Writing A Term Paper

Writing Term Papers 1
Prepared by
Dr. Mohammad Fawzi M. Mohammad
Sophia Bukhari Aladdin Salah Halwani

Table of Contents
Introduction--------------------------------------------------------------------------------------------3
1. Getting Starting-----------------------------------------------------------------------------------3
1.1 Considering Your Reader----------------------------------------------------------------3
1.2 Choosing the Right Topic----------------------------------------------------------------4
1.3 Identifying Your Purpose------------------------------------------------------------------4
2. Researching your topic-------------------------------------------------------------------------5

2.1 Types of Sources---------------------------------------------------------------------------6
2.1.1 Books--------------------------------------------------------------------------------------6
2.1.2 Journal/Periodical----------------------------------------------------------------------6
2.1.3 Internet-------------------------------------------------------------------------------------7
3. Documenting the Term Paper ---------------------------------------------------------------7

3.1 APA Reference Guide---------------------------------------------------------------------7
3.2 Examples--------------------------------------------------------------------------------------8
3.3 How to reference/Cite a material ------------------------------------------------------9
3.4 Practice Exercises------------------------------------------------------------------------16
4. Taking clear Notes-----------------------------------------------------------------------------18

4.1 Types of Notes------------------------------------------------------------------------------19
4.2 Ten Tips for Effective Paraphrasing--------------------------------------------------20
4.3 Paraphrasing - Good & Bad Examples---------------------------------------------21
4.4 Avoiding Plagiarism----------------------------------------------------------------------21
4.5 Samples of Plagiarism-------------------------------------------------------------------21
5. Writing the Term Paper Outline -----------------------------------------------------------23

5.1 Developing an Outline-------------------------------------------------------------------23
5.2 Thesis Statement-------------------------------------------------------------------------27
5.3 Examples of Term Paper Outline----------------------------------------------------28
6. Writing the Term Paper ---------------------------------------------------------------------32

6.1 Document Design------------------------------------------------------------------------33
6.2 Use of Visuals-----------------------------------------------------------------------------33
6.3 The Tone of Academic Writing-------------------------------------------------------34
6.4 The Title-------------------------------------------------------------------------------------34
6.5 Writing the First Draft-------------------------------------------------------------------34
6.6 Documentation with Internal Citation ----------------------------------------------37
6.7 Using Heading in Your Writing-------------------------------------------------------39
6.8 Adding Appendixes---------------------------------------------------------------------40
6.9 Ending with an Abstract ---------------------------------------------------------------40
VIII. Sample APA Papers-Appendix A ----------------------------------------------------41
IX. Answer Key-Appendix B ------------------------------------------------------------------60
References ----------------------------------------------------------------------------------------64
INTRODUCTION
Writing a term paper is the main objective of course 811202-1. A student must read sources
to gather information relevant to his/her topic. This process involves understanding ideas,
analyzing and grouping information, and taking notes. Finally, a student writes up his/her
term paper in a coherent and a cohesive text. This text should be well-organized, precise,
and free from mistakes in grammar, spelling, and punctuation. Afterwards students must
give it to the teacher for evaluation, and they must wait for the result of his/her judgment.
This guide will help the students in Course 811202-1 to meet the challenge and satisfy the
requirements of producing term papers. It is a step-by-step guide that will enable the
students to write effectively and easily. The textbook deals with several main points: how
to start, how to document sources, how to plan the outline, and how to write the different
parts of a term paper.
I. Getting Starting
Before you start working on the term paper, you need to consider your reader, think about
your topic, and clarify your purpose.
1.1 Considering Your Reader
The intended reader of your term paper will certainly affect its content and the style in
which you present information. If you are writing a letter or sending an e-mail to a friend,
your style will be informal and you will probably use colloquial language. On the other
hand, if you are writing to your university president, your style will be formal and you will
be concerned about spelling, grammar and choice of vocabulary.
Soles (2003) confirms that readers influence the manner in which you present information
in your writing. The reader of your term paper is your teacher who is usually a well-
educated man or woman working with you in an academic setting. Therefore, he or she will
expect you to present a well-written term paper in terms of style and content. In addition,
you should be clear about the length of your term paper. Length will determine the amount
of details you are expected to include in the paper. You are expected to write about 1500
words or 5-7 pages of text.
As mentioned above, the reader of your term paper is your teacher, and he/she is the person
who will judge and grade it. Therefore, it is highly necessary for you to find out everything
you can about the criteria your teacher will use to evaluate your work. Your teacher
provides you with information about how your term paper will be assessed. This will help
you greatly in the process of writing and will let you know what is exactly required from
you.
1. 2 Choosing the Right Topic
For many students, coming up with the right topic is a challenging task. However,
choosing the topic should be determined by the student alone or chosen after discussion
between the student and his/her teacher. It is worth mentioning here that the student can
also consult the subject matter teacher who can be of help in this respect. In the process of
choosing the right topic, you should remember that it must be
- in the area of your study

- of interest to you, i.e., you enjoy it
- of value , i. e., you have something important to deliver
- accepted by your teacher.
After you select the topic, you should go on an exploration to discover more about the
topic. The first thing you do in this respect is to think about it to determine what you
already know about it. You might discover that you know more about your topic than you
think you do. In order to discover the information you have learned in the past, you can
take a piece of paper and put down whatever comes into your mind without worrying about
“precise writing.” After you finish, read your free writing and try to extract ideas that might
be useful to you later on. This technique is a good pre-writing exercise that helps as a
prompt to start. In addition to free writing, you can list a few questions about the topic you
have chosen. For example, why am I doing this term paper? What is my purpose? How am
I going to go about it? Why is this subject important?
Some of the questions can be answered and others cannot. The questions you can answer
can find their way into your term paper, and those that cannot be answered will help you to
begin your research.
1. 3 Identifying Your Purpose
To establish the purpose of your term paper is a crucial point which will lead you towards a
successful ending. An academic term paper usually has the purpose of providing
information that is required by the reader, posing a problem and solution, or presenting an
argument about an issue related to a subject you are studying. However, in all cases your
purpose should be
- to describe an object or a phenomenon (Describe the phenomenon of acid rain

and its effects on people and nature.)
- to explain a process ( Explain the process of making paper.)
- to compare and contrast two objects (Compare the contrast the ordinary
phone with the cell phone.)
- to interpret data (Interpret data related to the distribution of world’s
population by continent.)
- to discuss the advantages and the disadvantages of something (Discuss the
advantages and disadvantages of e-mail.)
- to evaluate the arguments for or against something (Evaluate the arguments
for or against the use of electronic games by children.)
It is very important to know the purpose of the term paper. By establishing your
purpose, you can generate ideas which should be useful to you when you start your
writing. In addition, by clarifying your purpose, you can think about your topic and get
some ideas about designing your outline in an effective way.
Progress Questions
1. Why is identifying the reader an important pre-writing activity?
2. “Choosing the right topic is a challenging task”. Do you agree with this? Why?
3. What are the most important points a student should remember while trying to choose
his/her topic?
4. What are the benefits of free writing?
5. Is establishing the purpose of a term paper an important point before conducting the
research? Why?
6. What are the usual aims of term papers?
2. Researching your topic
Research is conducted in order to find information about your topic. Research helps to
develop your topic and provide evidence to support or counter your ideas. It also helps to
find out what other people or researchers said about your topic. In fact, your purpose
should be to make sure that in addition to your own thinking, you do enough research for
your term paper to be as thorough as possible.
Information is not found in one place. It comes from different sources: books, journals/
periodicals, interviews, and the Internet among others. In this course, you must at least use
three sources.
However, the first thing you must do is to build up a preliminary bibliography of the
sources relevant to the area you are researching. How do you do this? Read the section
below.
Formulating a term paper question and thesis
Once you have decided on your topic, you need to formulate a term paper question. To
do so, determine the most important question that you want to ask and answer. A term
paper question will give you a sense of direction. Frequently, as you do your reading
and take notes, you will have in mind a tentative response to your question. Sometimes
that hypothesis will be confirmed. Sometimes, though, your research will reveal issues
you have not previously considered and facts that are new to you, so you will refine,
adapt, or even totally change your thesis. If after a few days of looking for information
you either discover that all the information is outdated, flimsy, or biased, waste no more
time. Turn immediately to another topic and formulate a new term paper question. For
example, writing a critical essay on a work of literature will most likely entail your
referring to the literary work (a primary source) and citing several reviews, biographical
studies, or critical studies (secondary sources).
Using primary and secondary sources
Once you have phrased your questions, you will be able to plan what type of term paper
to do and decide what kinds of sources you need.
Primary sources: These are the firsthand, original, or raw materials that researchers
study and analyze. You can consult historical documents, people's journals and letters,
government document, speeches, or news reports; you can conduct your own
observations and take extensive field notes; you can conduct interviews and surveys;
you can examine works of art, literature, and architecture.
Secondary sources: These are analytical works that comment on and interpret other
works, such as primary sources. Secondary sources are reviews, discussions,
biographies, critical studies, and analyses of literary or artistic works or events. For
example, writing a critical essay on a work of literature will most likely entail your
referring to the literary work ( a primary source) and citing several reviews,
biographical studies, or critical studies (secondary sources).
2.1 Types of Sources
2. 1.1 Books
Most textbooks contain bibliographies, and they are valuable sources of useful information
Study the bibliographies or lists of related readings at the end of chapters or at the end of
any other book. If you find a list of titles, go to the library and check the card catalogue to
be sure that they are available. However, most libraries are computerized now, so you must
go to the terminal and follow the instructions on how to find out if the library has the book
you need. The process usually involves typing in the author’s name and the title. If your
library has the book, the computer monitor will tell you where in the library the book is
located by providing you with a call number. This number will indicate where in the
library the book is stored.
Moreover, the librarians can be very helpful. They can assist you to find the relevant
information quickly. Do not also hesitate to ask your instructor or any other instructor on
campus who might lead you or give you advice on how to find the right sources for your
research.
Remember also to check reference books such as encyclopedias and dictionaries. Such
books are useful if you need an overview of your topic.
2.1.2 Journals/Periodicals
Journals usually publish recent information about a certain subject. They add to the
knowledge that exists in books. Because journals are usually published more than once a
year, they contain up-to-date information and they can be very useful in acquiring new
research.
Libraries carry periodical indexes that give details about subject information, titles, authors,
etc. Like the books, the periodical indexes are either available in print or on computer.
However, with the call number, you can find your journal the same way you would find a
book on the library shelves. Remember that the most recent issues of journals are often
kept in the periodical reading room, not on shelves, and they are organized alphabetically.
2.1. 3 Internet Documents
Using the Internet is useful and it can lead you to find a large amount of information related
to the subject you are investigating. But you have to evaluate the websites carefully.
Questions like who is the writer? Is the information up –to- date? Is the information
complete? Is it correct? are necessary to ensure the validity of the site. Do not forget to save
a copy of anything from the net that you plan to use as a source, so that you can show it to
the teacher if asked. In other words, as a starting point, evaluate whenever you can the
author's credentials, the site sponsor, the date, and the references cited in the Internet
source. To do a good search, use Web browsers to access search engines and subject
directories; then use keywords, which will take you to useful sites.
3. Documenting the Term Paper

A bibliography is a list of your sources. It is the last page of your term paper but the first
page that you write. Besides the sense of accomplishment that you are making headway,
there are a number of reasons for constructing your bibliography early. First, it shows your
teacher that you have found good sources and are ready to begin taking notes. Second, it
introduces you to a research manual and makes you use it. Third, it requires that you copy
the manual forms for sources exactly. In short, you quickly realize that research writing
demands working with a scholar's love and care. And fourth, a completed bibliography
corrected by your teacher is like taking out insurance that the list in your final paper will
not be a catastrophe. With many word processing programs, you can type your
bibliographical entries in one file in random order, as you come across them in your term
paper. Later, you can use the sort feature to alphabetize the entries for your references.
Styles of documentation differ from one field to another depending on the requirements of
that field. In the next section, the APA (American Psychological Association)
documentation system will be explained.
3.1 APA Reference Guide
What is the APA style?
The American Psychological Association (APA) reference style is one of the AuthorDate
reference styles. When quoting directly or indirectly from a source, the source must be
acknowledged in the text by author name, year of publication and location reference. If
quoting directly, a location reference such as page numbers and paragraph numbers is
also required.
.Basic Do's and Don'ts for APA List of References authors
List only works you have cited (quoted, summarized, paraphrased or commented on) in .1
.the text of your paper, not everything you have read
.Start the list on a new numbered page after the last page of the text .2
Centre the heading – References, without quotation marks, not underlined and, with no .3
.period following it
.List the entries alphabetically, by last name of authors .4
.Do not number the entries .5
.Use a period and one space to separate the main parts of each entry .6
.Double space throughout .7
.Use hanging indentation .8
When a URL must be divided, break it after a slash or before a period. Do not insert a .9
.hyphen
.(When the date is unknown, APA recommends using the abbreviation n.d. ( for no date .10
If no author is named, mention the title of the document in a signal phrase or give the .11
first word or two of the title in parentheses, e.g. According to BBC article, Chimpanzees at
)sites in West Africa, Tanzania, and Uganda exhibit culture… (Chimps, 1999
3.2 Examples
Direct quotation
Perrin (2004) argues that "the research process is a complex combination of
thinking, searching, reading, evaluating, writing and revising" (p. 1).
Indirect quotation
It is crucial to evaluate the sources when you quote from the Internet in your
research paper (Perrin, 2004).
Citations from a secondary source
Peterson (as cited in Perrin, 2004) argues that language must be first understood
as symbols.
A Reference page entry
Perrin, R. (2004). Pocket guide to APA style. Boston: Hughton Miffin Company.
3.3 How to reference/cite a material?
How do I cite...
Books Articles from Journals Articles from Magazines

(academic/ scholarly )
o Book with a single o Popular
author o Print version o Trade
o Book with two authors o PDF version
o Book with a corporate subscription database o Interest
author o HTML fulltext version
o An edited book
o A chapter/article in an o World Wide Web
edited book version not
o Dictionary or subscription database
Encyclopedia
o Entry in an
encyclopedia
o A thesis
o Conference Paper
o Report
Newspaper Articles WebPages Personal Communication
o Print version o Website o Email

o Electronic version o Webpage
subscription database o Interview
o World Wide Web o Webpage (page
version author & host
organization not the
o Newspaper Article same)
with no author.
DVD/ Video/CDRom Others
o Video/DVD o Course handout
o Statutes/Acts
o CDRom o Standards
o Patents
Books
A book with one author
REF LIST IN TEXT
Chunn, M. (1997). Seven voices: Tales of (Chunn, 1997).
madness and mirth. Auckland, New
Zealand: PEP.
A book with two or more authors
REF LIST IN TEXT
McElroy, A., & Townsend, P. K. (2003). (McElroy & Townsend, 2003).
Medical anthropology in ecological
perspective. Boulder, CO: Westview.
A book by a corporate author
REF LIST IN TEXT
Waikato Regional Council. (1993). Clean (Waikato Regional Council, 1993).
water: Waikato River and Lake Taupo.
Hamilton, New Zealand: Author.
An edited book
REF LIST IN TEXT
Samovar, L. A., & Porter, R. E. (Eds.). (Samovar & Porter, 1997).
(1997). Intercultural communication: A
reader (8th ed.). Belmont, CA.:
Wadsworth.
A chapter or article in an edited book
REF LIST IN TEXT
Williams, M. (2003). Nonsense and cosmic (Williams, 2003).
exile: The austere reading of the
Tractatus. In M. Kölbel & B. Weiss (Eds.).
Wittgenstein's lasting significance.
London: Routledge.
Dictionary or Encyclopaedia
REF LIST IN TEXT
(Marshall, 1998).
Marshall, G. (Ed.) (1998). A dictionary of
sociology. Oxford, England: Oxford According to Marshall (1998), ……………..
University Press.
An entry in an Encyclopaedia
REF LIST IN TEXT
EuiGak, H. (2002). North Korea: Economic (EuiGak, 2002).
system. In D. Levinson & K. Christenson
(Eds.), Encyclopedia of modern Asia
(Vol.4, pp.350353). New York: Charles
Scribner's Sons.
A thesis
REF LIST IN TEXT
Begg, M. M. (2001). Dairy farm women in (Begg, 2001).
the Waikato 19461996: Fifty years of
social and structural change. Unpublished
doctoral dissertation, University of
Waikato, Hamilton, NZ.
Conference Paper
REF LIST IN TEXT
Field, G. (2001). Rethinking reference (Field, 2001).
rethought. In Revelling in Reference:
Reference and Information Services
Section Symposium, 1214 October 2001
(pp.5964). Melbourne, Victoria, Australia:
Australian Library and Information
Association.
N.B. Conference name is in capital letters.
Report
REF LIST IN TEXT
Smith, P. (2001). Waikato River water quality (Smith, 2001).
monitoring programme: Data report 2001.
Hamilton, New Zealand: Environment
Waikato.
Journals (Academic & Scholarly)
Print Version
REF LIST IN TEXT
Cornelio, A. (2003). Promoting information (Cornelio, 2003).
literacy through information architecture.
Library Media Connection, 21(6), 2426.
from a Subscription Database PDF version
REF LIST IN TEXT
Cornelio, A. (2003). Promoting information (Cornelio, 2003).
[Electronic version]. Library Media
Connection, 21(6), 2426.
from a Subscription Database HTML fulltext version
REF LIST IN TEXT
Cornelio, A. (2003). Promoting information (Cornelio, 2003, para.8).
Library Media Connection, 21(6), 2426, N.B. para. = paragraph.
Retrieved May 29, 2003, from Academic
Search Premier Database.
World Wide Web version not subscription database
REF LIST IN TEXT
Luvmour, B. (n.d.). Being with children (Luvmour, n.d.).
during times of crisis: Developmental
appropriateness. Pathsoflearning. N.B. n.d.= no date
Retrieved May 29, 2003, from
http://www.pathsoflearning.net/library.cfm
Magazines
REF LIST IN TEXT
Pirisi, A. (2003, May/June). Jobs, lies and (Pirisi, 2003).
videotape. Psychology Today, 36(3), 12.
Newspaper Articles
Print version
REF LIST IN TEXT
Cumming, G. (2003, April 5). Cough that (Cumming, 2003).
shook the world. The New Zealand
Herald. p.B4.
Electronic version subscription database
REF LIST IN TEXT
Cumming, G. (2003, April 5). Cough that (Cumming, 2003).
shook the world. The New Zealand
Herald. Retrieved June 9, 2003 from
News text Plus database.
Online version from WWW
REF LIST IN TEXT
Cumming, G. (2003, April 5). Cough that shook (Cumming, 2003).
the world. The New Zealand Herald. Retrieved
December 14, 2004 from
www.nzherald.co.nz/index.cfm?ObjectID=3350
885
Article with no author
REF LIST IN TEXT
Drivers reject fuel prices driven by war ("Drivers reject fuel prices", 2003).
threat. (2003, March 7). The Timaru
Herald. p.1.
DVD/Video/CD-Rom
Film (Video/DVD)
1. As Author, identify primary contributors (i.e. the director or producer or both) but not
distributors who make videos or DVDs.
2. Publication date is the original date of release of the motion picture (A video of
"Gone with the Wind" may be published in 2003, but the film was first released in
1939. Use 1939 as Publication Date
3. For publication information, give the motion picture's country of origin and the
name of the movie studio (The example below was made by Columbia Industry,
which is an American company, however this motion picture was primarily made in
China and released there first, so the country of origin listed for that film would be
China.
REF LIST IN TEXT
Zhang, Y. (Producer/Director). (2000). Not (Zhang, 2000).
one less [Motion Picture].China: Columbia
Pictures Industries, Inc.
CD-ROM
REF LIST IN TEXT
Craig, E. (Ed.). (1998). Routledge (Craig, 1998).
encyclopedia of philosophy CDROM [CD
ROM]. London: Routledge.
WebPages
Website (multiple pages - reference the homepage!)
REF LIST IN TEXT
American Psychological Association. (2003). (American Psychological Association,
APA style: Electronic references. 2003).
Retrieved October 7, 2004, from
http://www.apastyle.org/elecref.html N.B. Do not write URLs in the text
Webpage (When author is different from the host organisation)
REF LIST IN TEXT
Hamilton City Council. (2001). Hamilton (Hamilton City Council, 1997).
Zoo. Retrieved October 7, 2004, from the
Hamilton Zoo Website:
http://www.hamiltonzoo.co.nz/
Others
Course Handouts/Printed Lecture notes
REF LIST IN TEXT
Brown, P. (2004). Marketing [Handout]. (Brown, 2004).
Hamilton, New Zealand.: University of
Waikato: Diploma in Marketing.
Statutes/Acts
Country codes such UK and NZ are used for author & publication information of legal
materials.
REF LIST IN TEXT
Holiday Act 2003. (2003). The statutes of (Holiday Act 2003, NZ).
New Zealand, 2003, No. 129
Standards
REF LIST IN TEXT
Standards Association of Australia. (1997). (Standards Association of Australia, 1997).
Australian standard: Pressure equipment
manufacture. AS44581997. North
Sydney, NSW: Author.
Patents
REF LIST IN TEXT
Smith, I. M. (1988). U.S. Patent No. 123,445. (U.S. Patent No.123,445, 1988).
Washington, D.C.: U.S. Patent and
Trademark Office.
Personal Communication
(Letters, Telephone conversation, Emails, Interviews, Lecture notes etc.)
REF LIST IN TEXT
No information is required in the reference (H. Clarke, personal communication, March
list, Data is not recoverable so do not 19, 2004).
include in reference list.
In his lecture on 19 March 2004, Professor
Clarke commented that...

(The University of Waikato,2007)
3.4 Practice Exercise 1

Here is a list of 13 different citations for the various types of sources covered in the pages
of the guide. A few are correct, but most have at least one error. Examine each citation and
decide whether the citation is correct or not. If the citation is incorrect, state what the
specific problem is, and what you would do to correct it. Write your answers on a separate
piece of paper, and then check your answers with the ones given at the back.
Citation 1: (book)
Caldwell, Martin, & Briggs, Emily S. (1993). Appreciating the
importance of proper articulation in Pig Latin multimedia materials. Ajo,
AZ: Ajo University Press.
Citation 2: (ERIC document)
Subcommittee on Pig Latin Issues. (1996). Pig Latin in Ireland:
Past, present, and future (Report No. 777-62). Dublin, Ireland: Dublin
Committee on Foreign Language Development. (ERIC Document Reproduction
Service No. ED 846 963)
Citation 3: (journal article)
Duckworth, V. L. (1978). A series of checklists for evaluating Pig
Latin performance. Logical Form in Education, 9, 110-115.
Citation 4: (book)
Pig Latin pronunciation in North and South Korea. By Hong, J., &
Leung, M. X. Seoul, Korea: Korean Association of Language Educators,
1994.
Citation 5: (Internet resource)
Lerner, K. L., University of Northern Nevada (n.d.). Pig Latin
resources on the World Wide Web [WWW page]. URL
http://www.unn.edu/humanities/porkfinds.html
Jesperson, R., & Shaw, U. P. (1995). Anticipatory stress in Pig
Latin phonetics: Overexplaining the obvious. Pig Latin colloquium, 3, 89-
113.
Citation 7: (book)
Unwin, R., & Pinkersh, E. D. (1996). Mistakes and errors: Paying
the price of an effective Pig Latin education. Bristol, England: Tyrth
and Sons. £12.50.
Citation 8: (book)
Grendel, B. W. (1905). A Brief Introduction to Pig Latin Philology.
New York: Hrothgar House.

Gruber, J. M. (1983). "Understanding the Pig Latin/Pig Pidgin
continuum." Language learning, 2, 244-306.

Glet, P. I. (1997). Communication games for the public school Pig
Latin classroom. Pig Latin E-Newsletter [On-line serial], 6. Available E-
mail: plen@ubds.edu Message: get PLEN
Citation 11: (book)
Bates, M., Eponymus, N. N., & Quincy, T. C. (1988). A dynamic model
of Pig Latin evolution. Toronto, Canada: Libraphobe
Citation 12: (book)
Fernandez, S. J., & Garcia, O. P. (1979). Pig Latin in the Yucatan:
Creating connections between cultures. Mexico City, Mexico: Mayan
Research Institute. 276 pp.
Sidlecki, W., & Yertz, M. M. (1989). Getting the Sounds on Paper:
Transcribing Pig Latin Using Simplified IPA. Sound and language, 16, 99-
108.
3.4 Practice Exercise 2

4. Taking Clear notes
Taking good notes is a key skill of a researcher. And take many. They will make the
writing of your final paper easy work. These notes become the supporting material in the
body of your term paper. In fact, one note in each paragraph is not too many. (See the
model paper in Appendix A). Of course, notes would not be used, with rare exception, in
your opening and closing paragraphs. Remember: it is your paper. Give yourself the first
and last words.
Taking good notes involves using the skills of a good reader. Certainly you do not read
every word in those good sources you found. Initially you have to skim them to identify
sections that relate to your topic. Some you may end up even discarding as irrelevant. For
a book consult the Preface in which the writer states his/her purpose in writing. It is the
part where the writer explains why his/her book is special or unique from all the other
books on the subject on the market. Equally important, look at the Table of Contents for
chapters relevant to your topic. For articles skim the opening paragraphs for the writer's
thesis. Then read the material that relates to your topic with care.
4.1 Types of Notes
There are three kinds of notes that a researcher makes: (1) a summary, (2) a paraphrase, and
(3) a direct quotation. You must use examples of each kind in your term paper.
A Summary–the skill required for a summary is to condense the main idea(s) of a

large body of material into a few sentences. You might state the finding of a scientific
study, the thesis of an article, or the theme of a novel. When you write an abstract for
your term paper, you will be doing a summary of your own work.
Write an abstract of 150 words for your term paper.
Length of your paper: 1500 – 2000
Font: 12
Times New Roman
1.5 / double spaces
A Paraphrase –the skill required for a paraphrase is to restate a sentence

or more in your own words while keeping very close to the original
passage. The sentence(s) you write can even include striking phrases
in quotation marks from the original text. Think of paraphrasing as
translation, changing the text from the writer's words to your own.
A In-Text Quotation –the skill required for a direct quotation is to select
material that deserves to be repeated word for word. Something would be
lost in translation. Choose material either for its conceptual brilliance or for
its striking style. Often the exact words from an expert in the field make a
good direct quotation.
Direct quotations come in two sizes: short and long. A short quotation
is four typed lines or less. It is run directly into the text and set in
quotation marks. A long quotation, in contrast, is anything over four
typed lines. The whole passage is indented and set off from the text in
block form No quotation marks are used because the block signals to
the reader that it is a quotation. Finally, notice where the period of a
long and short quotation is placed at the end of the quotation. (See
examples of long and short quotations in the model term paper in
Appendix C).
All quotations must be introduced, not just dropped into your writing:
Research studies show that " " or Smith (1990) reaches the
following conclusion: " " (p. 52).
Also, all quotations require a page number in the citation. Use the
abbreviations p. or pp.
A sophisticated writer may make a number of changes to a

quotation to make it flow into the text:
-- Change the opening capitalization from upper to lower case.

--Use square brackets [ ] to add words such as [and] or to clarify a
pronoun or to change the form of a words, e.g., The manual stated
that "square brackets are often use[d] to make a quotation fit smoothly
into a sentence."
-- Use ellipses or deletion dots to leave out words not relevant or to the
point. Three ellipses indicate that part of a sentence has been left out
Four ellipses signal that one whole sentence or more has been deleted
from the passage. Notice the spacing of the dots. (See examples in the
model term paper in Appendix C).
Some ways to paraphrase a passage include (1) using synonyms, (2)

changing the sentence structure, and (3) using a different form of the word,
e.g., The reports were completed changed to The completion of the reports.
Finally, a thesaurus, a special dictionary of synonyms, can be quite helpful.
4.2 Ten Tips for Effective Paraphrasing and Summarising
1. Have a clear purpose in mind before you commence reading and note taking.
Decide what and how much detail is needed.
2. Reread the passage until you understand it thoroughly.
3. Jot down the main points.
4. Set aside the original, and rewrite the text in your own words. This way you will not
be tempted to plagiarize!
5. Aim to synthesize and integrate other people's thoughts with your own. You can use
opening gambits to introduce the idea e.g. Paraha (1992) found that… As Jones
(2000) has recently indicated…
6. It is unacceptable to simply replace words from the original statement with words or
phrases with similar meanings, or to rearrange the sentence or paragraph.
7. Use quotation marks within a paraphrase when you want to utilize the author's exact
language.
8. If you do quote an author, ensure that the wording, punctuation and spelling are
exactly the same as the original.
9. Record the source! Include the author, title, page number, place of publication,
publisher, and library catalogue number.
10. Always check your version with the original. Ensure that your paraphrase
represents the author's meaning without distortion.
4.3 Paraphrasing – good and bad examples
1. Original text
For example, McDonald's has expanded rapidly overseas in recent years. Its skill in
managing fast-food operations has proven to be just as valuable in countries as diverse as
France, Russia, China, Germany and Brazil as they have been in the United States. Prior to
McDonald's entry, none of these countries had American-style fast-food chains, so
McDonald's brought a unique product as well as unique skills to each country.
From Hill, C. W. L. (1994). International business: Competing in the global marketplace.

Illinois: Irwin.
Acceptable paraphrase
Hill (1994) cites McDonald's as an example of a company that has been able to
successfully expand into the international market. McDonald's has created a global impact
not only with its "American-style" fast-food products, but its particular brand of
management practices.
Acceptable summary
McDonald's has successfully established both its product and operating style in many countries
outside the United States (Hill, 1994).
4.4 Avoiding Plagiarism

The word plagiarism is from a Latin root meaning "kidnapping." Plagiarism is stealing,
copying someone else's concepts and words and turning them in as your own work. It is
building a term paper by the old cut-and-paste routine. Students in the Introduction to
Research course before you nicknamed it "the Ali Baba error." But it is no laughing matter.
In fact, it is the worst mistake a student can make. Plagiarism carries a heavy penalty: for it
a student may fail the course. It is that serious.
The thing about plagiarism is that there is no need for it if a student understands how to
take and incorporate notes into his/her paper.
4.5 Samples of Plagiarism
Original Text
Critical
care nurses function in a hierarchy of roles. In this open heart surgery unit, the nurse
manager hires and fires the nursing personnel. The nurse manager does not directly care for
patients but follows the progress of unusual or long-term patients. On each shift a nurse
assumes the role of resource nurse. This person oversees the hour-by-hour functioning of
the unit as a whole, such as considering expected admissions and discharges of patients,
ascertaining that beds are available for patients in the operating room, and covering sick
calls. Resource nurses also take a patient assignment. They are the most experienced of all
the staff nurses. The nurse clinician has a separate job description and provides for quality
of care by orienting new staff, developing unit policies, and providing direct support where
needed, such as assisting in emergency situations. The clinical nurse specialist in this unit is
mostly involved with formal teaching in orienting new staff. The nurse manager, nurse
clinician, and clinical nurse specialist are the designated experts. They do not take patient
assignments. The resource nurse is seen as both a caregiver and a resource to other
caregivers. . . . Staff nurses have a hierarchy of seniority. . . . Staff nurses are assigned to
patients to provide all their nursing care. (Chase, 1995, p. 156)
Word-for-Word Plagiarism
Critical care nurses have a hierarchy of roles. The nurse manager hires and fires nurses.
S/he does not directly care for patients but does follow unusual or long-term cases. On each
shift a resource nurse attends to the functioning of the unit as a whole, such as making sure
beds are available in the operating room, and also has a patient assignment. The nurse
clinician orients new staff, develops policies, and provides support where needed. The
clinical nurse specialist also orients new staff, mostly by formal teaching. The nurse
manager, nurse clinician, and clinical nurse specialist, as the designated experts, do not take
patient assignments. The resource nurse is not only a caregiver but a resource to the other
caregivers. Within the staff nurses there is also a hierarchy of seniority. Their job is to give
assigned patients all their nursing care.
A Patchwork Paraphrase
Chase (1995) describes how nurses in a critical care unit function in a hierarchy that
places designated experts at the top and the least senior staff nurses at the bottom. The
experts — the nurse manager, nurse clinician, and clinical nurse specialist — are not
involved directly in patient care. The staff nurses, in contrast, are assigned to patients and
provide all their nursing care. Within the staff nurses is a hierarchy of seniority in which
the most senior can become resource nurses: they are assigned a patient but also serve as a
resource to other caregivers. The experts have administrative and teaching tasks such as
selecting and orienting new staff, developing unit policies, and giving hands-on support
where needed.
A Legitimate Paraphrase
In her study of the roles of nurses in a critical care unit, Chase (1995) also found a
hierarchy that distinguished the roles of experts and others. Just as the educational experts
described above do not directly teach students, the experts in this unit do not directly attend
to patients. That is the role of the staff nurses, who, like teachers, have their own “hierarchy
of seniority” (p. 156). The roles of the experts include employing unit nurses and
overseeing the care of special patients (nurse manager), teaching and otherwise integrating
new personnel into the unit (clinical nurse specialist and nurse clinician), and policy-
making (nurse clinician). In an intermediate position in the hierarchy is the resource nurse,
a staff nurse with more experience than the others, who assumes direct care of patients as
the other staff nurses do, but also takes on tasks to ensure the smooth operation of the entire
facility. (UW-Madison Writing Centre, 2006)
5. Writing the Term Paper Outline
Planning the outline is an important part of the writing process. In this guide, construction
of the outline follows the steps of reading and taking notes. Most researchers do their
outline at this point. The headings you have put in the upper corners of your note cards act
as key concepts of outline entries that you prioritize and sequence. You have to number
these concepts in order to give yourself a natural general-to-particular sequence which will
enable you to start your first draft easily. Also, you must pay careful attention to consistent
use of capitalization and parallelism for outline entries. Soles (2003, p. 24) suggests writing
three parts as you produce your outline: (1) Short introduction with a thesis statement at the
end of it, (2) the outline itself (main points), and (2) a short conclusion.
An outline (main points) is the equivalent of the Table of Contents of a book. Some
instructors may suggest that you format it as a Table of Contents for you paper. Because
an outline is the skeleton upon which you hang the flesh, so to speak, of your writing,
some instructors also may prefer that you use phrases instead of full sentences for
headings. Below is a model outline that serves as the Table of Contents in the final paper:
5.1 Developing an Outline
An outline is:
• A logical, general description

• A schematic summary
• An organizational pattern
• A visual and conceptual design of your writing
An outline reflects logical thinking and clear classification.
Purpose
General:
• Aids in the process of writing
Specific:
• Helps you organize your ideas

• Presents your material in a logical form
• Shows the relationships among ideas in your writing
• Constructs an ordered overview of your writing
• Defines boundaries and groups
Process
Before you begin:
• Determine the purpose of your paper.

• Determine the audience you are writing for.
• Importance of the topic
• Develop the thesis of your paper.
Then:
• Brainstorm: List all the ideas that you want to include in your paper.
• Organize: Group related ideas together.
• Order: Arrange material in subsections from general to specific or from abstract to
concrete.
• Label: Create main and sub headings.
4.6 Theory
An outline has a balanced structure based on the following principles:
• Parallelism
• Coordination
• Subordination
• Division
Parallelism
Whenever possible, in writing an outline, coordinate heads should be expressed in

parallel form. That is, nouns should be made parallel with nouns, verb forms with
verb forms, adjectives with adjectives, and so on (Example: Nouns: computers,
programs, users; Verbs: to compute, to program, to use; Adjectives: home
computers, new programs, experienced users). Although parallel structure is
desired, logical and clear writing should not be sacrificed simply to maintain
parallelism. (For example, there are times when nouns and gerunds at the same
level of an outline are acceptable.) Reasonableness and flexibility of form is
preferred to rigidity.
Coordination
In outlining, those items which are of equal significance have comparable numeral
or letter designations: an A is equal to a B, a 1 to a 2, an a to a b, etc. Coordinates
should be seen as having the same value. Coordination is a principle that enables a
writer to maintain a coherent and consistent document.
Correct coordination
A. Word processing programs

B. Database programs
C. Spreadsheet programs
Faulty coordination
o A. Word processing programs

B. Microsoft Word
C. Page Maker
Explanation: Word is a type of word processing program and should be treated as a

subdivision. Page Maker is a type of desktop publishing program. One way to
correct coordination would be:
A. Types of programs
1. Word processing
2. Desktop publishing
B. Evaluation of programs
1. Word processing
a. Word
b. Word Perfect
2. Desktop Publishing
a. Page Maker
b. Quark Express
Subordination
In order to indicate levels of significance, an outline uses major and minor

headings. Thus in ordering ideas, you should organize it from general to specific or
from abstract to concrete- the more general or abstract the term, the higher the level
or rank in the outline. This principle allows your material to be ordered in terms of
logic and requires a clear articulation of the relationship between component parts
used in the outline. Subdivisions of each higher division should always have the
same relationship to the whole.
Correct subordination

1. Microsoft Word
2. Word Perfect
B. Desktop publishing programs
1. PageMaker
2. Quark Express
Faulty subordination

1. Word
2. Useful
3. Obsolete
Explanation: There is an A without a B. Also 1, 2, and 3 are not equal; Word is a

type of word processing program, and useful and obsolete are qualities. One way to
correct this faulty subordination is:
A. Word
1. Positive features
2. Negative features
B. Word Perfect
1. Positive features
2. Negative features
Division
To divide you always need at least two parts; therefore, there can never be an A
without a B, a 1 without a 2, an a without a b, etc. Usually there is more than one
way to divide parts; however, when dividing use only one basis of division at each
rank, and make the basis of division as sharp as possible.
Correct division
A. Personal computers: hardware

1. Types
2. Cost
3. Maintenance
B. Personal computers: software
Faulty division
A. Computers
1. Mainframe
2. Micro
a. Floppy disk
b. Hard disk
B. Computer uses
1. Institutional
2. Personal
Form
The most important rule for outlining form is to be consistent! An outline can use topic or
sentence structure. A topic outline uses words or phrases for all entries and uses no
punctuation after entries.
Advantages: presents a brief overview of work and is generally easier and faster to write
than a sentence outline.
A sentence outline uses complete sentences for all entries and uses correct punctuation.
Advantages: presents a more detailed overview of work including possible topic sentences
and is easier and faster for writing the final paper.
Decimal
1.0
1.1
1.2
1.2.1
1.2.2
1.2.2.1
(Cornell University, 2007)
5.2 The Thesis Statement
The thesis statement is an expression of the main idea of your term paper. It is the key
element upon which your term paper is grounded. The thesis statement is usually written at
the end of the introduction, and it works as a guide for the reader. It tells him/her what you
will argue for or explain in your term paper. As you go along with your term paper and as
you do research, your thesis statement might change and you might go back to the
beginning of your term paper to modify it. A thesis statement may be one sentence or more
depending on the central ideas you want to develop.
Example 1
“To describe the Canon Power Shot SD 100 Digital Camera, one must give details about
its product specifications, body and design, method of operation, cost, and the quality of
the pictures.”
Comment
Such a thesis statement is effective because it provides the reader with a clear plan of the
body of your term paper. It suggests to the reader that the five points mentioned in the
thesis statement ( product specifications, body and design, method of operation, cost, and
the quality of the pictures) will be developed in more detail in the subsequent sections.
Example 2
“A G-Clamp is a device used for holding things together tightly. It consists of (1) the G-
shaped body; (2) the screw; and (3) the bar.”
Comment
The above thesis statement gives an idea about what is a G-Clamp device and what are its
main parts. It suggests to the reader that the main three parts of the G-Clamp device will be
described fully in the different sections of the paper. In other words, the paper will mainly
be a descriptive one.
Example 3
“Many students use the Microsoft Power Point when they deliver oral presentations, others
do not. Delivering a computerized presentation has many advantages and disadvantages.”
Comment
This thesis statement gives the reader the indication that the paper will deal with the
advantages & disadvantages of delivering a computerized presentation. It also suggests to
the reader that the paper will mainly be an argumentative one.
Example 4
“Insufficient car parking in Edgware Street in London constitutes a problem for both
shoppers and shopkeepers. This problem needs to be studied carefully and
recommendations for a solution must be presented.”
Comment
In this type of a thesis statement, the writer presents a problem. Then he/she finds the best
solution for it. The writer certainly suggests that the paper will mainly be a problem-
solution paper.
5.3 Examples of Term Paper Outline
Bionic Arm: Can this be the Solution for Amputees?
Introduction
Technology has changed our life completely in the past couple of decades. It is everywhere
trying to make life easier. One field in technology which has brought back life to the
handicaps and disabled is the introduction of Bionic limbs. The purpose of writing this term
paper is to examine how bionic arm has created a difference in the lives of Claudia Mitchell
and Jesse Sullivan. This paper will shed light and bring up discussions and ideas to develop
neural engineering which would help the amputees all around the world. This topic is
reported under three main sections: neural engineering, the bionic arm and
people whose hands have been replaced by bionic arms.
Main Points
1. Introduction to Neural Engineering
2. Bionic arm
2.1. What is bionic arm?
2.2. How does it work?
2.3. Importance
2.4. Neural Engineering Center for Artificial Limbs
3. Jesse Sullivan
3.1. Man With $6 Million 'Bionic' Arm
3.2. Man And Machine
3.3. Improvements
4. First Woman with Bionic Arm
Conclusion
The bionic arm has been very successful in improving the function of artificial limbs.
Today the patients have experienced significant improvements and are now able to perform
routine tasks such as having a shave, eating, taking out the garbage, carrying groceries and
vacuuming. Research and funding in the field of Neural Engineering has completely
changed the lives of the amputees. For now, the medical procedure performed on Sullivan
is limited to amputated arms. The hope is that one day it can be applied to other limbs as
well.
References:
Rehabilitation Institute of Chicago, (n.d.). Retrieved on May 31, 2007, from
http://www.ric.org
Swayze, J. (2005). Jesse Sullivan Real-Life Cyborg. Retrieved on May 28, 2007, from
http://www.mprize.org/
Washington Post, (2006). For 1st Woman with Bionic Arm, a New Life Is Within
Reach. Retrieved on May 31, 2007, from
http://www.washingtonpost.com/dyn/content/article/
Sample Outline (2)
Introduction
In everyday life, there are various problems that confront the society, and the human being
naturally likes the challenges that tackle him and he would be delighted when he finds a
solution. The more elegant and simple the solution, the more pleased we are. Sensors are
simple devices that help in achieving many goals particularly in security systems.
Technically, they are composed of electrical components, be it physical, chemical or even
biological which change under an outside influence. This paper discusses the types of
sensors used in security systems, the functions of different types of sensors, and the future
of sensors in security systems
1. Definition of Sensors
2.. History of Sensors
3. Some Types of Sensors in Security Systems
3.1 Sensors in Wired Homes

3.2 Sensors in Wired Cars
4. Functioning of Different Types of Sensors
4.1 Shock Sensors
4.2 Motion Sensors
4.2.1 Photo- Sensor Motion Detector
4.2.2 Ultrasonic Motion Detector
4.3 Pressure Sensors
5. Future of Sensors in Security Systems
5.1 Nanosensors
Conclusion:
In this term paper different types of sensors used in security systems are
highlighted. Some technical explanations concerning the functioning techniques of several
sensors are also discussed. In my opinion, these proficient and precise sensors can not stop
the act of burglary around us, but somehow, it certainly limited these acts from happening
in the past couple of decades. There is an urgent need to let everyone know that people can
live a normal, fearless and safe life if they possess a security system at home, or in a car.
References
Brain, M. (2003). How Burglars alarm works. Retrieved June 6, 2007 from
http://www.howstuffworks.com
Dusthimer, D. (2003, April 1). The Wired Home. EC&M magazine.
Harris, T. (2003). How Burglars alarm works. Retrieved June 6, 2007 from
http://www.howstuffworks.com`
6. Writing the Paper
6.1 Document Design
Document design concerns the layout of the paper. Remember to incorporate all the
specifications given here.
• Use one-inch margin on all sides.
• Use font 12 for the text throughout.
• Double space all text including block quotations.
• Use a sans serif font such as Arial for all headings and a serif font such as Times
New Roman for the text.
• Place a Running head title and numbering in the upper right-hand corner of each
page.
• Title page is number 1. See sample in Appendix C.
• Indent paragraphs five to seven spaces, which is a 1/2-inch indent on a word
processor.
• The exception is the abstract which is in block form with no indentation.
• Arrange the pages in the following order:
Title Page (numbered 1)
Abstract (numbered 2)
Table of Contents (numbered 3)
Body of Text (numbered 4 and onward)
References (numbered)
• Do not justify the right margin.
• Your term paper should be approximately 1500 words.
• Do not use university logo on your papers as it is only for official use.
• Words like introduction and conclusion doesn’t appear in the text of your term
paper.
6.2 USE OF VISUALS
• Visuals include tables, figures, charts, graphs, drawings, and photographs.

• Keep visuals as simple as possible.
• Label each table with an Arabic numeral (e.g. Table 1, Fig. 1., and so on) and
provide a clear title.
• The label and title should appear on separate lines above the table, flush left. Below
the table, give its source.
• In the text of your paper, discuss the most significant features of each visual. Place
the visuals as close as possible to the sentences that relate to them.
6.3 The Tone of Academic Writing
Term paper writing is formal in tone. To achieve this tone, use an academic vocabulary, not
casual words like really. Avoid the conventions of speech: write out contractions, cannot
instead of can't. Usually do not use the pronouns I or you in a formal paper. Finally, a
researcher does not present his/her findings with "In my opinion." Such a phrase trivializes
the reached conclusion as only one person's point of view.
Verbiage, sometimes called deadwood or English, is extra junk wording. Fish it out of your
writing. It includes hesitation fillers such as first of all, what I mean is, the twins sort of and
kind of , in closing I want to say, and etc. Instead of a lot, use many. Instead of nowadays,
use today. Instead of a construction such as Martin Luther King who was a famous Civil
Rights leader, shorten it to Martin Luther King, a famous Civil Rights leader.
The numbers of phrasal or prepositional verbs are more suitable for an informal style and
therefore inappropriate in academic writing. Euphemism (words which are thought to be
less unpleasant and less direct) are often used informally but should be avoided in
academic writing, for example, to die should be written as to pass away.
Academic essays should be written in a formal, academic style. This style includes:
1. Employing tentative rather than assertive language. Do this by:

o using possibly and probably in front of verbs and noun phrases; e.g. 'This is
possibly caused by...' or 'This is probably the most important factor.'
o using the modal verbs may and might; e.g. 'This may be the most important
factor.'
o using appears to and seems to; e.g. 'This appears to be the most important
factor.'
o avoiding always and every, and replacing them with often and many/much
2. Using formal vocabulary e.g. discuss rather than talk about. One way to do this is
by replacing phrasal verbs with more formal ones.
3. Use more formal grammar, for example:
o Use 'There' as a subject; e.g. 'There is a serious risk of...'
o Use 'It' as a subject; e.g. 'It is very difficult to...'
o Use 'One' as a subject; e.g. 'One may ask whether...' ('One' is a formal
version of 'You' [plural] in general)
o Use the passive voice; e.g. 'Many things can be done in order to...'
To practice this, try these 2 matching activities: Activity 1, and Activity 2 on
common errors in formality.
4. Avoiding the use of personal pronouns such as you and we to address the reader
5. Avoiding short, disconnected sentences
6. Avoiding the use of rhetorical questions such as “Did you know that spoken and
written language are very different?”
7. Avoiding the use of contractions such as won’t, didn’t, we’ll
8. Avoiding the overuse and misuse of certain logical connectors, especially besides,
furthermore and moreover. Besides is too informal, and both furthermore and
moreover mean that the following information is more important than the
information before, which is usually bad organisation. Use In addition or Also
instead
9. Ensuring that grammar is accurate, that ideas link together smoothly and that a full
range of grammatical structures is employed, such as relative clauses. Referencing
correctly, in both in-text references and bibliographical references.
10. The numbers of phrasal or prepositional verbs are more suitable for an informal
style and therefore inappropriate in academic writing.
11. Euphemism (words which are thought to be less unpleasant and less direct) are
often used informally but should be avoided in academic writing, for example, to
die should be written as to pass away. English Language Centre (2003)
6.4 The Title
A title is like a promise of what you will deliver. It should convey your focused subject.
Use a phrase, not a sentence which is the style of newspaper headlines and informal
writing. All main words in a title--nouns, pronouns, adjectives, and adverbs--take capitals.
There is no period on a phrase title. Also, the title of a student paper is not italicized or put
in quotation marks. Only published works receive this treatment. Remember to type titles
in Arial.
Try writing a title and a subtitle if you truly want to impress your teacher. Some examples
include
The Offshore Oil Rig: Claiming Crude from the Sea

The Hybrid Electric Car: The Transition to the Future
Carbon Monoxide from Cars: The Problem and Solutions
A Guide to Research: Steps to Writing Term Papers and Monographs
APA calls for a Running head at the top of each page of your paper. It is a short version of
your longer title. See Appendix A for samples.
.
Example of a Problem and Solution Paper
Note. Planning, as mentioned before, is an important part of writing a sound academic

term paper. However, the plan should be flexible. In other words, allow your plan to change
as you write.
6.5 Writing The First Draft After finishing the thesis and the outline, you have to be
prepared to complete your first draft. The basic structure of the first draft consists of
various blocks that make up the term paper.
1. The Introduction
In the introduction you present your topic, i.e., give some background. The introduction
is an important section of the term paper because it gives the first impression to the
reader. It may be one paragraph or more than one depending on the complexity of your
topic. Here are three examples:
Example 1
Comparing a Digital Camera with a Conventional Camera
A camera is a device used to capture visual information. It has been used by people for
more than a century, and today you can hardly find a house without at least one camera.
People use it to save memorable occasions--a wedding, a vacation or a birthday party.
The camera industry has been changing rapidly during the last ten years, and this
development has led to the invention of the digital camera. The digital camera is a new
electronic device, used widely today by many people around the world. As a result,
competition between the digital camera and the conventional camera is increasing.
Therefore, it is valuable to compare the two cameras in order to point out the differences
and similarities between them. For this purpose, two cameras were chosen: the first is the
Canon Power Shot SD 100 Digital ELPH, (henceforth the digital camera); and the second
is the 38mm-120mm Zoom Point & Shoot (120ZOOMMCAP) (henceforth the
conventional camera). To carry out this purpose, certain features in the two cameras are
compared: product specifications, body and design, method of operation, cost, and quality
of the pictures.
Comment The above introduction consists of two paragraphs. The first gives a general
definition of a camera and a brief general background about it. The second one establishes
the topic of comparing two specific cameras. At the end of it, the thesis statement is clearly
stated. The five points mentioned in the thesis will be developed in the body of the term
paper.
Example 2 Taken from a Student’s Term Paper
Computer Viruses
In the previous century many electronic devices were invented that changed the
lifestyle of people all over the world. One of the most important devices was the invention
of the computer. This wonderful device has developed from a huge multipart machine,
filling a 15-meter-long room when first created, to a device that is as small as a man’s hand.
In fact, the computer was --and still is--one of the important creations in the evolution of
technology. Today the computer has become one of the essential tools of work for people
and companies alike. You can hardly find an establishment or a company without a
computer system.
However, there is no complete system in the world. Thus, computer systems have their
own problems. These problems could be internal problems from the system itself or
external ones from outside the system. One of these external problems that face computer
systems is Malwares, i.e., Malicious Programs, or what is commonly known as computer
viruses.
Computer viruses are considered to be one of the main problems facing computer
systems. They can cause much damage. So governments and companies pay a huge fortune
to secure their computer systems. In this study, the problem and how to solve it will be ,
anti-virus mechanism, examples of programs, and advice on how to get rid of a virus.
Comment. In the first paragraph the student has introduced his topic by giving brief
historical information about it. In addition, he has highlighted its importance as a new
invention. In the second paragraph the student presents one of the major problems facing
computer systems, i.e., computer viruses. In the third paragraph, more light is shed on the
problem, and at the end the thesis statement and the structural part of the paper are given.
Example 3 Taken from a Student's Term Paper
The Hybrid Electronic Car: The Transition to the Future
Have you driven your car up to the gasoline pump lately and been shocked by the high
price of gasoline? Does your car cost a lot of money to run? Have you ever worried that
your car is contributing to the greenhouse effect? Does your car have a technology that
uses energy usually lost in breaking? Now the auto industry has the technology that might
provide answers to all these questions: the hybrid electronic car.
Comment. The writer's purpose is to capture the attention of the reader in this
introduction. He uses four rhetorical questions to achieve this goal. The paragraph is
climactic, the writer introducing the subject of the term paper at the end. In his next
paragraph, he will give a definition of the hybrid car and signal the component parts of the
car that he will deal with in detail in the body of the paper.
The informal tone that the writer has used is acceptable in the introductory paragraph of a
short term paper. It would be rare in a monograph.
5.2. The Body of the Paper
The main body follows the introduction. Its length depends on the number of major
concepts and ideas you plan to introduce and the amount of material to support them. In
academic writing, each section is allocated to a major idea you plan to discuss. This should
be broken into paragraphs required by the discussion. Each paragraph must contain a topic
sentence, which presents the subject of the paragraph, and a sufficient number of sentences
to support the topic.
The topic sentence is often the first sentence or, sometimes, the second sentence in the
paragraph. Then the details follow the topic sentence as a development to it. This is where
your notes come in.
Body paragraphs must have unity, which means that all of the sentences must explain and
add information to the topic. It is worth mentioning here that the topic sentence is very
similar to the thesis statement, except that it is at the paragraph level.
Example Taken from a Student’s Term Paper
There are basically two options to prevent viruses from entering a computer
system. The first is to place the computer in a protective “bubble.” This means isolating the
machine, in other words, disconnecting it from the Internet or any other network. It also
means not using any floppy disk, CD-ROMs or any removable disk (Kelly 2000). In this
way you can be sure that no virus will get into your computer. You can also be sure that no
information will enter the computer, unless it is typed in through the keyboard. In this case
you can have a protected computer but no data to process, which will turn it to a useless
metal box. The second option is to install anti-virus programs. These are designed to
prevent malicious codes from entering your PC. These programs will disinfect any area,
which is infected in the system.
5. 3 The Conclusion
A good term paper needs a good and clear conclusion. The content of the conclusion must
indicate that the purpose of the term paper has been fulfilled. The concluding section could
be one paragraph or more depending on the ideas expressed in it. The conclusion can
include a concise summary of the term paper, a reconfirmation of the thesis, and in some
cases suggestions for the future. However, the concluding section must give the impression
that the term paper has come to an end.
Example
The psychological meaning of fairy tales is the subject of a vast number of books and
articles. One concept in the interpretations of tales, however, is constant. Fairy tales tell
children the story of life in symbolic form. They present tests and monsters representative
of the psychological tasks children face in the process of growing up by overcoming
difficulties and defeating their fears. In short, they offer children answers to universal
problems. And with their "happily-ever-after" endings, they hold out hope to their young
readers that they, too, like their fairy-tales heroes, with bravery, ingenuity, and perseverance
will defeat their inner fears and be rewarded.
Comment. The writer summarizes the main findings of his/her research.

6.6 Documentation with Internal Citations
A citation is used in your term paper to link your summaries, paraphrases, and direct
quotations to their sources listed in your references at the end of the paper. It has two parts:
the author's last name and a year of publication, and in the case of a direct quotation a page
number. The citation should be placed as near as possible to the information cited. Below
are three basic ways in which you can set up a citation in your text:
• Smith (2004) compared reaction times . . .
• In a study of reaction times (Smith, 2004), it showed that . . .
• In 2004, Smith compared reaction times and found . . .
See Appendix B for APA documentation models used for internal citations.
Basic Rules for Citations

• Signal Phrases. Do not just drop your notes into your paper. Use a signal phrase to make
a smooth transition from your writing to cited material:
e.g., According to Smith (2004), As noted in Smith (2004)

Smith (2004) has argued that In Smith's view (2004)
• Use of Past or Present Perfect Tense. APA calls for use of past or present
perfect in signal phrases. Some useful verbs in formulating signal phrases are the
following:
(has/have) argued (has/have) pointed out

asserted reported
believed showed
claimed speculated
commented stated (not said)
disputed suggested
explained thought
illustrated written
implied
maintained
• Use of a Colon, a Comma or That. There are a number of ways to introduce a

direct quotation:
1. Use a colon in a main clause. E.g., Jones commented:

2. Use a comma in a subordinate clause. E.g., As Jones commented,
1. Use no punctuation following that. E.g., Jones commented that
6.7 Using Heading in Your Writing
Headings are often used in the text of scientific, technical, and business writing. They
mark off boundaries of sections and subsections. APA documents use headings as
illustrated below:
Level 1 Headings--centered with uppercase and lowercase letters
Literature Review
Level 2 Headings--centered and italicized with uppercase and lowercase letters
Early Studies
Recent Studies
Level 3 Headings--flush left and italicized with uppercase and lowercase letters
1900-1950
1950-2000
Level 4 or Lead-in Headings--indented, italicized, with only the first letter capitalized and
followed by a period
Selection. The paragraph follows after the level 4 heading.
Sorting. The paragraph follows.
Testing. The paragraph follows.
6.8 Adding Appendixes

Place any large body of information that interrupts the text such as large tables, large
illustrations, or other useful information in an appendix. Label each appendix
alphabetically. Place appendixes before the reference list.
5.9 Ending with an Abstract

An abstract is a summary of your paper. APA calls for it to be limited to 120 words, about
the length of one paragraph. The paragraph should be in block form, not indented as are
the rest of the paragraphs in the text proper. The word Abstract, not in italics or in
quotation marks, should be centered on the page. The content of the abstract sums up your
paper for the reader at a glance. It should include your purpose in writing the paper, the
thesis, the sections or areas you developed, and the conclusion you reached. In APA style,
the Abstract is the second page in your paper. The title page is numbered 1 and the text is
numbered 3. (The teacher did not require the student to write an abstract for the model
APA research paper in Appendix C of this guide).
Writing Abstract
What is an Abstract?
The abstract is a summary of your paper and is generally the first thing your reader will
read after the title. It allows readers to get an idea of what you say in your paper, so they
can decide if they want to read the entire paper.
Why does your term paper need an abstract?
The purpose of this section is to provide a brief and comprehensive summary of the study.
It should include a brief description of the problem being investigated, the methods used,
the results, and their implications.
Where is the Abstract located?
Abstract is page two of your term paper.
What tense to use?
Use past tense for procedures and present tense for results.
What are other general specifications one needs to remember?
1. Center the word Abstract on this page, then begin typing on the very next double-spaced
line (i.e., do not insert any extra blank lines here).
2. Centre the word Abstract one inch from top of the page.
3. It is a 120 words paragraph that provides the reader with a quick overview of your term
paper. It should express your main idea and your aim or objective; it might briefly suggest
any implications or applications of the research you discuss in the paper.
4. No indentation needed.
5. Justify both sides of this paragraph.
6. There should be no references or quotations in your abstract.
7. You should not repeat your title in the abstract because this is redundant and takes up
precious space.
8. Paraphrase rather than quote
For examples see samples in Appendix A.
6.10 Revising the Paper

6.11 Writing the Final Draft
Appendix A
Sample APA Research Paper (1)
Running head: Bionic Arm
Bionic Arm: Can this be the solution for Amputees?
Bappy Md Tanimul Ahsan

200600341
June 03
Supervised by: Ms. Sophia Bukhari

Qatar University
Abstract
Imagine the lives of people if medical reserches were not funded, if scientists and
their ideas were not encouraged.The world would not be the same; it would have been
far behind probably close to the Stone Age. Improving the quality of life through
scientific technology in terms of human body functions is the main point of discussion
in this term paper. The purpose of writing this paper is to examine how bionic arm has
created a difference in the lives of Jesse Sullivan and Claudia Mitchell. It
will also shed light and bring up ideas to develop neural engineering which would help
the amputees all around the world. The main topics discussed here are: the concepts of
neutral engineering , the bionic arm, and people whose hands have been replaced by
bionic arm.
Introduction
Technology has changed our life completely in the past couple of decades. It is everywhere
trying to make life easier. One field in technology which has brought back life to the
handicaps and disabled is the introduction of Bionic limbs. In the year 2005, a successful
operation on Jesse Sullivan has given the medical surgeons a big hope of the future of
bionic arm, a mechanical prosthetic arm run and controlled by the thoughts of a human
brain.
This paper will shed light and bring up discussions and ideas to develop neural engineering
which would help the amputees all around the world. This topic is reported under three
main sections: neural engineering, the bionic arm and people whose hands have been
replaced by bionic arms.
Neural technology
As given in an article on Neural Engineering (n. d.), a multilingual web based
encyclopedia, Neural Engineering is a new and promising discipline of science research
which uses techniques and methods combined from the areas of neurology, robotics,
nanotechnology, and electrical engineering to study, understand and the activities of the
nerves which connect to the brain and the spinal cord. The main area of concern in this
field of study is to connect synthetic devices with the nervous system in order to re-
establish the lost exterior human body functions.
Bionic arm
Bionic Arm (n.d.) otherwise known as human controlled mechanical arm is a new
innovation in the field of prosthetics which was first successfully developed by Dr. Todd
Kuiken, a researcher and developer at Neural Engineering Center for Artificial Limbs
(NECAL). This kind of new prosthetic limb operates by receiving signals from the nerve
impulses which are transferred to electrodes allowing the person to move the arm on
his/her will. In case of Jesse Sullivan (the Bionic man), the shoulder nerves were attached
to his live muscle nerves which were later connected to the mechanical arm. The arm
functions just the way Jesse wants it to, meaning to say Jesse's mind control the arm's
movements. The bionic electrical prosthetic arm is equipped with battery powered motors
and gear boxes whose main goal is to replicate the human arm in its functionality.
How does it work?
It has been seen in the webpage of (Rehabilitation Institute of Chicago (RIC), n.d.) that,
the key to make the arm perform certain kind of action is to think. The thinking process
happens in the brain and then the information is carried on to the respective limb by the
motor nerves onto the sensory muscles. The sensory muscles decode the received
information and send respective instructions to the arm. That’s why doctors dissect the
nerves which were earlier connected to the lost arm and attach them to the chest muscles.
Incase a patient wants to open his hand; he has to think "open hand". The electrodes detect
the contraction of the chest muscle and sends messages to the programmed arm to open the
hand.
The following illustration with the help of the diagram (figure 1) will help us to understand
the way a bionic arm operates.
Fig. 1. Four steps of Bionic Arm functioning

(Bionic Arm, n.d.)
First, the nerves are redirected to the patient's chest muscles. After the thinking process
for a particular physical arm movement take place, the nerve impulses move from the
brain to corresponding location on the muscle. Then, the electrodes detect the incoming
electrical impulses emitted from the nerves and forward them to the arm. Finally, a
computer processes the electrical impulses and makes the arm perform movements,
such as opening and closing the hand, and extending the elbow and the wrist.
Importance of Bionic Arm
According to the information found at Rehabilitation Institute of Chicago (RIC) (n.d.)
website, the present available prosthetic limbs such as hands, legs, wrists and elbows which
are used by various athletes provide poor results in terms of movement and control. Even
the highly sophisticated and advanced electrical limb which helps in movement, allows
only a single motion at a time. This function is painstakingly more time consuming when
compared to the usual normal human limb movements which can perform multi-actions at
once. In order to run a mechanical arm, it is very complex and doesn’t give the ordinary
feeling like a real arm.
But it is very difficult to make use of a prosthetic arm when the entire hand has been cut or
ripped off from the shoulder joint. This is where the bionic arm comes in. the bionic arm
surgery has given a big hope in restoring the arm functions when the remaining nerves at
the shoulder end points are still functional. This kind of surgery has been proved
advantageous over the traditional prosthetic arm replacement. This technique has made the
use of an arm easier, and can also help injured soldiers in order to improve the quality of
their lives.
Jesse Sullivan: Man with $6 million Arm
In his article, Jesse Sullivan Real-Life Cyborg, Swayze (2005) has said that on one sunny
afternoon, on May 2001, while fixing a blown transformer, Jesse Sullivan, a utility
linesman, mistakenly grabbed a live cable of more than 7000 volts of electricity. The
electrical burn was so severe that the doctors had to amputate both his arms at the
shoulders. He grieved over his arms like the death of a family member. He had many
difficulties in using the conventional prosthetics since both his arms were surgically
removed. But his life changed completely when he received a call from the Neural
Engineering Center for Artificial Limbs. He was the first person ever to try out the most
sophisticated artificial arms ever designed. Shortly after the accident, Jesse underwent a
research surgery, and was rewired. Nerves that control arm and hand movements were
attached to his chest muscles. The electrodes which were attached to the chest were then
connected to the robotic arm.

In the same year, at a live television show, Jesse displayed the uniqueness of the
mechanical arms i.e. using his brain signals to operate the two robotic arms by performing
simple tasks such as picking up a glass of water and putting it back on the table.
The parts of Sullivan's Arm
Dyer (2005) has clearly explained the five parts of Sullivan's electro-robotic arm
which are: Fig.2. Parts of Sullivan's Arm
1. The surgery: impulses sent from the
brain reach the arm nerves which were
re-wired to Jesse's chest muscles, which
are then received by the electrodes. A
processor converts the brain signals to
actions.
2. The shoulder: The 1.8 pounds
mechanical shoulder is made of
aluminum and carbon fiber. The motor
and the gearbox run on the power
derived from a 14.8-volt lithium-ion
battery.
(Bionic Arm,n.d.)
3. The humoral rotator: this joint helps Sullivan to perform a task like buttoning or
unbuttoning a shirt.
4. The control unit: The movements of the motor joints are managed by the 64-bit
microprocessor which is implanted in the forearm.

5. The hand: it is made in Shanghai-China.
First Woman with Bionic Arm
As identified in the article, For 1st Women with Bionic… (2006) Claudia Mitchell is the
first woman to be fitted with a bionic arm. Mitchell, a former U.S. Marine Corps officer,
lost her left arm in a motorcycle accident. She underwent the similar surgery as experience
by Jesse Sullivan but instead her operation was funded by the Defence Advanced Research.
Projects Agency (DARPA) with an amount of $50 million. She can easily peel a banana by
giving proper mental instructions to the arm.
Conclusion
In conclusion, the bionic arm has been very successful in improving the function of
artificial limbs. Today the patients have experienced significant improvements and are now
able to perform routine tasks such as having a shave, eating dinner, taking out the garbage,
carrying groceries and vacuuming. Their lives have become more meaningful and
fulfilling. Research and funding in the field of Neural Engineering has completely changed
the lives of the amputees. This technique can greatly help the amputees returning from
wars. For now, the medical procedure performed on Sullivan is limited to amputated arms.
The hope is that one day it can be applied to other limbs as well.
References
Bionic Arm, (n.d.). Retrieved on May 25, 2007, from http://www.ric.org/bionic/
Dyer, N. (2005). A Toast to the Bionic Man, Retrieved May 30, 2007, from
http://www.popsci.com/popsci/medicine/html
Neural Engineering, (n.d.). Retrieved on May 24, 2007, from
http://www.en.wikipedia.org/wiki/Neural_engineering
Rehabilitation Institute of Chicago, (n.d.). Retrieved on May 31, 2007, from
http://www.ric.org
Swayze, J. (2005). Jesse Sullivan Real-Life Cyborg. Retrieved on May 28, 2007, from
http://www.mprize.org/
Washington Post, (2006). For 1st Woman with Bionic Arm, a New Life Is Within
Reach. Retrieved on May 31, 2007, from
http://www.washingtonpost.com/dyn/content/article/
Model APA Research Paper (Sample 2)
Sensors: An Essential in Security Systems
Lutfi Z. Samara
English 2 – 811202-1
June 2007
Language Instructor
Mr. Aladdin Halwani

Abstract
For the past century, technology has been the ultimate solution for nearly every problem on
this planet. Like all other problems, security had a technological solution and part of this
solution is sensors. The significance of sensors cannot be underestimated especially in
security systems as they turned out to be quite useful in this application. This paper
discusses the types of sensors used in security systems and, subsequently, the way this
electrical device function and finally ending up by taking a quick glance on the expected
future of sensors. Sensors play a major role in helping the achievement of modern security
systems, and they form a phenomenon that will gradually rise in the upcoming future.
Introduction
In everyday life, there are various problems that confront the society, and the human being
naturally likes the challenges that tackle him and he would be delighted when he finds a
solution. The more elegant and simple the solution, the more pleased we are. Sensors are
simple devices that help in achieving many goals particularly in security systems.
Technically, they are composed of electrical components, be it physical, chemical or even
biological which change under an outside influence. As we shall see afterwards in this
paper, these electrical devices helped tremendously in enhancing the functioning of security
systems whether they are at homes, or in cars. Generally speaking, this paper discusses
the types of sensors used in security systems, the functions of different types of
sensors, and the future of sensors in security systems.
Definition of Sensors
Thompson (1999), the Chairman of the board of directors of the famous Symantec
Company for security purposes stated that “What we are seeing now is customers shifting
their attention from security products like firewalls and intrusion sensors, to the policies
that need to be in place, and the technologies that help them enforce policy compliance”
(Para.3).
Sensors are electric or electromechanical devices that are used to identify and
provide physical or environmental information; it could also be used to measure a physical
quantity such as temperature then convert it to an electronic signal like pressure or
loudness. A simple way to describe a sensor is to call it a transducer. Basically, there are
two types of sensors: the first is a direct indicating sensor such as the mercury thermometer,
and they are humane readable, while the other is an electric one that should be paired with
a display or an indicator. Figure (1) shows a commonly used motion sensor.
Fig.1. A Motion Sensor
(Main, 2003)
History of Sensors
The first designed sensor was a mechanical one and it was designed by a scientist
named Hirst in 1954. Electrical sensors were first invented for military purposes in
different military forces of the world.
Some types of Sensors in Security Systems
Sensors are used in different applications of security systems, and here are some of
them:
Sensors in Wired Homes
Wired homes are houses that have an installed security system in it. Dusthimer
(2003) assumes that “the demand for security systems has ballooned in the past two years,
and some estimates put the cost of securing the homeland this year at $130 billion”(P.13).
Subsequently, the functioning of these security systems should be accurate and effective to
accompany the rising public demands of these systems all over the world. Sensors in wired
homes are the individual devices of the system that identify and signify a change in system
status. There are different types of sensors in a wired home, and each one has specific work
to accomplish. The most common types of sensors include:
1. Contact sensors: a sensor that detects the opening and closing of windows and doors.
2. Glass-break sensors: detects the sound of breaking or shattered glass.
3. Motion sensors: using the IR (infrared) technology, it detects the movement of an
intruder in the house.
4. Carbon monoxide sensors: detectors that detects the presence of CO in the air.
5. Smoke detectors: detects the presence of smoke in the air using an ionization
chamber or photoelectric cell. The units are either battery- or AC-powered. They're
classically outfitted with their own internal alarm. Some also come equipped with
escape lights and condition transmitters.
6. Heat detectors, which detect severe changes in temperature. They're equipped with a
special metal that melts when subjected to an extreme change in temperature. If built
into a smoke detector, the heat detector will switch off the smoke detector's main alarm.
The sensor switches utilized in each security zone can be configured in one following two
ways:
Normally closed or (NC)
When the security system is in protected mode —windows or doors are closed— the
sensor switch contacts are connected and the system is armed. In this configuration, the
opening of an NC device will set off an alarm.
Normally open or (NO)
In this configuration, the closing of a sensor switch contact will set off an alarm.
Nearly most security alarm systems will allow for an NO or NC zone configuration,
or a combination of the two. Figure (2) illustrates a sensor functioning in a wired house.
Fig.2. A Sensor in a Wired House
(Main, 2003)
Sensors in Wired Cars
The first recognized car theft occurred in 1896; only ten years after gas-powered
cars were first introduced to the public. Harris (2003) asserts that “Some studies claim that
a car gets broken into every 20 seconds in the United States alone”(P.12). In the presence of
such astonishing statistics, it's not surprising that millions have invested in pricey alarm
systems in cars. In a car alarm system, sensors play a major role in the performance of this
system. There are different types of sensors in a car, the most common of which are:
1. Door sensors: The most basic element in a car security system. Whenever the trunk
or any other door in the vehicle opens, the sensor triggers the alarm system.
2. Shock sensors: Advanced alarm systems rely on shock sensors. If any one moves,
pushes or hits the car, the car alarm will be activated.
3. Glass breakage detector: It is a microphone that measures variations in air pressure
.Therefore, any variations in air pressure caused by breaking the window’s glass will
activate the alarm.
4. Pressure sensors: It identifies any brief change in pressure caused by opening a door
or breaking the glass to set on the alarm of the car’s security system.
5. Motion and tilt sensors: These sensors are made for burglars that do not bother
themselves by opening the car’s window or breaking the glass. They just use a tow
truck and drag the car away. However, the motion sensor is a device that monitors any
immediate change around the car, and the tilt sensor activates the alarm in case of any
tilting that happens to the car.
Functioning of Different Types of Sensors
The three main types are discussed here.
Shock Sensors
Shock sensors work in simple principles. If someone hits or moves the car, the
alarm will be activated, but it depends on the severity of the shock. The shock sensor is
composed of: (1) Central electrical contact; (2) Smaller electrical contact; (3) A metal ball.
In an inactive position, the metal ball touches both the central electrical contact and the
smaller electrical contact, and the electrical circuit would be completed, therefore sending
the circuit to the brain. But when you move the sensor by shaking it, the metal ball moves
inside the housing, and as it rolls, it touches the smaller electrical contacts then it breaks the
electrical circuit between that secondary contact and the central contact. This opens the
switch, sending a message to the brain that the ball has moved. As it rolls on, it passes over
the other secondary contacts, closing each circuit and opening it back again, then causing
the sound of the alarm.(Beeby, Easel & Kraft, 2004) Figure (3) illustrates a shock sensor
and some of its components.
Fig.3. A Shock Sensor

(Main, 2003)
Motion Sensors
Motion sensors are frequently used in homes because of their cheap price and their
efficiency in performing their work. Figure 4 is a motion sensor used in electrical doors.
Fig.4. A Motion Sensor
(Main, 2003)
There are two types of motion sensors.
Photo- Sensor Motion Detector
A photo-sensor has two components: (1) A source of focused light (usually a laser
ray); (2) A light sensor. In a home security system, aim the laser ray at the light sensor,
across a corridor in your house. When somebody passes between the light source and the
sensor, the pathway of the ray is blocked-up for a short time. The sensor records a drop in
light levels and sends a message to the control box, then sounding the alarm.
Ultrasonic Motion Detector

An ultrasonic motion detector has two components: (1) A speaker; (2) wave
transmitter; (3) A transducer. The speaker emits a sound that a human can not hear because
of its high frequency. The sound creates vibrations through the air. The waves travel out
until they hit something solid enough to bounce back. Some of these bouncing waves return
to the sensor. The sensor picks up these waves with a transducer. The transducer creates a
signal that the sensor can understand. Now the brains of the sensor time how long it took
for the waves to go out and back. If everything is normal, say nothing moves in front of the
sensor, the sensor knows that everything is normal. If the waves returned quickly
(something moves in front of the sensor) the sensor "figures out" the difference in the
timing and will react by switching on the alarm.
Pressure sensors
In cars, pressure sensors could be replaced by the speakers that are located in the
car itself for they both have the same concept in working. A pressure sensor is composed
of; (1) A wide movable cone; (2) An electromagnet surrounded by a natural magnet.
Pressure variations move the cone back and forth, which pushes and pulls the attached
electromagnet. Moving an electromagnet in a surrounding natural magnetic field generates
an electrical current. When the brain registers a considerable current flowing from this
instrument, it knows that something has caused a quick fluctuation in the pressure inside
the car. The brain suggests that somebody has opened a door or window, or made a very
loud noise.
Future of Sensors in Security Systems
Nanosensors
For the time being, nanosensors are used for different purposes in different fields
such as biological studies and chemistry, and so far scientists did not apply the study of
nanotechnology on sensors in the security systems. But Dr. Taylor (2002) stated that
The application of nanotechnology to sensors should allow
improvements in functionality. We can also expect to see actuators
that control movement on the Nan scale. Sensor/actuator
combinations will deliver ‘smart’ and precise functions in products
and processes. For example, nanofabrication and inspection tools
require sensors and actuator systems that can position objects with
nanometre accuracy. In this way, sensors and actuators constitute
another enabling technology. (P.45)
Additionally, Dr. Taylor (2002) has stated that Nanosensors can supply information
to verify a person’s identity or specify the origin of an object or document. Examples of
detailed applications that will emerge are: people sensing, quality tracking and
identification, and chemical and biological agent detection. In other words, accuracy and
efficiency of nanosensors will make it the future of sensors in security systems.
Finally in my opinion, these proficient and precise sensors can not stop the act of
burglary around us, but somehow, they certainly limited these acts happening in the past
couple of decades. By using this technology people are able to feel more secure and safe in
their own homes. At last, I would like to insist that everyone should make use of these in
order to live a normal and safe life.
References
Beeby, S., Ensel, G., & Kraft, M. (2004). MEMS Mechanical Sensors. Norwood, MA:
Artech house, Incorporated
Brain, M. (2003). How Burglars alarm works. Retrieved June 6, 2007 from
http://www.howstuffworks.com
Dusthimer, D. (2003, April 1). The Wired Home. EC&M magazine.
Harris, T. (2003). How Burglars alarm works. Retrieved June 6, 2007 from
http://www.howstuffworks.com`
Sensors ,Wikipedia.(2007) Retrieved on June7, 2007, from http://www.wikipedia.org
Taylor, J. (2002). Retrieved on June 4, 2007 from
http://www.azonano.com/details.asp?ArticleID=1281
Thompson, J.W. (1999). Retrieved on June 9, 2007 from
http://www.brainyquote.com/quotes/authors/j/john_w_thompson.html
Appendix B Answer Key
CITATION PRACTICE 1: ANSWERS

Citation 1: (book)
Caldwell, Martin, & Briggs, Emily S. (1993). Appreciating the importance of proper articulation in Pig
Latin multimedia materials. Ajo, AZ: Ajo University Press.
Incorrect Citation: The problem here is with the author information. To cite authors,
provide the last name in full and only the initials of the first name and any additional
names.
The author slot for this citation should be:
Caldwell, M., & Briggs, E. S.

Citation 2: (ERIC document)
Subcommittee on Pig Latin Issues. (1996). Pig Latin in Ireland: Past, present, and future (Report No. 777-
62). Dublin, Ireland: Dublin Committee on Foreign Language Development. (ERIC Document Reproduction
Service No. ED 846 963)
Correct Citation.

Duckworth, V. L. (1978). A series of checklists for evaluating Pig Latin performance. Logical Form in
Education, 9, 110-115.
Incorrect Citation: In APA style, capitalize only the first word and any other words (such
as names of people, places, and languages) which are necessarily captalized.
The journal title in this citation should be written in the following way:
Logical form in education,

Citation 4: (book)
Pig Latin pronunciation in North and South Korea. By Hong, J., & Leung, M. X. Seoul, Korea: Korean
Association of Language Educators, 1994.
Incorrect Citation: Elements in this citation are out of order. The authors, "Hong, J., &
Leung, M. X.", should go first (without the "By"); the date should come next; the book title
would be the third element.
This citation should be:
Hong, J., & Leung, M. X. 1994. Pig Latin pronunciation in North and South Korea. Seoul, Korea: Korean
Association of Language Educators.
Lerner, K. L., University of Northern Nevada (n.d.). Pig Latin resources on the World Wide Web [WWW
page]. URL http://www.unn.edu/humanities/porkfinds.html
Incorrect Citation: This citation includes the author's institutional affiliation, which is not
a necessary element for APA style.
This citation should be:

Lerner, K. L. (n.d.). Pig Latin resources on the World Wide Web [WWW page]. URL
http://www.unn.edu/humanities/porkfinds.html
Jesperson, R., & Shaw, U. P. (1995). Anticipatory stress in Pig Latin phonetics: Overexplaining the
obvious. Pig Latin colloquium, 3, 89-113.
Correct Citation.
Citation 7: (book)
Unwin, R., & Pinkersh, E. D. (1996). Mistakes and errors: Paying the price of an effective Pig Latin
education. Bristol, England: Tyrth and Sons. £12.50.
Incorrect Citation: It is not necessary to include the price of a book. The price should be
deleted from this citation.
Citation 8: (book)
Grendel, B. W. (1905). A Brief Introduction to Pig Latin Philology. New York: Hrothgar House.
Incorrect Citation: It is not necessary to capitalize all words in any title in APA style.
Capitalize only the first word of title, along with any other obligatory capitalizations (such
as for names of people, places, and languages).
The article title for this citation should be:
A brief introduction to Pig Latin philology.

Gruber, J. M. (1983). "Understanding the Pig Latin/Pig Pidgin continuum." Language learning, 2, 244-
306.
Incorrect Citation: The title of this article is enclosed in quotation marks. Though this is
standard procedure with certain stylesheets, it is not necessary in APA style. The quotation
marks should be deleted from the citation.

Glet, P. I. (1997). Communication games for the public school Pig Latin classroom. Pig Latin E-
Newsletter [On-line serial], 6. Available E-mail: plen@ubds.edu Message: get PLEN
Correct Citation.
Citation 11: (book)
Bates, M., Eponymus, N. N., & Quincy, T. C. (1988). A dynamic model of Pig Latin evolution. Toronto,
Canada: Libraphobe
Incorrect Citation: For this citation to be correct, there needs to be a period at the very
end of the citation, after the name of the publisher ("Libraphobe").
Citation 12: (book)

Fernandez, S. J., & Garcia, O. P. (1979). Pig Latin in the Yucatan: Creating connections between cultures.
Mexico City, Mexico: Mayan Research Institute. 276 pp.
Incorrect Citation: It is not necessary to include the number of pages in a book. Page
number information should be deleted from this citation.

Sidlecki, W., & Yertz, M. M. (1989). Getting the Sounds on Paper: Transcribing Pig Latin Using
Simplified IPA. Sound and language, 16, 99-108.
Incorrect Citation: It is not necessary to capitalize all words in any title in APA style.
Capitalize only the first word of title and subtitle, along with any other obligatory
capitalizations (such as for names of people, places, and languages).
The article title for this citation should be:
Getting the sounds on paper: Transcribing Pig Latin using simplified IPA.
Answer Key Ex.2.
Book
.Herzfled-Pipkin, N.S. (2006). Destination: Writing for Academic Success
.Boston : Thomson
Article
. Murray, R.R., Williams, H.E. (1999). How Computer Work. Modern Technology
.9-32 ,(2)12
Online Document with Author
,Thomas, S.W. (2001). Children and Television Violence: Retrieved on May 19,2007
from http://www.ksu.edu./humec/kulew.html
Online Document without author and date
GVU's 8 www user survey (n.d.). Retrieved on April 23, 2007 from
http://www.cc.gateched/gu/user-surveys/1997-10
References
English Language Centre. (2003). Academic style guidelines. Retrieved Nov.14,

2007 from http://www.elc.polyu.edu.hk/cill/eap/academicstyle.htm
Cornell University. (2007). Developing an outline. Retrieved Oct. 17, 2007 from
http://www.instruct1.cit.cornell.edu/courses/
Hacker, Diane. Research and documentation online (2004). Retrieved November

14, 2004, from
http://dianehacker.com/resdoc/social_sciences/pdf/Hacker-Shaw-APApdf
Honolulu Community College Library. How to document sources in APA style.

Retrieved November 12, 2004, from
http://www.hcc.hawaii.edu/education/hcc/library/apahcc.html
Jordan, R. R. (1999). Academic writing course. Essex: Longman.
Publication manual of the American Psychological Association (5th ed.). (2001).
Washington: American Psychological Association.
Raimes, A. (1999). Keys for Writers- A Brief Handbook. Second Ed. Boston:
Houghton Mifflin Company
Sole, D. (2003). Writing an academic essay. Newcastle-under-Lyme: Studymates.
The University of Waikato. (2007). APA reference guide. Retrieved 17 Oct. 2007
from http://www.waikato.ac.nz/library/learning/g_apaguide.shtml
UW-Madison Writing Centre. (2006). Successful vs. unsuccessful paraphrase.
Retrieved Oct. 17, 2007 from http://www.wis.edu/writing

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Writing Term Papers 1

Sophia Bukhari Aladdin Salah Halwani

2. Researching your topic-------------------------------------------------------------------------5

3. Documenting the Term Paper ---------------------------------------------------------------7

4. Taking clear Notes-----------------------------------------------------------------------------18

5. Writing the Term Paper Outline -----------------------------------------------------------23

6. Writing the Term Paper ---------------------------------------------------------------------32

VIII. Sample APA Papers-Appendix A ----------------------------------------------------41

IX. Answer Key-Appendix B ------------------------------------------------------------------60

1.1 Considering Your Reader

1. 2 Choosing the Right Topic

- in the area of your study

1. 3 Identifying Your Purpose

- to describe an object or a phenomenon (Describe the phenomenon of acid rain

1. Why is identifying the reader an important pre-writing activity?

4. What are the benefits of free writing?

6. What are the usual aims of term papers?

2. Researching your topic

Formulating a term paper question and thesis

Using primary and secondary sources

2.1 Types of Sources

2.1. 3 Internet Documents

3. Documenting the Term Paper

3.1 APA Reference Guide

What is the APA style?

Citations from a secondary source

A Reference page entry

3.3 How to reference/cite a material?

Books Articles from Journals Articles from Magazines

o Print version o Website o Email

Website (multiple pages - reference the homepage!)

Webpage (When author is different from the host organisation)

Course Handouts/Printed Lecture notes

3.4 Practice Exercise 1

Citation 9: (journal article)

Citation 10: (Internet resource)

3.4 Practice Exercise 2

4. Taking Clear notes

4.1 Types of Notes

A Summary–the skill required for a summary is to condense the main idea(s) of a

A Paraphrase –the skill required for a paraphrase is to restate a sentence

A sophisticated writer may make a number of changes to a

-- Change the opening capitalization from upper to lower case.

Some ways to paraphrase a passage include (1) using synonyms, (2)

Finally, a thesaurus, a special dictionary of synonyms, can be quite helpful.

4.2 Ten Tips for Effective Paraphrasing and Summarising

4.3 Paraphrasing – good and bad examples

From Hill, C. W. L. (1994). International business: Competing in the global marketplace.

4.4 Avoiding Plagiarism

4.5 Samples of Plagiarism

5. Writing the Term Paper Outline

5.1 Developing an Outline

• A logical, general description

An outline reflects logical thinking and clear classification.

• Aids in the process of writing

• Helps you organize your ideas

Before you begin: