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PART 2:
FINDING IDEAS
NARROWING A TOPIC
2.1 STRATEGIES FOR NARROWING A
TOPIC
Responses to this exercise will vary. Students
will benefit from hearing others’ responses,
so—after students have carried out this
exercise—write the topics on the board, and
ask them to write under each topic what
they consider to be their one best narrowed
version of that topic.
After all students have put up their
narrowed topics, ask students to look over
the lists on the board. Go over one or two
of the lists, stepping through each of their
additions, asking if the new narrowed topic
meets the qualities discussed on pages 30–33
in the handbook.
Also ask which narrowed topics would be
of interest to people in class, and why; this
will help students develop a better sense of
their classmates as their audience for future
writing projects.
2.2 RESEARCH BROADLY, THEN DEEPLY
Responses to this exercise will vary.
If students are using this exercise to
develop their topics for papers they will
write in your class, have them share and
discuss their responses in pairs or small
groups; such discussion at this stage of the
composing process will help them deepen
their sense of why their topics matter to
others (or not…!).
If you do ask students to discuss their
topics in this way, finish by having them
write a short reflection on what they
learned: What is strong about their narrowed
topic, and what might they have to modify in
order to have it be of interest to others?
2.3 NARROWING A TOPIC
Responses to this exercise will vary.
QUESTIONS TO GUIDE RESEARCH
2.4 DEVELOPING QUESTIONS
Responses to this exercise will vary.
Students can work in pairs in class
to carry out this exercise; they can also
compare their responses with others
to stretch their sense of what kinds of
questions are possible.
You might also have a class discussion
about the strategies students used to
generate questions. Some students will be
able to generate lots, some not many, and
having those who can generate lots discuss
how they come up with their questions
can help the others understand that
generating questions is not magic but can be
approached systematically.
5 PART 2: FINDING IDEAS
COPYRIGHT © 2014, 2011, 2009 PEARSON EDUCATION, INC.
2.5 USING RESEARCH QUESTIONS TO
DEVELOP A TOPIC
Responses to this exercise will vary.
Asking students to compare their question
sets, and to talk about how they generated
questions, will help them all broaden their
abilities to come up with useful questions.
KINDS OF SOURCES, KINDS OF
RESEARCH
2.6 UNDERSTANDING DIFFERENT
KINDS OF SOURCES
1 Primary. The topic of consumer
characteristics requires interviews and
statistical data.
2 Primary and secondary. Exploring the
history of any group can benefit from
interviewing and reading the direct
accounts of those who participate(d)—as
well as from reading reports about the
group or event.
3 Primary and secondary. Eyewitness
accounts and other primary sources
will help a researcher collect anecdotes
about suicide causes and rates;
secondary sources reporting on suicide
causes and prevention would also
support the purposes of this research.
4 Primary and secondary. Although arguments
can be made about when and where
the first U.S. suburb appeared, one could
made a case that the first planned suburb
appeared just after World War II—and so
people who planned, built, and lived in
that suburb will have left diaries, letters,
and plans, or may still be available for
interviews. There is also much available
research on suburbs in the United States.
5 Primary and secondary. This research will
benefit from interviews and observations
as well as from writing about gaming in
popular and academic sources.
2. 7 PERIODICALS
If you ask students to carry out this exercise,
explain that “trade” is how the publishing
industry refers to popular sources—and
that “academic” and “scholarly” are used
interchangeable for discussing the same
sorts of sources.
1 Scholarly/academic. Although you could
find information on “talk therapy” in
popular magazines, scholarly/academic
sources carry more authority on such a
topic because their claims will be based
on careful research.
2 Scholarly/academic or trade/popular. One
might find such a first-person account
as an example in a scholarly/academic
source or as the entire content of a
trade/popular magazine article.
3 Scholarly/academic. Although you
could find information on such new
treatments in popular magazines,
scholarly/academic sources carry more
authority on such a topic because their
claims will be based on careful research.
4 Trade/popular. Because a self-help book is
a popular source, reviews of it are most
likely to appear in other popular sources.
5 Scholarly/academic or trade/popular. This
topic could be addressed in either kind
of source, and choosing one or the other
will depend on whether a writer wants
to use scientific research to support
an argument or to use an anecdote or
example to bring emotional weight to
writing.
ANSWER KEY for EXERCISES THE DK HANDBOOK, THIRD EDITION 6
2.8 WEBPAGES
1 C, D
2 E (One could also argue that F should fit
here, too.)
3 D, F
4 E, F, D
5 B, E, F
6 A
FINDING SOURCES
2.9 BEGINNING YOUR RESEARCH
Responses to this exercise will vary.
After students have carried out this
exercise, bring the whole class together and
ask students to describe their individual
responses to the first bullet point, that is,
why they think the source might be useful
for their research. Hearing how others
thought about this prompt will help students
expand their sense of what sources can do—
and offers you an opportunity to add your
observations, further expanding their sense
of source possibilities.
7
PART 3:
EVALUATING AND
TRACKING SOURCES
ETHICALLY
PART 3: EVALUATING AND TRACKING SOURCES ETHICALLY
COPYRIGHT © 2014, 2011, 2009 PEARSON EDUCATION, INC.
WORKING WITH SOURCES
3.1 STEPS FOR WORKING WITH
SOURCES
Responses to this exercise will vary—but give
students time to ask and discuss with each
other or with the whole class the questions
that come up in this reflection.
EVALUATING SOURCES WITH
AUDIENCE AND PURPOSE IN MIND
3.2 WHICH SOURCES ARE
APPROPRIATE?
When you discuss their responses with
them, be sure students hear why the varying
sources are appropriate or not, so that they
learn academic expectations about sources
is what is most important for them in this
exercise.
1 Not appropriate, because this is not an
academic source. Although a writer
could perhaps use the comments as an
entertaining way to open a discussion
about recent responses to Walden, the
comments reveal nothing solid about
“recent scholarly approaches” to Walden,
which is what the assignment asks.
2 Not appropriate, because this is a popular
(non-scholarly source) and it is not
recent, which the assignment asks.
3 Not appropriate, because the source is
non-scholarly and because the article
does not in any way address what the
assignment asks.
4 Appropriate, because this is an academic
source and recent, meeting two of the
requirements of the assignment.
5 Not appropriate, because the source is
non-scholarly and so does not meet the
requirements of the assignment.
6 Appropriate. Although the website on
which the interview is published might
itself not be scholarly, the interview
is with a current scholar, and so her
opinions about Walden address the
requirements of the assignment—but
writers should know that more, and
more scholarly, sources would be needed
for the assignment .
3.3 EVALUATING SOURCES CLOSELY
Responses to this exercise will vary.
After students have carried out this
assignment, they can be encouraged to apply
analytic strategies like those demonstrated
in the exercise if you ask them to write a
short reflection on what they learned from
this exercise, generally, and what they might
carry forward to future assignments when
they are asked to evaluate and analyze their
sources—or to future thinking about claims
made by politicians or news commentators.
ANSWER KEY for EXERCISES THE DK HANDBOOK, THIRD EDITION 8
USING SOURCES ETHICALLY
3.4 FAIR USE
1 Fair use.
2 Not fair use; the professor has used the
whole short story, and this use is likely
to cause the writer to lose income.
3 Technically, this is fair use of the
paragraph because the student is using
the paragraph for academic ends; the
student’s use is plagiarism, however,
because the student has not provided
the source for the citation.
4 Fair use, because the use is for critical
purposes.
5 Not fair use; just because the painting is
published online does not change that
the painting has been published without
permission and without any of the
considerations needed for fair use.
6 Fair use. As with example #5, the
difference between print and online
publication makes no difference. If the
student is using the illustration for
academic ends and not endangering the
livelihood of the artist, the usage is fair.
No matter what, however, the student
should be careful to provide all possible
citation information for the painting,
following the guidelines on pages
388–394 of the handbook for MLA style
or pages 436–440 for APA style.
WHY CITE AND DOCUMENT
SOURCES?
3.5 WHEN DO YOU NEED A CITATION?
1 No citation is needed, because this is
common knowledge easily available
across reference sources.
2 A citation is needed, because this is an
opinion about Henry VIII’s state of mind;
one needs to cite the source in which
this opinion was found.
3 A citation is needed; this sentence
includes direct quotation from another’s
writing, and so must be cited.
4 A citation is needed; this detailed
information is not likely to be common
knowledge, and so should be cited.
5 No citation is needed, because this is
common knowledge easily available
across reference sources.
6 A citation is needed, because this is a use
of material owned by someone else.
7 A citation is needed, because this
information is not likely to be common
knowledge.
8 No citation is needed, because this is easily
determined common knowledge.
9 A citation is needed, because this is an
indirect citation of the opinions of
someone else.
10 No citation is needed, because the statistic
is the result of the writer’s own research.
