The College Writer’s Guide

Coleman College
2004
Table of Contents
Punctuation and Sentence Markers

Apostrophe 3
Brackets 3-4
Colon 4
Comma 5-6
Dashes 6
Ellipses 6-7
Exclamation mark 7
Hyphen 7-8
Parentheses 8-9
Period 9
Question mark 9 - 10
Quotation marks 10
Semicolon 10 - 11
Slash 11

Capitalization and Numbers

Capitalization 12 - 13
Numbers 13

Solutions to Common Problems 14 - 16

Research Papers
How to Avoid Committing Plagiarism 17 - 26
Writing a Research Paper 27 - 28
MLA Guidelines 29 - 33
Standards and Grading 34

Appendices
Appendix A – Example of an “A” Paper 36 – 40
Appendix B – Example of a “C-“ Paper (Minimum Passing Grade) 41 - 42

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 Punctuation and Sentence Markers
Apostrophe ’
To form contractions

will not won’t I will I’ll cannot can’t

have not haven’t she will she’ll could not couldn’t

Caution: The use of contractions is considered too informal for most academic writing.
Minimize their use in research papers and essays.

To form singular and plural possessives

Singular: Martha’s research paper student’s opinion

Plural: Smiths’ house students’ opinions

To indicate plurals in numbers, dates, and symbols

1960’s 2’s and 3’s spirit of ’76

Caution: Do not use the apostrophe with possessive pronouns: its, yours, his, hers, ours,
mine, we, they, and their. Also, do not use with plural nouns not in the possessive
case.

Its fleece was white as snow. Friends are more precious than gold.

Brackets []

Brackets are enclosures, but they should not be confused with parentheses. Use brackets
carefully.

To clarify information in a quotation

“Students are not allowed to copy software from the college network. This [act of piracy]
can result in suspension.”

To correct information in a quotation

If you quote material which is in error, use the Latin word sic within brackets directly after the
word or phrase to indicate that the error is not yours. Do not change words in a quotation.

“Students are not allowed to kopy [sic] software from the college network.”
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To use within parentheses for clarification

Your earthquake preparedness kit (water, flashlight, and batteries [size

AAA]) should be updated every year.

Colon :
To emphasize the second part of a sentence

• With lists
Microsoft Office 2000 provides a variety of application software: Word, PowerPoint,
Excel, and Access.

• With quotations
Donald Barthelme uses absurdity when he writes: “Some of us had been
threatening our friend Colby for a long time, because of the way he had
been behaving. And now he’d gone too far, so we decided to hang him” (420).

To punctuate the salutation of a letter

Dear Ms. Williams: Dear Mr. Smith:

Using with other punctuation

• Colons (and semicolons) are usually placed outside the closing quotation mark.

To avoid common mistakes

Caution: Do not use a colon to separate a preposition from its object.

Prepositions are words that link nouns or pronouns to the rest
of the sentence: above, by, for, in, on, out, through, and so on.

Wrong Whoopi Goldberg played the leading role in: The Color Purple.
Right Whoopi Goldberg played the leading role in The Color Purple.

Caution: Do not capitalize the first word following the colon unless 1) a complete sentence
follows or 2) what follows the colon is a proper noun.

The different kinds of farm animals are almost endless: horses, cows, chickens,
and ducks.

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Comma ,
To use in a sentence with a conjunction
Coordinating conjunctions include and, or, nor, for, but, yet, and so.

I enjoyed the first mod, and I look forward to the next mod.
Microsoft Office includes Word, Access, PowerPoint, and Excel.

To use with an introductory subordinate clause or an introductory phrase of more than

three or four words.

Subordinating clauses are signaled by although, because, before, even though, if, since, when,
and while.

It helps to form study groups, even though you may like to study alone.
Before you study, take a few minutes to organize your thoughts.

To use with nonessential phrases

Professor Berry, who returned from Europe last week, will be your ELE 200 instructor.

To use with words which interrupt the middle of a sentence and to use with transitional
introductions

Interrupters and transitional introductions are such words as however, nevertheless, moreover,
therefore, and consequently.

His grade on the final exam, however, helped him earn a scholarship.
However, his grade on the final exam helped him earn a scholarship.

To use with titles, degrees, dates, and addresses

Sandy Smith, Ph.D., will be our guest speaker.

You will graduate on May 5, 1998, after mod 6.
You will graduate on 5 May 1998, after mod 6.
You will graduate in May 1998.
I live in San Diego, California.
I live at 100 Adams Street, San Diego, California 92111.

Using commas with other punctuation

• With quotation marks – Use a comma to introduce or follow a quotation. The comma is
placed inside quotation marks.

“Make time to study,” Professor Berry said, “if you want to earn a high grade.”

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To avoid common mistakes

• Do not use a comma to separate a subject from its verb or a verb from its object.

Students with good study habits receive high grades.

• Do not use a comma after a conjunction. The comma always precedes the conjunction.

I studied all week for the test, and I received the highest grade in the class.

• Do not use a comma to separate two items.

Microsoft Office includes Word and Excel.

Dashes --
Do not confuse the dash with the hyphen. Dashes have a very specific purpose in writing, and
should be used sparingly. Note: Most word processing software will automatically convert two
dashes into one long dash. Either form is acceptable.

To indicate a break in thought, or indicate a change in the tone of your writing

I want to write well – but who doesn’t?

The use of computers continues to grow – but you already knew that.

To follow an introductory list or series in a sentence

Word, Excel, PowerPoint, and Access – these are included in Office 2000.

Ellipses …
To indicate omissions from direct quotations

In Seven Theories of Human Nature, Leslie Stevenson remarks: “As one

would expect from his view … it is Reason that Plato thinks ought to
control both Spirit and Appetite” (31).

To indicate a pause (or the continuation of material) in a sentence

Learning to write well is like learning to ride a bike … once you learn,
you never forget.

Qualcomm, Sony, SAIC, G-Tech… the list of companies that hire Coleman
graduates is almost endless.

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Using with other punctuation

• With a period – If ellipses are used at the end of a sentence, add a period after the ellipses.

• With quotation marks – When using a quotation as a complete sentence, you may begin
and end in ellipses. In this case, the period follows the parenthetical documentation.

“. . . life which does not give the preference to any other life, of any
previous period, which therefore prefers its own existence . . .” (Gasset 689).

Exclamation mark !
To express or emphasize strong statements, commands, or reactions

Regarding the use of exclamation marks in business and academic writing …don’t!

Caution: If you’re writing a novel, you may want to use an exclamation mark or two.
However, in most business correspondence and in academic writing, the
exclamation mark is usually not appropriate.

Using with other punctuation

• With a period -- If you must use an exclamation mark, remember that it replaces periods
and commas in a sentence.

Make time to study!

• With quotation marks -- When using quotation marks with a sentence containing an
exclamation mark, the exclamation mark falls inside the quotation.

“Make time to study!” the instructor shouted.

Hyphen -
To divide a word at the end of a line

Caution: Avoid dividing words at the end of a line. If a word must be divided, the hyphen
is usually placed between syllables.

soft-ware pro-posed high-way

To link modifiers

Modifiers are words or phrases that give additional information about another word or phrase.

light-year double-edged power-driven T-square

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To link prefixes to proper nouns

anti-American pre-Columbian

To write fractions or numbers from twenty-one to ninety-nine

two-thirds one hundred and sixty-three

To avoid common mistakes

• Do not hyphenate modifiers that follow a noun.

The artist was well known.

• Do not hyphenate adverbs that end in ly or with the word very.

A very cold day A bitterly cold day

Parentheses ( )
To separate words or phrases from the main body of a sentence

The English class (your favorite subject) begins promptly at noon.

The tornado (the third we had this year) destroyed his barn.

To insert examples, details, or highlight lists

The bright colors (blue and green) added drama to the room.
Please call your sister (555-1212) before you leave the office.
Effective habits for college success include (1) regular attendance, (2) reading the course
materials, (3) making time to study, and (4) getting enough sleep.

To provide parenthetical documentation

Please see the section on Research Papers and MLA.

Using with other punctuation

• With commas – The comma, when needed, should follow the closing parenthesis.

We left early for the game (before the five o’clock traffic began), but we still missed the
first home run.

• With a period – When a complete sentence stands alone and is surrounded by parentheses,
the period belongs inside the parentheses. If, however, the sentence ends with a parenthesis,
the period falls outside the closing parenthesis.
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 (Leaving class early disrupts other students.)

A positive attitude is needed during an employment interview (if you want to

get the job).

Period .
To end a sentence or an indirect question

That’s all she wrote.

We wonder what Bill Gates will think of next.

To abbreviate words

Mrs. Mr. a.m. etc. Sept. Vol.

To avoid common mistakes

• When a sentence ends with an abbreviation, do not add a period.

Last summer, I visited Washington, D.C.

Question mark ?
To terminate direct questions

May I borrow your pencil?

To whom did you speak?
What will Bill Gates come up with next year?

Caution: Do not use question marks with indirect questions. Indirect

questions are really statements that may sound like questions.
For example:

I asked if I could borrow your pencil.

He can’t remember who answered the phone.
We wonder what Bill Gates will come up with next year.

Using with other punctuation

• With a period – Question marks are used to end a sentence. Do not use a period directly
before or after a question mark.
• With quotation marks – When the question mark is part of the quoted material, the question
mark falls within the quotation marks.

The instructor asked, “Did you make time to study?”

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 In other cases, the question mark follows the quotation marks.

Did Raul Julia star in “The Morning After”?

Quotation marks “ ”
To indicate word-for-word quotes from sources other than your own

Please see the section on Research Papers and MLA.

To indicate titles of short works

These include songs, essays, magazine and newspaper articles, TV shows, chapters of books and
poems.

The article, “Wise Investments,” appeared in Newsweek.

To emphasize specific words or phrases

I received an “A” on my term paper.

Your “recipe” for college success should include a regular time each day to
study.

Using with other punctuation

• Remember that periods and commas go inside closing quotation marks. However, colons
and semicolons go outside closing quotation marks.

She said her study habits are “the best”: she has a 4.0 G.P.A.

Semicolon ;
To replace conjunctions between two independent clauses

I worked all weekend on my research paper; I’m sure I’ll get a good grade.

To join independent clauses linked with transitions

Remember that transitional words include however, nevertheless, moreover, therefore, and
consequently, naming a few. Additionally, expressions such as indeed, in fact, at any rate, for
example, and on the other hand should usually be preceded by a semicolon.

His grade for the first half of this course was less than perfect; however, his overall
grade for the course was an “A.”

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To avoid confusion in phrases where a comma would normally be used

Great films include The Piano, in which Holly Hunter starred; Contact, adapted from
Carl Sagan’s book; and Star Trek, the science fiction favorite.

Using with other punctuation

• Semicolons fall outside quotation marks.

To avoid common mistakes

• Do not use a semicolon to introduce quotations. Instead, use commas or colons.

• Do not use semicolons to introduce lists. Lists normally follow a colon.

Slash /
To indicate applicable terms

and/or her/his

To mark line divisions of poetry

I must go down to the sea again/ to the lonely sea and sky/ And all
I ask is a tall ship/ and a star to steer her by … (John Mayfield, Sea Fever).

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 Capitalization and Numbers

Capitalization
To mark the beginning of a sentence

We live in America’s finest city.

To indicate a proper noun and the names of buildings or structures

Proper nouns name a particular person, place, or thing.

We live in America’s finest city. Hover Dam

I watched “Northern Exposure” last night. Golden Gate Bridge
The Wire Fox Terrier is a wonderful dog. Qualcomm Stadium

To indicate titles that precede names or titles that follow a specific person

Vice President Al Gore Professor Berry is the Dean of Academics.

To mark the names of national, political, or ethnic groups; businesses,

organizations, clubs, and schools; religious figures, religious groups, and
sacred books

American Democrats African-Americans

Sony Corporation Girl Scouts of America Coleman College
Buddha Judaism Bible

To indicate a period in time

Monday Reformation World War II

To indicate degrees and acronyms

Leonard Barry, Ph.D. NASA

Leonard Barry, Doctor of Philosophy NAFTA

To capitalize a title

• Capitalize the first and last words.

• Capitalize all other words except articles (a, an, the); prepositions under
five letters (for, in, to, on, and so on); conjunctions under five letters (and,
or, nor, for, but, yet, so).

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To avoid common mistakes

• Do not capitalize minor titles when they stand alone.

The next president of our club will nominate the secretary.

• Do not capitalize academic rank unless referring to them as an organized body.

The teacher is a graduate student.

She is a representative from the Senior Class.

• Do not capitalize the seasons of the year.

spring summer fall winter

Numbers
To use numbers from one to nine and any number expressed in two words

nine twenty-one three hundred

632 1.000111 12 ½

To begin a sentence with a number

Numbers that begin a sentence are always written out.

Two Twenty Two hundred

To combine words and figures

100 thousand 15 dozen 8 one’s

To indicate dates, street numbers, page numbers, sums of money and ID

numbers; for measurements, percentages, statistics and scores

June 3, 1956 100 Adams Avenue $2.00

55 mph ½ 15%

To indicate the time

6:00 p.m. six o’clock

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 Solutions to Common Problems
A/an A is used when followed by a word with a consonant sound: a computer, a book, a
software program. An is used when it follows a word with a vowel sound
(a, e, i, o, u): an hour, an unusual experience, an illustration.

Accept/except (Homonym) Accept means to “approve,” “take,” or “receive.” Except means

“exclude.”
Except for the policy on overtime, I accept your offer of employment.

Advice/advise (Homonym) Advice is a noun; advise is a verb.

My advice to you is never advise your mother-in-law.

Affect/effect (Homonym) Tricky, tricky, tricky! Both words can be either a noun or a verb.
Normally, affect is a verb meaning “to influence” or “involve.” Effect is usually a noun
meaning “result.”
Cold affects the body.
Exposure to the sun had the effect of toughening his skin.

Ain’t is not acceptable in academic or professional writing.

All ready/already (Homonym) All ready means, “set to go”; already means “previously.”
If you’ve already taken the exam, you are all ready to graduate.

All right/alright Alright is not a word. Use all right.

A lot/alot Again, alot is not a word. Two words (a lot), please!

Altogether/all together (Homonym) Altogether means “wholly” or “thoroughly.” All

together means “in a group.”

Can/may Can implies an ability to do something; may expresses possibility or permission.

Could of/should of/would of Replace with could have, should have, would have.

Device/devise (Homonym) Device is a noun; devise is a verb.

Devise a device to save time; you’ll make a million!

Everyone/every one (Homonym) Everyone is a collective group; every one focuses on the
individual elements of a group.
Every one of the modems was damaged. Everyone complained that they
didn’t work.

Farther/further Two distinct meanings! Farther refers to measurable distances and further
refers to “more” or “additional.”

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Homonyms Homonyms are words of different meanings and spelling that are pronounced alike
(its, it’s; their, there; etc). Review the following list of troublesome homonyms before you write
your next paper. Consult a dictionary to help clarify the differences.

altar (table) alter (change)

bare (empty, clear) bear (carry, large mammal)
bored (uninterested) board (group, plank, climb on)
brake (stop) break (fracture)
buy (purchase) by (near)
canvas (fabric) canvass (examine)
capital (seat in government) capitol (government building)
cite (point out) site (location); sight (see)
coarse (rough) course (class)
compliment (praise) complement (make complete)
council (group) counsel (advice, lawyer)
dessert (treat) desert (abandon, arid place)
die (cease living) dye (change color)
fare (cost) fair (just)
forth (forward) fourth (after third)
hear (perceive sound) here (this place)
holey (full of holes) holy (sacred); wholly (entirely)
lead (to direct, metal) led (past tense of to lead)
lessen (decrease) lesson (instruction)
meat (flesh) meet (encounter)
past (what has occurred) passed (go by, meet standards)
patience (tolerance) patients (people under medical care)
peace (harmony) piece (part or portion)
plain (simple, level ground) plane (aircraft, tool)
principal (head of school) principle (standard, moral guide)
rain (precipitation) reign (rule); rein (pull apart)
right (correct) rite (ritual); write (compose)
stationary (not moving) stationery (writing paper)
threw (past tense of throw) through (across)
throne (royal seat) thrown (past participle of throw)
weak (not strong) week (seven days)
wear (to have on) where (place)
weather (climate) whether (if, choice)
which (one of several) witch (magical person)
whose (possessive) who’s (contraction: who is)

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Its/it’s (Homonym) Its is a possessive pronoun and it’s is a contraction.

Its fleece was white as snow. Its essence is lamb.

It’s [it is] hot in July. It’s [it is] never too late to say you’re sorry.

Kind of Avoid in formal writing.

Lose/loose Lose is a verb that means, “to misplace” or “be defeated.” Loose means “not tight”
or to “let go.”

Moral/morale Moral is a lesson. Morale is a state of mind.

Set/sit Both are verbs.

Present Past
Set (put down) set, setting set
Sit (take a seat) sit, sitting sat

Their/there/they’re (Homonym) Their is the possessive form of they, there is usually an

adverb, and they’re and there’s are both contractions.

Their software program has many problems. They need to get their act
together.
There is a problem with their software program, and there’s a quick way to
fix it.
They’re having problems with their software program.

To, too, two (Homonym) To is a preposition, too is an adverb, and two is a number.

To be, or not to be. While I think about this, I’ll go to the store.
Too often we hurry through our homework.
Two students earned perfect scores on their midterm exam.

Who/whom Who is used as the subject of a verb, and whom is used as the object of a verb or
preposition. The usage can become confusing when who or whom is separated from the verb.
Substitute the pronoun he or she for who in the sentence, or him or her for whom. Whichever
sounds right is usually correct.

She is the hiring manager who works for Acme Hardware.

She is the hiring manager to whom I mailed my resume.

Your/you’re (Homonym) Your is a possessive form; you’re is the contraction for you are.

Your computer has been repaired.

You’re increasing your ability to write well.

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 Research Papers
How to Avoid Committing Plagiarism
If you don’t read anything else, read this!

• Plagiarism is the presentation of the ideas or words of others as your own.

• Plagiarism constitutes academic dishonesty and is considered by Coleman College to be a
serious offense. Plagiarism may result in a zero grade for your assignment, and multiple
offenses may result in failure of a course or suspension from school.
• It is your responsibility to avoid plagiarism.
• At each point in your written assignment where you present ideas, facts or words that you
obtained from outside sources, you must clearly acknowledge the source.
• Typically, you acknowledge a source using a combination of two elements:
o In-text citation – a brief acknowledgement, typically indicating an author and
page number. The in-text citation points to an entry in Works Cited
o Works Cited -- detailed listing of each source of information used in your written
assignment
• It is NOT sufficient to acknowledge a source by placing it ONLY in the Works Cited
page.
• If you do not acknowledge your sources at the point where you use them in your written
assignment, you have plagiarized.
• If you use the exact words of another and fail to place the words in quotation marks
or an indented block paragraph, you are guilty of plagiarism despite the fact that
you use a proper in-text citation.
• When paraphrasing, if you only change a few of the original words, and/or
rearrange the original words, you are not paraphrasing and have plagiarized.
• The general format of a Works Cited entry for a Web page is
[Appropriate information about the source]. [Date you accessed the Web page].
<URL of the Web page>

Introduction
The purpose of this tutorial is to help you avoid plagiarism by properly documenting the outside
sources of information you include in your assignments. This tutorial is not meant to be an
exhaustive work on plagiarism. Rather, it will provide you with the basic knowledge you need to
avoid plagiarism.

Plagiarism is the presentation of the ideas of others as your own.

Plagiarism constitutes academic dishonesty and is considered by Coleman College to be a

serious offense. Plagiarism may result in a zero grade for your assignment, and multiple offenses
may result in failure of a course or suspension from school.

It is your responsibility to avoid plagiarism.

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Because you don’t know everything that there is to know, you often must conduct research to
complete your assignments. Consequently, it is perfectly reasonable to expect that not every
thought, fact, idea and word you present in your written assignments is yours. There is nothing
wrong with using facts, ideas and words that you acquired from outside sources, as long as you
do so properly.

The basics of documenting your sources are easy to learn. Once you learn how to do this, it is
much less likely that you will inadvertently submit plagiarized work.

Now let’s look at the sources of information you might include in your assignments and which
ones you need to document.

Sources of information
There are three sources of information you might include in your assignments:
1. Your own ideas
2. Common knowledge
3. Ideas, facts and words of others

You do NOT need to document your own ideas or common knowledge. Common knowledge
can generally be regarded as information that everyone knows. For example, George Washington
was the first president of the United States. Even if you did not know that George Washington
was the first president of the United States and had to look up that fact in an encyclopedia, you
would still not have to document your source, because that information is regarded as common
knowledge.

The reader of your assignment will assume that anything that you do not document is either
your own thoughts or is common knowledge.

To avoid confusion in determining whether something is common knowledge, a good rule

to follow is: if you have to look something up, then you should cite it.

You MUST document the ideas, facts and words of others.

Now let’s look at how to document your information sources.

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Documenting your information sources
Documenting your information sources is easy. Basically all you have to do is this:

At each point in your written assignment where you present ideas, facts or words that you
obtained from outside sources, you must clearly acknowledge the source.

Typically, this is done using a combination of two elements:

• In-text citation
• Works cited

In-text citations are brief acknowledgements, at every point in your written assignment that you
present the ideas, facts or words of others, of the source of that information. Typically, the in-text
citation indicates an author and a page number.

In-text citations also serve as a pointer to an entry on the Works Cited page that gives a more
detailed description of the source.

The Works Cited page contains a detailed description of each source of information used in your
written assignment.

The type of documentation system you choose to use determines the format of the in-text citation
and Works Cited. Two major documentation systems are the guidelines provided by the MLA
(Modern Language Association) and those guidelines provided by the APA (American
Psychological Association).

Note: It is not the purpose of this tutorial to teach MLA or APA citation methods in depth. It will
present the basics of citation using MLA. For further detail, consult The College Writer’s Guide,
which can be downloaded from the Writing Assignments and Standards section of the Syllabus
of any DE course.

Here’s an example of an in-text citation and corresponding Works Cited entry, using MLA
citation style:

In-text citation in the body of the written assignment...

According to one authority, plagiarism is a serious academic

offense (Smith 32).

Or

According to Smith, plagiarism is a serious academic offense

(32).

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Corresponding entry on the Works Cited page...

Smith, John. How to Avoid Plagiarism. La Mesa: Academic

Example Press, 2003.

The in-text citation, (Smith 32) or “According to Smith...(32)”, acknowledges that the idea
presented (plagiarism is a serious academic offense) was obtained from page 32 of an outside
source identified as Smith. This citation points us to the Works Cited page of the written
assignment, which contains a complete description of the source. We can now see that (Smith
32) points to the 32nd page of How to Avoid Plagiarism, by John Smith.

Quick Review

1. It is NOT sufficient to acknowledge a source by placing it ONLY in the Works Cited

page.
2. At each point in your written assignment where you present ideas, facts or words that you
obtained from outside sources, you must clearly acknowledge the source.
3. If you do not acknowledge your sources at the point where you use them in your
written assignment, you have plagiarized.

Next we’ll look at how to present the words and ideas of others in your written assignment.

How to present the words and ideas of others

Now that you know the general method of documenting your sources—the combination of in-
text citations and Works Cited—let’s take a look at how to present the words of others in your
written assignment. It is important to know how to do this, because doing it incorrectly may
result in plagiarism.

There are three ways you can present the ideas and words of others:
1. Quoting
2. Paraphrasing
3. Summarizing

Quoting the words of others

When you quote, you use the exact words of another.

When you present the exact words of another (quote), in addition to giving an in-text citation to
identify the source, you must indicate that you are using the exact words of your source. You do
this in two ways:

• Enclose short (less than about 40 words) quotations in quotation marks in the body of
the paragraph
• Present longer quotations as an indented block paragraph (no quotation marks are
necessary)
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The quotation marks or indented block paragraph indicate to the reader that not only are you
using another person’s ideas, but you are also using his or her exact words.

Example of properly presenting the exact words of another in quotation marks:

According to one authority, “Plagiarism continues to be the

most frequently committed academic offense in most major
universities.” (Smith 34).

(Smith 34) acknowledges that the idea presented (Plagiarism constitutes...) comes from page 34
of the work identified by Smith, and the quotes indicate that the idea is presented in the exact
words of the source.

Example of blocking a longer quote:

According to one authority,

Plagiarism continues to be the most frequently
committed academic offense in most major universities.
To stem the ever-increasing tide of offenses, many
schools have provided their students with tutorials on
how to avoid plagiarism. (Smith 34).

(Smith 34) acknowledges that the idea presented (Plagiarism constitutes...) comes from page 34
of the work identified by Smith, and the indented block paragraph that the idea is presented in
the exact words of the source.

If you use the exact words of another and fail to place the words in quotation marks or an
indented block paragraph, you are guilty of plagiarism despite the fact that you use a
proper in-text citation.

Avoid excessive use of quoted text

Writing a term paper, essay, review or report is an educational exercise that is intended to both
help you learn the material under discussion and to provide you with a means of demonstrating
your newly acquired understanding of that material to others.

It may often seem that the easiest way to produce a 10-page term paper for your History class is
to use as many lengthy quotes from other sources as possible. If you find 7 pages worth of quotes
from other sources, that leaves only 3 pages of original content for you to write. Slick move, yes?
Nope.

If you quote someone else to elaborate on an idea you are writing about, or to support your thesis
statement, or just to provide a little comic relief, that is an acceptable use of quoted text. But if
you simply use someone else’s words to completely explain an idea you are supposed to write
about, then how can anyone honestly determine whether you understand the subject matter? The
short answer is – they can’t. And your instructor won’t bother trying.
21
In general, avoid filling more than 30% of any term paper, essay, report, etc., with direct quotes
from outside sources. If you exceed this recommended ratio, the likelihood of receiving a good
grade, or even a passing grade, on your work will drop substantially.

Quick Review

1. Enclose short (less than about 40 words) quotations in quotation marks in the body of
the paragraph
2. Present longer quotations as an indented block paragraph (no quotation marks are
necessary)
3. Avoid filling more than 30% of any term paper, essay, report, etc., with direct
quotes from outside sources

Paraphrasing and summarizing the words of others

Paraphrasing
Paraphrasing means to present the words of another in your own words. When paraphrasing, you
must accurately restate the original information in your own words.

If you only change a few of the original words, and/or rearrange the original words, you
are not paraphrasing and have plagiarized.

Accurate paraphrasing is not easy. Here are a few tips:

• Read and grasp the meaning of the original material. Then put it aside. Without looking
at the original material, write the thoughts in your own words.
• Another method is to briefly note, in your own words, the ideas expressed in the original
material. (These do not have to be complete sentences.) Then put the original material
aside and, in your own words, rewrite your brief idea notes into complete sentences.
• After writing the paraphrase, check it against the original material for accuracy.
• If the borrowed material contains distinctive phrases that you cannot (or do not wish to)
paraphrase, consider placing those phrases in quotes inside of your paraphrase. This is an
acceptable combination of direct quotes with paraphrased material.

Summarizing
When we summarize, we give an overview of the borrowed material. A summary may reduce a
few paragraphs of material to a single sentence or it might reduce the entire contents of a book to
a paragraph. The key to summarizing is to present an accurate overview of the summarized
material.

22
Examples of paraphrasing and summarizing
Original material from McVay, Marguerita. How to be a Successful Distance Learner, Second
edition. Boston: Pearson Custom Publishing, 2000. p. 65.

Even if you do not copy another source word-for-word, but

rather rephrase the source without attributing it to the
original author by including a footnote, citation, or
reference, you are guilty of plagiarism. Plagiarism is a
serious violation of academic standards and, in most
universities, is punishable with a failing grade, possible
expulsion from the institution, and may subject you to
ostracism by your peers.

Unacceptable paraphrase:

Even if you do not reproduce another source exactly, but

rather rewrite the source without attributing it to the
original writer by including a reference, you are still
guilty of plagiarism. Plagiarism is a severe violation of
academic rules and, most universities punish it with
failing grades, suspension from the school, and may subject
you to banishment by your peers. (McVay 65)

This paraphrase simply uses the original sentence structures and changes some words.
Consequently, it is plagiarism.

Acceptable paraphrase:

Rephrasing the words of others is still plagiarism if you

do not acknowledge the original source with an appropriate
reference. Most universities regard plagiarism as a serious
academic offense and punish it by assigning failing grades
or expulsion. It is even possible that those guilty of
plagiarism may encounter social isolation. (McVay 65)

This paraphrase expresses the original material in different words and sentence structures.

Acceptable summary:

If you rephrase the writings of others but do not acknowledge the original source, you are
guilty of plagiarism, a serious academic offense that may result in severe punishment.
(McVay 65)

23
Documenting Web sources
Because many of your research sources will be found on the Web, let’s take a look at the basics
of documenting Web sources using MLA methods.

Because there are many different types of Websites and information available on the Internet, we
will present a general form of documentation.

The general format of a Works Cited entry for a Web page is

[Appropriate information about the source]. [Date you accessed the Web page]. <URL of the
Web page>

Appropriate information about the source may include

• Author name (last name, first name)
• Book name (underlined)
• Book publication or update date
• Article name (quoted)
• Article publication or update date
• Database name
• Online publication name (underlined)
• Publication date
• Web page name or heading

Note: The URL must point to the exact Web page from which you use information, not the
general Web site address.

Here is an example of the Works Cited entry for a page on the Microsoft Website that contains
an article that compares Office 2003 editions:

“Office 2003 Editions: Compare them to Previous Versions.”

Updated Dec. 3, 2003. Dec. 23, 2003.
<http://www.microsoft.com/office/editions/prodinfo/compare.
mspx>.

In the above example, consistent with MLA style, the article name is enclosed in quotes.

Here is how you might use the above reference in the body of a written assignment. Because
there is no author, you would use a brief abbreviation of the article title:

According to Microsoft, Office 2003 is the only Office

edition that documents workspaces (Office 2003 Editions).

24
A Summary on How to Avoid Committing Plagiarism
Plagiarism is the presentation of the ideas or words of others as your own.

Plagiarism constitutes academic dishonesty and is considered by Coleman College to be a

serious offense. Plagiarism may result in a zero grade for your assignment, and multiple offenses
may result in failure of a course or suspension from school.

It is your responsibility to avoid plagiarism.

• You do NOT need to document your own ideas or common knowledge.

• You MUST document the ideas, facts and words of others.

At each point in your written assignment where you present ideas, facts or words that you
obtained from outside sources, you must clearly acknowledge the source.

Typically, you acknowledge a source using a combination of two elements:

• In-text citation – brief acknowledgement, typically indicating an author and page
number. The in-text citation points to an entry in works cited
• Works cited -- detailed description of each source of information used in your written
assignment

For example:

In-text citation in the body of the written assignment...

According to one authority, plagiarism is a
serious academic offense (Smith 32).

Corresponding entry on the Works Cited page...

Smith, John. How to Avoid Plagiarism. La Mesa:
Academic Example Press, 2003.

• It is NOT sufficient to acknowledge a source by placing it ONLY in the Works Cited

page.
• At each point in your written assignment where you present ideas, facts or words that you
obtained from outside sources, you must clearly acknowledge the source.
• If you do not acknowledge your sources at the point where you use them in your
written assignment, you have plagiarized.

When you quote, you use the exact words of another.

• Enclose short (less than about 40 words) quotations in quotation marks in the body of
the paragraph
• Present longer quotations as an indented block paragraph (no quotation marks are
necessary)

25
 • Avoid filling more than 30% of any term paper, essay, report, etc., with direct quotes
from outside sources

If you use the exact words of another and fail to place the words in quotation marks or an
indented block paragraph, you are guilty of plagiarism despite the fact that you use a
proper in-text citation.

Paraphrasing means to present the words of another in your own words. When paraphrasing,
you must accurately restate the original information in your own words.

If you only change a few of the original words, and/or rearrange the original words, you
are not paraphrasing and have plagiarized.

When we summarize, we give an overview of the borrowed material. The key to summarizing is
to present an accurate overview of the summarized material.

The general format of a Works Cited entry for a Web page is

[Appropriate information about the source]. [Date you accessed the Web page]. <URL of the
Web page>

Appropriate information about the source may include

• Author name (last name, first name)
• Book name (underlined)
• Article name (quoted)
• Article date
• Database name
• Online publication name (underlined)
• Publication date
• Website name
• Web page name or heading

For example:

“Office 2003 Editions: Compare them to Previous Versions.”

Updated Dec. 3, 2003. Dec. 23, 2003.
<http://www.microsoft.com/office/editions/prodinfo/compare.msp
x>.

26
Writing a Research Paper
Why Write?
You have a writing assignment due in a few weeks, but don’t know where to begin. You like to
write, but can’t decide on a topic. You’ve decided on a topic, but you don’t like to write. You
have the interest, but you lost your pen. You found your pen, but your dog ran away and you’re
too upset to concentrate….

For some of us, writing is an unpleasant task. We think we can’t write so we avoid it. But the
truth is, writing is easier than using DOS commands or creating a PowerPoint presentation.
Think about it…writing involves using the same words you use to read. If you can read, you can
write!

Granted, there are guidelines on how we use words when we write. Some of these guidelines are
covered in the first half of this manual. Review them (again) before you begin your next writing
assignment. The section on MLA that follows will help you organize your writing in an
appropriate format.

Finally, if you find yourself struggling with your next writing assignment, speak to your
instructor immediately. Don’t wait until the day before your paper is due to ask for help. There
are also writing manuals available from the Resource Center if you need in-depth clarification on
grammar, punctuation, or syntax.

How to Write
Step 1: Select your topic

If your instructor has not assigned a particular topic, it can be difficult to weed through the
thousands of options available. Make your selection easier by listing several subjects that
interest you, and then number them in order of your preference. However, before you lock
yourself into your first choice, do a little preliminary research to make sure there is enough
information available to make the topic interesting. Many instructors assign a “page minimum,”
so you will need to adjust the amount of your research to accommodate this requirement. A
good rule of thumb is two sources of outside information for each required page.

Step 2: Research

Research means reading. Read everything you can find that’s related to your topic, making notes
of relevant information as you go. Once your research is complete, you are ready to create an
outline.

Step 3: Outline

Many novice writers avoid this step because they think that creating an outline is a waste of time.
The truth is, it takes longer to complete a writing assignment without an outline. The outline

27
creates momentum – it keeps you, the writer, focused and helps prevent “writer’s block.” Do
yourself a favor…use an outline!

Step 4: Write

It is often easier to write the middle of your research paper than to begin at the beginning. Sound
silly? Actually, beginning in the middle of your paper can also save time. The introduction and
conclusion are much easier to write after you’ve completed the “meat” of the paper. Write the
body of your paper first, then go back and add the introduction and conclusion.

Step 5: Proofread, proofread, proofread

When writing the first draft of your paper, don’t worry about the details (grammar, punctuation,
spelling, and syntax). Proofreading as you write only slows down the writing process. When
you finish writing the first draft, sit down and fine-tune your writing. First, read your paper – out
loud! Reading your paper aloud is the best (and quickest) way to find errors in syntax and
grammar. Your ears will detect errors that your eyes cannot see.

Make any necessary changes from your first reading, and then proofread again. This time, check
your work for spelling and punctuation. Concentrate on detail. Look for misused homonyms,
punctuation problems, and errors in spelling. Once these changes are made, proofread again!
Have you used appropriate margins? Is your paper as neat as it could be? Did you remember to
include your name, the page numbers, etc.? Did you cite all sources of research in the body of
your paper? Did you meet the minimum page requirements? If required, did you follow the
MLA format? Remember to proofread, proofread, proofread!

28
MLA Guidelines
The Modern Language Association (MLA) requires a specific style and format for essays and
research papers. Review appendices A and B for examples of both good and “not so good” term
papers.

Margins: Set your margins (top, bottom, and sides) for one inch.

Header: The header must be set at ½ inch and includes your last name and the page
number, beginning on the first page. Align your header with the right margin.

Font: Use a 12-point font in both the header and the body of your paper. Appropriate
font types include: Book Antigua, Courier New, Garamond, Tahoma, and Times
New Roman. Use the same
font size and style throughout your paper (including the header and
“Works Cited” page). Do not bold the header, title, or “Works Cited”
page.

Indent: The first line of each paragraph is indented ½ inch. Use the <Tab>
key, which is normally defaulted for this setting. The only
exception to this rule is when you include direct quotations of at least
three full lines. In this case, set off the quotation by indenting each
line of the quotation one inch from both the left and right margins.

Plagiarism: When you quote or paraphrase information in your paper, you must
indicate from where (or from whom) you borrowed the information.
Plagiarism, or representing someone else’s work as your own, is
grounds for academic dismissal.

To avoid committing plagiarism, parenthetical documentation must follow both

direct quotations and paraphrased information within the body of your text – see
the section of this guide titled “How to Avoid Committing Plagiarism” for an
overview on this topic.

Parenthetical Documentation and “Work Cited”

Parenthetical documentation and the supporting “Works Cited” page aren’t difficult, but you do
need to follow a few general guidelines. Make sure you review the material that follows so that
you make the most of your writing experience.

Parenthetical documentation is nothing more than telling the reader of your paper from where (or
from whom) you borrowed your information, and using parenthetical documentation will keep
you out of trouble! Using the words of another without giving them credit is called plagiarism
and can result is very stiff penalties (including suspension). DON’T present words or concepts
published by someone else as your own words or concepts…that is theft of the worst kind!

29
As an example of how to use parenthetical documentation, let’s say you want to use a direct
quote from the author, Jack Nilles, in your paper. The direct quotation is set off by quotation
marks and the parenthetical documentation follows.
Example A

Telecommuting, simply put, is “moving the work to the workers instead of moving the workers to
work” (Nilles xix).

In the example above, the reader (in this case, your instructor) will understand that Nilles is the
author you are quoting. The page number (xix) follows the author’s name.

Note: Do not include the author’s first name or any type of punctuation before the page number.

If, however, your quotation is at least three full lines, remember to indent the entire quotation
one inch from both the left and right margins, and do not use quotation marks.

Example B

When you use a quotation of at least three full lines, the quotation
marks are eliminated. Indent both the left and right margins ten
spaces. In these instances, the punctuation precedes the parenthetical
documentation. (McIlwain 382)

Note: In the examples above, the period is placed in different areas following the quotation. In
quotations of less than three full lines, the period follows the parenthetical documentation.
However, where the direct quotation is at least three full lines, the period precedes the
parenthetical documentation. Watch this variation in punctuation when you write your research
paper!

If you paraphrase research material, you must still cite your sources. However, you do not
enclose the materials within quotation marks. Remember that using material from others (either
directly or indirectly) without giving them credit in the body of your paper is plagiarism.

How do you include parenthetical documentation when the author is anonymous?

Whenever you document sources of information within your text, you need to include a
reference for your reader, but sometimes the author’s name is not given. In these instances, refer
to the following list:

1. Author’s name (including corporate authors). Following the quote or

paraphrased materials, include the author’s last name and the page number.

Example: (Grafton 2)

When the author is not listed, follow step 2.

2. “Title of article.” Titles are surrounded by quotation marks.

Example: (“How to Study” 19)

30
 If both the author and title are missing, follow step 3:

3. Title of book, periodical or Web page name. Book titles and Web page
names are underlined.

Example: (Windows 95 Made Easy 225)

If you use the author’s name (or “title” or book) within your document instead of within the
parenthetical documentation, include only the page number within the parentheses:

Telecommuting, according to Jack Nilles, is “moving the work to the workers instead of
moving the workers to work” (xix).

Works Cited
Every research paper must include a “Works Cited” page. This page follows the research paper,
and includes supporting documentation for each and every source you use in your paper. The
MLA has strict rules on how you arrange your “Works Cited” page. See appendices A and B for
examples.

List all sources alphabetically. Again, make sure this page is double spaced, and use hanging
indentations for each of the sources you cite. Hanging indentations mean that the first line is left
justified, and the following line(s) of the specific citation are indented ½ inch.

How you list your sources depends on the particular medium. Review the following list to make
sure you cite your sources correctly. Review the “Works Cited” page from the sample research
papers.

Books

Include all available materials in the order given below. Make sure that the book name is
underlined.

1. Author’s last name, followed by the first name.

2. Name of book (underlined).
3. Edition information (where noted).
4. Volume number (where noted).
5. City of publication (followed immediately by a colon).
6. Name of publisher.
7. Year published.

For books with two or three authors, list names in the same order as they appear in the book.
The first author is listed by her/his last name, followed by their first name. The subsequent
authors’ names are listed by their first names followed by their last names.

Smith, John, and Sue Brown. Windows for Beginners. San Francisco: Remedy

31
 Press, 1995.

For books with four or more authors: The Latin abbreviation, et al (and others) may be used to
replace all but the first author.

Johnson, Matthew, et al. How to Grow Beautiful Roses Year Round. Los Angeles:

Prentice Hall, 1997.

When the author is a committee, commission, board, publisher, etc., use the corporate name as
the author’s name.

American Computer Association. Fix-it-Yourself Computer Manual. Vol. 2.

Florida: ACA, 1998.

Anonymous author: Begin with the book name, and include the other materials as listed above.

A Guide to Networks. 2nd ed. New York: Cisco Systems, 1999.

Journals, Magazines, and Newspapers

Citing work from journals, magazines, and newspapers is much like citing work from a book.
With these sources, however, additional information is required. Again,
include all available materials in the order given below.

1. Author’s last name, followed by the first name. Follow the same rules used
with books for articles published under more than one author’s name.
2. Title of article (enclosed in quotations).
3. Name of journal, magazine, or newspaper (underlined).
4. Edition information (month or volume number for monthly periodicals or
date [dd/mm/yy] for daily or weekly publications).
5. Page number(s) of the specific article cited.

Grisham, Donald. “The World of the Web.” PC News Jan. 1999: 42-48.

How you cite page numbers from a daily newspaper depends on how the newspaper is
numbered. If the paper is divided into sections (A, B, C, etc.), list accordingly. If not, list the
pages numerically.

“Cisco Systems Spin South.” San Diego Union-Tribune 9 Mar. 1998, sec B:17

32
 Pamphlets, Brochures, and Government Agencies

These mediums are treated like books. When there is an author (or corporate author), begin with
the author’s name. The “title” of the article precedes the publication information.

Internal Revenue Service. “101 Ways to Reduce Your Taxes.” Internal Revenue

Service. Washington: IRS, 1991.

On-line Materials

There are numerous publications on how to cite on-line sources. While MLA tries to catch up
with the ever-changing on-line sources, use the following guidelines (unless your instructor
provides other requirements). The basic rules for citing on-line sources are the same as for citing
books, magazines, etc. However, there are a few exceptions.

With on-line sources, two dates are possible. The first date, which follows the Web page name,
is the date of publication (not always included by the Webmaster). The second date follows the
last entry of your citation. This is the retrieval date – the date you retrieved the information.
This date must always be included.

1. Author’s name (follow the same rules listed for books).

2. Title of article (again, make sure to enclose in quotation marks).
3. Publisher’s name (Web page name). Underline!
4. Publication date (listed on the Web page).
5. Medium (Internet, Telnet, BBS, etc.) followed by a colon.
6. Path address (URL) enclosed in chevrons.
7. Retrieval date (the date you retrieved the material).

Freed, Les. “Digital Dragsters.” PC Magazine Online. Feb. 14, 1998. Internet:

<http://www.pacbell.com/products/business/isdn> Feb. 28, 2000.

Make sure you review the research papers that follow (Appendices A and B) so that you
understand the appropriate style and format required of MLA.

33
Standards and Grading
If you want an “A” on your term paper, you will need to work for it! An “A” is not earned for
presenting minimum work, nor does it represent “average” or “satisfactory” ability. If writing is
not your thing, but you’re still motivated to earn an “A,” make sure you carefully review and
follow this Writer’s Guide. Proofread your work carefully before submission and make sure you
have cited the words and concepts of others correctly so that issues of plagiarism do not arise.
Your instructor is brighter than you think and is able to recognize and confirm plagiarized
material (yes, really!).
An "A" paper. The content indicates that the writer is able to synthesize and integrate the
concepts of the material at a significant level. The writing is clear, concise, original, and well
organized. The writer has misused few (if any) of the elements outlined in “The College Writer’s
Guide.” The concepts and theories outlined for the assignment are used by name as appropriate,
and personal examples (where indicated) demonstrate an ability to use the information in an
accurate and practical manner. The research requirements and the minimum page and/or word
minimums exceed the minimum requirements. The appropriate format (MLA or as the instructor
required) is accurately used. An “A” paper demonstrates superior academic effort and
achievement. (See example of an “A” paper in the Appendix.)
A "B" paper. The content indicates that the writer understands the concepts of the material at a
better than average level. The writing is clear and organized. The writer has misused only a small
number of the rules in “The College Writer’s Guide” and there are few, if any, spelling and
grammar errors. The concepts and theories outlined for the assignment are appropriately used
and personal examples (where indicated) demonstrate the ability to use the information in an
accurate and practical manner. The research requirements and the minimum page and/or word
minimums fully meet the minimum requirements. The appropriate format (MLA or as the
instructor required) is accurately used. A “B” paper demonstrates better than average
academic effort and achievement.
A "C" paper. The content requirements are met in full at a level that indicates the writer is able
to apply the material in an accurate manner. The writing is understandable. The research and the
minimum page and/or word minimums meet the minimum requirements. Formatting is generally
followed (MLA or as the instructor required). Spelling is accurate and grammar errors are at a
minimum. A “C” paper indicates satisfactory and/or average achievement.
A "C-" paper does not meet the minimum standards in content, research, or readability. Evidence
of the writer’s understanding of the basic content theories/principles is lacking. The writer
demonstrates several errors that conflict with “The Writer’s Guide” standards. Format standards
are not followed and/or page (or word) minimums are not met. A “C-” paper indicates less than
average achievement. (See example of a “C-” paper in the Appendix.)

An "F" paper is one that is plagiarized or lacks evidence of appropriate effort and/or an
understanding of the basic concepts covered in the assignment. The format standards are not
followed, and/or the document is riddled with numerous errors in spelling, grammar and syntax,
and/or the page or word minimums are not met. An “F” indicates unacceptable college-level
effort.

34
 Appendices
A – Example “A” Term Paper
B – Example “C-“ Term Paper (Minimum Passing Grade)

35
 Appendix A - An “A” Paper
½ inch margin from
top of paper to
header
Parsons 1

Cathy Parsons

Instructor: Katherine McIlwain Double-space all materials throughout

your entire document. No more, no less!

MAN 110

August 27, 1997

Push Technology: Streamlining Data Flow in the Office

In the busy worldwide marketplace, most businesses and people find themselves standing

on the brink of information overload. The flow of pertinent, up-to-date information is crucial for
Indent the first line of all
many businesses
paragraphs ½ inch to maintain their competitive edge. Push technology, or Webcasting as it is

sometimes called, offers some useful solutions in this area.

The Internet offers a staggering volume of information. For the most part, it is a “pull”

environment, meaning that in order to obtain desired information, the user must locate the areas
1-inch margins top, bottom
containing that information then “pull” what he or she requires from the pages presented.
and both sides This

type of navigational process can be “long and unrewarding” (Kenlon 1). Using a search engine

can help narrow the field by providing a starting point for users to locate information of interest

as well as related topics. We all experience the excitement of entering our keywords into a

search engine. Our anticipation builds as we expect an instant and gratifyingly focused response.

Reality sets in soon enough as we face the arduous task of manually filtering through the 1500

and some odd “hits” displayed to us. Most users find the results of such a search overwhelming
Use the same 12-point font through your paper!
with options. Enter Push technology.

36
 Whether it appears in the form of scrolling ticker tapes or as part of a screen saver

depends on the customer’s preference in choosing the service provider. Once in place, the

customer no longer needs to request desired data. Information is automatically

Use the same size and sent or “pushed”
type of font in your
header as required in
Parsons 2
the body of your paper

to them. Depending on the service provider, the information may include complete articles, Web

pages and animations. Or, it may simply include hyperlinks that, when activated, automatically

launches the computer’s browser.

The “hottest market for this technology right now is not Web sites but corporate

Intranets” (Cortese 102). Intranets function as a proprietary Web site, providing employees with

important information about their company such as policies and procedures, departmentalized

memos, human resource information and standardized forms. By utilizing Push, companies can

set up channels on their own Intranets, thereby ensuring important company news and

announcements get to employees. The same is true for updated forms, policies and procedures,
Follow the guidelines
and other vital information. Very often, in larger companies, of parenthetical
such information is onlydocumentation
located
within the body of your text to avoid issues of plagiarism
AND make sure you include all reference materials with
after a lengthy and frustrating manual search. Using this
your type of
“Works technology
Cited” page. also reduces the

opportunity to abuse Internet time, a situation which many companies are concerned with these

days. This allows employees to concentrate their focus on the performance of assigned tasks. A

CEO, for example, may receive detailed sales reports in applets that can be manipulated, as well

as notifications from Human Resources whenever a change to the employee handbook is deemed

necessary. Likewise, a sales support worker might be sent basic sales data and notices of

employee handbook changes “only after they are implemented” (Andrews 50). Push products

move files from the servers to the clients, thus they can be “modified to automatically upgrade

desktop software” (“Hurwitz…” 1). This should become an invaluable tool for MIS managers

charged with distributing software

37
updates throughout their company (Andrews 57). Webcasting products also come with a wide

variety of options; each product has its own uses and choices need to be predicated upon what

ultimate goal the user has in mind. For example, Wayfarer is designed specifically for use by

companies that want to push corporate information over their Intranets. Backweb also markets

Parsons 3

software tools allowing corporations to set up their own channels while also allowing valuable

Internet information to be delivered to the company. Of particular note in this area: McAfee and

Associates, Inc. uses BackWeb to automatically send updates of their antivirus programs. These

programs are then silently installed on the recipient’s system (Wildstrom 108). While this

arrangement sends off a wild round of warning bells for many different and obvious reasons, a

prudent corporate network administrator will probably love this feature. Pointcast sends

information from partner companies such as CNN and the New York Times to its customers and

displays this information, along with ads, on a screen saver. Berkeley Systems also uses this

format along with its well known After Dark screen saver program to act as a middleman

between information providers like Sports Illustrated and Berkeley’s own clientele.

There is an area of concern regarding Push technology which consumers should consider.

As mentioned earlier, Webcasting permits modifications to the files sent to customers. These

files can be manipulated to automatically update desktop software applications, including the

Webcaster’s own software. They may also perform maintenance type functions, like deleting

ads and files from customers’ PCs after a certain time has elapsed. While timesaving to the

consumer, this also carries the potential to deliver buggy products and initiate them, without the

customers’ knowledge.

Another problem area relates specifically to businesses: the corporate firewall. A firewall

is a special computer system designed to protect corporations from outside intrusion (Wildstrom

38
106). Some Push delivery services have problems with firewalls, limiting their ability to deliver

their services.

While it is important to be aware of potential problems with any new technology, it is

equally important to consider the entire picture. Push technology is still in its infancy, and

Parsons 4

providers offering these services, very much aware of these concerns, take appropriate steps to

minimize the potential for such occurrences. They also understand perspective clients today are

much more loyal to themselves than any other entity. Consumers are quick to switch service

providers when they feel it is warranted, to more adequately meet their needs.

Push technology appears to have solutions to fit many of the problems facing the business

world. “The solution promoted by Push companies, and those that are seeking to capitalize on

their hoped-for success, is better management” (Andrews 49). Whether a business is small and

managing information accessed via the internet is the primary concern, or a business is large and

those concerns are expanded to include the intranet, Push can “reduce the burden of acquiring

data where time-critical information must receive immediate attention” (“Hurwitz …” 1). When

implemented properly, Webcasting has the propensity to solve the data flow dilemma for many

offices. By feeding only that information necessary and pertinent for individual employees or

departments, productivity levels should increase. Managers and employees will have the

information they need to stay on top of their respective fields and, better yet, have more time to

apply that information.

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 This page is not included in the
minimum page requirement
count! Parsons 5

Works Cited

Andrews, Whit. “Planning For PUSH.” Internet World May 1997: 44-52.

Cortese, Amy. “A Way Out of the Web Maze.” Business Week 24 Feb. 1997: 94-104.

“Hurwitz Group Questions Real Business Value of Push Technology: Is Push Technology a

Solution in Search of a Problem?” Top Tech Stories. Internet:

<http://techmall.com/techdocs/TS970723-3.html> 21 Aug. 1997.

Kenlon, Jeni. “The Lowdown on PUSH.” Taming the Net: Net Speak. Internet:

<http://www.tamingthenet.com/NetSpeak.htm> 14 Aug. 1997.

Wildstrom, Stephen H. “’PUSH Buttons Worth Pressing.’” Business Week 24 Feb. 1997: 106-

108.

The authors listed in the “Works Cited” page are arranged

alphabetically and the writer uses appropriate MLA
standards including hanging indentations.

Why is this an “A” paper? The content indicates that the writer is able to synthesize and integrate
the concepts of the material at a significant level. The writing is clear, concise, original, and well
organized. The writer has misused few (if any) of the elements outlined in “The College Writer’s
Guide.” The concepts and theories outlined for the assignment are used by name as appropriate, and
personal examples (where indicated) demonstrate an ability to use the information in an accurate and
practical manner. The research requirements and the minimum page and/or word minimums exceed
the minimum requirements (in this case, there was a 3-page minimum with 3 minimum outside
resources referenced in the paper). The appropriate format (MLA or as the instructor required) is
accurately used. An “A” paper demonstrates superior academic effort and achievement.
In other words:
• Substantial content demonstrates a high level of subject knowledge through documented
research
• Minimum standards are exceeded in depth and breadth of coverage
• Exemplary format demonstrates attention to detail, care and editing
• Error free in spelling, grammar and syntax (pay particular attention to this Writer’s
Guide!)

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Appendix B - A “C-” Paper

John Doe Where is first-page formatting?

John is in dep trouble with his paper. The formatting doesn’t resemble

anything close to MLA, as required by his instructor. Bummer, huh? John

also filled his paper with “fluff”…you know…using words that don’t really

say anything. There was little evidence that John bothered to use the material

or concepts of the course to document his work and he didn’t meet the outside

research requirements. His writing just ran on and on without any substance.

He didn’t use any concepts or theories presented in the course (which was a

requirement of this writing assignment). He also repeats himself on several

occasions and his work is poorly organized. John didn’t bother to use spell-

check before submitting his work either! In adition to the main problems

mentioned above, John didn’t bother to follow MLA standards. He was a little

short on content so he adjusted the margins and increased the font size to 14 to

make the paper look better. He figured his teacher wouldn’t notice! His

teacher did notice, however, and further reduced his overall grade because it

didn’t meet the minimum standards. Poor John Doe! Where are the indented

paragraphs?

John also forgot to proofread his document and it is full of errors, both in

syntax, spelling and grammar. If YOU would like to avoid a “C- or below” for

your term paper grade, YOU have help! Read and follow “The College

Writer’s Guide” carefully, avoiding the mistakes that John Doe demonstrates.

And, DO make sure to document all research as “Works Cited” so that your

41
instructor doesn’t question you about plagiarism! Not worth it folks…just not

worth it! Your teacher is happy to help you with your paper – however, make

sure you use good time management skills when preparing for this

assignment. Remember that asking for help in a timely fashion will probably

win you the favor of your instructor, but waiting until the last minute to ask

for help will result in disaster (for YOU, not your instructor!). Where is the

research and Works Cited page?

John didn’t meet the minimum page requirements and he didn’t support his

work with the required research. That’s okay, though, huh? After all, John

Doe has better things to do with his time than write papers. This won’t be a

problem as long as he realizes that his paper will earn very few points, if any.

Fortunately for Mr. Doe, he didn’t plagiarize any materials because that would

have resulted in academic suspension!

A C- paper does not meet the minimum standards in content, research, or readability. Evidence
of the writer’s understanding of basic content, theories, and principles is lacking. The writer
demonstrates several errors that conflict with “The Writer’s Guide” standards. Format
standards are not followed and/or page (or word) minimums are not met. A “C-” paper
indicates less than satisfactory achievement.
Minimum page (or word) requirements are not met
• Poor formatting and attention to detail
• Numerous errors in spelling, grammar and syntax (see the Writer’s Guide for help!)
• Paper lacks clarity, organization and, most of all, sufficient expression of content.

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