Explaining a Concept Research Paper

Read in Chapter 4: Explaining a Concept, The St. Martin’s Guide to Writing, pages 126-131 and 160-163.**

**The page numbers listed above are for the new 9th edition. If you still have the 8th edition for some reason, please read pages 134-136 and 166-170. (7th ed = pages 201-204 and 235-238 in Chapter 5: Explaining a Concept)

Read Chapter 4: Explaining a Concept, The St. Martin’s Guide to Writing, pages 132-159 and 165-168.**

**The page numbers listed above are for the new 9th edition. If you still have the 8th edition for some reason, please read pages 137-165 and 170-174. (7th ed = pages 205-233 and 238-242)

Read in Chapter 4: Explaining a Concept, The St. Martin’s Guide to Writing, pages 168 – 172. Refer to Chapter 24, “Using Sources,” pages 755 – 765 and pages 766-778 and 787-794, for more information about MLA documentation.**

**The page numbers listed above are for the new 9th edition. If you have the 8th edition, please read pages 175 – top of page 179 and refer to Chapter 22, “Citing Sources,” pages 738-748 and pages 750-763 (middle of page 763), for more information regarding MLA documentation. If you still have the 7th edition for some reason, please read pages 243-247 and refer to pages 747 – top of page 773 and pages 782-790 regarding MLA documentation.

Read in Chapter 4, “Explaining a Concept,” St. Martin’s Guide to Writing, pages 173-182.**

**The page numbers listed above are for the new 9th edition. If you have the 8th edition, please read pages 179-187. If you still have the 7th edition for some reason, please read pages 248-255.

The assignment required:

Major Paper #4–Explaining a Concept Research Paper  We will be working on the Explaining a Concept Paper for the next four units, as this is the longest paper you will write for this class. The Explaining a Concept Paper will be due at the end of Unit 14.
In the Explaining a Concept Paper, you will simply want to explain a concept of your choice, using research to support your explanations/definitions. This paper should be at least 4-6 pages long, it should include at least two sources, and it should accomplish the following:
*Inform your particular audience about a specific subject.
*Present information confidently and efficiently.
*Use established information for support, as well as personal “evidence” (if applicable) such as short anecdotes and examples from your own experience, or the experience of others.
*Maintain an informative tone (not an argumentative tone, as this is not an argumentative or persuasive paper).
Unit 11 is designed to familiarize you with the Explaining a Concept paper, and to help you choose a topic. I would like each of you to discuss your topic ideas on the discussion board this unit.
Looking ahead, Unit 12 will discuss strategies to consider in terms of your approach to this paper, and Unit 13 will explain the basic structure of papers such as this. Unit 14 is designed to give you time to revise.

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IMPORTANT NOTE: Papers on the following topics will not be accepted:

* abortion
* capital punishment
* euthanasia

These topics are far too controversial for the Explaining a Concept Research Paper, which should be informative (not persuasive) in its purpose. Also, I’ve already read more papers on these topics than anyone should in an entire lifetime, so I won’t read anymore. I encourage you to be more creative in selecting your topic.

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Complete pages 166-168 in the 9th edition textbook, “Considering Explanatory Strategies,” “Defining Your Purpose for your Readers,” and “Formulating a Tentative Thesis Statement.” You do not need to turn this assignment in to me; it is for your reference only.

(If you have the 8th edition textbook, please complete pages 173-174. If you have the 7th edition, please complete pages 241-242.)

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REMINDER: Papers on the following topics will not be accepted:

* abortion
* capital punishment
* euthanasia

Complete a full draft of your Explaining a Concept Paper with Research. See this unit’s lesson for specific requirements.

Please be sure to review the Submitting Your Assignment of Unit #14 section for specific instructions on how you should turn in your work for grading. The Explaining a Concept Research Paper is due at the end of Unit #14.  ***  REMINDER: Papers on the following topics will not be accepted:   * abortion * capital punishment * euthanasia  These topics are far too controversial for the Explaining a Concept Research Paper, which should be informative (not persuasive) in its purpose. Also, I’ve already read more papers on these topics than anyone should in an entire lifetime, so I won’t read anymore. I encourage you to be more creative in selecting your topic.   ***

In this unit, you will want to revise your own work to the best possible quality. I strongly recommend that in addition to reviewing your work yourself, you find yourself an outside reader—someone who will read your work and offer you suggestions for revisions.
You have two options in choosing an outside reader:
1.) You can find someone on your own to read your work (ie. your spouse, one of your kids, a friend, a neighbor).
2.) You can sign up for the Peer Review Option by emailing me. (I’ll set up an email list, so that you and 2-3 of your classmates can email each other your drafts and get feedback.)

**Notes :

*Note: Please read pages 126-131 in the 9th edition textbook (134-136 in the 8th edition textbook or 201-204 in the 7th edition textbook) before continuing with this lecture.
Your book offers a variety of topic suggestions for the Explaining a Concept paper. You’ve probably noticed at all of the topics in the book seem relatively abstract or intangible.
All of these topics work well for these paper, so feel free to consider any of the suggestions in the book. However, I would also like to offer you an alternative.
Your topics for this paper, in my class, can also be concrete. Explain the concept of an “MP3 player,” or “digital technology,” or “ballistic defense.” How-to topics also often work well, such as how to skin a deer, how to weld, how to adopt the hobby of paint-by-number, how to burn DVDs, how to install Windows XP. Hobbies, or things that you do/are interested in doing, can work very well for this paper.
Other more concrete topics can also work, such as “mothering” or “fathering,” “manic depression,” and “Parkinson’s disease.” And jobs can work too. In the past, I have had some students who explained concepts such as being a Security Communications officer or being a real-estate agent.
In short, your options are broader than the suggestions in the book might seem. Topics for this paper may be very broad or very concrete—the choice is entirely yours.
Pages 160-164 (pages 166-172 of your 8th edition book or 235-239 of your 7th edition book) are designed to help you choose your concept, and find the sources that you need. “Sources” for this paper can include dictionaries, encyclopedias, internet articles, magazine or newspaper articles, books, etc.
Please consider the materials on these pages, especially if you’re stuck and can’t think of anything to write about or are unsure about what source material you’ll need.

*Note: Please read the two sample essays in your book before continuing with this lecture, and keep your book with you for reference.
There are several different ways that one can explain a concept. While you do not have to use all five of these strategies (some may be more helpful to your paper than others, depending on your topic), the following options may be useful for you to consider:
1.) Defining Directly: This is the most obvious strategy—using a direct, dictionary-type definition to explain what something is or does. For instance, in the “Love” essay, Toufexis defines terms such as “attraction junkies” and “endorphins” directly (see paragraphs 12 and 13). In the “Cannibalism” essay, Ngo defines cannibalism directly (see paragraph 5). For more on this concept, refer to Chapter 16.
2.) Classification: Another way to explain something is to break information into groups, and discuss each of the groups one by one. This is called classification. In the “Love” essay, Toufexis divides hormonal chemicals into two groups: those associated with falling in love and those associated with lasting relationships (see paragraphs 9 through 14). In the “Cannibalism” essay, Ngo divides cannibalism into three different types—survival cannibalism, dietary cannibalism, and religious or ritual cannibalism. He then devotes several paragraphs to each of these types (see paragraphs 6-14). For more on this concept, refer to Chapter 17.
3.) Process Narration: Particularly if your topic is of the how-to variety, this strategy will come in very handy. Even if your topic is not how-to, a clear explanation of how something is done may be helpful. In the “Love” essay, Toufexis uses process narration to explain how romantic love may have been part of the evolutionary process (see paragraphs 3 through 6). In the “Cannibalism” essay, Ngo uses process narration in several ways: by offering us stories about specific cases of cannibalism (see paragraphs 1 through 4), and by narrating the process of particular cannibalistic rituals (see paragraphs 11-13). For more on this concept, refer to Chapter 14.
4.) Comparison and Contrast: Another way to explain something is to discuss the ways in which it is similar to and different from a concept that your audience is already familiar with. Throughout the “Love” essay, Toufexis compares and contrasts our traditional assumptions about love with the scientific view of love. In the “Cannibalism” essay, Ngo compares and contrasts traditional western notions about cannibalism with the facts about cannibalism (for instance, the fact that it still exists). Ngo also uses comparison/contrast as a method of transition for one type of cannibalism to the next. For example, “Unlike survival cannibalism, in which human flesh is eaten as a last resort after a person has died, in dietary cannibalism, humans are purchased or trapped for food and then eaten as a part of the culture’s traditions.” (See the first sentences of paragraphs 8 and 11.) For more on this concept, refer to Chapter 18.
5.) Cause and Effect. A final strategy to consider is cause and effect. What are the causes of your concept? What are the effects of your concept? Again, this tool may be more useful for some topics than others, but it is an option you should consider. In the “Love” essay, Toufexis explains what may have caused romantic love to develop in human evolution, as well as the benefits—or effects—of this development. In the “Cannibalism” essay, Ngo discusses the causes of the different types of cannibalism (for instance, the cause of survival cannibalism is starvation with no other option but to eat human flesh).
As you complete pages 166-168 in your 9th edition textbook (173-174 in the 8th edition or 241-242 in the 7th edition), please keep these options and examples in mind, as they may help you determine which strategies will work best in explaining your concept.

*Please keep your book handy, so that you can refer back to the sample essays “Love” and “Cannibalism.”
Now it’s time to do the heavy lifting: drafting. But how do you organize your information for this paper? What kind of structure works best?
Structure
In general, this paper should follow the basic research paper format: Introduction, Body, Conclusion. However, here’s a more specific outline:
1.) List your audience at the top of your paper, before your title. Who are your intended readers? You can name a specific group of people (for instance, “New parents”) or you can name a publication that you think your paper would be appropriate for (for instance, Time Magazine or Outdoor Life).
2.) Introduction. This is the place where you need to engage the reader. In journalism, this is referred to as the “hook.” How can you hook your readers? How can you grab their interests so that they want to keep reading?
There are several ways to hook the reader. You can start with a question, you can alter your tone (see the first paragraph of “Love”), you can use a quote (also see the beginning of “Love”), or you can tell a story (see the beginning of “Cannibalism.”) Your introduction and hook may take only one paragraph, or it may take several, as the example essays demonstrated.
3.) State your thesis. This is the place where you come right out and tell the reader what you are going to be offering them. (See paragraph 2 in “Love” and paragraph 5 in “Cannibalism.”)
4.) Orient your readers to your concept. In other words, describe or define your concepts, so that your readers can understand what you’re talking about specifically.
5.) Provide information about your concept. Use strategies such as comparison/contrast, process narration, etc., and use examples as appropriate. (See the body portions of the example essays “Love” and “Cannibalism.”)
6.) Conclusion. This is where you want to wrap things up for the reader. You may even make some reference back to the beginning of the paper, or restate your points. (See the last paragraphs of “Love” and Cannibalism.”

MLA Documentation
MLA Documentation is simply a standardized method of citing your sources. In general, when you use source material, you’ll want to do several things.
Within the text of your paper . . .
1.) When you are using a source for the first time, introduce your source so that we can understand his or her credibility. According to Joe Smith, a computer programmer at VacuTech, “Programming is difficult” (Smith 2).
See the “Love” essay for excellent examples of this, at the bottom of paragraph 2, at the bottom of paragraph 5, and in paragraphs 10, 12, 14.)
2.) When you quote the same source later in the paper (after he/she has been introduced), use a standard attribute tag. Smith went on to say that “DOS is especially difficult for many beginning users” (Smith 3).
3.) In addition to these informal methods of citation, you will need to use parenthetical citations whenever you are quoting a source directly and whenever you are using a source’s ideas, even if you are putting them in your own words. Smith explained that there are three keys to good programming: be patient, be practical, be persistent (Smith 2).
Additional Notes/Questions about In-Text Citations
*But what if the author of the article is not the person that I am quoting? What if I’m quoting someone who the author quoted in her article?
If the person you are quoting is not the author, just do the same as in number 1 above, but when you get to the parenthetical citation use the author’s name instead of the name of the person you are quoting. For instance, if Lou Brown had written the article above, and merely quoted Joe Smith, you would do this: According to Joe Smith, a computer programmer at VacuTech, “Programming is difficult” (Brown 2).
*But what if the article has no author?
If the article has no author, just do the same as above, but use a keyword from the article title in the parenthetical citation. For instance, if the article we quoted above had no author, but we knew the title was “Programming for Beginners,” we would cite it like this: According to Joe Smith, a computer programmer at VacuTech, “Programming is difficult” (“Beginners” 2).
At the end of your paper . . .
At the end of your paper, you’ll need to include a Works Cited page, which will offer an extended reference for each of the sources you used in your paper. Use the MLA guide in Chapter 24 (Chapter 22 for the 8th or 7th editions) to determine how to cite each of your individual sources. Then refer to pages 787-794 in the 9th edition to see an example of an MLA formatted research paper and how the Works Cited page should be formatted. (This example is on pages 772-779 in the 8th edition or pages 782-790 in the 7th edition.)
For more information on MLA documentation on the web, go to:

Please refer to the Critical Reading Guide in “Explaining a Concept” in your textbook for a list of questions to consider as you are re-reading and revising your essays.