A major part of your grade in this graduate level course (G&ES 446) is  the paper, which should be between 10-20 pages in length, not including references and materials from other sources (e.g., appendices, maps, figures, tables).  Quality counts much more than quantity, so adding "fluff"  to make the paper longer will actually lower your grade.

What topics are acceptable for this paper, and what kinds of topics are not?
Students may select a topic that complements their own area of interest as long as it clearly relates to population growth, decline, structure (e.g. age/gender, racial/ethnic) movement and/or distribution.  The topic should be focused and specific. Topics that are not allowable are those that are not clearly linked to population, those that are too big to handle in a short paper, or are so specific and obscure that you won't find anything written on it.  With prior approval, you may attempt to undertake a study that involves data collection, analysis, and interpretation.

How do I make the topic or purpose of the paper clear to the reader?
The purpose of the paper will be reflected in the paper's title, in the abstract, and early on, succinctly, in the paper itself.  Then, the entire paper should hinge on its purpose -- every section should contribute in some way to that end.  From the moment the reader begins there should be no doubt about the paper's reason for existence.

What suggestions can you make about the organizational structure of the paper?
Each topic is different, so you'll need to tailor these answers for your own situation.  I suggest you use section headings to help you sort and organize your thoughts -- and headings help transition between sections which might be too abrupt otherwise.  Don't overuse headings, however; they will not substitute for good organization!  To describe a typical situation, I'd recommend:

1. The Introduction will establish the purpose of the paper, and explain why it is at least reasonably important.
2. Perhaps in the introduction or immediately afterward, establish the context within which your particular focus is important.  This is the "Breadth" portion, which will help answer that sometimes difficult question: "so what?"
3. Shift more narrowly to the focus of your paper.  This is the "Depth" portion.
4. The "Conclusion" section should not just reiterate what came before.  Use this section to synthesize your work and offer insights and observations that came from it.

If my paper is comparative in nature, how might I organize it?
Comparative studies are very common. After establishing the topic and "breadth" area, there are two common ways to go.

1. Fully describe one case at a time, drawing out the salient themes.  Then conclude with the comparison -- not so much pointing out the similarities and differences, but observing the most important or fundamental ones and offering insights.  For example, you might compare Chinese and Indian population policies: first describe China's, then India's, then cut to the heart of the matter: what can we learn from these two? -- perhaps reflecting back on the issues raised in the "breadth" section.
2. Identify the most important themes which cut across both (or all) cases, and then compare the cases within the context of each theme.  Using the example above: Growth and distribution: China vs. India; Cultural influences: China vs. India; Governmental policies: China vs. India; etc.  This is often more difficult than the case-by-case approach because it requires constant comparison.

To summarize usage, in the text, author's last name and year, plus page number for all direct quotes. Under a heading References (note, not bibliography) complete alphabetical citations,  will include authors' last name(s), first initials, year, title, publication, book editor (if an edited volume) volume number and page numbers of the entire article, sorted by first author's last name. Articles in the popular press, such as newsweek or Chicago Tribune, and organizational literature (e.g., U.S. census bureau) list the publication or organization where the author would otherwise be (Newsweek, 1997; U.S. Bureau of Census, 1999).

What must be cited?
There are three reasons to cite an author: (1) to show that these aren't your ideas or facts, but someone else's, and thus avoid liability, (2) to give credit where credit is due, and (3) to guide the reader to a good source for further reading on a topic. If you paraphrase someone else's observation or conclusion, you must cite anyway, for reasons #1 and #2. You don't have to cite what is common knowledge (but sometimes you might want to, for reason #3 -- depending on your readership).

I try not to, but what if I miss a citation -- will you consider it plagiarism and fail me?
No of course not. Correct citation is something you learn by doing.  On the other hand, if you turn in someone else's paper or large portions of, claiming that it's yours, at least I will fail you in this class and you may be "released" from the graduate program. Don't worry too much; flagrant plagiarism  isn't something you do without knowing it.  I take a hard line on flagrant plagiarism because it seriously erodes the value of the degree we offer, and it's really quite serious theft in the academic world.  Sometimes it's not easy to catch, so I'll assume he/she is is caught has done it 10 times before.

How should I use direct quotes?
Only use direct quotes if someone else said it perfectly -- it adds punch, clarity, or support to your point; or if you want to underscore the source (e.g. a famous person quote), or emphasize that you didn't say that, he (or she) did!  It's easy to overrely on direct quotes; they let the writer avoid writing. Your paper should not just string other people's thoughts and work together -- you are a scholar too, don't forget.

If your quote is longer than four lines it should be single spaced and indented from both margins, and no quotation marks.  All direct quotes require page numbers in the text, for example (Smith, 1999 p 7).

Must I include tables of contents, subheadings, tables, appendices, maps?
No, but the first two are often useful -- they help you organize the paper and help the reader understand it. I do enjoy effective maps and many of you have the skills to produce them -- like graphs and photos, call maps Figures and number them. A table is sometimes a good way to avoid a paragraph of mostly data. Number the Tables separately from the Figures. Both tables and figures can appear at the end but are better  near where they are mentioned. An appendix (letter them A, B, C...) is "extra" and are not required reading. Most of you won't have appendices but if you do, refer to them in the text as Appendix A, B, C...

Do you expect reference to textbook, or to its content?
Yes, I expect you to be able to link your subject matter to issues raised in the text. Your paper should be "informed" by current ideas in population geography. Consider whether any of the theories are relevant to your paper. It shouldn't be the kind of thing you could write with no foundation in population geography or demography.

What about the format for the paper?  Any little errors you might warn us of?
Yes, I have some preferences I would like you to know.

• Title your paper.
• Indents and tabs are 6 spaces.
• Put two spaces between sentences.
• Double space
• Number your pages.
• Quotes more than 4 lines are indented from both sides, single spaced, and have no quotation marks.
• Never use it's for posessive.  It always means "it is"
• (e.g.,  ...) introduces an example, where (ie. ...) means "in other words ..."
• There should be no spelling errors or typos, and very few grammatical errors in anything you give me.

When I'm asked to critique someone else's paper, how should I go about it?
Each student's second draft should be submitted in duplicate; I will give one copy  to another student for a review.  The peer reviews will be submitted in duplicate also -- one to the author and one me.  You will be evaluated as to the quality of your comments.  Editing corrections or suggestions, ideas for improving the organizational structure, observations about completeness and quality of sourcing are all appropriate.  Keep in mind that at this stage the paper should be complete with all parts, but it is not in its final form.  Make your  comments critical yet constructive -- and when you read your classmate's comments about your paper, be prepared to receive at least some comments that are not laudatory!

You've been very critical of my draft. Do I have to make all the changes you suggest?
No (unless noted), but I want you to consider them. If I suggest specific rewording, don't feel you have to use my words -- I'm just taking a quick little stab at it to point out what needs fixing -- I'll leave the writing to you. If I find a misspelling or grammatical error, I'll be surprised and disappointed, and moreso if I find it again in the final paper. I'll usually look at my comments on the draft as I read the final paper, so you might annotate the draft if there's something you'd like to respond to there but not in the paper (e.g., "I think previous sentence clarifies", or "no ref needed -- common knowledge").

I know I could use some help writing better -- where should I go?
For relatively simple questions or clarification, you may come to me.  It's always a good idea to have friends read your papers -- they can give you the benefit of a fresh "take."  But more useful would be a visit to the writing lab in CLS 2046. The extension is 2681, and you'll be working with a professional writing staff member who is skilled in finding systemic problems, developing organizational structure, and helping you raise your work to higher professional standards.  You must make an appointment in advance for one or several 1/2 hour time slots between 8:30 a.m. and 8:30 p.m. M-Th, and to 4:00 on Friday.