Chapter Fifteen

Chapter fifteen is about using your sources to accomplish your purposes, and how to effectively incorporate them into your project. The first part describes how to work the ideas of others into your paper to best present their arguments and support your own. This can be done by introducing your argument with a quote, express disagreements on your issue with quotes, provide evidence from someplace more credible and authoritative than yourself, define processes, set a mood, support examples, or qualify a point. The second part of chapter fifteen is about integrating your sources into your project. This includes using attributions and in-text citations. It's important to keep your ideas and the ideas of your sources separate. It also talks about using quotes, either partial, complete, or block lengths, and summarizing or paraphrasing, and how to weave in the attributions in each situation.
This chapter is very helpful to me, as it lays the grounds for using your sources effectively. This is important to know because it separates good writing techniques and plagiarism. I found the first part of the chapter that explains how we can use quotes and such to complement our ideas to be very helpful. In the second part, we are given a long list of common attribute words that we can use, such as 'according to,' 'affirmed,' and 'interpreted.' These are a great help because I feel like I have been using the same words over and over, and it's great to have some variety. Glad we read Chapter fifteen when we did, it answered some of the questions I wasn't even sure how to form into questions.

Research Proposal

Lydia Sedy

Prof. Sonia Apgar Begert

English 102

11 May 2015

Introduction

Many college students are known for procrastination, all nighter study sessions before exams, and similar activities that seriously affect sleep schedules. This project will look at how sleep affects the brain, particularly the role in complex processes such as memory or executive function thinking. Does losing just one hour of sleep have a significant impact on cognitive performance? Should students be concerned about the amount of sleep they are getting on a regular basis? Is weekend sleep debt a problem and should it be discouraged? What effective measures could be taken to solve the sleep problem? My purpose is to build an argument about the importance of regular sleep on everyday functioning, and that measures should be taken in school-age and college level students to maintain healthy sleep habits.

Review of Literature

Sources reviewed so far include “The Effects of Sleep Restriction and Extension on School-Age Children: What a Difference an Hour Makes” by Avi Sadeh, Ruet Gruber, and Amiran Raviv, published in the Child Developement journal in 2003. The authors specifically study the effects of moderate sleep restriction--an hour or less--to mimic what is common in everyday living. They found that extension of sleep led to improved memory function and improved performance on a complex reaction test. However, Yu Sun Bn, Nathaniel Marshall, and Nick Glozier analyzed cross sectional surveys in their project: “Sleeping at the Limits: The Changing Prevalence of Short and Long Sleep Durations in 10 Countries” and found that longer sleep durations have been linked to premature death, unemployment, and depression. The same study reported that America has not been getting any less sleep since 1985, contrary to what other studies propose. Amy Wolfson and Mary Carskadon reviewed studies over the past two decades and consistently found that participants still reported not getting enough sleep. In their project, “Sleep Schedules and Daytime Functioning in Adolescents” published in an earlier issue of Child Development in 1998, found that students who slept more at night and reported less daytime sleepiness had higher GPAs. Students with short-sleep were reported to be more depressed, sleepy during classes, and dealt with other sleep-related behavioral problems. Another study supports these claims and found that students who slept an adequate amount had higher GPAs than those who slept less. This was explored by William Kelly, Kathryn Kelly, and Robert Clanton in the article, “The Relationship Between Sleep Length and Grade-Point Average Among College Students” published in the College Student Journal in 2001. Scott Carrell, Teny Maghakian and James West found a correlation between school start times and academic success in their project “A’s from Zzzz’s? The Causal Effect of School Start Time on the Academic Achievement of Adolescents” published in the American Economic Journal: Economic Policy in 2011. The authors studied students attending United States Air Force Academy to take advantage of the more controlled environment, and found that students who were assigned early morning classes had worse grades in those classes and in their classes later the same day, suggesting the importance of sleep schedules and circadian rhythms on academic performance. Mickey Trockel et al. studied a variety of health variables on GPA in the article, “Health-related Variables and Academic Performance Among First-Year College Students: Implications for Sleep and Other Behaviors” published in the Journal of American College Health in 2000, and found that sleep habits had the most significant effect (of the variables that were tested) on receiving higher GPAs.

One explanation of sleep’s effect on GPA might be explained by Pierre Marquet’s 2001 article, “The Role of Sleep in Learning and Memory” published in Science. He found that sleep allows memories to be consolidated and may even enhance the synthesis of brain proteins, both valuable processes for memory and learning tasks. M Gradisar et al. conducted a study particularly gauged at working memory in their project “Adolescent Sleep and Working Memory Performance” published in Sleep and Biological Rhythms in 2008. The authors found a link between working memory performance and poor sleep, by conducting tests that required participants to remember a sequence and then answer a question by changing the order of the sequence in some way. This more complex form of memory was found to be more sensitive to sleep loss than simpler tasks done in other studies.

Sleep loss contributes to many other problems, as Shih-Yu Lee, PhD, et al, found in their study “Stress and Sleep Disturbances in Female College Students” published in the American Journal of Health Behavior in 2013. The authors specifically studied women and found that their reported stress levels were associated with the amount of sleep loss, and that poor sleep contributed to fatigue, depression, and other physical symptoms. Samantha Clickenbeard et al. focused specifically on children in the study “Sleep and Delinqunicy: Does the Amount of Sleep Matter?” seen in the Journal of Youth & Adolescents in 2011. The authors acknowledge that there are many factors in delinquency, but they did find that adolescents who got less than 7 hours of sleep were significantly more involved in property delinquency.

Plan to Collect Information

Most of the sources I have collected so far are from online databases such as Academic Search Premier and JSTOR. These databases have given me great results and I plan to find a few more articles as well. The National Sleep Foundation website is also a great resource for my project. They publish yearly polls and synthesize the raw data for readers to understand. I will need to read through them carefully to find the information specifically related to my project. The advantage of this website will provide another survey of our nation and give me more variety within my works cited. I also found a few books that could potentially be helpful, (such as Sleep Thieves by Stanley Coren) but they were not available from my library. The book is cheap buying a used version online, so if I can’t find it or something similar anywhere else, that will work fine. Further, I am hoping to find a good chart or graph to bring in an eye-catching visual to support my position.

Project Timeline

I still need more sources to support my thesis, so this coming week I will spend some more time working with online databases, and also reviewing some library materials. My annotated bibliography is due May 18, so that will be my next project. My literature review discussing twenty sources is due the following week, May 25. I plan to start working on annotating and reviewing each source as I collect it, so hopefully these assignments won’t feel so big when I get to them. My final draft of my outline, rationale, and abstract are due June 1. I will start drafting then, and the in progress draft is due June 8. The final paper is due June 14. (Each due date has been moved one day earlier than what is the actual date… I do this to motivate myself to begin things sooner).

Working Bibliography

Bin, Yu Sun, Nathaniel S. Marshall, and Nick Glozier. "Sleeping at the Limits: The Changing Prevalence of Short and Long Sleep Durations in 10 Countries." American Journal of Epidemiology 177.8 (2013): 826-33. Academic Search Premier. Web. 25 Apr 2015.

Carrell, Scott E., Teny Maghakian, and James E. West. “A's from Zzzz's? The Causal Effect of School Start Time on the Academic Achievement of Adolescents.” American Economic Journal: Economic Policy 3.3 (2011): 62-81. JSTOR. Web. 11 May 2015.

Clickinbeard, Samantha, et al. "Sleep and Delinquency: Does the Amount of Sleep Matter?" Journal of Youth & Adolescence 40.7 (2011): 916-30. Academic Search Premier. Web. 24 Apr. 2015.

Gradisar, M., et al. "Adolescent Sleep and Working Memory Performance." Sleep and Biological Rhythms 6.3 (2008): 146-54. Academic Search Premier. Web. 25 Apr 2015.

Kelly, William E., Kathryn E. Kelly, and Robert C. Clanton. "The Relationship Between Sleep Length and Grade-Point Average Among College Students." College Student Journal 35.1 (2001): 84. Academic Search Premier. Web. 26 Apr 2015.

Lee, Shih-Yu, et al. “Stress and Sleep Disturbances in Female College Students.” American Journal of Health Behavior 37.6 (2013): 851-58. EBSCOHost. Web. 11 May 2015.

Maquet, Pierre. “The Role of Sleep in Learning and Memory.” Science, New Series 294.5544 (2001): 1048-52. JSTOR. Web. 11 May 2015.

Sadeh, Avi, Reut Gruber, and Amiram Raviv. “The Effects of Sleep Restriction and Extension on School-Age Children: What a Difference an Hour Makes.” Child Development 74.2 (2003): 444-55. JSTOR. Web. 30 Apr 2015.

Trockel, Michey T., Michael D Barnes, and Dennis L. Egget. “Health-Related Variables and Academic Performance Among First-Year College Students: Implications for Sleep and Other Behaviors.” Journal of American College Health 49.3 (2000): 125-31. EBSCOHost. Web. 11 May 2015.

Wolfson, Amy R., and Mary A. Carskadon. “Sleep Schedules and Daytime Functioning in Adolescents.” Child Development 69.4 (1998): 875-87. JSTOR. Web. 11 May 2015.

Chapter Nine

Chapter nine is about finding relevant information from print resources. It goes through how to use your library by browsing the stacks, checking materials out, or using inter-library loan. I thought that was cool, borrowing things from a library besides your own. (The library system is awesome!) This chapter also talks about using library periodicals to find even more sources. You can do this by looking at works cited lists as well. There are also reference rooms, where you can get access to bibliographies and indexes.
This chapter is very informative, but I don't think I will be using any more print resources for my paper. I did go "browse the stacks" and I found a great book. The book in combination with all the articles I've found online should be plenty enough information for my project. I think the information on periodicals, bibliographies, and indexes will be very helpful for future classes. While I was at the library I also found some materials for the research paper I'm writing in biology class. Thanks Bedford Researcher!

In Class: Incorporating Sources Effectively

1) Sentences with Quotations: 

In a study on the effects of sleep restriction on school children, Sadeh found that "moderate changes in sleep duration have detectable significant effects on children's neuropsychological functioning" (453).

One study focused on delinquency in children and found that "youth who slept 7 or fewer hours reported significantly more property delinquency than did youth who slept 8-10 h. (Clickenbeard, 924).

2) The "Monstrosity Paragraph": 

Avi Sadeh is a professor at the School of Psychological Sciences as well as the director of the Laboratory for Children's Sleep-Wake Disorders and the director of the Adler Center for Research in Child Development and Psychopathology at Tel Aviv University. His article, "The Effects of Sleep Restriction and Extension on School-Age Children: What a Difference an Hour Makes" which can be found in the 2003 issue of Child Development, reports that "moderate changes in sleep duration have detectable significant effects on children's neuropsychological functioning" (453). Supporting this statement, Samantha Clickenbeard and colleagues found in their article, "Sleep and Delinquency: Does the amount of sleep matter?" published in 2011 in the Journal of Youth and Adolescence, that "youth who slept 7 or fewer hours reported significantly more property delinquency than did youth who slept 8-10 h." (924).

3) Citing Images



Self Reported Sleep Duration in the U.S. from 1960-2002. 2002. National Sleep Foundation. Web. 19 May 2015.

20 Item Bibliography

Al-Sharman, Alham, and Catherine F. Siengsukon. “Sleep Enhances Learning of a Functional Motor Task in Young Adults.” Physical Therapy 93.12 (2013): 1625-35. EBSCOHost. Web. 11 May 2015.

Bin, Yu Sun, Nathaniel S. Marshall, and Nick Glozier. "Sleeping at the Limits: The Changing Prevalence of Short and Long Sleep Durations in 10 Countries." American Journal of Epidemiology 177.8 (2013): 826-33. Academic Search Premier. Web. 25 Apr 2015.

Carrell, Scott E., Teny Maghakian, and James E. West. “A's from Zzzz's? The Causal Effect of School Start Time on the Academic Achievement of Adolescents.” American Economic Journal: Economic Policy 3.3 (2011): 62-81. JSTOR. Web. 11 May 2015.

Clickinbeard, Samantha, et al. "Sleep and Delinquency: Does the Amount of Sleep Matter?" Journal of Youth & Adolescence 40.7 (2011): 916-30. Academic Search Premier. Web. 24 Apr. 2015.

Dang-Vu, T.T., et al. “A role for sleep in brain plasticity.” Pediatric Rehabilitation 9.2 (2006): 98-118. EBSCOHost. Web. 11 May 2015.

Gaultney, Jane F. “The Prevalence of Sleep Disorders in College Students: Impact on Academic Performance.” Journal of American College Health. 59.2 (2010): 91-97. EBSCOHost. Web. 11 May 2015.

Gradisar, M., et al. "Adolescent Sleep and Working Memory Performance." Sleep and Biological Rhythms 6.3 (2008): 146-54. Academic Search Premier. Web. 25 Apr 2015.

Kelly, William E., Kathryn E. Kelly, and Robert C. Clanton. "The Relationship Between Sleep Length and Grade-Point Average Among College Students." College Student Journal 35.1 (2001): 84. Academic Search Premier. Web. 26 Apr 2015.

Lee, Shih-Yu, et al. “Stress and Sleep Disturbances in Female College Students.” American Journal of Health Behavior 37.6 (2013): 851-58. EBSCOHost. Web. 11 May 2015.

“Longer Work Days Leave Americans Nodding Off On the Job.” National Sleep Foundation. National Sleep Foundation. 3 Mar. 2008. Web. 28 Apr. 2015.

Maquet, Pierre. “The Role of Sleep in Learning and Memory.”Science, New Series 294.5544 (2001): 1048-52. JSTOR. Web. 11 May 2015.

Millman, Richard P. “Excessive Sleepiness in Adolescents and Young Adults: Causes, Consequences, and Treatment Strategies.” Pediatrics 115.6 (2005): 1774-86. EBSCOHost. Web. 11 May 2015.

Saey, Tina Hesman. Sleep Interruptions Erode Memory.” Science News 180.5 (2011): 9. JSTOR. Web. 11 May 2015.

Sadeh, Avi, Reut Gruber, and Amiram Raviv. “Sleep, Neurobehavioral Functioning, and Behavior Problems in School-Age Children.” Child Development 73.2 (2002): 405-17. JSTOR. Web. 11 May 2015.

---. “The Effects of Sleep Restriction and Extension on School-Age Children: What a Difference an Hour Makes.” Child Development 74.2 (2003): 444-55. JSTOR. Web. 30 Apr 2015.

Schenck, Carlos H. Sleep: A Groundbreaking Guide to the Mysteries, the Problems, and the Solutions. New York: Penguin Group. 2007. Print.

Taillard, Jaques, Pierre Philip, and Bernard Bioulac. "Morningness/Eveningness and the Need for Sleep." Journal of Sleep Research 8.4 (1999): 291-95. Academic Search Premier. Web. 24 Apr 2015.

Trockel, Michey T., Michael D Barnes, and Dennis L. Egget. “Health-Related Variables and Academic Performance Among First-Year College Students: Implications for Sleep and Other Behaviors.” Journal of American College Health 49.3 (2000): 125-31. EBSCOHost. Web. 11 May 2015.

Wells, Mary Ellen, and Bradley V. Vaughn. "Poor Sleep Challenging the Health of a Nation." Neurodiagnostic Journal 52.3 (2012): 233-49. Academic Search Premier. Web. 23 Apr. 2015.

Wolfson, Amy R., and Mary A. Carskadon. “Sleep Schedules and Daytime Functioning in Adolescents.” Child Development 69.4 (1998): 875-87. JSTOR. Web. 11 May 2015.

Chapter Three

Chapter three is about forming your research question and proposal. First it's important to reflect on your writing situation, asking yourself what you have learned and what you need or want to learn next.Then you generate lots of potential questions, and further define and craft these to match your situation. For example, one of the research writers narrowed his topic down by concerning only Colorado citizens instead of the whole nation. The second part of the chapter deals with developing your research proposal. The chapter goes through and explains each of the main characteristics (title page, introduction and/or research question, review of literature, explanation of how you collect information, project timeline, key challenges, and working bibliography). At the end of the chapter, there is an annotated example from a featured writer.

I really appreciated this chapter. I was beginning to worry about my project because I don't quite know exactly where I am going with it, yet class is continuing on as steady as ever. This chapter answers my questions yet again! There are great tips and exercises to help me find, develop, and narrow my thoughts into a strong research question. I've briefly done one of the activities and am feeling more confident already. The one about generating lots of potential research questions looks promising as well. I thought the section about mixing different conditional words (although, even though, in light of, etc) with phrases (we know that..., studies indicate..., it has been shown...,) to be a neat help source. I also have never written a research proposal before so the example at the end of the chapter gave me a good idea of what I need to prepare for.



Reflecting on my writing situation: (Activity on page 41) (ignore this)
1. What has changed about what I want to accomplish? Well... I didn't really know exactly before so I guess I just decided what I want to accomplish.
2. I want to inform readers by both reflecting on the issue and conducting an analysis. I further need to define my problem as being an actual problem, and then persuade readers to change habits/take action.
3. My readers: Have basic common knowledge. Most everyone knows how much sleep you need. From my conversations, almost no one gets enough. Do they know why it's so important? Is it actually that important?? I hope to answer these questions. They'll want good, credible, scientifically backed answers too.
4. What kind of sources do I want? Scholarly articles are great. National sleep foundation has great yearly polls/explanations for those as well. Perhaps a book or something?
5. The kind of document I'll write: Uh, the one that's required? .-.
6. Opportunities or limitations? opportunities: tons of great sources to read. limitations: tons of great sources to read.
7. How will my biases affect my ability to learn about the issue? Well... it's sleep. So biases aren't too strong here. I'm not too worried about it

Chapter Seven

Chapter seven is devoted to the topic of plagiarism. First, plagiarism is defined and we differentiate between intentional and unintentional plagiarism. Next, ethics in writing is discussed, which is defined as writing accurately with great respect towards your references and readers. Of course, some information you do not need to cite, this is called "common knowledge." Then we learn about fair use and when it is appropriate to ask for permission. Lastly, we are given great tips to avoid plagiarism and what to do if accused.

This chapter has been very helpful to me. I know OC takes plagiarism very seriously, so to me it is beneficial to know a lot about unintentional plagiarism and how to avoid it. The tips are very applicable and will help me in my writing process. I like the idea of conducting a knowledge survey of yourself, so you can distinguish between common knowledge and what you need to cite. It is also important to distinguish between your ideas and those of your references. Simply put, the best way to avoid plagiarism is to do the work before the last minute, pay close attention to what you write, and properly cite all sources used.