Be a Good Researcher

affioti, a good research paper has all the elements described in the following checklist:

1.Topic
topic can be supported by research found in appropriate sources. topic has the potential to be focussed into a statement with a point of view, it is neither too broadly nor too narrowly defined
2.Research strategy
appropriate sources have been consulted
within boundaries set by the topic, there is evidence of adequate coverage
the paper reflects a systematic search of the literature of the field
3.Thesis
main idea or point of view about the topic is clearly expressed
4.Evaluation of sources
- when determining which sources to consult keep in mind:
scope or content (comprehensive and objective rather than superficial and/or biased)
intended audience (written for an informed audience rather than for the general public)
authority (written by someone with expertise and presented objectively)
timeliness (historical perspective will require different material than will recent theories)
5.Point of view
evaluation and analysis of information is balanced, accurate and fair
writer's point of view is clear and objective
differing points of view are acknowledged
6.Documentation
material taken from others is acknowledged, credit is given for both direct and indirect quotations
quotations are accurate, they are neither taken out of context nor distorted
citations are consistent with format chosen
7.Writing skills
general organization of the paper is clear
paragraphs follow each other, within each paragraph sentences follow each other
sentences are checked for usage, punctuation and style
Information sources
To find books on how to write research papers, look up any of the following terms in the subjects file of the NEOS Libraries' Catalogue:

Report writing

English language - rhetoric

Research

Essay

Useful guides include:

Basic college research. P. Saffioti
LB 2369 B495 1987 HSS

Canadian Oxford guide to writing. T.S. Kane
PE 1408 K159 1993 HSS

Canadian writer's handbook. 2nd ed, W.E. Messenger
PE 1413 M58 1986 CURR / EDUC RF / HSS / HSS RF

The Communications handbook. P.S. Goepfert
PE 1429 C73 1982 CURR / HSS

Elements of writing. W.E. Messenger
LB 2369 M58 1984 EDUC / HSS RF

Essay writing for Canadian students. 2nd ed, K.L. Stewart
LB 2369 S84 1985 EDUC / HSS / HSS RF

Form and style: research papers, reports, theses. 9th ed, C. Slade, W. Campbell and
S. Ballou
LB 2369 C19 1994 HSS RF

The new Oxford guide to writing. Kane
PE 1408 K162 1988 HSS RF

Practical stylist. 2nd Canadian ed, S.W. Baker
PE 1408 B168 1986 HSS / HSS RF

Writing with a purpose. 9th ed, J.M. McCrimmon
PE 1408 M13 1988 HSS



MLA In-Text Citations: The Basics
Summary: MLA (Modern Language Association) style is most commonly used to write papers and cite sources within the liberal arts and humanities. This resource, updated to reflect the MLA Handbook for Writers of Research Papers (7th ed.) and the MLA Style Manual and Guide to Scholarly Publishing (3rd ed.), offers examples for the general format of MLA research papers, in-text citations, endnotes/footnotes, and the Works Cited page. Contributors:Tony Russell, Allen Brizee, Elizabeth Angeli, Russell Keck, Joshua M. Paiz, Purdue OWL Staff
Last Edited: 2012-09-14 07:39:56

Guidelines for referring to the works of others in your text using MLA style are covered in chapter six of the MLA Handbook and in chapter seven of the MLA Style Manual. Both books provide extensive examples, so it's a good idea to consult them if you want to become even more familiar with MLA guidelines or if you have a particular reference question. Basic In-Text Citation Rules
In MLA style, referring to the works of others in your text is done by using what is known as parenthetical citation. This method involves placing relevant source information in parentheses after a quote or a paraphrase. General Guidelines

•The source information required in a parenthetical citation depends (1.) upon the source medium (e.g. Print, Web, DVD) and (2.) upon the source’s entry on the Works Cited (bibliography) page.
•Any source information that you provide in-text must correspond to the source information on the Works Cited page. More specifically, whatever signal word or phrase you provide to your readers in the text, must be the first thing that appears on the left-hand margin of the corresponding entry in the Works Cited List. In-Text Citations: Author-Page Style
MLA format follows the author-page method of in-text citation. This means that the author's last name and the page number(s) from which the quotation or paraphrase is taken must appear in the text, and a complete reference should appear on your Works Cited page. The author's name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your sentence. For example:

Wordsworth stated that Romantic poetry was marked by a "spontaneous overflow of powerful feelings" (263). Romantic poetry is characterized by the "spontaneous overflow of powerful feelings" (Wordsworth 263). Wordsworth extensively explored the role of emotion in the creative process (263). Both citations in the examples above, (263) and (Wordsworth 263), tell readers that the information in the sentence can be located on page 263 of a work by an author named Wordsworth. If readers want more information about this source, they can turn to the Works Cited page, where, under the name of Wordsworth, they would find the following information:

Wordsworth, William. Lyrical Ballads. London: Oxford U.P., 1967. Print. In-Text Citations for Print Sources with Known Author
For Print sources like books, magazines, scholarly journal articles, and newspapers, provide a signal word or phrase (usually the author’s last name) and a page number. If you provide the signal word/phrase in the sentence, you do not need to include it in the parenthetical citation. Human beings have been described by Kenneth Burke as "symbol-using animals" (3). Human beings have been described as "symbol-using animals" (Burke 3). These examples must correspond to an entry that begins with Burke, which will be the first thing that appears on the left-hand margin of an entry in the Works Cited:

Burke, Kenneth. Language as Symbolic Action: Essays on Life, Literature, and Method. Berkeley: U of California P, 1966. In-Text Citations for Print Sources with No Known Author
When a source has no known author, use a shortened title of the work instead of an author name. Place the title in quotation marks if it's a short work (e.g. articles) or italicize it if it's a longer work (e.g. plays, books, television shows, entire websites) and provide a page number. We see so many global warming hotspots in North America likely because this region has "more readily accessible climatic data and more comprehensive programs to monitor and study environmental change . . ." ("Impact of Global Warming" 6). In this example, since the reader does not know the author of the article, an abbreviated title of the article appears in the parenthetical citation which corresponds to the full name of the article which appears first at the left-hand margin of its respective entry in the Works Cited. Thus, the writer includes the title in quotation marks as the signal phrase in the parenthetical citation in order to lead the reader directly to the source on the Works Cited page. The Works Cited entry appears as follows:

"The Impact of Global Warming in North America." GLOBAL WARMING: Early Signs. 1999. Web. 23 Mar. 2009. We'll learn how to make a Works Cited page in a bit, but right now it's important to know that parenthetical citations and Works Cited pages allow readers to know which sources you consulted in writing your essay, so that they can either verify your interpretation of the sources or use them in their own scholarly work. Author-Page Citation for Classic and Literary Works with Multiple Editions
Page numbers are always required, but additional citation information can help literary scholars, who may have a different edition of a classic work like Marx and Engels's The Communist Manifesto. In such cases, give the page number of your edition (making sure the edition is listed in your Works Cited page, of course) followed by a semicolon, and then the appropriate abbreviations for volume (vol.), book (bk.), part (pt.), chapter (ch.), section (sec.), or paragraph (par.). For example:

Marx and Engels described human history as marked by class struggles (79; ch. 1). Citing Authors with Same Last Names
Sometimes more information is necessary to identify the source from which a quotation is taken. For instance, if two or more authors have the same last name, provide both authors' first initials (or even the authors' full name if different authors share initials) in your citation. For example:

Although some medical ethicists claim that cloning will lead to designer children (R. Miller 12), others note that the advantages for medical research outweigh this consideration (A. Miller 46). Citing a Work by Multiple Authors
For a source with three or fewer authors, list the authors' last names in the text or in the parenthetical citation:

Smith, Yang, and Moore argue that tougher gun control is not needed in the United States (76). The authors state "Tighter gun control in the United States erodes Second Amendment rights" (Smith, Yang, and Moore 76). For a source with more than three authors, use the work's bibliographic information as a guide for your citation. Provide the first author's last name followed by et al. or list all the last names. Jones et al. counter Smith, Yang, and Moore's argument by noting that the current spike in gun violence in America compels law makers to adjust gun laws (4). Or

Legal experts counter Smith, Yang, and Moore's argument by noting that the current spike in gun violence in America compels law makers to adjust gun laws (Jones et al. 4). Or

Jones, Driscoll, Ackerson, and Bell counter Smith, Yang, and Moore's argument by noting that the current spike in gun violence in America compels law makers to adjust gun laws (4). TOP 10 – Qualities required to be a good researcher:-

There is a researcher within all of us just waiting to be let loose…
Being ‘good’ according to the Oxford English Dictionary can be aligned with a multitude of properties of which high quality, competent and skilful are amongst those listed to name a few. If these qualities have been cited as key requirements in order to fulfil this objective, then surely success can be said to be heavily weighted on the possession of such desirable qualities? Some may argue that surely this discussion should encompass all ‘good’ values and skills for researching, however we at Ci Research believe that the qualities required to be an experienced researcher can be broken down into more specific core competencies. Although an opinionated subject we would like to share with you the reasons behind our own interpretations of the types of expertise required to be a ‘perfectly formed’ and ‘quality focused’ researcher. So to begin and in no particular order…

1. An analytical mind

“As a market researcher you are constantly analysing a variety of factors. Why does the client ultimately want to do this research? What is the appropriate methodology? When should this research take place? What are the appropriate questions to ask and how? Why did the respondent say that? What are the findings telling us? Why are they telling us that? How do I best communicate the findings? etc. On a daily basis researchers must be able to take a step back and analyse the situation presented to them. The obvious answer is not necessarily the right one” (Gareth Hodgson)

“You have to be able to see the bigger picture as well as the detail. People often find it easier to do one or the other- it is a skilled researcher that can do both simultaneously” (Richard Walker)

“Interpreting information and data- the ability to not just present the findings of research but to look for all the causal factors behind them” (Ian Brown)

2. A people person

“For clients – the buyers of research would rather work with professional AND friendly consultants. For respondents – to get the best out of interview / focus group participants” (Richard Walker)


3. The ability to stay calm

“It can be really stressful as a researcher sometimes, especially when you have pressing deadlines or are experiencing problems with a data set, for example. When these situations occur, you just have to keep focused and think logically – there will always be an end point, even if it doesn’t feel like it!” (James Oliver)

4. Intelligence

“Research requires critical analysis but most of all common sense” (Kelly Millen)

5. Curiosity

“You may have the necessary intelligence but if you are not curious enough then you won’t be passionate about delving deeper to unearth more insight” (Kelly Millen)

“At the end of the day, the role of a market researcher is to find out about other people’s business and tell it to other people. To be a market researcher you have to have an inherent interest in what other people think (potentially about absolutely anything!), and the nosier you are, the greater depth of information you can extract” (Gareth Hodgson)

6. Quick thinker

“Things don’t always go to plan so you need to be able to think fast” (Anthony Shephard)

7. Commitment

“It’s a tough job – the hours can be long, the deadlines short” (Richard Walker)

8. Excellent written and verbal communication skills
“So different audiences can clearly understand the findings of the research and what it means for them” (Ian Brown)

“You have to have excellent written communications and be fluent in the language of business” (Richard Walker)

9. Sympathetic

“Having a sympathetic ear when listening to some respondents’ moans and groans is always a good skill to have!” (Lynsey Cargill)

10. Systematic

“Check, check and check again. It sounds simple but I’ve definitely learnt that building in a proper amount of time for checking your work always pays dividends. This can be applied to all parts of the research process” (James Oliver)

“Attention to detail- the ability to ensure that data is accurately presented and reported” (Ian Brown)

Codes and Policies for Research Ethics


Given the importance of ethics for the conduct of research, it should come as no surprise that many different professional associations, government agencies, and universities have adopted specific codes, rules, and policies relating to research ethics. Many government agencies, such as the National Institutes of Health (NIH), the National Science Foundation (NSF), the Food and Drug Administration (FDA), the Environmental Protection Agency (EPA), and the US Department of Agriculture (USDA) have ethics rules for funded researchers. Other influential research ethics policies include the Uniform Requirements for Manuscripts Submitted to Biomedical Journals (International Committee of Medical Journal Editors), the Chemist's Code of Conduct (American Chemical Society), Code of Ethics (American Society for Clinical Laboratory Science) Ethical Principles of Psychologists (American Psychological Association), Statements on Ethics and Professional Responsibility (American Anthropological Association), Statement on Professional Ethics (American Association of University Professors), the Nuremberg Code and the Declaration of Helsinki (World Medical Association). The following is a rough and general summary of some ethical principals that various codes address*:



Honesty


Strive for honesty in all scientific communications. Honestly report data, results, methods and procedures, and publication status. Do not fabricate, falsify, or misrepresent data. Do not deceive colleagues, granting agencies, or the public. Objectivity


Strive to avoid bias in experimental design, data analysis, data interpretation, peer review, personnel decisions, grant writing, expert testimony, and other aspects of research where objectivity is expected or required. Avoid or minimize bias or self-deception. Disclose personal or financial interests that may affect research. Integrity


Keep your promises and agreements; act with sincerity; strive for consistency of thought and action. Carefulness


Avoid careless errors and negligence; carefully and critically examine your own work and the work of your peers. Keep good records of research activities, such as data collection, research design, and correspondence with agencies or journals. Openness


Share data, results, ideas, tools, resources. Be open to criticism and new ideas. Respect for Intellectual Property


Honor patents, copyrights, and other forms of intellectual property. Do not use unpublished data, methods, or results without permission. Give credit where credit is due. Give proper acknowledgement or credit for all contributions to research. Never plagiarize. Confidentiality


Protect confidential communications, such as papers or grants submitted for publication, personnel records, trade or military secrets, and patient records. Responsible Publication


Publish in order to advance research and scholarship, not to advance just your own career. Avoid wasteful and duplicative publication. Responsible Mentoring
Help to educate, mentor, and advise students. Promote their welfare and allow them to make their own decisions. Respect for colleagues
Respect your colleagues and treat them fairly. Social Responsibility
Strive to promote social good and prevent or mitigate social harms through research, public education, and advocacy. Non-Discrimination
Avoid discrimination against colleagues or students on the basis of sex, race, ethnicity, or other factors that are not related to their scientific competence and integrity. Competence
Maintain and improve your own professional competence and expertise through lifelong education and learning; take steps to promote competence in science as a whole. Legality
Know and obey relevant laws and institutional and governmental policies. Animal Care
Show proper respect and care for animals when using them in research. Do not conduct unnecessary or poorly designed animal experiments. Human Subjects Protection
When conducting research on human subjects, minimize harms and risks and maximize benefits; respect human dignity, privacy, and autonomy; take special precautions with vulnerable populations; and strive to distribute the benefits and burdens of research fairly. Systematic investigative process employed to increase or revise current knowledge by discovering new facts. It is divided into two general categories:
(1) Basic research is inquiry aimed at increasing scientific knowledge, and (2) Applied research is effort aimed at using basic research for solving problems or developing new processes, products, or techniques.