Academic Survival Skills 2

ACADEMIC SURVIVAL SKILLS II Meriç Gülcü Gonca Gülen Elif Şeşen Gökçe Tokdemir Department of Modern Languages METU BLACKswan LANGUAGEs e r i e s

BLACKswan LANGUAGEs e r i e s 2SAUCRVAIVDALESMKILILCS Department of Modern Languages METU Kütüphane Bilgisi: • Dil Eğitim • Akademik ISBN: 978-605-5352-05-9 Black Swan Publishing House • Academic Survival Skills II • Yayın Yönetmeni: Ali Cevat Paloğlu Kapak Foto: Aysu Bilgiç • Kapak Tarasımı: Kadir Şahin • Grafik: Betik • Baskı: Ümit Ofset +90 312. 384 26 27 [email protected] BLACKswan www.blackswan.com.tr SELFHELPser ies

3 Foreword This book has been written for university level English for Academic Purposes courses. It integrates the four skills – reading, listening, writing and speaking – in a meaningful context and encourages the learner to grow in all of these areas. The authors have chosen a popular theme: power. The topic is explored in its various dimensions in a way that will retain the interest of students. I would like to congratulate the writers of this book, Elif Şeşen, Gonca Gülen, Gökçe Tokdemir and Meriç Gülcü, on their contribution to the field of English Language Teaching in Turkey. They have enhanced instruction at Middle East Technical University’s Department of Modern Languages and, with this book, they extend their influence beyond METU to reach other institutions around the country. I would also like to thank all in the Department of Modern Languages who gave their invaluable feedback and suggestions. I believe our students will benefit greatly from this innovative resource. Aylin Graves, Chair Middle East Technical University Department of Modern Languages

4 Acknowledgements We would like to take the opportunity to express our profound gratitude to the assistant director of the School of Foreign Languages, Nihal Cihan; the present chairperson of the Modern Languages Department, Aylin Graves; and the assistant chairpersons Nil Zelal Akar and Tamay Ergüven Orhan for the understanding, encouragement, feedback and insight they have given throughout the entire writing process of this book. We would like to deeply thank the various colleagues who, during the three months in which this endeavor lasted, provided us with useful and helpful feedback: Elif Özgüvenç, Begümşen Ergenekon, Filiz Emel Dikmen, Oya Sezginer, Meltem izgören, Üstün Reinart, Seyhan G. Göçmen, Eylem Mengi, Filiz Etiz, Derem Çanga, Ceyda Eşit, Çiğdem Mekik, Reyhan Atasever, Burçin Hasanbaşoğlu, Deniz §allı Çopur, Selin Alperer Tatlı, Funda Pehlivanoğlu Noyes, Dan Noyes. It is thanks to their invaluable and continuous feedback as well as encouragement and support that we shaped this book. We would also like to thank the writers of the previous 101 and 102 text books in our department: Nihal Cihan, Cahide Çavuşoğlu, Vildan §ahin, Selin Alperer Tatlı, Ceyda Eşit, Funda Pehlivanoğlu Noyes, Özlem Sıginan, Yeşim Somuncuoğlu, Ayten Doğu Bağcı, Esra Music, Buket Tarakçıoğlu and §ahika Tarhan. Without their experience and guiding work, this book would not have been realized. We are much indebted to our colleagues who helped us with the recordings of the listening scripts: Seyhan G. Göçmen, Filiz Etiz, Çiğdem Mekik, Esin Korkut, Murat Aydın, Özgür Köse, Mehmet Ali Yılık, Serkan Algan, Gary Conlan, irem Soyuer, Robert West, and Levent Yıldız. We would gratefully like to acknowledge Çiğdem Mekik, Burçin Hasanbaşoğlu, Selin Alperer Tatlı, Deniz §allı Çopur, Eylem Mengi, and Funda Pehlivanoğlu Noyes for the materials that they provided. It is also Murat Aydın and Levent Yıldız who have given us technical support that we owe thanks to. Special thanks to all our colleagues in the Department of Modern Languages for their comments and support. Finally, we would like to express our gratitude to idil Gülen and our families for their support, patience and faith in us. Meriç Gülcü Gonca Gülen Elif Şeşen Gökçe Tokdemir

5 The Aim of the Book Following “Academic English: Survival Skills I”, this book is also based on the idea of a constructivist instruction which integrates the four skills - reading, writing, listening, and speaking. Using a thematic approach, this book builds up on the skills covered in the previous book. The premise of this book is that it is nearly impossible to have a command of a language without being able to read, write, listen and speak well in that target language. This book adopts an approach which helps university students become autonomous learners of English as a foreign language. To achieve that, a variety of thematic texts were complemented by relevant, and coherent tasks that build on each other towards higher competence in using English in an academic context. Along with the thematic flow of the book, each unit presents different language skills, and there is continual application of these skills once they have been introduced. The reading texts are accompanied with thematic listening tasks, speaking tasks, writing tasks, and vocabulary building tasks. Just like in Academic Survival Skills I, this book also dwells on developing cognitive skills through tasks involving higher order thinking skills such as analyzing, synthesizing, and evaluating ideas. The tasks “Making Connections”, “Going One Step Further”, “Reaction”, and “Your Country under Spotlight” are designed to enhance all these skills by encouraging students to find relationships and to synthesize information. As the book follows a thematic approach, all the texts and tasks in the book revolve around one main theme: Power. The book covers the issues related to the theme of “power” from different perspectives. In the book, each unit focuses on one specific aspect of the concept. The book starts with the concept of “Power and the Individual”, and continues to discuss the relationship between “power and the nations”, “power and the media”, and, “power and the rich”. In the final unit, the book ends with a broader topic: “Power and Life”. The topics are challenging, controversial and up-to- date, guaranteed to pique the interest of even the most reluctant learner. The book introduces vital skills that the students may need in their departmental courses. Strategies such as how to avoid writer’s block, effective time management, computer skills and editing, critical thinking, and taking essay exams are included in the “Study Skills” part. The book also offers a rich source in the “Appendices” section which is composed of three parts. These parts provide the users of the book with useful information ranging from research skills to citation skills. We sincerely hope that both students and teachers will enjoy using Academic Survival Skills II. Meriç Gülcü Gonca Gülen Elif Şeşen Gökçe Tokdemir

An Overview of the Book INTRODUCTORY UNIT UNIT 1 • Previewing • Skimming • Scanning READING • Identifying points of reference WRITING • Guessing unknown vocabulary • Understanding figurative speech • Reading between the lines • Identifying main ideas • Identifying the writer’s technique Research Skills APA citation • Evaluating sources for relevance and • Citing reference reliablity • giving in-text reference • Identifying reference information • giving and-text reference • Researching on the Internet • identifying bibliographical information • Researching in the Library • Borrowing ideas • Identifying and selecting relevant sources • parapharising • summarizing a long text • direct quoting • Coping with plagiarism • Identifying common knowledge LISTENING • Listening for main ideas • Listening for the specific ideas • Listening for implied ideas • Listening for specific information • Debating • Managing time SPEAKING • Overcoming writer’s block STUDY SKILLS

UNIT 2 UNIT 3 UNIT 4 • Previewing • Previewing • Previewing • Skimming • Skimming • Skimming • Scanning • Scanning • Scanning • Identifying points of reference • Identifying points of reference • Identifying points of reference • Guessing unknown vocabulary • Guessing unknown vocabulary • Guessing unknown vocabulary • Understanding figurative speech • Understanding figurative speech • Understanding figurative speech • Reading between the lines • Reading between the lines • Reading between the lines • Identifying main ideas • Identifying main ideas • Identifying main ideas • Identifying the writer’s technique • Identifying the writer’s technique • Identifying the writer’s technique • Synthesizing The Argumentative Essay • Writing a reaction paragraph The Reaction-Response Essay • The argumentative thesis statement • Using the target vocabulary learnt so far • The reaction-response essay • Writing the argumentative thesis in writing • Writing the introduction paragraph statement • Paraphrasing • Developing the reaction • Writing a documented expository essay • Writing the conclusion paragraph • Identifying the difference between the • Paraphrasing expository and argumentative thesis • Listening for main ideas • Using the target vocabulary learnt so far statement • Listening and note-taking in writing • Identifying signposts in a lecture • Writing a reaction-response essay • Preparing the pro-con chart • Identifying parts of a lecture • Refuting the counterarguments • Expressing an opinion • Listening for specific ideas • Outlining • Listening for main ideas • Maintaining unity and coherence • Writing on a computer • Listening and note-taking • Avoiding logical fallacies • Editing • Paraphrasing • Proofreading • Using reaction language • Using the target vocabulary learnt so far • Using discussion language in writing • Taking essay exams • Writing a counterargument-refutation paragraph • Writing a documented argumenatitive essay • Listening for specific information • Describing a visual • Expressing an opinion • Increasing critical thinking

Table of Contents FOREWORD .............................................................. 3 APPENDICES A:...................................................251 ACKNOWLEDGEMENTS ...................................... 4 NOTE-TAKING QUESTIONS ............................252 THE AIM OF THE BOOK ....................................... 5 A - 1. Unit 3 Listening 1: AN OVERVIEW OF THE BOOK ........................... 6 Psychological Warfare ...........................................252 INTRODUCTORY UNIT: A - 2. Unit 3 VIEWS ON “POWER”............................................... 9 Listening 2: Oppression .........................................254 Study Skills: Writer’s Block .....................................27 A - 3. Unit 4 UNIT 1: Listening 2: Interviews on Globalization ............256 POWER AND THE INDIVIDUAL.......................29 APPENDICES B ....................................................259 Text: Mustafa Kemal Atatürk: B - 1. Research on the Internet .............................260 A Commander and an Effective Leader ................34 Study Skills: Time Management .............................88 B - 2. Five Criteria for Evaluating Web Pages .....265 UNIT 2: B - 3. Evaluating Web Pages Checklist ................266 POWER AND THE MEDIA...................................91 B - 4. Research Task Handout ..............................267 Text: The Media: B - 5. Summary Chart of APA Conventions .......269 The Medium of the Powerful ..................................95 B - 6. A Documented Expository Essay Task .....276 Study Skills: Critical Thinking ..............................142 B - 7. Revising and Editing Checklists ................283 UNIT 3: B - 8. Unit 2: Task 13 ..............................................286 POWER AND NATIONS......................................145 B - 9. Strategies for Peer Review ...........................288 Text: The Changing Face of Power .......................169 APPENDICES C ....................................................289 Study Skills: Computer Skills and Editing ..........181 C - 1. The Essay ......................................................290 UNIT 4: POWER AND THE RICH ...................................185 Text: It is a Rich Man’s World ...............................190 C - 2. Transitions ....................................................308 Study Skills: Essay Exams ......................................229 C - 3. Prefixes, Suffixes, and Roots .......................314 CONCLUDING UNIT: C - 4. Commonly Made POWER AND LIFE ...............................................233 Mistakes to be Avoided .........................................322 Text: Can English be Dethroned? ........................234 C - 5. A Brief Guide to Punctuation ....................326 Text: Women’s Low Status and Power .................236 C - 6. Grammar ......................................................330 Text: Power in Two-Person Relationships ..........241 BIBLIOGRAPHY Text: The Benefits of Nuclear Energy ..................244 FOR THE READING TEXTS ............................339 Text: The Future of Nanotechnology ...................248 BIBLIOGRAPHY .................................................340

U N I TINTRODUCTORY Views on “Power”

10 Introductory Unit In this unit, you will study the following skills: Listening: n Listening for main ideas n Listening for implied ideas n Listening for specific information Reseacrh skills: n Evaluating sources for relevance and reliability n Identifying reference information n Researching on the Internet n Researching in the library n Identifying and selecting relevant sources Study skills: n Overcoming writer’s block Language: n Getting familiar with library related vocabulary

INTRODUCTORY UNIT Discussion I. Get into groups of four and do the following tasks. 1. What is power? Discuss. 2. Draw an illustration / a picture / a symbol that you think explains the concept of power OR write a quotation that explains the concept of power in the box below. Share it with your classmates. 3. How do powerful people control others? List some of your answers below. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 4. Does the notion of power vary across cultures? If yes, how? II. Mini Survey 1. Examine the following questionnaire, and get the responses of three of your classmates by asking the questions in the survey. Put a tick next to the items that your classmates agree with and put a cross for the ones they disagree with.

12 Introductory Unit Name: Name: Name: ______________ ______________ ______________ 1. Power is easily achieved. 2. Independent people are more powerful than dependent people. 3. In order to gain power, one must be persuasive. 4. Educated people are likely to be powerful. 5. People with authority are powerful. 6. Powerful people can make a positive difference in others’ lives. 7. People aged around sixty generally have more power than people aged thirty. 8. People can “buy” power through money. 9. People with power do not need to obey laws. 10. All wealthy people are powerful. 11. Educated people who are poor are more powerful than uneducated people who are wealthy. 12. Powerful people are always competent. 13. Power corrupts* people. 14. A powerful country has a strong military. 15. The world has one great superpower. * to corrupt: to change from good to bad in morals, manners, or actions. 2. Compare the responses of your classmates and share your survey findings with your class. You may choose to answer the following questions while sharing your findings: a. What are the three items that have been agreed upon the most? b. Would you agree with the responses of your classmates? c. When you look at the data you collected, have you found anything surprising?

Academic Survival Skills II 13 LISTENING WHILE-LISTENING 1: Street Survey on the Concept of Power Now, you will listen to a radio program about the concept of power. In the program, you will listen to the responses recorded for a street survey on the concept of power. Listen to the speakers and note the key words and / or expressions that reveal the speakers’ understanding of the concept of power. Speaker Key words that imply the speaker’s understanding of “power” Beth Mildwid Hank Woodward Stephen Covey George Winston Alice Burke WHILE-LISTENING 2: Research Findings on the Concept of Power Now, you will listen to a professor’s lecture on the concept of power. Listen to the talk and infer the sources of power. Match the explanations with the sources of power in the box below. ethics force expertise status incentive self-respect legality ownership persuasion Explanation 1: __________________ Explanation 5: __________________ Explanation 2: __________________ Explanation 6: __________________ Explanation 3: __________________ Explanation 7: __________________ Explanation 4: __________________ Explanation 8: __________________ MAKING CONNECTIONS You have listened to two recordings, “Street Survey on the Concept of Power” and “Research Findings on the Concept of Power”, on the ways of attaining power. Compare these two by answering the following question: • What are the sources that the speakers make use of while shaping their ideas on attaining power?

14 Introductory Unit THE BASICS OF DOING RESEARCH WHY DO RESEARCH? To support and enrich ideas To become familiar with topical vocabulary (e.g. key concepts, jargon, terminology) Research To gain insight into Why? To become familiar the topic, facts, opinions, with gaps in the To be aware of inconsistencies or literature (lacking, and theories shortcomings in one’s knowledge and inconclusive, contradictory, and understanding limited evidence) “Research is formalized WHAT KIND OF INFORMATION? curiosity.” Definitions Description Facts Zora Neale Hurston Statistics What? Research results Authorities’ Examples Explanations opinions Anthologies WHERE TO DO RESEARCH? Reference books (e.g. Theses and Magazines almanacs, encyclopedias, Dissertations atlases, dictionaries, fact Journals What? books) Textbooks Newspapers The Internet Books

Academic Survival Skills II 15 Some of the sources given in the chart above might not be necessarily scientifically reliable or Important valid. For example, not all websites contain reliable information. Therefore, researchers should Reminder be cautious when conducting their research. RESEARCH SKILLS Research At university, it is of crucial importance to know how to do comprehensive research. Doing research may not be as simple as you might think since there are many ways to do it, and there are many distractions that will keep you from your main purpose. The general strategy for research is outlined below. 1. Identify keywords: Determine keywords that may assist you in your research. Try to find as many descriptors as you can to be able to find different sources on your topic but remember to narrow down your descriptors in order to avoid irrelevant information. TASK 1 Imagine that you will write an essay on globalization. In order to find a focus for your essay, what key words would you choose for your research? globalization 2. Search: Use these keywords to do research in the library or the Internet to find sources such as books, articles, and journals. 3. Select relevant sources and evaluate the information: Select which of the source(s) is/are more relevant to your focus. Evaluate the given information for its accuracy and objectivity, coverage of the topic, and usefulness to your essay. TASK 2 Imagine that you are writing an essay on the topic of “the negative effects of globalization on culture”. Analyze the sources below and decide whether they are relevant to your essay or not.

Research16 Introductory Unit Source 2 Source 1 Table of Contents: SouPracret 12: Setting the scene 18 ntroductory unt Table of C1o. nItnetnrotsd:uction: Another Sunrise ............................................. 3 Part 1: Set2t.i nWg hthaet isscGenloebal Culture......................................................... 14 Source 1 1.3. ICntorloodnuizcitniogno:f AHneoarthtsearnSduMnriinsed............................................................................. 23 3 SSoouurrccee33 2. What is Global Culture ............................................ 14 3.4. CWohloennizWinogrldosf CHoelalirdtse a...n..d....M....i.n..d.......................................................................... 45 23 4.5. WThheeHn aWunotrelddsLCaboylrliidnteh.s..o..f..t.h..e..H...e.a..r.t.......................................................... 61 45 Part 2:5 .GlTohbaeliHzaatuionnteads ILmabpeyrriianltihsms of the Heart........................ 61 Part 2: Gl6o.b aAliHzaisttiornyaosf IGmlopbearliaCliuslmture ............................................... 89 6.7. AGHlobisatolizryatoiofnGalsoIbmapl eCruialltiusmre..........................................................1. 02 89 7.8. GOluorbCaluizpaitsioBnroaksenIm: TpheeriLailfiesman..d...D..e..a.t.h...o..f..C..u..l.t.u..r.e..s...........1. 21102 8.9. OVuisrioCnuspanisdBDreoskpeanir::TMhielleLnifneiaalnCduDltse.a.t..h...o...f..C...u...l.t.u..r..e..s...1. 38121 9.10V. BiseiaorninsgaWnditDneesssp.a..i..r.:...M...i..l.l.e..n...n..i.a...l..C...u..l..t.s.................................................1. 47138 10. Bearing Witness ....................................................... 147 SSoouurrccee 44 Source 5 Source 6 Source 7

Academic Survival Skills II 17 4. Access to sources: Obtain books, and/or get copies of articles; take notes, print, or photocopy them. 5. Write down reference information: Note reference information from the source so that you can cite it in your essay and access to it again if necessary. Below is a chart which shows what to note down when taking reference information. For a Book For an Article/Chapter in For Electronic Sources Research a Book/Journal (e-articles/e-books) Name of Author/Editor Name of Author Name of Author/Organization Name of Translator Name of Editor Title Title and Subtitle Name of Translator Publication Date for e-books and e-articles Publisher’s Name Title and Subtitle of Article Date of Release, Online Posting, or Latest Place of Publication Title of Periodical (Journal) Revision Date of Publication Date of Issue Date of Retrieval Call Number Page Numbers of Article URL, Electronic Address Edition Issue and Volume Number TASK 3 Below are pages from a book and a webpage. Examine the given pages and fill in the charts. 1. © Jan A.irt Schokc 2000 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No paragraph of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Cop; right. Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London W1P OLP. Any person who does any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The author has asserted his right to be identified as the author of this work in accordance with the Copyright, Designs and Patents Act 1988. First published 2000 by MACMILLAN PRESS LTD Houndmills, Basingstoke, Hampshire RC21 2.XS and London Companies and representatives throughout the world ISBN 0-333-66021-8 hardcover ISBN 0-333-66022-6 paperback

18 Introductory Unit Research Name of Author/Editor For a Book Name of Translator Title and Subtitle : __________________________________________________________ Publisher’s Name : __________________________________________________________ Date of Publicaiton : __________________________________________________________ Edition : __________________________________________________________ : __________________________________________________________ : __________________________________________________________ 2. For Electronic Sources (e-articles/e-books) Name of Author / Organization: _ _________________________________ Title: _ _________________________________ Publication Date for e-books and e-articles: _ _________________________________ Date of Release, Online Posting, or Latest Revision: _ _________________________________ Date of Retrieval: __________November 2, 2008__________ URL, Electronic Address: _ _________________________________

Academic Survival Skills II 19 TYPES OF RESEARCH There are three main ways of finding information: 1. Research in the library 2. Research on the Internet 3. Field research 1. RESEARCH IN THE LIBRARY “Research is to see Research what everybody else The library is one of the most valuable resources on the campus, and every successful student has seen, and to makes use of this facility. Once you have learned to use the library, you will be able to use your think what nobody time on productive study and research rather than aimless wandering about in the hope of finding else has thought” random bits of information. It might be useful to be familiar with some library related vocabulary Albert Szent-Gyorgy before starting your research: TASK 4 Match the library related vocabulary with the explanations. abstract citation journal call number format keyword bibliographies magazine periodicals/serials 1. ______________ : the physical form in which the information is available. Examples of this include books, journals, microform, CD-ROM, and web pages. 2. ______________ : a list of sources about a particular topic. They are often found at the end of scholarly books and journal articles. 3. ______________ : a reference to a source used in an article, essay, book, and the like. 4. ______________ : a combination of numbers and letters assigned to a book according to its subject, which determines its shelving location. Example: HQ1090 .H33 2005 5. ______________ : a short summary of an article, essay, book, and the like. 6. ______________ : any searchable word in an online record like an entry in the online catalog, or a citation in an online article database. 7. ______________ : a periodical that publishes articles by scholars and researchers in a particular field. They are often published by associations. The articles in these periodicals usually include bibliographies. Examples: African Studies Quarterly and Chaucer Review. 8. ______________ : publications which are printed at intervals (daily, monthly, annually, or irregularly), and continue to be printed for an indefinite period of time. Journals, magazines, and newspapers are types of such sources. 9. ______________ : a periodical that publishes articles written for a general audience. Articles in these sources rarely include bibliographies. Examples: Black Enterprise, Rolling Stone, and Time.

Research 20 Introductory Unit Sources in the Library Libraries have three kinds of holdings: a general collection of books, a collection of reference works, and a collection of periodicals, bulletins, and pamphlets: • General collection of books: It includes most of the books that are available for general circulation. If you want to borrow a book from the library, first you must obtain its call number. • Reference books: They include encyclopedias, dictionaries, indexes, directories, handbooks, yearbooks, atlases, and guides. • Periodicals, bulletins, and pamphlets: A periodical is a publication that appears at regular (periodic) intervals. Scholarly journals and magazines are examples of this type. Bulletins and pamphlets may or may not be periodicals, depending on whether they are issued as part(s) of a series of publications or as separate, single publications. When conducting research, writers rely on articles from scholarly journals rather than popular magazines. See the table below for a list of some differences that exist between these two types of sources. Characteristics Scholarly Journal Popular Magazine Is sober and serious Has an attractive appearance Appearance May contain graphs or charts Has advertisements Is heavily Does not have glossy pages or photographs illustrated Has glossy paper Audience Scholars and students General audience Authors Reporters, usually not experts Scholars in the field of study on the subject Documentation Sources not cited or cited Sources cited in footnotes and/or bibliography informally Purpose Reports the results of original research or Provides general information Article experimentation Acceptance Many scholarly journals are “refereed journals” – Written by hired reporters, Procedure they undergo a process called “peer-review” where edited by magazine editors, and other scholars in the field examine the articles published. before they are published. Examples American Journal of Psychology The Quarterly US Weekly Journal of Economics The Geographical Journal Stuff Voyager Some Tips for Library Research • Do not forget to note down the call number of the book; the call number indicates the book’s exact location in the library. • Go to the relevant section by following the alphabetical labels that are posted on the shelves. Do not hesitate to ask a librarian for help.

Academic Survival Skills II 21 • When you find the location of the book you are searching for, check the other sources on the relevant shelf as well. • Do not take notes on the pages of the book. Remember that the books in the library are available for common use. • Return the books you borrow on the due date so that others can benefit from them too. 2. RESEARCH ON THE INTERNET Research In one sense, the Internet is no different from other sources of information. Some information is “With so much of high quality, highly reliable and relevant to the research problem at hand. Yet some information information is of low quality, is irrelevant and may even be described as junk. now online, it is exceptionally easy One popular misconception about the Internet is that it is a source of free information about to simply dive in and everything. Much of the information on the Internet that is of value for academic research, drown.” however, has to be paid for, and often it is not cheap. However, university libraries generally pay Alfred Glossbrenner for subscription to certain academic databases. This enables students to have access to reliable online sources. Before you begin researching on the Internet, you should consider the following: • Think about the topic you are researching. Is it likely to find reliable information for free? • Decide whether a printed (e.g. an encyclopedia) or an electronic source (e.g. a database of refereed journal articles) would be quicker or more appropriate. Decide whether it is better to use a search engine (e.g. Google) or a subject directory (e.g. Yahoo). • Find different keywords that would best describe your subject. Try to be as precise as possible. TASK 5 Further information on online research is provided in Appendix B-2. Refer to Appendix B-1 and answer the following questions. 1. How many ways are there to conduct research on the Internet? 2. Where do you look, if you are searching for: a. an overview of what is available? b. less common words? c. large number of pages? d. less material? e. access to databases or journal articles? 3. When you do research using a search engine (e.g. Google), where will the most relevant pages appear on the list of pages? 4. What is a URL? 5. Where will you find the description of a webpage? 6. Which word shows you the type of organization in www.metu.edu.tr? 7. What do “mil” and “biz” that you see at the end of some web site addresses stand for? 8. What are some ways to improve your search if your initial search is not successful? 9. Can you access journal articles online? If yes, how?

22 Introductory Unit Library versus the Internet We live in the information age when access to many useful Internet sources is just a few quick clicks away. For this reason, you might be thinking that you do not have to go to the library since online research is practical and easy. Yet the Internet is not a substitute for the library. It is a tool best used in addition to traditional research sources. We should use both the Internet and the library because each has its own sources, benefits, and limitations. Research TASK 6 What are some of the advantages and disadvantages of using the Internet and the library? Complete the following table. Advantages Library The Internet • Online sources can be accessed 24 • Uses universal cataloging systems that classify and organize all hours a day, 7 days a week. sources. • • Disadvantages • Sources can be checked out by • Has no system that catalogs and other people and, therefore, may organizes all sources. not always be available. • • Evaluation of Sources on the Internet It is crucial that you evaluate the reliability of the information you have found on the basis of the following questions: 1. Who wrote/published the information on the site? Because anyone can publish on the Web, it is important that you first identify the source. Thus, ask yourself: • Who is the author/publisher? Is the source clearly identified on the site? • Can I contact the author through an e-mail, phone number, or a mailing address? • What are the author’s credentials? Is he or she an expert in the subject I am researching? • Is the site created or sponsored by a reputable organization? If so, can I confirm that the organization is a credible source of information? 2. What information and resources does the site provide? The information you find on a web site does not necessarily pass through the hands of editors, fact-checkers, or reviewers, so it is up to you to determine the value of the site’s content and presentation. Ask yourself the following questions to do this:

Academic Survival Skills II 23 Content Research • What is the site’s purpose: to persuade, inform, or entertain? Does the site achieve its purpose? • Is the information on the site objective or biased? The site should present several credible viewpoints on the subject and not just one person’s opinion. • Does the site provide thorough coverage of the topic? Does it refer or link to other in-depth resources? • Is the information on the site well-written? Are there misspellings or grammatical errors? • Does the site provide a Works Cited / Reference List page or a Bibliography? Can I verify that the resources the author consulted are reliable, thorough, and objective? • Does the site feature graphics, video and audio clips, or animations? Do these multimedia elements help explain or clarify the site’s topic? Navigation and Presentation • Is the site well-organized and easy to navigate? Can I find the information I am looking for with a few clicks? • Is the site visually appealing? Does the design suit the overall purpose? • Are multimedia elements used sparingly and for a specific purpose? Or are they distracting? • Does the site have any advertisements or banners that might distract me from my purpose for visiting? • Does the site take a long time to load? 3. When was the site created/last updated? Is your topic time-sensitive? In other words, is it important that you locate the most current, up- to-date resources? If so, ask yourself: • Does the site indicate when it was first created and last updated? • Do the links work, or do they lead to error messages, such as “Page Not Found”? Sites that are not regularly updated are likely to have more “broken links.” 4. Where does the site “live”? • Look closely at the site’s URL (Universal Resource Locator - the web address) —specifically at the three-letter suffix known as an extension. For example, in the address www.archives.gov, the extension is .gov. Sometimes, the extension can provide clues about the source of the site you are viewing. • Watch Out! A site with the .gov extension signals a government agency, and therefore, probably has reliable and trustworthy information. However, it can be harder to determine whether sites with the .edu, .org, or .com extensions are quality ones. For example, the .edu extension indicates that a site is associated with an educational institution, but it does not tell you whether it is the official site of the history department or one created by a first-year student.

24 Introductory Unit • Remember: Looking at the URL’s extension can uncover clues about the quality of the site, but does not tell the whole story. To really determine whether the site is a good one, you will need to ask the other 4 Ws: Who? What? When? Why? Research 5. Why should I use this site? Evaluating the credibility, thoroughness, accuracy, currency, and presentation of a web site will help you determine whether to use that site for your research. Ask yourself: • Do the resources on this site meet all my needs? Is the information verifiable, in- depth, and up-to-date? • Why is this web site a better research source than some of the other sites I have already visited? On the whole, you may have a webpage that could be of value to your research, if: • your page lists the author and institution that published the page and provides a way of contacting him/her. (Accuracy) • your page lists the author’s credentials and its domain (.edu, .gov, .org, or .net). (Authority) • your page provides accurate information with limited advertising and it is objective in presenting the information. (Objectivity) • your page is current and updated regularly (as stated on the page) and the links (if any) are also up-to-date. (Currency) • you can view the information properly - not limited to fees, browser technology, or software requirement. (Coverage) For a more compact explanation of how to evaluate websites, refer to Appendices B-2 and B-3. 3. FIELD RESEARCH The third way to obtain information is to do field research which is usually conducted by researchers for collecting first hand data. It is done mainly with three methods, which you may practice in your other courses: • Interviews • Questionnaires • Observations Adapted from: Bağcı, A., Music, E., Sığınan, Ö., Tarakçıoğlu, B., & Tarhan, Ş. (2006). English for academic purposes II (2nd ed.). Ankara: METU Press. Guide to library vocabulary. Retrieved October 15, 2008, from http://library.duke.edu/services/instruction/ libraryguide/glossary.html

Academic Survival Skills II 25 Research RESEARCH TASK You will work in groups of four. Your instructor will assign you one of the research tasks below. You will check your answers later in class. Research Task I-A Names : ____________________________________ Purpose : To become familiar with the library and sources 1. a. Find the definition of POWER in an online source b. Record reference information c. Get a print-ut 2. a. Find the definition of LEADERSHIP in the Reference Section of the library b. Record reference information c. Get a photocopy 3. a. Find the definition of GLOBALIZATION in a book b. Record reference information c. Get a photocopy of the cover of the book and the page where the definition is 4. a. Find the definition of MASS MEDIA in an online journal article b. Record reference information c. E-mail the journal to your instructor Research Task I-B Names : Purpose : To become familiar with the library and sources 1 a. Find the definition of MASS MEDIA in an online source b. Record reference information c. Get a print-out 2. a. Find the definition of POWER in the Reference Section of the library b. Record reference information c. Get a photocopy 3. a. Find the definition of LEADERSHIP in a book b. Record reference information c. Get a photocopy of the cover of the book and the page where the definition is 4. a. Find the definition of GLOBALIZATION in an online journal article b. Record reference information c. E-mail the journal to your instructor

Research 26 Introductory Unit Research Task I-C Names : Purpose : To become familiar with the library and sources 1. a. Find the definition of GLOBALIZATION in an online source b. Record reference information c. Get a print-out. 2. a. Find the definition of MASS MEDIA in the Reference Section of the library b. Record reference information c. Get a photocopy. 3. a. Find the definition of POWER in a book b. Record reference information c. Get a photocopy of the cover of the book and the page where the definition is. 4. a. Find the definition of LEADERSHIP in an online journal article b. Record reference information c. E-mail the journal to your instructor Research Task I-D Names : Purpose : To become familiar with the library and sources 1. a. Find the definition of LEADERSHIP in an online source b. Record reference information c. Get a print-out. 2. a. Find the definition of GLOBALIZATION in the Reference Section of the library b. Record reference information c. Get a photocopy. 3. a. Find the definition of MASS MEDIA in a book b. Record reference information c. Get a photocopy of the cover of the book and the page where the definition is. 4. a. Find the definition of POWER in an online journal article b. Record reference information c. E-mail the journal to your instructor For the task sheet of this exercise, refer to Appendix B-4.

Study Skills Writer’s Block Writer’s Block Study Skills Have you ever had a writing assignment that “Endings are elusive absolutely stumped you? Have you ever found middles are nowhere yourself stuck, staring at a blank sheet of paper for to be found, but worst fifteen minutes (or thirty? Or sixty?), wondering of all is to begin, to what in the world you could write to meet the begin, to begin...” assignment? Donald Barthelme If you have not had this experience, you are a lucky person. Certainly almost everyone knows the frustrated, sinking feeling that comes as minute after minute passes and nothing seems to get written. In fact, for many writers, getting started is the most agonizing part of the entire writing process. Almost everyone experiences writer’s block— the inability to write. It is a problem as common to professional writers as it is to student writers. With Cartoon taken from: a paper due in a few days, you may find yourself McDonald, S., & Salomone, W. (2004). The writer’s incapable of coming up with a single line, even unable to sit at your desk. You can feel frustrated, response: A reading-based approach to nervous, bored, tired, or anxious. The more time college writing (3rd ed.). Boston MA: Thompson/Wadsworth. passes, the more you think about the upcoming assignment and the more frustrated you can become. Because writer’s block is so common, you need to learn how to get past it quickly and painlessly so that you can get on with your assignment. There is no magic cure for writer’s block, but there are some tactics you can try. Strategies for Overcoming Writer’s Block • Recognize that writer’s block exists. When you have the time to write, write. Do not assume that if you have two weeks to complete an assignment, you will be able to write well for fourteen days. Get as much writing done as you can, when you can. If you delay work, you may find yourself unable to write as the deadline nears. • Review your assignment. Sometimes the reason you feel that you have nothing to say is that you have not fully understood the assignment. Read it carefully and turn the instructions into a series of questions to generate ideas. • If you are “stuck” for a topic, review the assignment, select key words, and search the Internet. See what web pages these words produce. Even wholly unrelated references can sometimes spark your imagination and help identify subjects. Keep in mind that photos and other images you find can also inspire writing.

28 Introductory Unit Study Skills • Write anything. The more you put off writing, the harder it will be to start. If you have trouble focusing on your assignment, get into the mood and feel of writing by sending an e-mail to a friend. • Read what you have already written. Sometimes looking at an assignment you have completed can give you confidence and remind you how you found a topic, developed ideas, and organized details. If you have managed to complete a part of the assignment, read it over several times and try to remember what you were thinking when you were writing these lines. • Talk to a friend and discuss your assignment or goal. A casual conversation can lead you to see new approaches to your subject; a spirited discussion can spark free associations about your topic. Talking with a friend can often boost your confidence and reduce your anxiety. • Force yourself to write for five minutes. Sit down and write about your topic for five minutes nonstop. Let one idea run into another. Keep writing, even if it is to repeat a nursery rhyme or a radio jingle. Even writing nonsense will help you break the physical resistance you may have to sitting down and working with a pen or keyboard. Try to steer your experimental writing to the assigned task. If your draft is going nowhere, stop after five minutes—but make sure you save it. Take a walk or run some errands then return to your writing. Sometimes seeing a word or phrase out of context will lead to significant associations. • Do not feel obliged to start at the beginning. If you find yourself unable to develop a convincing opening line or a satisfactory introduction, begin writing the body or conclusion of the paper. Get your ideas flowing. • Record your thoughts on tape or index cards. If you find writing frustrating, consider talking into a tape recorder or listing ideas on index cards. You may find working with “nonwriting” materials an effective method of getting started. • Try writing in a different location. If you cannot work on the paper at home because of distractions, go to the library or a quiet room. If the library feels stifling, move to a less formal environment. Sometimes you may find yourself doing your best work drinking coffee in a noisy student union. • If you still have problems with your assignment, talk to your instructor. Try to identify what is giving you the most trouble. Is it the act of writing itself, finding a topic, organizing your thoughts, or developing a thesis? Having identified the problems, schedule a meeting with your instructor. Adapted from: Connelly, M. (2007). The Sundance writer: A rhetoric, reader, handbook (3rd ed.). Boston: Thomson Wadsworth. McDonald, S., & Salomone, W. (2004). The writer’s response: A reading-based approach to college writings (3rd ed.). Boston MA: Thomson Wadsworth.