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52 Abstract. The abstract is the next page after the title page. Abstracts are singlespaced and should not be longer than a page; half a page is preferable. The point of the abstract is to offer a concise account of the project so readers can decide whether they want to read the complete project. Too often, the abstract is written at the last minute and in haste. Remember that it is a potential reader’s first look at the substance of the project. A sloppily written abstract suggests a sloppily researched and written project, so you are likely to lose readers if you do not proof read the abstract with care. Here’s a sample: ABSTRACT This project evaluates justice within the United States judicial system by exploring the definition of “crime” and the impact of this understanding on the way laws are formed, and then by discussing the most just response of a society to people who break these laws. An evaluation of the history of the United States penal system reveals that, though the response to criminal behavior in the United States has consistently revolved around punishment, the ways in which this punishment is inflicted have corresponded with economic and structural changes in society. The current popular use of incarceration as a means to punish offenders is unjust in that it does not create the maximum social utility that justice demands. The exploration of alternative methods of justice, such as restorative and rehabilitative justice, leads to a more specific discussion of the drug court in Franklin County, Ohio – the Treatment is Essential for Success (TIES) Program. The results of a preliminary case study conducted on the TIES Program suggest that success within the program, as defined by graduation, is strongly tied to the previous <strong>edu</strong>cational experience of the participants as well as to their use patterns in crucial phases of the program. Additional data suggest that future research will be able to predict more accurately which offenders are likely to succeed within the program and evaluate the efficacy of the program in r<strong>edu</strong>cing recidivism. By working at the root of criminality for these specific offenders in addressing addiction rather than punishing the results, drug courts such as the TIES Program result in greater justice and social utility for participants and for society as a whole. Acknowledgements. You are not required to include an acknowledgements page, but if you do it is the next page after the abstract. Remember that this page will be read not only by friends and family but (hopefully) by professionals in your field: your private comments to friends and family are on public display. Preface. Similarly, you are not required to include a preface, but if you do it goes after acknowledgements (or after the abstract if there are no acknowledgements). The focus of a preface is on you, not your topic. Feel free to reveal how you came to your topic, the experience of writing the project, or how it fits into your career or personal plans. But, as with acknowledgements, remember that professional readers and not just friends and family see what you reveal about yourself, and their impression of the seriousness of your scholarship can be shaped by what you say here. Table of Contents. This goes immediately after any preface, and should be confined to one page. Think of the table of contents, not just as a list of chapters and corresponding page numbers, but as an indication of how you have broken up the topic and organized your approach to it. For a savvy potential reader, it is the final test of
53 whether the project is worth reading. If you have broken up your chapters into sections, you should consider including them in the table of contents. Here’s a sample: Table of Contents Introduction..................................................................................…………………………………………1 Chapter I: Female Adolescent Identity Development from the Perspective of Psychology...........................................................................………………………………………………6 Biological Beginnings: Puberty and Cognitive Development.….9 Cognitive Development and Moral Reasoning.......................……..11 Unique Female Morality and the Legacy of Carol Gilligan...…..14 Identity as Self-Differentiation...............................................…………16 Feminist Problematization of Object-Relations Theories.....…...18 Social Learning and Construction of Gender.........................……..19 Self-Efficacy and Meta-Cognitive Identity Synthesis............……24 Identity Crisis, Status, and Source..........................................………..26 The Problem of Intimacy........................................................………….28 A Critical Balance..................................................................…………….32 Chapter II: Integrated Psychosocial Model of Identity Development………….36 Female Adolescent Identity Development from Sociology…….36 The Symbolic Interactionist Perspective..............................………..40 Gender Role Socialization.....................................................………….45 A Psychosocial Model...........................................................…………...48 Influence of the Physical Environment.................................………..50 Architecture and Gender Roles............................................…………...52 Male City and Female Nature................................................………….56 Ecofeminism, Landscape, and Gendered Environment.........…...58 Nonverbal Communication and Behavior Settings................…….63 Space as an Object in Person-Environment Relationships....…..65 Chapter III: Female Adolescent Identity Development from the Perspective of Environmentalists.....................................................................…………………………….70 The Concept of Nature..........................................................……………70 Eco-Consciousness, Moral Reasoning, and Development....…..76 Chapter IV: Practical Applications to Environmental Identities………………….85 Therapy in Natural Environments.........................................………...88 The Women’s Wilderness Institute of Boulder, Colorado....….93 Conclusion......................................................................……………………….…………………….100 Works Cited......................................................................................…………………………………104
Page 1 and 2: Written by William H. Newell for us
Page 3 and 4: 3 different insights into a coheren
Page 5 and 6: 5 you’ll end up second semester f
Page 7 and 8: 7 that particular combination of di
Page 9 and 10: 9 First, peruse some general refere
Page 11 and 12: 11 stock of what you have to work w
Page 13 and 14: 13 whole, then on a particular topi
Page 15 and 16: 15 In interdisciplinary studies, on
Page 17 and 18: 17 that’s a focus of the book. So
Page 19 and 20: 19 assistance—to deliberately rev
Page 21 and 22: 21 established. So proudly quote th
Page 23 and 24: 23 issues or the author’s positio
Page 25 and 26: 25 studying class in capitalist soc
Page 27 and 28: 27 be clustered on the basis of wha
Page 29 and 30: 29 It may seem presumptuous to ment
Page 31 and 32: 31 remove anything you’ve written
Page 33 and 34: 33 • Similar or overlapping pheno
Page 35 and 36: 35 the challenges they face differ,
Page 37 and 38: 37 Finally, you should consider whi
Page 39 and 40: 39 topics, issues, and positions ar
Page 41 and 42: 41 A common difficulty in writing t
Page 43 and 44: 43 Thesis and Argument Presentation
Page 45 and 46: 45 you came to write your project,
Page 47 and 48: 47 earlier chapters. Thus, if not f
Page 49 and 50: 49 extent possible, you should deve
Page 51: 51 THE RUCK SACK REVOLUTION: [Title
Page 55 and 56: 55 terms can normally be limited to
Page 57 and 58: 57 Common Writing Errors. Quotes ne
Page 59: 59 blueprints, appendices, and bibl

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