1. Writing A Term Paper

2. What is an essay or term paper?
A piece of academic writing that contains an argument or claim.
An argument is a coherent series of statements based on some premise and which lead to a conclusion and which is generally intended to persuade
A claim, in academic terms, is something that is asserted to be true or valid, and which must be based on factual evidence. Academics critically analyse and evaluate the evidence upon which claims are based.
This means a term paper or essay must address an issue or raise a question and present the appropriate data or information to illustrate it in a logical sequence, and then analyse and comment on it critically

3. Because it is an argument, an essay, has a definite structure
Introduction
The who, what, when, where, of the general topic and specific focus of the essay
The why and how, the central issue, claim or question addressed, and the aims and outline structure of the paper -- A statement of the argument and an indication of the evidence you intend to marshal in support of it
The thesis of the paper
Conclusion..
refers back to the introduction - how the aims were met.
a summary of the argument and the subsidiary arguments used to demonstrate it.
limitations of the present work
suggestions or recommendations for future study or research

4. Body
Scene Setting
the presentation and analysis of that evidence
The theoretical context/background to the question/issue raised, which may include ideas or hypotheses or reference to previous research as well as fully-fledged theories.
The situational context/background section will specify the who/what/where/when/how /why and show the link between the theory etc. chosen and any practical applications or provide the historical context within which the theory evolved.
The rationale or justification for the links between the theoretical and situational contexts need to be given.
Examples

5. Analysis/ explanation
an examination of the results or outcomes or changes - including the expected and unexpected - in detail,
a comparison between theories/theory and practice, predicted and actual results.
This may include discussion of/comparison/contrast with similar studies or different approaches (theory or practice) with reference to other writers' experience/ theories and your own deductions/inferences based on the previous sections

6. Evaluation
discussing problems and remedies, whether they exist in the theory (theories) or in practice or in both and what contribution they make to understanding and knowledge (to what extent the theory was able to predict practice/how far practice followed the theoretical guidelines)
the need to modify or adapt the theory or methods of application
any areas ignored by the theory/research or any imbalance (perhaps gender bias) of emphasis or application, all leading to suggestions and recommendations in the conclusion
Introduction and Conclusion –10-15%
Scene Setting – 50% maximum for purely descriptive elements
Analysis and Evaluation – 30% minimum

7. Selecting a Topic Anthropology of Art too broad
The Art of Africa – An anthropological approach
The Art of the Dogon – An anthropological approach
just right
The Art of the Dogon between 1750 and 1880
too narrow

8. Turn the topic into a Question
The cultural construction of Gender
Is gender a cultural construction?
provides focus and direction. When you have a question you are forced to answer it, and forced to come to some conclusion.
an argument is a reply to a question whether implicit or explicit

9. Analyze the Question Helps to maintain topic focus
Helps make your note taking more efficient.
the structure of your essay emerges from the analysis of the question.
Brainstorming. Think of as many other related questions as you can
alternatives
opposites
definitions
implications
exceptions
qualifications
comparisons
examples
who, what, where, when, and why

10. The cultural construction of Gender – Is Gender culturally constructed?
What is gender?
Why gender and not sex?
What does cultural construction mean?
Why cultural instead of, say biological?
Who says it’s a cultural construction
Is gender constructed?
If so how is it constructed?
What are the theories of gender construction?
What are some examples?
What are the implications of gender being culturally constructed?
Is there anything else that’s culturally constructed such as race?

11. The Essay Plan Write down all you know about the topic.
Put the questions in some sort of order
Consider the type of writing - description, comparison, theoretical, case study etc.
Key argument/issues/questions
Time frame – reading, writing, downtime,
Select a working title

12. Research

13. Sources of Information
Before you begin your research, or when you begin a fresh research session, quickly read over the essay topic and your plan to refresh yourself about what it is you’re looking for.
Begin Research Early
Sources of Information
encyclopedias
Introductory texts
Internet
Books
standard works
Reading lists
Bibliographies
Periodicals
Library catalogues
Archives
work up a reading list or bibliography of potential sources of information.

14. Anthropology Encyclopedias
GN25 .C Companion encyclopedia of anthropology Ingold, Tim
GN11 .E V. 1
Encyclopedia of anthropology Birx, H. James
GN307 .E Encyclopedia of social and cultural anthropology Barnard, Alan (Alan J.)
GN307 .E Encyclopedia of cultural anthropology Levinson, David
GN307 .W Dictionary of concepts in cultural anthropology Winthrop, Robert H.
GN11 .S Macmillan dictionary of anthropology Seymour-Smith, Charlotte.

15. Using Wikipedia HOWEVER THEREFORE
Wikipedia is a great source for providing a basic understanding of the issues for almost any topic and can often lead to more scholarly references.
HOWEVER
Each article has multiple unknown authors with unknown qualifications and unknown motivations
is constantly changing
is often inaccurate and plagiarized
THEREFORE
Use Wikipedia to gain a basic understanding of your topic and as a lead to other sources but do not use it as a reference source

16. Evaluating Web Pages for Use in Research
The Internet can be an invaluable resource for quick access to information. In some instances, the material on a website can be useful in a research project, but most information on the web is not research quality. In many cases the information is simply opinion, biased or even advertising. The following is a list of questions and a checklist of things to consider when evaluating information on a particular website for suitability as a legitimate research source.
Questions
Checklist
Accuracy
Who wrote the page?
Can you contact the author?
When was the site created?
When was the information last updated?
Are the links current and relevant?
Make sure the author provides an address and/or a contact address and phone number.
Remember the distinction between an author (the one who wrote the information) and webmaster (the one who posted the information).
Check for the date of creation and updates.
Check that the links are current and correct.
Authority
Who published the information or what institution sponsored the page?
Do the authors list their qualifications?
Are all sources identified and cited correctly?
Determine who is disseminating the information.
Check the URL domain (.edu, .gov, .org, etc.).
Look for the authors' credentials.
Look for a complete, up-to-date bibliography.
Objectivity
What is the purpose of the document?
Who is the intended audience?
What goals/objectives does the page meet?
What opinions (if any) are expressed by the author?
How detailed is the information?
Ask yourself, "Why was this written and for whom?"
Determine whether the page is stating opinion, if it is a mask for advertising, or if it is biased.
Check whether claims are supported by facts and/or data.
Again, look for a complete, up-to-date bibliography.
 © by the Teaching Resource Center of the University of Virginia

17. Putting it all together:
If the web page lists the author and institution that published the page and provides a way of contacting them, and…
If the page is current and updated regularly (as stated on the page), and the links are accurate, and…
If the URL domain is appropriate (.edu, .gov, .org, .net) and the page notes the sponsor, lists the author's credentials, and provides a bibliography, and…
If the page provides accurate information with limited advertising, and it is objective in presenting the information, then…
You may have a quality web page that could be of value to your research!

18. Portal for anthropology websites
Anthro Net
Portal for anthropology websites
Free to all

19. Anthro-Tech: http://vlib.anthrotech.com/Cultural_Anthropology/
Another Anthropology portal
Free to All

20. Anthropology Index Online http://aio.anthropology.org.uk/aio/AIO.html
Index to Current Periodicals in the The Anthropology Library at the British Museum
Free to All

21. Academic Search Premier
coverage of some 4300 periodicals with full-text of some 2600 peer-reviewed scholarly publications covering many academic areas of study, including social sciences, humanities, education, computer sciences, engineering, language and linguistics, arts & literature, medical sciences, and ethnic studies.   Includes full text articles
Must be U of L student

22. Anthropological Plus
Combines Anthropological Literature from Harvard University and Anthropological Index. An Index of journal articles, reports, etc. in anthropology from the late 19th century to the present. Covers all core periodicals in the field in addition to local and lesser-known journals.
Good for finding articles, but this is not full text
Must be a U of L student

23. Article First
Indexes articles and provides tables of contents for about 12,500 journals in science, technology, medicine, social science, business, the humanities, and popular culture.  
Must be a U of L student

24. JSTOR Must be a U of L student Electronic archive of many journals
Coverage begins at start of each journal and stops within 3-5 years of the present.
Provides full text of journals.
Must be a U of L student

25. eHRAF
contains a variety of source documents (books, articles, and dissertations) indexed by culture and subject
Good for cross-cultural comparisons of particular aspects of culture.
Contains full-text articles
Must be a U of L student

26. Project Muse
full-text, articles from over 300 humanities, arts, and social sciences journals
Must be a U of L student

27. Bibliography of Native North Americans
Indexes monographs, essays, journal articles, dissertations and government publications covering native American topics and issues, including education, anthropology, psychology, political science, sociology, and legal and medical research.
Must be a U of L student

28. Ingenta Must be a U of L student
Indexes articles from 20,000 journals and books in all disciplines.
Coverage is from 1988 to the present.
Provides document ordering at user's cost
Good for finding articles in books
Must be a U of L student

29. Social Sciences Abstracts (Wilson)
Indexes and abstracts articles from 400+ English- language periodicals from a broad array of social sciences disciplines.
Coverage is from 1983 to the present with abstracts from 1994 to present.
Sociological Abstracts
Indexes and abstracts articles from 400+ English- language periodicals from a broad array of social sciences disciplines.
Coverage is from 1983 to the present with abstracts from 1994 to present.
Social Sciences Citation Index

30. Assess the text
Skimming
Scanning
Index
Reading in Depth

31. read critically Does what the author say make sense?
What premises is his or her argument based on?
What is the context in which the argument is presented, especially important if it is an older text.
What is the main point the author is trying to make?
Has he or she made it successfully and supported it with appropriate examples and illustrations.
Is the author saying something new or just synthesizing the ideas of others?
Does what he or she have to say agree or contradict what other authors you have read say.

32. Taking Notes Know what kind of ideas you need to record
Don't write down too much
record only ideas that are relevant to your focus on the topic; and they will mostly summarize rather than quote.
Copy out exact words only when the ideas are memorably phrased or surprisingly expressed--when you might use them as actual quotations in your essay
Otherwise, compress ideas in your own words. Paraphrasing word by word is a waste of time. Choose the most important ideas and write them down as labels or headings. Then fill in with a few subpoints that explain or exemplify
Don't depend on underlining and highlighting. Find your own words for notes in the margin

33. Label your notes intelligently
record bibliographic information in a master list when you begin looking at each source.
Use authors name and brief title/date on the cards or sheets you take the actual notes on
Try as far as possible to put notes on separate cards or sheets. This will let you label the topic of each note.
label the topic of each note.
Leave lots of space in your notes for comments of your own -- questions and reactions as you read
Put page numbers in the margin for direct quotes and paraphrases

34. Writing
Order your notes
Write an outline of the argument

35. Be Objective
Since the aim of an essay is to persuade, it requires presenting a well-reasoned argument rather than an appeal to emotion
Don’t omit contrary opinions or facts
Don’t fail to support opinions with facts, and
Don’t use emotive language
Avoid colloquialisms
Signpost
using a word or phrase that informs the reader the point in the argument he or she has reached or the direction it is taking.
There are three major difficulties with the functionalist approach to understanding society’
Use subheadings

36. The First Draft
The primary purpose of the first draft is to get your ideas into some coherent order—to fashion your essay into an argument.
Polishing it comes later.
Do it quickly
leave it for a day or two.

37. Edit the rough draft are the points made relevant? is it on topic?
does it fully answer the question?
is the argument logical?
are the points in the ‘right’ order and supported with examples?
is it convincing?
is it the right length
Read through your essay with cohesion in mind. Is the relationship between one paragraph and the next clear?

38. The Second Draft
The purpose of the second draft is to achieve clarity—saying what you mean.
Are the sentences in each paragraph ordered logically
Are the sentences grammatically correct including ensuring that they are actually sentences.
Delete any repetitive or extraneous material
Ensure paragraphs are linked and that the essay flows easily
Ensure that the style is appropriate and consistent

39. The third draft The third draft is for editing and polishing.
Here you want to make sure that you’ve used the right word in the right place;
that there are no spelling mistakes;
that the essay says exactly what you want it to say, and does so concisely and clearly.

40. Tips
Tip: If you know it’s going to take several days to write your essay, leave yourself a note at the end of each session about the direction you intended the argument to take. This way you can pick up where you left off. If you’re using a computer leave a symbol, such as an asterisk, so that you can go immediately to the spot where you left off by using the find facility.
Tip: Use a thesaurus and dictionary to ensure that you are using the right word. Roget’s thesaurus is better than Microsoft’s version
Tip: Print out a copy of the second draft and edit it on paper. You will be surprised at how much you will pick up by seeing it in a different format.
Tip: To ensure that the material you are presenting has relevance put yourself in the reader’s place and ask yourself ‘why is the author telling me this’. If the knowledge is not essential to the argument then perhaps it should be eliminated.

41. Tip: Keep deleted sentences and paragraphs in a separate file or at the end of your document. You may find later that something you have deleted is actually worth including. Before beginning the final edit, read through your essay and the deleted material to see if it contains any relevant information that needs to be included.
Tip Don’t forget to make backup copies of your essay. You might also consider making a copy in rich text format in case your computer crashes in which case you can use almost any computer to complete it. it to yourself. If your computer crashes you can retrieve it from the remote computer.
Tip When you begin to write try and ensure that you have a minimum of two uninterrupted hours, otherwise you’ll find that you have to stop just when you’re getting into it.

42. Tip: If you get stuck and don’t know what to write next. Try: 
taking a break
working on a different part of the essay
talking about the difficulty with a friend. The solution often occurs to you when you verbally state the problem.
Going back to your plan
Tip: Learn to use the split-screen facility of your word processor. (Or keep two documents open simultaneously.) You may find it easier to cut and paste large chunks of text.
Tip: learn to use your word processor’s shortcut keys in order to manoeuvre around your document—especially how to go to the beginning and end of your document and to the previous insertion point.

43. Tip: Put your essay aside for a few days give it to a friend, relative or partner to read.
Tip: Tell a friend or relative what the argument of your essay is, or what it is that you’re trying to say. Then copy it down and use it for your introduction. By verbalizing your argument you tend to say it in simpler terms making it clear to both you and your reader. By telling a friend you force yourself to make a clear statement of it.
Tip. Read your essay out loud.
Tip. Purchase a copy of the latest edition of The Elements of Style by William Strunk and E. B. White (it’s short and cheap) or download the first edition free at
It will help improve your grammar and make your writing more effective.

44. Have a basic understanding of the topic and issues
To present a coherent, clearly-worded paper based on research, you need to:
Have a basic understanding of the topic and issues
Have a thesis or argument
plan the paper
know where to find the relevant information
know how to extract that information by reading critically,
with purpose, and by taking notes
critically analyse the issues
argue a case
structure the information and your ideas logically
express your ideas with clarity
edit your writing and present your work professionally
be original
focus on the topic consistently, and
manage your time.