2 3 The Research Process What’s your next step? Use this guide to help you along the way. Joining the Conversation Getting Started Chapter 1 Exploring and Focusing Chapter 2 Developing Your Research Question Chapter 3 Working with Sources Reading Critically and Actively Chapter 4 Evaluating Sources Chapter 5 Taking Notes Chapter 6 Engaging with Information, Ideas, and Chapter 7 Arguments Managing Information Chapter 8 Avoiding Plagiarism Chapter 9 Collecting Information Searching for Information Chapter 10 Collecting Information with Field Chapter 11 Research Creating Your Document Developing Your Thesis Statement Chapter 12 Developing and Organizing Your Chapter 13 Argument Drafting Chapter 14 Using Sources Effectively Chapter 15 4 Designing Documents Chapter 16 Revising and Editing Chapter 17 Presenting Your Work Chapter 18 Documenting Sources Understanding Documentation Systems Chapter 19 Using MLA Style Chapter 20 Using APA Style Chapter 21 Using Chicago Style Chapter 22 Using CSE Style Chapter 23 5 SIXTH EDITION The Bedford RESEARCHER Mike Palmquist Colorado State University 6 For Bedford/St. Martin’s Vice President, Editorial, Macmillan Learning Humanities: Edwin Hill Senior Program Director for English: Leasa Burton Program Manager: Molly Parke Marketing Manager: Vivian Garcia Director of Content Development: Jane Knetzger Developmental Editor: Sherry Mooney Senior Content Project Manager: Ryan Sullivan Senior Content Workflow Manager: Jennifer Wetzel Production Assistant: Brianna Lester Media Project Manager: Melissa Skepko-Masi Editorial Services: Lumina Datamatics, Inc. Composition: Lumina Datamatics, Inc. Photo Editor: Angela Boehler Photo Researcher: Sheri Blaney Permissions Manager: Kalina Ingham Senior Art Director: Anna Palchik Text Design: Claire Seng-Niemoeller Cover Design and Illustration: William Boardman Copyright © 2018, 2015, 2012, 2009 by Bedford/St. Martin’s. All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except as may be expressly permitted by the applicable copyright statutes or in writing by the Publisher. 2 1 0 9 8 7 f e d c b a For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 ISBN 978-1-319-13047-3 (EPUB) Acknowledgments Art acknowledgments and copyrights appear on the same page as the art selections they cover. 7 Preface for Instructors Alternative facts. Fake news. Political bubbles. The presidential election of 2016 called attention in an unprecedented way to the credibility and reliability of information sources. But the concerns brought into focus by the election are far from new. In fact, they’ve been with us for more than two decades. The rapid growth of social networks and the proliferation of news and media providers that adopt particular — and often radically different — stances on important issues have made it all too easy to surround ourselves with people and ideas that reaffirm rather than challenge our understanding of important social, cultural, and political issues. For this reason alone, it has never been more important to learn how to locate relevant, credible sources, to evaluate competing ideas and arguments, and to share our thoughts with others in a compelling, well- supported manner. Knowing how to work with sources has become critical not only to us as individuals but to our society as a whole. Research writing, as a result, has become central not only to our individual academic and professional goals, but also to the long-term success of our society. And while that may sound like an exaggeration to many of us (and certainly to many of our students), it is clear that understanding how to work with information, share ideas effectively, and argue for a particular purpose will only grow more and more important over the coming decades. This edition of The Bedford Researcher, like those that have come before it, was written with the goal of helping writers strengthen their ability to understand, assess, and contribute to ongoing conversations about important issues. As past editions have done, it addresses the vast amount of information available to writers, the expanding variety of media and genres used by writers to share their work, the critical importance of evaluating sources that — at first glance — appear to be “just like” the sources in a library, and the demands of managing information effectively and efficiently. This edition also responds to continuing changes in how writers participate in a complex and rapidly evolving information ecology. It 8 recognizes the variety of ways through which writers connect with readers, the role of social media, and the blurred lines between public and private discourse. Yet it also recognizes that many important aspects of source-based writing remain unchanged. As was the case in the mid-twentieth century — and, for that matter, in the centuries that preceded it — writers must still consider their purpose and the needs and interests of their readers; they must still make choices about genres and design; they are still shaped by the social, cultural, and historical contexts in which they work; and they must still grapple with limitations and take advantage of opportunities they encounter as they work on their research writing projects. Meeting these new challenges while maintaining a focus on the fundamental relationships among writers, readers, sources, genres, and contexts can tax even the most experienced writers. Our students, then, face a doubly difficult task: learning the core principles of research writing and mastering the technological context that has vastly complicated the rhetorical situations in which they find themselves. As I’ve reflected on the challenges facing our students, I’ve become convinced that students can be most successful if we help them understand research writing both conceptually and practically, combining a rhetorical framework with the accessible guidance students need to help them navigate the world of academic research writing. In this edition, I’ve continued my efforts to improve The Bedford Researcher, both as a classroom text and a resource for student researchers. I’ve focused once again on the notion that academic research is an act of “joining a conversation.” I’ve deepened my treatment of researching in various disciplinary contexts, and I’ve added new coverage of writers’ roles. I’ve also created a new chapter that focuses on genres — including bibliographies, summaries, responses, syntheses and reviews, and research proposals — that can play important roles both as ends in themselves and as intermediate steps toward a wider range of research writing genres. Features The Bedford Researcher is based on the premise that the decisions good research writers make are shaped primarily by rhetorical concerns — the writer’s purposes and interests; the readers’ needs, interests, values, and beliefs; the setting in which a document is written and read; and the 9 requirements and limitations associated with an assignment. To illustrate this premise, the book presents research writing as a process of choosing, learning about, and contributing to a conversation among readers and writers. Complete Coverage of the Research Writing Process As in the previous editions, the text is divided into five parts. The first four parts correspond to the stages of an idealized research writing process, although the book stresses the recursive nature of research writing. The fifth part focuses on documentation systems. Part 1, Joining the Conversation, introduces the concept of research writing as a social act. It helps students understand that research writing involves exploring conversations among writers and readers, narrowing their focus to a single conversation, and developing a research question to guide their inquiry within that conversation. Part 2, Working with Sources, establishes the importance of reading critically, evaluating sources, taking notes, engaging with information and ideas, managing information, and avoiding plagiarism. Part 3, Collecting Information, helps students search for information using digital resources, print resources, and field research methods. Part 4, Creating Your Document, guides students as they develop their thesis, organize their information and ideas, frame their argument, develop an outline, draft their document, integrate source material, design their document, revise and edit their drafts, and present their work. Finally, Part 5, Documenting Sources, provides comprehensive and up-to-date chapters on MLA, APA, C​ hicago, and CSE styles. Engaging and Useful Apparatus The book is designed so that students can find information easily and work competently through each stage of their projects. Each chapter is structured around a set of Key Questions that enables students to find information quickly and ends with Quick Reference boxes to stress the chapter’s main points. Throughout the book, My Research Project activities, in-depth tutorials, and numerous illustrations and tables teach students how to keep their projects on track. The design employs clear and accessible illustrations, annotations, checklists, activities, and documentation guidelines — the parts of the text students will return to as they write. A Conversational, Student-Friendly Tone I’ve written The Bedford Researcher in an accessible, easy-to-follow style that treats students with respect. I want students to gain confidence in their ability to write well, 10