Expert answer:English Composition II
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Unit VIII Final Research Paper Draft
Follow the directions below for the completion of your Research Paper Final Draft for Unit VIII. If
you have questions, please email your professor for assistance. As always, you may also seek
out the guidance of the Success Center; the tutors are always there to assist you with your writing
and comprehension. You may submit writing assignments to the Success Center by using a
“Writing Center Request form” located on the myCSU Student Portal. To submit a “Writing Center
Request form,” log into the myCSU Student Portal, click on “Success Center,” and then click on
“Tutoring.” If you have questions concerning APA or your writing assignment, you can contact
the Success Center at teamsucceed@columbiasouthern.edu or by phone at ext. 6538.
Purpose:
The purpose of this final draft is to finish the paper you have been working on throughout the
course by adding a conclusion and an abstract.
Description:
In this assignment, you will assemble the final draft of your Research Paper you have been
working on throughout the course. Your Research Paper Final Draft should include the elements
listed below.
Elements:
The grade of your Research Paper Final Draft is largely based on your inclusion of these
elements and the overall quality of your writing. Your paper must contain the following elements.
1. Cover page and APA formatting:
You should include an APA-style cover page for your Research Paper. See the example on page
16 of The CSU APA Guide (6th edition). Your cover page should include the following: the title of
your paper, your name, and the name of your university (Columbia Southern University). The
running head should include up to 50 characters from the title of the paper, along with a
sequential page number in the upper right-hand corner.
2. Abstract:
The abstract is a 150-250 word summary of your Research Paper, and it should be written only
after you have finished writing the entire paper because how your abstract is worded largely
depends on the development of your paper. Your abstract should be accurate, self-contained,
concise and specific, non-evaluative, coherent, and readable. Your abstract may be modeled
after the theoretical paper model or empirical study model. For information or an example of an
abstract, see p. 12 of The CSU APA Guide (6th edition) and p. 511 of Strategies for Writing
Successful Research Papers. Note that the abstract presented references MLA, but yours should
be in APA style. The abstract should be the second page in the paper, after the cover page, and
the abstract should be on its own page. The text of the paper itself should begin on page 3. Your
abstract must meet the following standards: EH 1020, English Composition II 14
• Be 150-250 words
• Be located on the second page of your final draft
• Have a heading of Abstract that is centered at the top of the page.
3. Introduction:
There are some pitfalls to writing an introductory paragraph, and you can avoid some of them by
reading through the Checklist: “Avoid Certain Mistakes in the Introduction” on p. 495 of Strategies
for Writing Successful Research Papers.
4. Review of literature:
The review of literature should be a smooth transition from the introduction of your paper and
should present a controlled summary of the conversation surrounding your topic.
5. Body paragraphs:
Each paragraph of the body of your Research Paper should be a cohesive unit. It should be tight,
but developed. It should serve a function, and its purpose should always be to bolster the thesis.
Therefore, you should use the following order for each paragraph in the body.
a. Topic sentence: This sentence summarizes the entire paragraph in one strong, well-written
sentence, and it directly supports the thesis statement.
b. Explanation of topic sentence (1-2 sentences): Often times there is more to be said about
the topic sentence, more explanation that is necessary in order for it to be a clear idea, so there
are usually a few sentences that follow the topic sentence that explicate the idea more for the
reader. These sentences not only “unpack” the topic sentence, but they also anticipate the
evidence that will be used to support the topic sentence, usually indirectly.
c. Introduction to evidence (1-2 sentences): No piece of evidence (quotation, example,
paraphrase, etc.) should be dropped into a paragraph without first introducing it. An introduction
might include the title of the source, the author, and/or a short description of the source/author’s
credentials. In this way, no evidence is presented without a context because it is this context that
makes the evidence meaningful.
d. Evidence: The evidence that you present backs up your topic sentence, and by extension,
supports your thesis statement. The evidence that you supply can be a number of things: a
quotation from a source; a reasonable, illustrative example; a statistic; commentary from an
interview; etc.
e. Explanation of evidence: No piece of evidence stands on its own or is convincing on its own.
Although it may seem to draw a direct line to your topic sentence to support it, often the reader
needs you to make the connection between the two. Further, the general rule is that for each
sentence of quoted material, your explanation should be just as long, so if you include a block
quotation, the block quotation should be met with an equally long explanation.
f. Transition (1-2 sentences): Transitions are essential for research papers because body
paragraphs, especially, are written as units, and it is the transitions that allow for these units to be
linked together. Take a look at the list of transitional expressions on pp. 44-45 in The Little, Brown
Compact Handbook with Exercises.
6. Conclusion:
Your conclusion should pull together your entire paper. Do not consider the conclusion a
summary of your paper; your abstract is the summary of your paper. Instead, your conclusion is
your opportunity to suggest what might be done with your findings. A good conclusion will restate
the thesis, place a judgment on the issue discussed, discuss the implications of your findings,
issue a directive or call to action to the reader, and close out the paper with a strong final thought.
However, depending upon your topic and your treatment of that topic, the conclusion may take
different forms. Your conclusion for this paper must be at least 150 words. If the conclusion is
less than the word count, it is likely you have not fully developed your conclusion, and this lack of
development can severely impact your grade for this assignment. For an example and explicit
instructions on how to write a conclusion, see pp. 501-506 of Strategies for Writing Successful
Research Papers.
If you wish to take another look at the completed example paper that you saw in Unit I, click here.
Information about accessing the Blackboard Grading Rubric for this assignment is provided
below. EH 1020, English Composition II 15
APA Guidelines
CSU requires that students use the APA style for papers and projects. Therefore, the APA rules
for formatting, quoting, paraphrasing, citing, and listing of sources are to be followed. Students
can find CSU’s Citation Guide in the myCSU Student Portal by clicking on the “Citation
Resources” link in the “Learning Resources” area of the myCSU Student Portal. This document
includes examples and sample papers and provides information on how to contact the CSU
Success Center.
Grading Rubrics
This course utilizes analytic grading rubrics as tools for your professor in assigning grades for all
learning activities. Each rubric serves as a guide that communicates the expectations of the
learning activity and describes the criteria for each level of achievement. In addition, a rubric is a
reference tool that lists evaluation criteria and can help you organize your efforts to meet the
requirements of that learning activity. It is imperative for you to familiarize yourself with these
rubrics because these are the primary tools your professor uses for assessing learning activities.
Rubric categories include: (1) Assessment (Written Response) and (2) Assignment. However, it is
possible that not all of the listed rubric types will be used in a single course (e.g., some courses
may not have Assessments).
The Assessment (Written Response) rubric can be found embedded in a link within the directions
for each Unit Assessment. However, these rubrics will only be used when written-response
questions appear within the Assessment.
Each Assignment type (e.g., article critique, case study, research paper) will have its own rubric.
The Assignment rubrics are built into Blackboard, allowing students to review them prior to
beginning the Assignment and again once the Assignment has been scored. This rubric can be
accessed via the Assignment link located within the unit where it is to be submitted. Students may
also access the rubric through the course menu by selecting “Tools” and then “My Grades.”
Again, it is vitally important for you to become familiar with these rubrics because their
application to your Assessments and Assignments is the method by which your instructor
assigns all grades.
Communication Forums
These are non-graded discussion forums that allow you to communicate with your professor and
other students. Participation in these discussion forums is encouraged, but not required. You can
access these forums with the buttons in the Course Menu. Instructions for
subscribing/unsubscribing to these forums are provided below.
Once you have completed Unit VIII, you MUST unsubscribe from the forum; otherwise, you
will continue to receive e-mail updates from the forum. You will not be able to unsubscribe
after your course end date.
Click here for instructions on how to subscribe/unsubscribe and post to the Communication
Forums.
Ask the Professor
This communication forum provides you with an opportunity to ask your professor general or
course content questions. Questions may focus on Blackboard locations of online course
components, textbook or course content elaboration, additional guidance on assessment
requirements, or general advice from other students.
Questions that are specific in nature, such as inquiries regarding assessment/assignment grades
or personal accommodation requests, are NOT to be posted on this forum. If you have questions,
comments, or concerns of a non-public nature, please feel free to email your professor.
Responses to your post will be addressed or emailed by the professor within 48 hours.
Before posting, please ensure that you have read all relevant course documentation, including
the syllabus, assessment/assignment instructions, faculty feedback, and other important
information.
UNIT VIII STUDY GUIDE
Concluding Your Research Paper
Course Learning Outcomes for Unit VIII
Reading
Assignment
The Little, Brown
Compact Handbook with
Exercises
Chapter 18:
Appropriate and Exact
Language,
Sections 18a-18b
Upon completion of this unit, students should be able to:
1. Write an abstract for a research paper that is 150-250 words.
2. Write a conclusion for a research paper in a minimum of 150
words or more.
3. Revise the body paragraphs of a research paper while
incorporating two new paragraphs.
Unit Lesson
Introduction to Unit VIII
Chapter 19:
Completeness,
Sections 19a-19b
Strategies for Writing
Successful Research
Papers
Chapter 23:
Writing the Introduction
Body, and Conclusion,
Section 23c
The CSU Citation Guide
Formatting, pp. 13-17
Library Resources, p. 18
Sample Papers, pp. 1920
Learning Activities
(Non-Graded)
See information below.
You began this course with an idea of what writing a research paper is or what it
can be. You began with an idea, one that you hoped to flesh out, support, and
pontificate upon in your Research Paper. You have seen that idea through by
building a project around it, constructing a foundation for it in research and
establishing the final research paper. Certainly, as each of you entered this
course, you came with differing backgrounds and life experiences. You entered
armed with these and your desire to succeed. While there is one definable
product that each student must be able to complete at the end of the course—
the final Research Paper—the individual achievements are more difficult to
measure because, in so many ways, these individual achievements are yours
personally and yours alone to fully know. For some of you, that may take the
form of writing your first academic research paper; for others, that achievement
may take the form of smaller goals that you have met; for instance, you may
have improved your grammar skills. Whatever your achievements, you should
take time to observe and recognize them.
In this final unit, you will work to revise your entire paper and to construct the last
two sections, making your paper a finished Research Paper product. Now is the
time for you to make those last minute corrections and revisions that you have
wanted to make throughout to perfect your paper. In addition to your reflecting
upon the process of constructing the Research Paper for this course, you might
want to take time to reflect upon your own personal writing process. You should
consider the following questions after you turn in your final Research Paper:
EH 1020, English Composition II
What was difficult for you?
What seemed to come naturally?
What would you have done differently, and why would you change it?
What have you learned about yourself as a student, writer, and person
throughout this process?
What advice might you give to a student just entering the course?
What have you learned that you can carry with you throughout your
college career and beyond?
1
Key Terms
1. Colloquial language
2. Dialect
3. Figurative language
(figure of speech)
4. Pretentious writing
5. Slang
6. Standard American
English
7. Technical
words/language
8. Trite expressions
(clichés)
Professional writers use reflection all the time in their own writing process. It is
the final stage of the process, and it is the stage that often brings about the most
learning because you give yourself the opportunity to move back over your
earlier experiences with your newfound knowledge, thereby seeing those
experiences with the benefit of your new knowledge.
Part 1: Writing the Conclusion
Chapter 23, Section 23c, of Strategies for Writing Successful Research Papers
Earlier in the course, it was mentioned that the thesis statement is the
conclusion that you came to after reading through the research you gathered. If
that is the assumption under which we work as research writers, then what is the
function of the conclusion in a research paper? In many ways, the conclusion
acts as the final word in the paper. Conclusions are custom tailored to fit the
needs of the paper. A good conclusion is the matching bookend to your
introduction, and it is never a straight reiteration of everything that you have just
presented in the paper. The reader has spent time to walk through your
argument, so a recap is not necessary. Instead, you want to try to tie the entire
paper together and perhaps even suggest an action that the reader might take or
that society might take. In the Humanities (for which you are writing in this
course), it is common that one paper is never the final word on a subject;
instead, it is a strong voice in that discussion. Therefore, another great way to
end a paper is to conclude with a call for more research, more investigation, or
more attention to be given to the topic.
Pay special attention to the Checklist: “Writing the Conclusion of the Research
Paper” on page 525 of Strategies for Writing Successful Research Papers. This
box will assist you with a form that your conclusion might take. Conjunctively,
you will want to recall the Checklist: “Avoiding Certain Mistakes in the
Conclusion” on page 529 as you are beginning to draft your conclusion.
Part 2: Writing the Abstract
Chapter 24, Section 24b, of Strategies for Writing Successful Research Papers
Although some writers draft their abstract throughout the paper writing process,
the most effective time to write the abstract is at the end of the drafting process.
It is therefore best to wait until all of the text of your paper is set, meaning that
you no longer intend to make changes to the text. It is only then that you can
take a look at it objectively and from a distance. Preferably, if time allows, you
might want to finish all the editing work and leave the paper alone for a day or
so. Then when you return to it, you will have fresh eyes to view it.
The abstract is the 150-250 word summary of your paper, and this summary
may not seem as though it is a difficult task. However, whittling down a welldeveloped paper to 150-250 words can be very helpful for future writing, as it
forces you to condense your writing, making it so that you must see the most
essential elements of your own work.
One way to go about assembling an abstract is to begin with the topic sentences
from all of your paragraphs. These sentences, if done well, should provide you
with an outline of your paper.
Part 3: Unit Grammar Lesson: Appropriate and Exact Language and
Completeness
Chapters 18, Sections 18a-18b, and 19, Sections 19a-19b, of The Little, Brown
Compact Handbook with Exercises
EH 1020, English Composition II
2
Learning Activities (Non-Graded)
The Little, Brown Compact Handbook with Exercises
Exercise 18.1: Revising: Appropriate words, p. 169
Exercise 18.2: Revising: Sexist language, p. 169
Exercise 18.3: Using a dictionary, p. 171
Exercise 18.4: Revising Denotation, p. 172
Exercise 18.5: Considering the connotation of words, p. 173
Exercise 18.6: Revising: Concrete and specific words, p. 174
Exercise 18.7: Using concrete and specific words, p. 174
Exercise 18.8: Using preposition in idioms, p. 176
Exercise 18.9: Using preposition in idioms, p. 176
Exercise 18.10: Using figurative language, p. 178
Exercise 18.11: Revising: Trite expressions, p. 178
Exercise 19.1: Revising: Completeness, p. 180
Apply What You Have Learned
Trite expressions, figurative language, sexist language, denotation and
connotation, concrete and specific words—we hear numerous examples of every
one of these every day, all around us.
For this activity, keep a notebook handy for one day. Jot down in the notebook
any of these that you hear other people say. Listen to friends, radio announcers,
people on television and in movies, random conversations—how many can you
recognize and identify correctly? You will be amazed at how long your list will
become in only one day!
This is a non-graded activity, so you do not have to submit it.
EH 1020, English Composition II
3
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