Topic: Ethnicity in Major League Baseball
Purpose: To show the audience that each wave of ethnicity has added to Baseball and made it more entertaining and more worldwide.
Introduction
Baseball has long been called America’s Pastime, but the constant growth of ethnicity has made the sport grow internationally and made it more than a pastime for just one nation. There’s no other sport other than soccer that is more international than baseball.
The various Ethnicities in the sport have brought their own style and swagger to the game, making it more entertaining for all nations.
Throughout Major League History there have been three waves of ethnic talent entering the game. These three waves are the African American wave, the Latino wave, and the Japanese wave.
Transition: The Most significant wave was the African American wave.
Body
A. The impact of Jackie Robinson and the African American wave.
Transition: The event of Jackie Robinson breaking the color barrier shortly followed by the African American wave opened the door for the Latinos
B. The flow of Latin American baseball players taking over the game.
Transition: Once Latin Americans were being successful in the major leagues, other nationalities wanted to take their turn at the major leagues.
C. Japanese players making their impact on the baseball world.
Transition: The Japanese ballplayers proved that baseball is a worldwide sport, where anybody could be successful regardless of size.
Conclusion
The impact of ethnicities entering Major League Baseball such as the African Americans, the Latinos, and the Japanese has incorporated many different styles of play, which has increased its popularity throughout the world. Without the inclusion of these ethnicities in the game, baseball wouldn’t be where it is today. With the constant flow of international popularity, Baseball could possibly surpass Soccer as the most international sport in the future.
For my research I used a couple books that talked about the different ethnic periods that influenced baseball. I also used an online source that showed the current variation of ethnicity in the sport in a percentage form.
Wednesday, August 5, 2009
Thursday, July 2, 2009
"Integrating Sources" summary
Introduction
In a scholarly paper you are the source of your particular argument, not the sources you use. You use the sources in your paper to help support your argument from qualified sources, which will make your paper stronger. In your paper you will have to make the distinction between “primary” and “secondary” sources. A primary source functions as un-interpreted data, which means it does not discuss or analyze your subject by it. A secondary source on the other hand does discuss your subject, and has already made inferences or claims about it which you may accept or reject in your text.
When you cite your sources it makes you a fair person by not plagiarizing and strengthens your argument. Citing sources in your paper is done by making a notation in your paper which will tell the reader where you got the information from. They can use these citings to attain further information if desired. Citing also suggests that you are trust worthy in the information you gathered to bolster your writing. The book shows basic ways to correctly cite your sources and ways in which are most commonly misused.
1-Integrating Sources into Paper
1.1 Three basic principles
There are three basic principles for integrating a source into a paper. The first principle is to use your sources briefly so your own thinking is not drowned out by the sources information. To avoid this you should use summarization to condense a text from a paragraph to a sentence. A summary should be a combination of your own words while incorporating phrases from a source to avoid plagiarizing. Paraphrasing is also used to shorten a long statement, but with more clarification to support what is important to your argument. During your summary it is important to quote a source directly when an author has made an important passage, a claim, or a particular sentence or phrase.
The second principle stresses that you make it clear for the reader to distinguish when you are talking from when you are using something from a source. To avoid the confusion you should introduce the source in your own words then comment on the source afterwards. You should also make sure you remind the reader you are still summarizing to avoid confusion.
The third principle states the importance of making sure your source correlates to your argument. Introducing a source to the reader will alert the reader to what they have to focus on in the upcoming text.
Another rule to use when quoting a source is to mention the professional status of your source if it is distinctive. Mentioning professional qualification will give the source more credibility and easier for the reader to take a side of the argument.
While mentioning a title in your writing it is important to underline or italicize books or use quotations for essays, chapters, or poems. This is important for the reader because it indicates a source.
1.2 Rules for Quoting
General Principles
The first rule for quoting is to only use what you need or what is striking followed by a short summary of your thoughts. Using too many quotes will appear like you are trying to fill in space in your writing as well as showing that you don’t have a firm grasp of the information. The second rule is to construct your own sentence so the quotation fits smoothly into it. Using a source passage is recommended to introduce the quote, even if it means changing a few words within the quote to make it fit together. The third rule is to announce a quotation in the words preceding it so the reader is aware of who will be speaking. The sources identity can also be withheld until the end of the sentence as long as you don’t quote or discuss the source. The fourth rule is to make sure you choose your announcing verb carefully. You should use neutral verbs to capture the attitude you want to convey.
Technical Rules
Don’t automatically put a comma before a quotation unless the grammar of your sentence requires it. Put a period or comma at the end of a quotation inside the close-quotation mark unless your sentence or clause ends in a parenthetical citation. Use a slash to indicate a line-break in a quoted passage of poetry with a space before and after the slash. Punctuate the end of a quotation embedded in your sentence with whatever punctuation your sentence requires, not the original author’s punctuation. The last technical rule is to quote verbatim by emphasizing certain words with parenthesis.
1.3 Quoting Blocks
A quoting block is when you need to quote more than five lines of prose or tow verses of poetry.
Quoting blocks helps persuade the reader by giving a narrowed focus. The quoting blocks should be quoted when you have a long statement by a source. There are some rules when writing quoting blocks such as indent all lines 10 spaces from the left margin and single space the block to show separation from the previous paragraph. It is also not to put blocks in quotation marks because it is already replaced with the indentation, unless the source is talking within the block. You should also tell your readers in advance who is about to speak and what to be listening for to prevent the reader from being unguided of who is speaking in the block. The sentence leading into the quote block should end with a colon to lead the reader into the block. After the block is completed you should reflect and follow up on the block to prevent ending a paragraph with a block and explain why you needed to quote it. To note the citation of the block you should put the citation outside the period at the end of the last sentence.
1.4 Using Discursive Notes
Use a discursive footnote or endnote when you want to tell the reader something that does not directly relate to the writing; however, these should be used sparingly throughout the paper or eliminated. Some things you should incorporate in your paper are: to draw out implications of your paper, announce a non-standard edition to your translating, persuade the reader to further reading, and explain something about the meaning of your acronyms and abbreviations or citing system.
2-Citing Sources
2.1 When to Cite
You cite in your paper whenever you use information from an outside source and give full publication of where the information was obtained. Citing information is required whenever you use factual information or data from a source or quote verbatim. Also citing is necessary when you summarize, paraphrase, use ideas, opinions, methods, organizing strategy, or mentioning some aspect of another person’s work to name a few. Citing gives background information to help support your context with an authority in the field you are writing about.
2.2 When Not to Cite
While citing it is important that you do not cite too much and are using your own information to elaborate on the context and information given. There are also sometimes where you do not have to cite information such as when the source is on the same page. You don’t have to re-cite until you start another page or paragraph. Another time when citing is un-needed is when you are speaking of common knowledge and unarguable. You also don’t need to cite when using phrases of everyday speech and when you draw on ideas or phrases that may be heard in general conversation such as a friend, classmate, or teaching assistant.
2.3 Methods of Citing
The most important aspect of citing sources is understanding how to cite them; there are different methods of citation for different types of sources. One method of citing is using a sequential note which is inserting a raised reference numeral after a sentence or a phrase that was taken from a source. This refers the reader to a footnote at the bottom of the page or an endnote at the end of the paper. Another method of citing is In-Text citing it refers the reader to not only the author of the source but also the page number from where the information was obtained. Coding is also another method of citing. Coding is when you identify the sources by a symbol or a marker which appear in parenthesis or brackets which refers to a list at the end of the paper.
2.4 Acknowledging Uncited Sources
When writing a paper you may have information that you obtain from class members, former teachers, or class discussions are examples of acknowledging uncited sources. This type of information does not appear in your list of references, but you should acknowledge their help with a foot note or end note.
3- Misuse of Sources
3.1 Plagiarism
Plagiarism is using someone’s information as your own without giving the original author credit. Plagiarism usually takes one of the following forms: uncited information or data from a source, an uncited idea, a verbatim phrase or passage that isn’t quoted, or an uncited structure or organizing strategy. To avoid plagiarism you need to cite information that is not common knowledge, and even when it is not part of your argument and your citation must accurately reflect your process.
3.2 Other Ways of Misusing Sources
When using sources sometimes they can be misused. One way this can be done is by misrepresenting evidence, which is when you know the evidence doesn’t fit your interpretation. This causes you to mislead the original direction you were taking. Another way to misuse sources is by improper collaboration. This is when two or more students work together on a project that is to be submitted as two different papers, but both papers have identical written work. Using notes and copying their writing structure is also plagiarism. Dual or overlapping is another way of misusing sources which is when you submit a paper to a teacher that you have already done in another course. If you decide to do this you must first get permission from your teacher and most likely they will require you to write a longer paper than the rest of the students. The last way of misusing sources is by abetting plagiarism. Abetting plagiarism is when you help another student plagiarize. This can be done by re-writing a paper for another student, letting a student copy your paper, or changing the structure of a paper when editing.
3.3 Special Hazards of Electronic Sources
Online sources are more common today and seem like they are floating in space and don’t need to be cited; however, this is untrue and anything you use from the internet needs credit given to the original author. The first thing you should do to cite these internet sources is to have a separate open page for citing your internet sites as you browse the internet. The second thing you should do because it is so easy to rapidly flip from one page to the other is to avoid hunting for interesting passages to use for a paper without paying attention to the specific topic. You should look around the passages or paragraphs that interests you. Third you should avoid using alternative, Internet versions of assigned classroom texts unless your instructor permits them. This is because the credibility of some internet sites is unknown. If trustworthiness of an internet site is in doubt, you shouldn’t use it.
3.4 Disciplinary Consequences
Not all academic fraud is caught, but a large majority of cases are caught yearly. The consequences for being caught for plagiarizing are failure of the class, suspension from the institution or even permanent dismissal, and a permanent mark put on transcripts.
3.5 How to Avoid High-Risk Situations
There are a few different ways to avoid these high risk situations. First, don’t leave written work until the last minute. Make an attempt to write down ideas about the assignment well before it is due. All written assignments are a working process and require time, revisions, and thought. Make sure you are clear on what needs to be done for the assignment before working on it. The second way to avoid high risk situations is to avoid using secondary sources for a paper unless you are allowed to. You should try free writing, brain storming, or ask your instructor for guidance, rather than overwhelming yourself with information from internet sites and documents. Also never rely on a single source to get your information, do your research and get a good chunk of information to brainstorm with. Some other things to consider not doing are not trying to sound more sophisticated than you are; write on your own level. You should never borrow somebody else’s paper or write a paper from borrowed notes and always backup your work.
4-Styles of Documentation
4.1 Placing citations in your paper
4.1a Footnote or Endnote style
According to the Chicago Manual of Style, they recommend that you put your reference number whenever possible at the end of your sentence, outside the period and outside a close-quotation mark that follows the period. Some exceptions will call for you to put the number within the sentence following punctuation; Sometimes you may need to cite the reference within the sentence and after the sentence. You can also cite two references to the same reference number sentence as long as you make it clear to the reader which source matches the cite. After you have already cited an author you do not need to cite the complete source again; once the initial citing has been done, the second time you reference them you only need to cite the authors name and page number. If the author is cited multiple times then you can also use an abbreviated title.
In special cases such as tables, artwork, or illustrations you should give it a figure number and refer the reader to that specific figure. Underneath the object you are referring is where you should by artist, title, date, and source data. If you refer a passage in literary work you should cite which line it occurs in your sentence. To cite from a poem of more than 12 lines you should cite by giving the relevant line numbers such as l for “line” and ll for “lines.” When you cite from a novel you should always cite first with what chapter it is from, then the page number. For citing online sources first cite the author, then date of posting or last revision followed by the URL, the date you accessed it.
4.1b In-Text Style for the Humanities
Parenthetic citations goes inside the period that ends your sentence, unless you put it in the middle of your sentence as long as it has a natural pausing point and before the punctuation ends the clause. The MLA format does not require that you put a “p” or “pp” for “pages” or a comma between name and pages.
Special Cases
If your source has several volumes, give the volume number and a colon before the page reference. When you use more than one piece of work by the same source, put an abbreviated title of the source in your citation, to indicate what text you’re referring to. When a source has more than one name, use all their names in citing the source.
4.1c In-Text Styles for Social Sciences and Sciences
According to the American Psychological Association (APA), Council of Biology Editors (CBE), and other fields, it is recommended that you put the surname of the author in parenthesis with the year of publication or name the author in your sentence. When mentioning an author you should put the year of publication immediately after you mention the author’s name, or at the end of a sentence. The parenthetical citation always comes inside the punctuation that ends your sentence or clause. If the information comes from two or more sources, include both, in alphabetical order separated by a semicolon. If the tow sources are by the same author, arrange them in chronological order, separated by a comma.
Special Cases
When you cite a source which has two authors, you should always cite both authors’ names each time you cite. If there is a source that has three to five authors then you must cite all the authors the first time, but after that just use the first author followed by “et al.”
4.1d Coding Style for the Sciences
To code your sources you should first assign each source a number based on the order of first mention in your paper, and place the reference numbers in parentheses. Throughout your paper you should place the numbers at the end of your sentences.
4.2 Listing Your references
You should start your list of endnotes or references on a new page, after the last page of your text. Then start footnotes, on each page, four lines from the bottom of your last line of text while making sure your entire note fits on the page.
4.2a Common Sources and Variants
Some common sources and variants used in writings are books, articles or other work in a journal, item in a collection of the authors work with no separate editor, and an article or interview in a magazine or newspaper. All of these are cited in different ways and also may be different according to what citing format you are using.
Common Variants
Common variants are the different ways you will see authors in your paper. Some examples are no author or editor given, two authors, three authors, four or more authors, repeated authors, indirect source, and item in a class source book.
Other Articles and Short Texts
There are a wide variety of articles and short texts such as in encyclopedias, a review, a preface, introduction, or forward, letter in a published collection, letter or papers from an archive, personal letter, unpublished paper or dissertation, and legal cases
4.2c Other Books
Some books needed to be cited different ways rather than novels. These types of other books are books with an author and an editor, book in several volumes, a reprinted book, book in a series, government publication, and a book by a group or public author.
4.2 Electronic Sources
There are many types of electronic sources like work, article, information, or graphic on the web, telnet of FTP site, contribution to a listserv or newsgroup, e-mail message, text or abstract from an information service or database.
4.2e Oral and Visual Sources
Some examples of oral and visual sources are lecture, conference paper, speech, or performance, personal or telephone interview, artwork, illustration, map, chart, or table, musical recording, score, or liner notes, film, video, or television program.
In a scholarly paper you are the source of your particular argument, not the sources you use. You use the sources in your paper to help support your argument from qualified sources, which will make your paper stronger. In your paper you will have to make the distinction between “primary” and “secondary” sources. A primary source functions as un-interpreted data, which means it does not discuss or analyze your subject by it. A secondary source on the other hand does discuss your subject, and has already made inferences or claims about it which you may accept or reject in your text.
When you cite your sources it makes you a fair person by not plagiarizing and strengthens your argument. Citing sources in your paper is done by making a notation in your paper which will tell the reader where you got the information from. They can use these citings to attain further information if desired. Citing also suggests that you are trust worthy in the information you gathered to bolster your writing. The book shows basic ways to correctly cite your sources and ways in which are most commonly misused.
1-Integrating Sources into Paper
1.1 Three basic principles
There are three basic principles for integrating a source into a paper. The first principle is to use your sources briefly so your own thinking is not drowned out by the sources information. To avoid this you should use summarization to condense a text from a paragraph to a sentence. A summary should be a combination of your own words while incorporating phrases from a source to avoid plagiarizing. Paraphrasing is also used to shorten a long statement, but with more clarification to support what is important to your argument. During your summary it is important to quote a source directly when an author has made an important passage, a claim, or a particular sentence or phrase.
The second principle stresses that you make it clear for the reader to distinguish when you are talking from when you are using something from a source. To avoid the confusion you should introduce the source in your own words then comment on the source afterwards. You should also make sure you remind the reader you are still summarizing to avoid confusion.
The third principle states the importance of making sure your source correlates to your argument. Introducing a source to the reader will alert the reader to what they have to focus on in the upcoming text.
Another rule to use when quoting a source is to mention the professional status of your source if it is distinctive. Mentioning professional qualification will give the source more credibility and easier for the reader to take a side of the argument.
While mentioning a title in your writing it is important to underline or italicize books or use quotations for essays, chapters, or poems. This is important for the reader because it indicates a source.
1.2 Rules for Quoting
General Principles
The first rule for quoting is to only use what you need or what is striking followed by a short summary of your thoughts. Using too many quotes will appear like you are trying to fill in space in your writing as well as showing that you don’t have a firm grasp of the information. The second rule is to construct your own sentence so the quotation fits smoothly into it. Using a source passage is recommended to introduce the quote, even if it means changing a few words within the quote to make it fit together. The third rule is to announce a quotation in the words preceding it so the reader is aware of who will be speaking. The sources identity can also be withheld until the end of the sentence as long as you don’t quote or discuss the source. The fourth rule is to make sure you choose your announcing verb carefully. You should use neutral verbs to capture the attitude you want to convey.
Technical Rules
Don’t automatically put a comma before a quotation unless the grammar of your sentence requires it. Put a period or comma at the end of a quotation inside the close-quotation mark unless your sentence or clause ends in a parenthetical citation. Use a slash to indicate a line-break in a quoted passage of poetry with a space before and after the slash. Punctuate the end of a quotation embedded in your sentence with whatever punctuation your sentence requires, not the original author’s punctuation. The last technical rule is to quote verbatim by emphasizing certain words with parenthesis.
1.3 Quoting Blocks
A quoting block is when you need to quote more than five lines of prose or tow verses of poetry.
Quoting blocks helps persuade the reader by giving a narrowed focus. The quoting blocks should be quoted when you have a long statement by a source. There are some rules when writing quoting blocks such as indent all lines 10 spaces from the left margin and single space the block to show separation from the previous paragraph. It is also not to put blocks in quotation marks because it is already replaced with the indentation, unless the source is talking within the block. You should also tell your readers in advance who is about to speak and what to be listening for to prevent the reader from being unguided of who is speaking in the block. The sentence leading into the quote block should end with a colon to lead the reader into the block. After the block is completed you should reflect and follow up on the block to prevent ending a paragraph with a block and explain why you needed to quote it. To note the citation of the block you should put the citation outside the period at the end of the last sentence.
1.4 Using Discursive Notes
Use a discursive footnote or endnote when you want to tell the reader something that does not directly relate to the writing; however, these should be used sparingly throughout the paper or eliminated. Some things you should incorporate in your paper are: to draw out implications of your paper, announce a non-standard edition to your translating, persuade the reader to further reading, and explain something about the meaning of your acronyms and abbreviations or citing system.
2-Citing Sources
2.1 When to Cite
You cite in your paper whenever you use information from an outside source and give full publication of where the information was obtained. Citing information is required whenever you use factual information or data from a source or quote verbatim. Also citing is necessary when you summarize, paraphrase, use ideas, opinions, methods, organizing strategy, or mentioning some aspect of another person’s work to name a few. Citing gives background information to help support your context with an authority in the field you are writing about.
2.2 When Not to Cite
While citing it is important that you do not cite too much and are using your own information to elaborate on the context and information given. There are also sometimes where you do not have to cite information such as when the source is on the same page. You don’t have to re-cite until you start another page or paragraph. Another time when citing is un-needed is when you are speaking of common knowledge and unarguable. You also don’t need to cite when using phrases of everyday speech and when you draw on ideas or phrases that may be heard in general conversation such as a friend, classmate, or teaching assistant.
2.3 Methods of Citing
The most important aspect of citing sources is understanding how to cite them; there are different methods of citation for different types of sources. One method of citing is using a sequential note which is inserting a raised reference numeral after a sentence or a phrase that was taken from a source. This refers the reader to a footnote at the bottom of the page or an endnote at the end of the paper. Another method of citing is In-Text citing it refers the reader to not only the author of the source but also the page number from where the information was obtained. Coding is also another method of citing. Coding is when you identify the sources by a symbol or a marker which appear in parenthesis or brackets which refers to a list at the end of the paper.
2.4 Acknowledging Uncited Sources
When writing a paper you may have information that you obtain from class members, former teachers, or class discussions are examples of acknowledging uncited sources. This type of information does not appear in your list of references, but you should acknowledge their help with a foot note or end note.
3- Misuse of Sources
3.1 Plagiarism
Plagiarism is using someone’s information as your own without giving the original author credit. Plagiarism usually takes one of the following forms: uncited information or data from a source, an uncited idea, a verbatim phrase or passage that isn’t quoted, or an uncited structure or organizing strategy. To avoid plagiarism you need to cite information that is not common knowledge, and even when it is not part of your argument and your citation must accurately reflect your process.
3.2 Other Ways of Misusing Sources
When using sources sometimes they can be misused. One way this can be done is by misrepresenting evidence, which is when you know the evidence doesn’t fit your interpretation. This causes you to mislead the original direction you were taking. Another way to misuse sources is by improper collaboration. This is when two or more students work together on a project that is to be submitted as two different papers, but both papers have identical written work. Using notes and copying their writing structure is also plagiarism. Dual or overlapping is another way of misusing sources which is when you submit a paper to a teacher that you have already done in another course. If you decide to do this you must first get permission from your teacher and most likely they will require you to write a longer paper than the rest of the students. The last way of misusing sources is by abetting plagiarism. Abetting plagiarism is when you help another student plagiarize. This can be done by re-writing a paper for another student, letting a student copy your paper, or changing the structure of a paper when editing.
3.3 Special Hazards of Electronic Sources
Online sources are more common today and seem like they are floating in space and don’t need to be cited; however, this is untrue and anything you use from the internet needs credit given to the original author. The first thing you should do to cite these internet sources is to have a separate open page for citing your internet sites as you browse the internet. The second thing you should do because it is so easy to rapidly flip from one page to the other is to avoid hunting for interesting passages to use for a paper without paying attention to the specific topic. You should look around the passages or paragraphs that interests you. Third you should avoid using alternative, Internet versions of assigned classroom texts unless your instructor permits them. This is because the credibility of some internet sites is unknown. If trustworthiness of an internet site is in doubt, you shouldn’t use it.
3.4 Disciplinary Consequences
Not all academic fraud is caught, but a large majority of cases are caught yearly. The consequences for being caught for plagiarizing are failure of the class, suspension from the institution or even permanent dismissal, and a permanent mark put on transcripts.
3.5 How to Avoid High-Risk Situations
There are a few different ways to avoid these high risk situations. First, don’t leave written work until the last minute. Make an attempt to write down ideas about the assignment well before it is due. All written assignments are a working process and require time, revisions, and thought. Make sure you are clear on what needs to be done for the assignment before working on it. The second way to avoid high risk situations is to avoid using secondary sources for a paper unless you are allowed to. You should try free writing, brain storming, or ask your instructor for guidance, rather than overwhelming yourself with information from internet sites and documents. Also never rely on a single source to get your information, do your research and get a good chunk of information to brainstorm with. Some other things to consider not doing are not trying to sound more sophisticated than you are; write on your own level. You should never borrow somebody else’s paper or write a paper from borrowed notes and always backup your work.
4-Styles of Documentation
4.1 Placing citations in your paper
4.1a Footnote or Endnote style
According to the Chicago Manual of Style, they recommend that you put your reference number whenever possible at the end of your sentence, outside the period and outside a close-quotation mark that follows the period. Some exceptions will call for you to put the number within the sentence following punctuation; Sometimes you may need to cite the reference within the sentence and after the sentence. You can also cite two references to the same reference number sentence as long as you make it clear to the reader which source matches the cite. After you have already cited an author you do not need to cite the complete source again; once the initial citing has been done, the second time you reference them you only need to cite the authors name and page number. If the author is cited multiple times then you can also use an abbreviated title.
In special cases such as tables, artwork, or illustrations you should give it a figure number and refer the reader to that specific figure. Underneath the object you are referring is where you should by artist, title, date, and source data. If you refer a passage in literary work you should cite which line it occurs in your sentence. To cite from a poem of more than 12 lines you should cite by giving the relevant line numbers such as l for “line” and ll for “lines.” When you cite from a novel you should always cite first with what chapter it is from, then the page number. For citing online sources first cite the author, then date of posting or last revision followed by the URL, the date you accessed it.
4.1b In-Text Style for the Humanities
Parenthetic citations goes inside the period that ends your sentence, unless you put it in the middle of your sentence as long as it has a natural pausing point and before the punctuation ends the clause. The MLA format does not require that you put a “p” or “pp” for “pages” or a comma between name and pages.
Special Cases
If your source has several volumes, give the volume number and a colon before the page reference. When you use more than one piece of work by the same source, put an abbreviated title of the source in your citation, to indicate what text you’re referring to. When a source has more than one name, use all their names in citing the source.
4.1c In-Text Styles for Social Sciences and Sciences
According to the American Psychological Association (APA), Council of Biology Editors (CBE), and other fields, it is recommended that you put the surname of the author in parenthesis with the year of publication or name the author in your sentence. When mentioning an author you should put the year of publication immediately after you mention the author’s name, or at the end of a sentence. The parenthetical citation always comes inside the punctuation that ends your sentence or clause. If the information comes from two or more sources, include both, in alphabetical order separated by a semicolon. If the tow sources are by the same author, arrange them in chronological order, separated by a comma.
Special Cases
When you cite a source which has two authors, you should always cite both authors’ names each time you cite. If there is a source that has three to five authors then you must cite all the authors the first time, but after that just use the first author followed by “et al.”
4.1d Coding Style for the Sciences
To code your sources you should first assign each source a number based on the order of first mention in your paper, and place the reference numbers in parentheses. Throughout your paper you should place the numbers at the end of your sentences.
4.2 Listing Your references
You should start your list of endnotes or references on a new page, after the last page of your text. Then start footnotes, on each page, four lines from the bottom of your last line of text while making sure your entire note fits on the page.
4.2a Common Sources and Variants
Some common sources and variants used in writings are books, articles or other work in a journal, item in a collection of the authors work with no separate editor, and an article or interview in a magazine or newspaper. All of these are cited in different ways and also may be different according to what citing format you are using.
Common Variants
Common variants are the different ways you will see authors in your paper. Some examples are no author or editor given, two authors, three authors, four or more authors, repeated authors, indirect source, and item in a class source book.
Other Articles and Short Texts
There are a wide variety of articles and short texts such as in encyclopedias, a review, a preface, introduction, or forward, letter in a published collection, letter or papers from an archive, personal letter, unpublished paper or dissertation, and legal cases
4.2c Other Books
Some books needed to be cited different ways rather than novels. These types of other books are books with an author and an editor, book in several volumes, a reprinted book, book in a series, government publication, and a book by a group or public author.
4.2 Electronic Sources
There are many types of electronic sources like work, article, information, or graphic on the web, telnet of FTP site, contribution to a listserv or newsgroup, e-mail message, text or abstract from an information service or database.
4.2e Oral and Visual Sources
Some examples of oral and visual sources are lecture, conference paper, speech, or performance, personal or telephone interview, artwork, illustration, map, chart, or table, musical recording, score, or liner notes, film, video, or television program.
Thursday, June 25, 2009
They Say, I Say: Chapter Summary
PART 1- “They Say”
CHAPTER 1
Graff and Birkenstein talk about a few key elements to help you become a more effective writer. The first aspect they talk about is to write about what others are saying; this will help frame and clarify the issue that you are talking about. After you have stated what “they say,” then you can reply with your own thoughts afterwards and declare your argument. Graff and Birkenstein also said that stating your own position as quickly as possible is also a key tool; this will give the reader a quick preview about what is motivating your argument. They say that using writing templates are something that will help an introduction; some people think that it takes away from the creativity of a writer, but it helps you get started and lay the ground work of your paper. Using return sentences is also important to return to the original “they say” statement to help remind the reader of what ideas you’re responding to.
CHAPTER 2
In chapter two of the book the main focus is how to write a good summary. When you use information from another person you should summarize the information to what interests you the most. Summarizing helps you understand the information better without using too much of their information. You should also paraphrase the “they say” into your own words to prevent plagiarism and to personalize your message. Paraphrasing should be balanced throughout the writing with what someone else has said and your own interests as a writer. You must also talk about putting yourself in the other person’s shoes to believe the other person’s side to make your argument more appealing. You can also summarize satirically; which is when you put your own spin on someone else’s writing to place a balance on what they say, and what you say. When starting a summary, use verbs that have action; as a writer you should stay away from using phrases such as “she says.” Use phrases such as “she encourages,” to keep from putting the audience to sleep.
CHAPTER 3
Chapter threes main focus is “The art of quoting.” Quoting exact words from other people is the best way to launch an effective argument because it gives credibility to your summary. When using quotations it is important to build a frame around them with your own words to keep them from “dangling” without an explanation. The explanation after a quote helps build a bridge between what the quote is saying and how the writer interprets the quote. The writer can also blend his thoughts together with the “they say,” and his or her own words to keep from repeating word for word. Quotations must be picked carefully to ensure they support the argument. The writer must also be careful not to introduce the quotation the wrong way; this can mislead the reader as to who is making the quote.
PART 2- I Say
CHAPTER 4
Chapter four introduces the “I Say” stage to where you offer your own argument as to what they have said. The three most common ways of using “I Say” are agreement, disagreement, and a combination of the two. When you disagree you must say why you disagree with persuasive reasons of your particular view. There are different types of disagreeing; you can disagree by using the “duh” comment or even the “twist it” move, but you must give credible evidence to support why you disagree. When agreeing with something it is also important to bring something new and fresh to the table. Agreeing seems a lot simpler than it really is. Many readers simply agree by being a copy cat, and using no extended information. When you agree with something you should use a template and follow it up with supporting information. The combination of the two can be used when you are unsure of what side you are taking.
CHAPTER 5
Chapter five expresses the importance of how to use dialogue properly. It is very important to ensure that the reader is able to easily to distinguish the “they say” from the “I say.” To avoid confusion the writer must use “voice markers” to make it easy for the reader to distinguish the different perspectives in the essay. Without using these voice markers the information presented in the essay may be confusing to who is saying what. This can be cleared up by using voice identifying devices. Voice Identifying devices are templates that can help the reader easily determine what the writer is saying and what the author is referencing. The use of voice markers will keep the reader from having to stop and think. This also keeps them from becoming confused of the writer’s stance in the argument.
CHAPTER 6
Most writers don’t like having somebody criticize our work, but it can actually work in our advantage. Using criticism from others as they read your writings will actually increase your writing skills and give your writings more credibility, it also helps others engage in the dialogue or debate. Implanting a naysayer in your work will help you think about what others will say against your claims. You should implant a naysayer to show the readers that your view is not the only one that matters; however, if you don’t implant a naysayer then you may find that you have very little to say. If you use a naysayer’s reference it is important to use their specific ideology, but in some cases this is not always so. There are also templates that can be used to introduce the naysayer. Sometimes introducing naysayers can be stereotypical, so to avoid this you can introduce them in a question form. You must also represent objections into your writing and be able to explain them and agree with them in parts.
CHAPTER 7
A lot of times writers put certain facts in their papers without explaining afterwards why the reader should care or why it is important. Most of the time the reader may be an outsider of the subject you are talking about, which is why you need to explain to them why it is important. The “who cares” asks you to identify a person or a group while the “so what” asks about the real-world applications and consequences of the claims. To answer the “who cares” it helps to name specific people or groups who have a stake in your claims and to go into some detail about their views. Although you may answer the “who cares” questions it is also crucial to answer the “so what” question as well. When expanding on the “so what” it is important to make it sound eager and convince the reader that this is important, and hook them into the discussion. Even if you are writing to an audience that is familiar with the subject, it is still important to use the “who cares” and “so what” questions.
PART 3- TYING IT ALL TOGETHER
CHAPTER 8
Chapter eight introduces the proper way to connect and flow your sentences together to make it easily readable. Many readers make the mistake of thinking about something to say about the topic then writing it down, then thinking about another topic and writing it down until the paper is filled. When this happens there are multiple thoughts that don’t flow together, each sentence starts a new thought rather than expanding. When you write a sentence you create an expectation in the readers mind that in some way you will expand on the first sentence. In order to keep from making this mistake it is important to re-read what you have written to make sure it makes sense. You also need to make it easy for the reader to follow by using transitions to slowly move from one subject to the other. An effective way to use a transition is by using pointing words, which is referring back to some concept in the previous sentence. Also you can repeat yourself, but in a way that avoids sounding monotonous, and be careful not to leap from one point to another. You need to firmly ground what you’ve said while simultaneously moving forward.
CHAPTER 9
Writing should be relaxed, easy to follow and a bit fun. While writing it is encouraged that you write with the types of expressions that you would use in everyday life with the combination of educated writing skills that you learn in college. Blending your own personal writing style along with the academic style gives your writing more punch. You must always take in account the audience to who you are writing to and the purpose of your writing. There is a specific time to use your own style and when to be formal. If you are writing to a business then you need to be more formal, but if you are writing to an audience then you can write more creatively.
CHAPTER 10
Metacommentary is a way of commenting on your claims and telling readers how and how not to think about them. As a writer you need metacommentary to tell readers what you mean and guide them through your text. When you use matacommentary you will develop your ideas and generate more text and depth to your writing. When you think you’ve said everything possible use a metacommentary template to expand on your writing a little further.
CHAPTER 1
Graff and Birkenstein talk about a few key elements to help you become a more effective writer. The first aspect they talk about is to write about what others are saying; this will help frame and clarify the issue that you are talking about. After you have stated what “they say,” then you can reply with your own thoughts afterwards and declare your argument. Graff and Birkenstein also said that stating your own position as quickly as possible is also a key tool; this will give the reader a quick preview about what is motivating your argument. They say that using writing templates are something that will help an introduction; some people think that it takes away from the creativity of a writer, but it helps you get started and lay the ground work of your paper. Using return sentences is also important to return to the original “they say” statement to help remind the reader of what ideas you’re responding to.
CHAPTER 2
In chapter two of the book the main focus is how to write a good summary. When you use information from another person you should summarize the information to what interests you the most. Summarizing helps you understand the information better without using too much of their information. You should also paraphrase the “they say” into your own words to prevent plagiarism and to personalize your message. Paraphrasing should be balanced throughout the writing with what someone else has said and your own interests as a writer. You must also talk about putting yourself in the other person’s shoes to believe the other person’s side to make your argument more appealing. You can also summarize satirically; which is when you put your own spin on someone else’s writing to place a balance on what they say, and what you say. When starting a summary, use verbs that have action; as a writer you should stay away from using phrases such as “she says.” Use phrases such as “she encourages,” to keep from putting the audience to sleep.
CHAPTER 3
Chapter threes main focus is “The art of quoting.” Quoting exact words from other people is the best way to launch an effective argument because it gives credibility to your summary. When using quotations it is important to build a frame around them with your own words to keep them from “dangling” without an explanation. The explanation after a quote helps build a bridge between what the quote is saying and how the writer interprets the quote. The writer can also blend his thoughts together with the “they say,” and his or her own words to keep from repeating word for word. Quotations must be picked carefully to ensure they support the argument. The writer must also be careful not to introduce the quotation the wrong way; this can mislead the reader as to who is making the quote.
PART 2- I Say
CHAPTER 4
Chapter four introduces the “I Say” stage to where you offer your own argument as to what they have said. The three most common ways of using “I Say” are agreement, disagreement, and a combination of the two. When you disagree you must say why you disagree with persuasive reasons of your particular view. There are different types of disagreeing; you can disagree by using the “duh” comment or even the “twist it” move, but you must give credible evidence to support why you disagree. When agreeing with something it is also important to bring something new and fresh to the table. Agreeing seems a lot simpler than it really is. Many readers simply agree by being a copy cat, and using no extended information. When you agree with something you should use a template and follow it up with supporting information. The combination of the two can be used when you are unsure of what side you are taking.
CHAPTER 5
Chapter five expresses the importance of how to use dialogue properly. It is very important to ensure that the reader is able to easily to distinguish the “they say” from the “I say.” To avoid confusion the writer must use “voice markers” to make it easy for the reader to distinguish the different perspectives in the essay. Without using these voice markers the information presented in the essay may be confusing to who is saying what. This can be cleared up by using voice identifying devices. Voice Identifying devices are templates that can help the reader easily determine what the writer is saying and what the author is referencing. The use of voice markers will keep the reader from having to stop and think. This also keeps them from becoming confused of the writer’s stance in the argument.
CHAPTER 6
Most writers don’t like having somebody criticize our work, but it can actually work in our advantage. Using criticism from others as they read your writings will actually increase your writing skills and give your writings more credibility, it also helps others engage in the dialogue or debate. Implanting a naysayer in your work will help you think about what others will say against your claims. You should implant a naysayer to show the readers that your view is not the only one that matters; however, if you don’t implant a naysayer then you may find that you have very little to say. If you use a naysayer’s reference it is important to use their specific ideology, but in some cases this is not always so. There are also templates that can be used to introduce the naysayer. Sometimes introducing naysayers can be stereotypical, so to avoid this you can introduce them in a question form. You must also represent objections into your writing and be able to explain them and agree with them in parts.
CHAPTER 7
A lot of times writers put certain facts in their papers without explaining afterwards why the reader should care or why it is important. Most of the time the reader may be an outsider of the subject you are talking about, which is why you need to explain to them why it is important. The “who cares” asks you to identify a person or a group while the “so what” asks about the real-world applications and consequences of the claims. To answer the “who cares” it helps to name specific people or groups who have a stake in your claims and to go into some detail about their views. Although you may answer the “who cares” questions it is also crucial to answer the “so what” question as well. When expanding on the “so what” it is important to make it sound eager and convince the reader that this is important, and hook them into the discussion. Even if you are writing to an audience that is familiar with the subject, it is still important to use the “who cares” and “so what” questions.
PART 3- TYING IT ALL TOGETHER
CHAPTER 8
Chapter eight introduces the proper way to connect and flow your sentences together to make it easily readable. Many readers make the mistake of thinking about something to say about the topic then writing it down, then thinking about another topic and writing it down until the paper is filled. When this happens there are multiple thoughts that don’t flow together, each sentence starts a new thought rather than expanding. When you write a sentence you create an expectation in the readers mind that in some way you will expand on the first sentence. In order to keep from making this mistake it is important to re-read what you have written to make sure it makes sense. You also need to make it easy for the reader to follow by using transitions to slowly move from one subject to the other. An effective way to use a transition is by using pointing words, which is referring back to some concept in the previous sentence. Also you can repeat yourself, but in a way that avoids sounding monotonous, and be careful not to leap from one point to another. You need to firmly ground what you’ve said while simultaneously moving forward.
CHAPTER 9
Writing should be relaxed, easy to follow and a bit fun. While writing it is encouraged that you write with the types of expressions that you would use in everyday life with the combination of educated writing skills that you learn in college. Blending your own personal writing style along with the academic style gives your writing more punch. You must always take in account the audience to who you are writing to and the purpose of your writing. There is a specific time to use your own style and when to be formal. If you are writing to a business then you need to be more formal, but if you are writing to an audience then you can write more creatively.
CHAPTER 10
Metacommentary is a way of commenting on your claims and telling readers how and how not to think about them. As a writer you need metacommentary to tell readers what you mean and guide them through your text. When you use matacommentary you will develop your ideas and generate more text and depth to your writing. When you think you’ve said everything possible use a metacommentary template to expand on your writing a little further.
Tuesday, June 16, 2009
Annie Dillard Discussion Questions
1) I feel like my writing process is much like Dillard’s in a way. There are many rituals that I have to complete before I sit down and start writing. The first thing I have to do is clean up everything in sight around me; it is impossible for me to write in a cluttered area. I also have to change in to some comfortable clothes such as gym shorts or sweats. If I’m not comfortable I’ll be fidgeting the whole time and unable to concentrate on writing. I will also have to get a cold bottle of water to keep from having to stop. My physical position impacts my ability to write greatly. I have to be sitting in a comfortable place that is quiet with no distractions. Most of the time I usually end up going to the library to force myself to get in the right frame of mind. I don’t have any pre-writing rituals, but I think that it would be good for me to develop some such as brainstorming before I write. I think this would help the writing process flow easier and help avoid writer’s block.
2) I’m on the same page as Dillard when she talks about knocking down walls. I too feel that writing is a process that is never correct the first time. There are always words and sentences (bearing walls) that don’t always fit. As the rewriting occurs these sentences are knocked out and replaced with others with better structure. I find myself constantly knocking down these walls as I write. It is hard for me to say how often these walls are knocked down; I believe it depends on the day sometimes your words just flow together nicely and other times you just can’t get it on paper. I personally write something in a paper which I think sounds good the first couple times I read it, then as I read through it again I found myself making changes. I think sometimes you can knock down the walls up to ten times before you get it right. Dillard describes how the limitations are in a way set by the writer because you can be blindfolded to what you are reading because it is in your writing style and is easy for you to understand; however a person on the outside may not comprehend it the same way you do and may have a better way to word things for an outside reader to understand. It is also hard for a person to destroy the work they have. She described it as poetry the person has written.
3) Yes I can somewhat relate to the metaphors she uses in her writing; such as building a house I feel like my writing process has to be long and precise—laying one brick at a time. When I build though I feel like it is building a house without a blueprint—therefore many bricks are out of place as far as size, color, and positioning. I think that relates to using an outline as my blueprint to get everything organized before the building begins, that way I know how everything comes together. I feel metaphors are useful in this sense because it helps you implant a mental picture to easier understand; at least it does for me because I am such a visual learner. I also think that using metaphors will help you think about your own writing style and recognize where you can improve.
4) Yes I do share her sense of mysticism. I have to paint a picture in my head to better understand and continue the flow of the writing I’m working on. I also have to do the same when I am reading or else my mind starts to wander off and I’ll read an entire page without knowing what I read. I think that is one reason people may enjoy writing so much because they are able to create their own world with whatever they want and having no boundaries or rules of what goes on in that world.
5) I think at times she does use metaphors to entertain the audience. She uses quite a bit and sometimes they are one after the other. However the use of these metaphors does help explain some of her ideas and suggestions in a different way; which actually helped me. She definitely is determined to maintain the vagueness throughout her writings. I think the use of metaphors and mystical descriptions is just part of her writing style. She lays out the picture for the reader, but each reader may view it in their own personal way. I think her style of writing is an art and I wonder if she repeats metaphors in other writings. I do like how descriptive she is throughout the book; she doesn’t skip around a lot. I also think she uses metaphors to get the readers minds wondering to rethink and ponder the point she is trying to get across.
2) I’m on the same page as Dillard when she talks about knocking down walls. I too feel that writing is a process that is never correct the first time. There are always words and sentences (bearing walls) that don’t always fit. As the rewriting occurs these sentences are knocked out and replaced with others with better structure. I find myself constantly knocking down these walls as I write. It is hard for me to say how often these walls are knocked down; I believe it depends on the day sometimes your words just flow together nicely and other times you just can’t get it on paper. I personally write something in a paper which I think sounds good the first couple times I read it, then as I read through it again I found myself making changes. I think sometimes you can knock down the walls up to ten times before you get it right. Dillard describes how the limitations are in a way set by the writer because you can be blindfolded to what you are reading because it is in your writing style and is easy for you to understand; however a person on the outside may not comprehend it the same way you do and may have a better way to word things for an outside reader to understand. It is also hard for a person to destroy the work they have. She described it as poetry the person has written.
3) Yes I can somewhat relate to the metaphors she uses in her writing; such as building a house I feel like my writing process has to be long and precise—laying one brick at a time. When I build though I feel like it is building a house without a blueprint—therefore many bricks are out of place as far as size, color, and positioning. I think that relates to using an outline as my blueprint to get everything organized before the building begins, that way I know how everything comes together. I feel metaphors are useful in this sense because it helps you implant a mental picture to easier understand; at least it does for me because I am such a visual learner. I also think that using metaphors will help you think about your own writing style and recognize where you can improve.
4) Yes I do share her sense of mysticism. I have to paint a picture in my head to better understand and continue the flow of the writing I’m working on. I also have to do the same when I am reading or else my mind starts to wander off and I’ll read an entire page without knowing what I read. I think that is one reason people may enjoy writing so much because they are able to create their own world with whatever they want and having no boundaries or rules of what goes on in that world.
5) I think at times she does use metaphors to entertain the audience. She uses quite a bit and sometimes they are one after the other. However the use of these metaphors does help explain some of her ideas and suggestions in a different way; which actually helped me. She definitely is determined to maintain the vagueness throughout her writings. I think the use of metaphors and mystical descriptions is just part of her writing style. She lays out the picture for the reader, but each reader may view it in their own personal way. I think her style of writing is an art and I wonder if she repeats metaphors in other writings. I do like how descriptive she is throughout the book; she doesn’t skip around a lot. I also think she uses metaphors to get the readers minds wondering to rethink and ponder the point she is trying to get across.
Sunday, June 14, 2009
Em dashes, parenthesis or commas: practice questions
Practice Questions: Em Dashes, Parenthesis, or Commas
1. By overcoming the seven devils that ruin success—false success, fear of change, guilt, vanity, impatience, habit, and the clock—author James Dillehay turned his life on a new path.
2. James Dillehay’s father had painstakingly built the business—an accomplishment that reflected a steady vision of success.
3. The work of Sufi Master Adnan Sarhan (director of the Sufi Foundation of America) develops higher intelligence and awareness through a wide range of—techniques exercises, meditation, drumming, movement, dancing, and whirling that heighten concentration.
4. Conflicting desires—one for financial security, the other to study with Adnan—often waged war in Dillehay’s troubled brain.
5. Dillehay chose to follow the path of the Sufi—the path that offered no promises—the path that would force Dillehay to be the maker of his own destiny.
6. Dillehay claims that the second devil—fear of change—can be overcome only when someone’s desire to change is stronger than the desire to stay stuck.
7. Impatience (rushing to complete an activity before its natural time) creates stress, which in turn creates more impatience.
8. Sometimes we get so wrapped up in something (our job, or family, a relationship) that we forget about ourselves.
9. After the first day of the workshop (December 4, 1994), the participants cleared their thoughts and felt a sense of readiness.
1. By overcoming the seven devils that ruin success—false success, fear of change, guilt, vanity, impatience, habit, and the clock—author James Dillehay turned his life on a new path.
2. James Dillehay’s father had painstakingly built the business—an accomplishment that reflected a steady vision of success.
3. The work of Sufi Master Adnan Sarhan (director of the Sufi Foundation of America) develops higher intelligence and awareness through a wide range of—techniques exercises, meditation, drumming, movement, dancing, and whirling that heighten concentration.
4. Conflicting desires—one for financial security, the other to study with Adnan—often waged war in Dillehay’s troubled brain.
5. Dillehay chose to follow the path of the Sufi—the path that offered no promises—the path that would force Dillehay to be the maker of his own destiny.
6. Dillehay claims that the second devil—fear of change—can be overcome only when someone’s desire to change is stronger than the desire to stay stuck.
7. Impatience (rushing to complete an activity before its natural time) creates stress, which in turn creates more impatience.
8. Sometimes we get so wrapped up in something (our job, or family, a relationship) that we forget about ourselves.
9. After the first day of the workshop (December 4, 1994), the participants cleared their thoughts and felt a sense of readiness.
Tuesday, May 26, 2009
Inventing the University
One very interesting thing that I learned in the "Inventing the University" paper was how writers will write for their audience if they know who is going to read it. Depending on who is going to read your paper determines how most individuals write. If they know that the dean of students will be reading it then most people will try too hard and use vocabulary they wouldn't normally use just to try and impress the dean.
Another thing I found interesting is how writers will offer advice rather than an academic conclusion. This got me thinking that I have been guilty of this same thing before in previous writings. I also found it very interesting when they talked about building bridges with the audience. I think this is very important to know because it is easy for the writer to be in their discourse community and to ramble on as if the reader has an education of what the writer is talking about. I believe it is a common mistake among a lot of writers, they should take a step back and make sure their vocabulary is described clearly so the reader can follow along. The phrase they used "describing baseball to a Martian," is a good example of this. There are so many things that may sound basic to me but to a Martian you will have to break down every little term for them to be able to understand.
Some topics and issues dicussed in my major "Exercise and Sports Science" are sports, sports injuries, nutrition, and exercise. Coming into the major I thought I knew a general amount of information about sports, but there are a lot of things contained in it that I did not know. I have heard a lot about the history of sport and where it derived from. I actually found myself in a discourse community that I thought I was fluent in. To be a part of this community means that you most likely enjoy sports and exercise. Most of the people in this academic community are former athletes like myself. My academic community learns about the human body and its movements and functions to where as a Earth Sciences major learns about the Earth's materials and functions.
Another thing I found interesting is how writers will offer advice rather than an academic conclusion. This got me thinking that I have been guilty of this same thing before in previous writings. I also found it very interesting when they talked about building bridges with the audience. I think this is very important to know because it is easy for the writer to be in their discourse community and to ramble on as if the reader has an education of what the writer is talking about. I believe it is a common mistake among a lot of writers, they should take a step back and make sure their vocabulary is described clearly so the reader can follow along. The phrase they used "describing baseball to a Martian," is a good example of this. There are so many things that may sound basic to me but to a Martian you will have to break down every little term for them to be able to understand.
Some topics and issues dicussed in my major "Exercise and Sports Science" are sports, sports injuries, nutrition, and exercise. Coming into the major I thought I knew a general amount of information about sports, but there are a lot of things contained in it that I did not know. I have heard a lot about the history of sport and where it derived from. I actually found myself in a discourse community that I thought I was fluent in. To be a part of this community means that you most likely enjoy sports and exercise. Most of the people in this academic community are former athletes like myself. My academic community learns about the human body and its movements and functions to where as a Earth Sciences major learns about the Earth's materials and functions.
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