape the data, information, knowledge, and wisdom you have accumulated into a white paper of approximately 18-25 pages.

There are a number of reports and white papers identified as resources (see below). It’s unlikely that your white paper will be organized exactly like any of those below but looking at examples gives you an idea of how reports are organized and presented. You will see strengths and weakness, which should help you discover how you want to organize and present your own report.

If you want to do additional exploration, search in Google “white paper name-of-topic.pdf” (replace name-of-topic with your topic).  The Purdue Online Writing Lab recommends using the .PDF designation because many white papers are presented as PDFs.

As a reminder, the Introduction to this Field Study Guide included the definition of a white paper according to the Purdue Online Writing Lab (OWL):

…the term white paper is used as shorthand to refer to an official government report, indicating that the document is authoritative and informative in nature. Writers typically use this genre when they argue a specific position or propose a solution to a problem…. Typically, the purpose of a white paper is to advocate that a certain position is the best way to go or that a certain solution is best for a particular problem (Italics added).

The OWL site suggests organizing a white paper into:

  • Introduction/Summary
  • Background Problems
  • Solutions/Recommendations
  • Conclusion
  • Works Cited

You may choose this organizational scheme or modify it to fit your particular project.

Potential Resources for Research and White Papers:

Reference

  • Purdue.edu OWL. (n.d.). OWL: White Paper: Purpose and Audience, What is a White Paper? Purdue.edu OWL.

Assignment: First Draft

First Draft

From the beginning of your enrollment in your program, you have been using the Rubric for Written Assignments as a guide to quality work and an instrument to assess your work.This rubric is relevant to your field study project.

Your field study work will be assessed on the following:

  1. Conceptual understanding and issue identification;
  2. Critical and effective use of information and resources;
  3. Organization and presentation of ideas;
  4. Understanding and effective use of the concept of audience; and
  5. Effective use of language, grammar, and APA format.

Week 07: Revise your Draft

You will get specific and substantive feedback on your draft from your advisor/instructor and possibly from your fellow students. Give it serious thought and incorporate suggestions into your work as needed.

Review the following Checklist for Global Revision (Hacker and Sommers, 7th):

Checklist for global revision

  • Purpose and audience
    • Does the draft address a question, a problem, or an issue that readers care about?
    • Is the draft appropriate for its audience? Does it account for the audience’s knowledge of and possible attitudes toward the subject?
  • Focus
    • Is the thesis clear? Is it prominently placed?
    • If there is no thesis, is there a good reason for omitting one? Are any ideas obviously off the point?
  • Organizing and paragraphing
    • Are there enough organizational cues for readers (such as topic sentences orheadings)? Are ideas presented in logical order?
    • Are any paragraphs too long or too short for easy reading?
  • Content
    • Is the supporting material relevant and persuasive? Which ideas need further development?
    • Are the parts proportioned sensibly? Do major ideas receive enough attention? Where might material be deleted?
  • Point of view
    • Is the dominant point of view—first person (I or we), second person (you), or third person (he, she, it or they)—appropriate for your purpose and audience?

Reference

  • Hacker, D., & Sommers, N. (2010). A writer’s reference (7th ed.). Bedford/St. Martin’s; C3-a Make global revisions, 20-21.

Week 08: Submit your final paper or project

Before you submit, go through the following steps:

  • Proofread your final report.
  • Check to make sure that all direct quotations and ideas are properly cited (this includes any personal quotes from previous papers you have written).
  • Have you answered your research questions?
  • Have you achieved your learning goals?
  • Have you communicated your ideas with power and passion?
  • How will you know if you have connected with your audience?

 

Assignment: Final Draft

Final Draft (350 points)

Submit your final draft this week!

 

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