Working Bibliography

Sources

Franqui, Carlos. “Strengths and Weaknesses of Communism.” World Affairs 150.3           (Winter87/88): 75-77. EBSCO HOST. Web. 20 Jan. 2015.

Hollander, Paul. “Why Communism Collapsed in Eastern Europe.” Society 30.2 (Jan/Feb 1993): 43-51. EBSCO HOST. Web. 20 Jan. 2015.

Basu, Subho. Majumder, Auritro. “Dilemmas of Parliamentary Communism.” Critical Asian         Studies 45.2 (Jun 2013): 167-200. EBSCO HOST. Web. 20 Jan. 2015.

Zelenin, Il’ia E. “N.S. Khrushchev’s Agrarian Policy and Agriculture in the USSR.” Russian        Studies in History 50.3 (Winter 2011-2012): 44-70. EBSCO HOST. Web. 20 Jan. 2015.

Flew, Antony. “Communism: The Philosophical Foundation.” Philosophy 66.257 (Jul. 1991):        269-82. JSTOR. Web. 20 Jan. 2015.

Cohen, G.A., Graham, Keith. “Self-Ownership, Communism and Equality.” Aristotelian Society 64 (1990): 25-61. JSTOR. Web. 27 Jan. 2015.

 

Pipes, Richard. “Human Nature and the Fall of Communism.” American Academy of Arts and    Sciences 49.4 (Jan., 1996): 38-53. JSTOR. Web. 27 Jan. 2015.

Scott, H.G. “Communism as an Historical Episode.” International Journal 4.1 (Winter       1948/1949): 47-51. JSTOR. Web. 27 Jan. 2015.

Yassour, Avraham. “Communism and Utopia: Marx, Engels and Fourier.” Studies in Soviet          Thought 26.3 (Oct. 1983): 217-227. JSTOR. Web. 27 Jan. 2015.

Kamenetsky, Ihor. “Totalitarianism and Utopia.” Chicago Review 16.4 (1964):114-59. JSTOR.    Web. 27 Jan. 2015.

Kamiński, Bartłomiej and Sołtan, Karol. “The Evolution of Communism.” International Political Science Review 10.4 (Oct., 1989): 371-91. JSTOR. Web. 27 Jan. 2015.

Engels, Frederick. “The Principles of Communism.” marxists.org. N.p. 1847. Web. 27 Jan. 2015.

Marx, Karl. Engels, Friedrick. “Communist Manifesto.” Marxist.org. N.p. Late 1847. Web. 27      Jan. 2015.

Engels, Frederick. “Draft of the Communist Confession of Faith.” Marxist.org. N.p. June 9,         1847. Web. 27 Jan. 2015.

O’Malley, Joseph. “Mythology in Karl Marx.” Review of Politics 32.2 (Apr., 1970): 217-30.         JSTOR. Web. 27 Jan. 2015.

Perelman, Michael. “Karl Marx’s Theory of Science.” Journal of Economic Issues 12.4 (Dec.,       1978): 859-70. JSTOR. Web. 27 Jan. 2015.

Muravchik, Jashua. “Marxism.” Foreign Policy 133 (Nov.-Dec., 2002): 36-38. JSTOR. Web. 27    Jan. 2015.

Wayman, Frank. W, Tago, Atsushi. “Explaining the onset of mass killing, 1949-87.” Journal of     Peace Research 47.1 (January 2010): 3-13. JSTOR. Web. 27 Jan. 2015.

Mark, Max. “Chinese Communism.” Journal of Politics 13.2 (May, 1951): 232-52. JSTOR. Web. 27 Jan. 2015.

Courtois, Stephen, et al. “The Black Book of Communism.” Cambridge: Harvard University         Press, 2004. Print.

Chapter Three

Chapter Three

            Chapter Three focused on the development of research questions and research proposals. Research question are helpful because they give a direction for critical reading and exploration of issues in a topic. In creating a research question, something to observe is the present writing situation. That includes looking back on what has been learned since the beginning of research, and looking at the biases, values and beliefs of the writer and also the readers. These variables can attribute the research question. When trying to create the question, making a list of possible research questions can help. This list can contain questions about information, history, outcomes, definitions, sequential analysis, and others. Taking into account the writer’s situation, a question should be chosen and considered. From that question, another question should be created, based on the interests of the writer and whether or not it will accomplish the necessary goals. Once a research question has been chosen, it can be refined by use of words and phrases which allow the question’s scope to be narrowed. The addition of more specific words and phrases allow the question to contain more focus. The research question can then be tested through research. If no results are yielded, then expanding the scope of the question may be necessary.

            A research proposal is a formal presentation of the project. It generally introduces the topic issue and research question, reviews literature, explains how information will be collected, gives a project timeline, a working bibliography, and a title page. In the process of identifying the topic issue and research question, the writer’s position, if one exists, should be stated, along with the purpose of the project and the genre. The literature review presents the sources and the information, ideas, and argument within them. How the information will be collected should also be presented. This means identifying the relevant sources, correct search tools, and research methods. The project timeline gives a description of the timeframe of the project and what happens in that timeframe. The working or annotated bibliography is included show the sources and also give a description of the sources. An elaboration and clarification of the core proposal can also be included. This ranges from a summary to an overview of the key challenges within the project. For one who is planning to publish, it can also be an overview of the costs necessary for the project.

In Class Lab Looking as Incorporating Sources

1.        

Carlos Franqui once said “[He] believe[d] that the communist system’s strength and power [laid] in its unlimited capacity for total destruction” (175). He stated in his journal article Strengths and Weaknesses of Communism that this was because communism destroys the riches, culture, and other things a society has acquired, destroys opposition, and then puts the society in a state of non-renewal (175).

2.       

Frederick Engels, one of the founders of communism, had the Belief that there is something called the proletariat. He defined a proletariat as “that class in society which lives entirely from the sale of its labor and does not draw profit from any kind of capital.” According to Engels in his 1947 writing The Principles of Communism, proletariats hadn’t always existed, but in fact “originated in the industrial revolution, which took place in England in the last half of the last (18th) century, and which has since then been repeated in all the civilized countries of the world.”

Sources

Joseph Beasley

The Ten Sources

1. Communism as an Historical Episode

H. G. Scott

Vol. 4, No. 1 (Winter, 1948/1949), pp. 47-51

Published by: Sage Publications, Ltd. on behalf of the Canadian International Council

Page Count: 5

2. Communism: The Philosophical Foundation

Antony Flew

Vol. 66, No. 257 (Jul., 1991), pp. 269-282

Published by: Cambridge University Press on behalf of Royal Institute of Philosophy

Page Count: 14

3. Self-Ownership, Communism and Equality

G. A. Cohen and Keith Graham

Vol. 64 (1990), pp. 25-61

Published by: Wiley on behalf of The Aristotelian Society

Page Count: 37

4. Human Nature and the Fall of Communism

Richard Pipes

Vol. 49, No. 4 (Jan., 1996), pp. 38-53

Published by: American Academy of Arts & Sciences

Page Count: 16

5. Communism and Utopia: Marx, Engels and Fourier

Avraham Yassour

Vol. 26, No. 3 (Oct., 1983), pp. 217-227

Published by: Springer

Page Count: 11

6. Strengths and Weaknesses of Communism.

Franqui, Carlos

World Affairs. Winter87/88, Vol. 150 Issue 3, p175. 3p.

7. Why Communism Collapsed in Eastern Europe

Hollander, Paul

Society. Jan/Feb93, Vol. 30 Issue 2, p43-51. 9p.

8. The Black Book of Communism

Jean-Louis Panné, Andrzej Paczkowski, Karel Bartosek, Jean-Louis Margolin, Nicolas Werth,

Harvard University Press, 2004.

9. DILEMMAS OF PARLIAMENTARY COMMUNISM.

Basu, Subho, Majumder, Auritro

Critical Asian Studies. Jun2013, Vol. 45 Issue 2, p167-200. 34p. 5 Black and White Photographs, 1 Chart.

10. N.S. Khrushchev's Agrarian Policy and Agriculture in the USSR

Zelenin, Il'ia E.

Russian Studies in History. Winter2011/2012, Vol. 50 Issue 3, p44-70. 27p.

Chapter Seven

Chapter Seven

            Chapter Seven focused on how to avoid plagiarism. The most common form of plagiarism is unintentional, mostly from the lack of quotation marks, barely altered paraphrasing, poor separation between the source’s word and the writer, and also no source citations. Intentional plagiarism can comprise of piecing multiple documents together to create one, fake citations, other works that are just slightly changed or left the same and passed off as one’s own, and also purchased documents. In situations when advice is given to the writer by others, their input can often be used without citation, but they can still be acknowledged at the end of the paper. A good way to avoid plagiarism is to follow basic research ethics. This includes acknowledging the sources, accurately representing them, and also providing the necessary source information for the readers. Not all information needs to be sourced. Common knowledge is an exception; however it is important to know for sure that it is common knowledge. Observing how others treat the information will help to determine whether it is or not. Sometimes it is necessary to ask permission to use a source. This is generally when what is being written is going to be published. For the most part, permission does not have to be asked for classroom use. To avoid plagiarism, conducting a knowledge inventory and ensuring that there is sufficient knowledge on the issue is important. It helps to prevent bad paraphrasing. Taking careful notes helps ensure that all wording is accurate. Distinguishing between the ideas in the source and the ideas from the writer can be achieved by pointing out where the information is coming from. This can be achieved using signal phrases. Citing all sources in the text and in the works cited page is essential and must be done to avoid plagiarism. If accused of plagiarism, meeting with the instructor and trying to find the problem is the correct thing to do. When speaking with the instructor, it is good to find the problem, try to find the solution if possible, and to avoid such mistakes in the future.

Chapter Five

Chapter Five

                Chapter five focused on evaluating sources. In the first portion, the chapter took a look at the different factors that should be used to evaluate a source. Relevance was the first factor. This asks whether or not the source is useful for the project, and also whether it is beneficial in regard to the reader’s needs, interests, values and beliefs. The evidence used in the source is also a significant factor in whether the source is good. This comes down to whether there is enough evidence, is it the right kind of evidence, is the evidence used fairly, and also is there even a source provided. The next factor is the author. The author knowledgeable on the topic, what their affiliation is, and how their biases affect the information, ideas and arguments are all important to evaluating the credibility of the author and their writings. Publishers must also be evaluated. Knowing how to locate information on publishers and then knowing how their biases affect the information, ideas and arguments give a good understanding on the credibility of the source and how to present it. When a source was created and the genre of the source are also important. Different types of sources deserve extra attention in areas. With digital sources, their relevance and credibility need to be focused on. This is because almost anyone can put information on the internet, unlike books. The relevance and accuracy of field sources are another issue. The relevance of the information gained, and whether or not it was gained properly and honestly, are both important factors in regard to the integrity of the source.

Evaluating a Website

Evaluating a Website

1.      .net,  Network organization

2.      Title: “It Isn’t Because Human Nature is “Selfish and Immoral” that Communism Can’t Work” Publisher: Economic Liberty.

3.      Guinevere Liberty Nell earned an MA from the University of Warwick in Soviet economic history after studying the subject independently for several years, as well as studying and publishing in the field of Austrian economics.

4.      Not shown.

5.      Contains philosophical ideas on the subject, okay comprehensiveness, old evidence, but still could be valid.

6.      Nothing.

Chapter Eight

                Chapter Eight focused on researching through digital sources. When searching, observing current progress helps to determine the best way to research. Key words and phases discovered during research, or before, help to narrow and find correct material. Exercises like brainstorming and freewriting can help to discover those words and phrases. Basic searches can be used to find a broad array of sources, which then can be narrowed down by using key words, phrases, and wild cards. Advanced searches can help to narrow down the field even more. Getting feedback improves the overall research plans and helps make sure nothing is overlooked. Searching an online library catalog allows searching by key words, authors and titles, but also with call numbers. When it comes to searching databases, the first step is to choose the best one for what information is needed. Different databases will allow searches for news, subjects like education and government, bibliographies, citation indexes, and media. Websites can also provide useful information. Other than just using a search engine, web directories can be used to find information from the web organized by humans. Reference websites, such as Wikipedia, can help as a resource to start from. Search engine also can be used to access media. There are various websites that be used to reach images, videos, and recordings. 

Chapter Six

Chapter Six

                Chapter Six examined the importance of managing information and taking notes. When it comes to saving and organizing information, it is important to settle on some consistent system. Also, noting the importance of certain information and their publication information is needed. With digital information, saving documents and putting them in organized files helps keep track of them. In addition applications on phones, features on web browsers, such as bookmarking and using web document sites, can improve information management digitally. When taking notes, it not only helps keep track of useful information, ideas, and arguments, but improves the knowledge and understanding of the issues the project is dealing with. Whatever method is used in taking notes, it should be used consistently. When writing down direct quotes in notes, they should be exact with proper use of ellipses and bracket for modifications of the quote. When mistakes are present within the quote, the word “sic” can be used to confirm the mistakes original existence. When paraphrasing, one must be careful not to change the meaning of the source, or write it too closely to the original wording. Summarizing is also a choice, but in all the choices, avoiding plagiarism is important. Giving credit to the author is an important step. While taking notes, recording the reactions and impressions of sources, along with comparing sources should be done. Comparing different sources eventually leads to the classification of sources. Notes can also be made for planning the project. This helps keep the writer on track. With all the different sources, creating a working bibliography helps to keep track of the sources, and also has them organized. The bibliography can be annotated to give the purpose of each of the sources. That way, all the sources are recorded, and their purposed are understood. 

Chapter Four

Chapter Four

                Chapter Four focusses on reading critically. Reading Critically means to read actively, asking questions and making sure the meaning of the work is understood. Research questions and position statements help focus in on what is important for a project while critically reading. Understanding if the content is relevant as a source can be determined by asking whether or not it is relevant to the research question, position statement, the readers’ needs and beliefs, the type of document, context and design, requirements and limitations, and also the opportunities that could come up. A good strategy is to identify important information, ideas, and arguments, and also taking notes of questions, reactions, and of summaries, quotes, and paraphrases. Some important things to pay attention for are main points, evidence and how it is used, and new and hard to understand information. Throughout different readings, noticing similarities and differences help to better understand the issues. Reading through a couple times is a good way to take in a work. The first time, it’s good to skim over the document and get a good idea upon the content and organization. The second time is filled with deep active reading, taking notes and looking at information, ideas, and arguments. At the third reading, paying attention to important information noted is important.

Chapter Two Summary and Class Discussion

                Chapter Two is about exploring and focusing. It starts out talking about how to explore a topic. The first step suggested is to create a plan on how to carry out that task. That includes listing people and sources to gain information from. A list of questions is also suggested. Once as plan has been created, discussing the topic with others is the next step. Making observations of what the topic concerns is also helpful. Finding and reviewing sources is Important, not only for exploring the topic, but for backing up the paper in the end. Those should come from qualified individual educated in the area.

                The latter portion of the chapter looks at how to focus on an issue. The first step is to identify conversations about the issues of the topic. This includes looking for commonly agreed statements and concept, but also disagreements on the issues. After conversations of the issues are viewed and the different arguments are recognized, looking at what issues are the most interesting becomes relevant. After that, it is time to choose the issue of which is going to be argued. This should be the issue that interests the writer most and is the most beneficial of their advancement. 

Chapter One Summary and Class Discussion

                In Chapter One, the focus was on getting started with writing a research paper. The chapter went on to answer two questions: how can I research and write with confidence and how can I choose an appropriate topic?

                In the first segment, focusing on research and writing with confidence, taking ownership of a project was shown to being an important step in increasing the confidence in writing. Looking for something important to the writer in a project increases the confidence of the writer on the project. Learning the topic offers more ownership and a higher confidence because the writer has more certainty. Sources, while adding knowledge, are also needed for citations, and keeping track of the sources, such as writing them down in a log, is helpful. Throughout looking though sources and becoming knowledgeable, developing a position is important because it allows the writer to know where they stand. Genre and design are also important elements to have down. The kind of work, such as the genre, is important, as also the design of the document. A newspaper article is obviously different than a novel. Knowing what the readers will need for the project to be affective is essential. This means using the proper context for the readers. Presenting the project with the knowledge of their beliefs and life allows the topic to be better understood. In addition, designing the project so that is easy of the readers to take in is important. Looking ahead and being able to adapt to new ways of communication will help readers. Time management is very important for staying on track. If one of the processes for creating a good clear project is deficient, the confidence of the writer will likely be also.

                How to choose a topic is the base of the project. The first task is to analyze the assignment. Knowing who the readers are and what they want is important for narrowing the topic. This partly means choosing a topic that will influence the readers. Influence for the writer is also important for keeping motivation in working on the project. Proper genre and context is important for the topic to help give the reader the most influential and interesting project. Choosing the topic according to the role and requirements of the project are essential. For just pulling an idea or a topic out of the head, tactics such as brainstorming, clustering, freewriting, and looping can be used as exercises for getting started. Making sure the topic is compatible with the writing situation, and the audience is also important.

Collaborated In Class Work

Found Voices MLA essay #2

	0  -  F	1  -  D	2  -  C	3  -  B	4  -  A
Be your own work;					X
Be 3,000+ words in length		X
Employ correct gram, punct, & MLA-style		X
Employ parenthetical citations, a Works Cited page, & employ copious signal phrases			X
Convincingly argue your thesis					X
Refer to 10 or more highly credible sources			X
Conclusively demonstrate 102 level		X

Small Groups Grade Two Sample MLA Research Papers

Small Groups Grade Two Sample MLA Research Papers

Farming MLA essay

	0  -  F	1  -  D	2  -  C	3  -  B	4  -  A
Be your own work;					X
Be 3,000+ words in length					X
Employ correct gram, punct, & MLA-style				X
Employ parenthetical citations, a Works Cited page, & employ copious signal phrases				X
Convincingly argue your thesis			X
Refer to 10 or more highly credible sources				X
Conclusively demonstrate 102 level					X