ENGLISH Papers and Research
TCM International Institute
PAPERS AND RESEARCH HANDBOOK Revised September 2002 ENGLISH VERSION
Haus Edelweiss
Heiligenkreuz, Austria
A GUIDE FOR PAPERS AND RESEARCH AT THE TCMI INSTITUTE
Purpose The purpose of this document is to introduce you to the different kinds of papers you may be required to write at Haus Edelweiss and to provide guide-lines both for doing the research for the papers and for composing and present-in the paper in proper form. Kinds of Papers Book Reviews You will often be asked to submit book reviews of the reading you have done for the class. Frequently, the length of the book review will be designated. A book review should contain the following elements: Bibliographic information (title, author, place of publication, location, publisher, date of publication) Two or three paragraphs (perhaps more for a long book) Review the content of the book, noting major ideas and contributions of the author. Identify the strengths of the book. Two or three (or more) paragraphs noting the weaknesses of the book This could include areas where ideas were not fully explained or content that would have helped the flow or development of the book. Two or three paragraphs indicating what you gained from the book. A book review usually does not include bibliographic references, although it could if you make a comparison of an idea in the book with that of another writer. Reflection Papers You will sometimes be asked to present a reflection paper based on some reading or some concepts that you have discussed in class. A reflection paper is not a book review. Instead you are asked to think about the ideas in the book and reflect on how those apply to your personal life and to your work in the church. A reflection paper should include the following: Bibliographic information (title of book, author, place of publication, publisher, and date of publication) A paragraph identifying the main ideas of the book that you intend to discuss. A series of paragraphs, at least one for each idea in which you reflect on the idea and its applicability to you. It is also appropriate to include ideas that you want to continue to think about or paragraphs about ideas with which you disagree.
A reflection paper usually does not include bibliographic references, although it could if you are comparing an idea in the book with that of another writer or a New Testament text. Sermon or Lesson Outlines You will often be asked to present sermon or lesson outlines for a class. These are sometimes required for Bible or preaching classes as well as Christian education classes. You should make sure that you understand from the professor any special requirements he or she may have. In general, however, these should include: Title of Lesson/Sermon Purpose of Lesson/Sermon Outline of Content (in the case of lessons, be sure to include some idea of how this content will be presented to the learners) Introduction Conclusion Always use full sentences in your outlines. Research Papers Sometimes you will be asked to prepare a research paper on a topic of your choice or a topic assigned to you. This kind of paper should be based on a well-defined thesis statement that can be carried out within the assigned length of the paper. This kind of paper assumes that you will use books, journals, articles, and other resources to develop your topic. A research paper should include the following: Introduction acquaint the reader with the purpose of the paper and how the paper will be developed Major Divisions of the Topic Conclusion Bibliography A research paper assumes that you will use ideas and references that require bibliographic entries. Congregational Analysis and Program Some classes will require that you describe your congregation in reference to some topic or set of criteria. For example, you could be asked to describe the organizational pattern of your congregation. Usually a paper of this kind asks you to develop a program for improvement in the area described. A congregational analysis should include: Introduction (description of the congregational setting—the community, the size of the congregation, patterns of growth or decline in the congregation) Description of the congregation in reference to the specific topic or criteria Description of plan for improvement with a timeline to implement the plan.
Bibliography A paper of this kind need not include bibliographic references within the body of the paper, unless you are quoting from or referring directly to the ideas of a writer. However, you should include a bibliography showing resources used to develop the program you are proposing. Other Papers From time to time you may be asked to produce a different kind of paper for a specific class. Follow the guidelines in the syllabus for the production of this paper. Doing the Research for the Paper Select Your Topic The first important step is to select the topic for the paper. The topic may already be assigned to you, e.g., developing a program for leadership development of small groups. But in many cases, you must choose a topic—a text to develop for a lesson or sermon, a personality or idea to learn and present for a paper in history or theology or a Bible class. When you choose your idea, be sure that it can be developed within the amount of space you have assigned for the paper. Build A Bibliography Use the library, Internet, journals, and other resources to find materials that relate to your topic. A helpful hint is to make a note card on each item you find. Include on the note card all of the data you will need for the bibliography should you use the material in your paper. Example Blair, Christopher Barton, The Art of Teaching the Bible (Louisville, Kentucky: Geneva Press, 2001). Teaching the Bible
Take Notes Begin to read the materials you have found and take notes on them. Another helpful hint is to make one note per card. Be sure you identify the page on which you found the material and the source from which you took it. You may want to assign a short title to each item and put that on the original bibliographic note card. Then use that short title on each note card you use for that book.
Example Teaching the Bible [p. 36] “Good adult education must therefore take this adult experience into account. Researchers note that [p. 37] adults prefer (1) learning that applies to life situations here and now, (2) being listened to as knowers, and (3) having theirs needs met.” Add as many note cards as you need to guide you as you write. Develop a Thesis Statement Before you begin writing, develop a thesis statement for your paper. Make sure you can describe to yourself and the reader in one simple sentence what you intend to accomplish. Example The purpose of this paper is to examine research on adult learning styles and how that shapes what a leader does to teach adults effectively. Build an Outline for the Paper Look back at your note cards. Begin to group the cards by specific subdivisions of the topic you intend to develop. Build an outline for your paper. You may find that you need to do further research in order to build a logical outline. If so, stop now and do that research. If not, you can shape the outline and begin writing. Example I. Introduction A. Introductory Paragraph B. Purpose of the Paper C. Organization of the Paper II. What Does It Mean to Say “Learning Styles”? A. Development of the Concept B. Definition III. Description of Learning Styles A. Analytic 1. Definition 2. Examples 3. Unique Characteristics 4. Other Names Given to This Style B. Imaginative 1. Definition 2. Examples 3. Unique Characteristics 4. Other Names Given to This Style
C. Dynamic 1. Definition 2. Examples 3. Unique Characteristics 4. Other Names Given To This Style D. Common Sense 1. Definition 2. Examples 3. Unique Characteristics 4. Other Names Given to This Style IV. How Learning Styles Shape How We Teach Adults V. Conclusion VI. Bibliography Use Your Outline and Note Cards to Write the Paper You are now ready to develop the paper, using the note cards you have arranged to develop the outline for the paper. As you use a note card, indicate on it and the original bibliography card that you have used it. Enter on the original bibliographic card a notation of where in the paper you first used the source. On the note card, place a check mark or some other symbol to indicate you have already used it. You may find it helpful to compose at the typewriter or computer. If you use a computer, make a separate file for each section. Be sure to back up your work as you go. Should you have a problem with the computer, you will not then lose all of your work. The Final Paper Margins Margins should be 1.5 inches on the left, 1 inch on the right for a formal paper. Leave 2 inches at the top of a page that is the first in a section, 1 inch at the top of subsequent pages in the section. Always leave 1 inch at the bottom of a page. Pagination Every page receives a number, but the number does not appear on the title page, if you are using one. Numbers should be at the top, either centered or at the right margin, except for the first page in a paper; it should be at the bottom of the page, either at the center or the right margin. Be consistent with where you place numbers throughout the paper. Spacing Following the title of a main section, create a double space before beginning the text in the next section. At the end of a section, triple space to enter a new heading. The first line of a paragraph is usually indented 5 spaces. Long quotations (that is, three lines or more) are indented 5 spaces from either margin. They are also single-spaced. The text of the paper is usually double-spaced.
Example What Do We Mean By “Learning Styles�? The idea of learning styles has been a recent development. Several key researchers, such as David Kolb, Bernice McCarthy, and Anthony Gregorc have done research and developed the concept. Definition Although research people describe their work in somewhat different ways, all agree that a learning style is a way that a person acquires, assimilates, retrieves, and presents information. Fonts and Font Size You should use Arial, Courier, or New Times New Roman typefaces. Use the same font size throughout the manu-script. Font size should be no less than 10, no more than 12. Footnotes and entries within a table may be as small as 8 point. Headings and subheadings should be the same typeface and size as the text. Use italics instead of under-lining. Use bold type only for headings. References Use APA style. In this style, you need not use footnotes very often. These are usually used only for content footnotes, that is, explanation of terms or presentation of relevant material that does not belong in the narrative. See the illustration below. Title Page A formal paper should include a title page. Often you will also include a title page for a congregational analysis and even a series of sermon/lesson outlines. See the following page for an example of a title page Example
LEARNING STYLES AMONG ADULT LEARNERS (Begin this at 2 inches from top) by (at 4.2 inches) Eleanor A. Daniel (at 4.6 inches)
A paper submitted to meet the requirements Of (Name of Class) (Begin this 6.7 inches from top) TCMI Institute Heiligenkreuz, Austria (Begin this 9.2 inches from top)
Bibliography Research papers in particular, and sometimes other papers, should contain a bibliography. Entries should be listed alphabetically by the last name of the author. The basic entry form follows. Example LeFever, Marlene. Learning Styles. Colorado Springs, Colorado: David C. Cook, 1995.
If you are doing a paper at Haus Edelweiss, go to the computers in the library and enter your references into the Citation program. Choose APA style and print the bibliography. It will put the entry into the proper form.