Introduction for Instructors How to Use This Guide The Why with the How Where to Begin and Where to End: An Alternate Table of Contents What to Expect in the Chapters You''ve Got Options 1. Original Research and Inquiry 1.1 Undergraduate Research as Original Research 1.2 Research as a Conversation 1.3 Original--To Whom? 1.4 Inquiry: Curiosity with Purpose 1.5 What Makes Research Original: Three Kinds of Knowledge 1.6 Sharing Original Research 2.

Developing a Research Interest 2.1 Respecting the Time Needed for Discovery 2.2 What Should You Research? 2.3 Topics and Angles--and Adjusting Them 2.4 Initial Research to Determine the Viability of Research Interests 2.5 Consulting Tertiary Sources for Established Knowledge 2.6 Web Browsing: What Are You Really Interested In? 2.7 Familiarizing Yourself with Current Research Trends 3.

The World of Sources 3.1 Why Do Source Types Matter? 3.2 Not All Sources Are the Same: Accuracy, Credibility, and Bias 3.3 Source Types and Kinds of Evidence 3.4 Primary, Secondary, Tertiary 3.5 Popular, Substantive, Scholarly 3.6 The Value of Dates 3.7 Publication Considerations 3.

8 Varieties of Substantive Texts 3.9 Varieties of Scholarly Texts 4. Reading for Original Research 4.1 Identifying Original Research 4.2 Uncited Common Knowledge, Premises, and Specialized Information 4.3 Original Research Hidden by Tone and Point of View 4.4 Recognizing Informal Citations and Interpreting In-Text Citations and Numbered Notes 4.5 Quotations Appearing in Sources 4.

6 Reading and Writing Abstracts 4.7 Anatomy of a Scholarly Article 4.8 Originality in Substantive Sources 5. Formulating Original Research Questions 5.1 Directed yet Open to Discovery 5.2 Avoiding Reference Questions 5.3 Taking a Position versus Finding a Best Answer 5.4 Big Questions, Small Questions: The Importance of Limited Scope 5.

5 Speculation and Recommendation: Questions that May Circumvent Original Research 6. Keyword Searches in Library Catalogs, Research Databases, and on the Web 6.1 From Research Questions to Keyword Searches 6.2 Entries in Catalogs and Databases 6.3 Benefits of Filters and Sorting 6.4 General and Specialized Research Databases 6.5 Web Searches for Sources 6.6 Adjusting Keywords along the Way 7.

Annotation: Gathering and Responding to Evidence 7.1 Why Annotate? 7.2 Annotating PDF Files 7.3 Highlight as Little as Possible: The High Bar of Quotability 7.4 Restatements: Paraphrases and Summaries 7.5 Responses: Talking Back to the Text 7.6 Alternatives to and Supplements for Annotations 8. Research Beyond the Keyword Search 8.

1 Limitations of Keyword Searches 8.2 Subject Terms Instead of Keywords 8.3 Searching 8.4 Citation Mining 8.5 Tracing Citation Networks 8.6 Looking to the Experts 9. Adjusting Your Inquiry and Filling Gaps in Your Research 9.1 Narrowing or Broadening the Scope of Your Inquiry 9.

2 Avoiding Going Over the Same Ground Repeatedly 9.3 Drafting a Single Answer to Your Research Question 9.4 The Importance of Coverage 9.5 Identifying Stakeholders and What They Want to Know 10. Organizing and Synthesizing Your Research Findings 10.1 Answering Your Research Question with the Evidence You Have 10.2 Clustering Sources and Grouping Evidence into Sets 10.3 Recognizing a Single Answer to Your Research Question and Its Parts 10.

4 Sections: Titles and Introductions versus Content Headings 10.5 Synthesis within Sections 10.6 Reassessing Coverage, Managing Evidence Distribution, and Setting Remaining Research Priorities 11. Emphasizing Originality When Presenting Your Research Findings 11.1 Reminding Yourself of What Makes Your Research Original--and Making It Known to Others 11.2 Significance: Stakeholders, Audiences, and Purpose 11.3 Significance: Present and Future 11.4 Significance: Tone and Point of View 11.

5 Research-Centered Motivations for Affirming Significance 11.6 Discussing Significance in Introductions 11.7 Highlighting Significance at Transition Points 11.8 Stressing Significance in Conclusions Appendix A: Examples of Texts and Annotations A.1 Annotated Tertiary Text: "The Benefits of Undergraduate Research, Scholarship, and Creative Activity" A.2 Annotated Substantive Text: "Twilight of the Books: What Will Life Be Like If People Stop Reading?" A.3 Annotated Scholarly Text: "''I Felt Like Such a Freshman'': First-Year Students Crossing the Library Threshold" Appendix B: Sample Research Products by Undergraduate Students B.1 Essay: "The Inconvenient Truth of Vinyl''s Comeback in the United States" B.

2 Presentation: "Transit in Richmond: Considerations for the Local Government" B.3 Research Poster: "The COVID-19 Pandemic and Its Influence on Drug Use Behavior Among a Cohort of Incarcerated Individuals".