ii

Turabians Footnote/Bibliography Style Formatting: 8

th
Edition

The preferred style for Liberty University is Bibliography/Footnote style; however, for
some shorter papers, the professor may allow the Author-Date style. Please verify with your
professor his/her preference.
This paper demonstrates the use of Footnote/Bibliography (cf. Turabian 8
th
edition
manual, chapters 16-17).
The standard font and paragraph defaults are the same for Author-Date Style and
Bibliography/Footnote. The Font is Times New Roman 12 pt. The paragraph default is double
space, no additional space between paragraphs, and First line indented .5 or .56 (or set to 0 and
indent the first sentence with the TAB key).





Some professors will provide you with a format for the title page. Others prefer the
standard format. See this sample paper for an example of the standard format.




ii



LIBERTY UNIVERSITY
LIBERTY BAPTIST THEOLOGICAL SEMINARY



A SAMPLE PAPER IN TURABIAN 8
TH
FORMAT
DEMONSTRATING IN-TEXT CITATIONS AND REFERENCE LIST

A PAPER
SUBMITTED TO DR. LIBERTY U. PROFESSOR
IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS FOR THE COURSE
THE TITLE OF THE CLASS
CLASS NUMBER

BY
LIBERTY GRAD STUDENT

HOMETOWN, HOMESTATE
JANUARY 1, 2013
ii



Table of Contents

Introduction ............................................................................................................................. 1

Initial Thought and Research.................................................................................................. 1
How Researchers Must Think .................................................................................................... 2
Three Kinds of Research Questions .......................................................................................... 2
Conceptual Questions .................................................................................................... 3
Practical Questions ........................................................................................................ 3
Applied Questions .......................................................................................................... 4
Significance of Questioning ....................................................................................................... 4

Topic to Final Draft ................................................................................................................ 5
Processing the Topic .................................................................................................................. 5
Find a Question in the Topic .......................................................................................... 6
Managing the Topic ....................................................................................................... 6
Topic constraints ................................................................................................ 6
Topic interrogation ............................................................................................. 7
Assessing initial data .......................................................................................... 8
Answering the topic ............................................................................................ 8
Using hypotheses ................................................................................................ 9
Evidencing the hypothesis ................................................................................ 11
Hypothesis as guide .......................................................................................... 11
Outline and order of full rough draft ................................................................. 12

Revising for Final Draft ........................................................................................................... 13
For notes on placing
dots after the heading
and before the numbers
see Appendix B.
Only heading
levels 1-2 are
mandatory for
Table of
Contents:
Turabian
A.1.5
Headings should
follow logic of the
paper and match
format used in
paper: A.1.5
Pagination of front matter. Lower
case Roman numerals. No page
number on Title Page. First page of
Table of Contents: ii
See Appendix C for Pagination
help.
iii

Check the Whole .......................................................................................................... 14
Logical markers and flow ................................................................................. 14
Coherency ........................................................................................................ 15
Relevancy ......................................................................................................... 16

Check Paragraphs ....................................................................................................... 16

Check After Cooling ..................................................................................................... 17

A Final Analogy ........................................................................................................... 18

Conclusion ......................................................................................................................... 19


APPENDIX ......................................................................................................................... 21

BIBLIOGRPHY ...................................................................................................................... 28


























Page numbers are usually placed in the footer
centered. Page numbers for theses and
dissertations have been placed in different
locations depending on the part of the paper;
however, many departments and universities
have eliminated these distinctions and
require consistent placement of page
numbers throughout a thesis or dissertation.
Check with your professor.
Turabian A.1.4.2
1

Introduction
Experiences of the Online Writing Center staff have revealed that students can easily
misapply technicalities of Turabian format and that accurate sample papers in Turabian format
can be very helpful toward resolution of student inaccuracies. This sample paper attempts to
demonstrate writing a Liberty University class assignment, such as a research paper, in Turabian
8
th
edition format.
1
This sample paper will make use of footnote/bibliography source citations
with an accompanying Bibliography of cited sources. For more precise and thorough information
see Turabian 8
th
edition manual, chapters 16-17.
The content in the following pages will consist of useful summaries of select material
from the Turabian Manual concerning parts of the process of writing a research paper. The
writing process can be conceived of as idea-development from planning through rough grafting
to the final product. The final product should include the varied components of a well-organized,
lucid, and coherent paper.
Initial Thought and Research
The completion of the research paper is an involved process. In planning how to research
and write any project, the process should be broken into stages or steps that are manageable if
worked on one at a time. The researcher should decide what the stages or steps of the project will
be. When all steps for rough drafts are properly completed, the researcher-writer will have a full
final draft for submission.
2


1
Kate L Turabian. A Manual for Writers of Research Papers, Theses, and Dissertations. 8
th
ed. Edited by
Wayne C. Booth, Gregory G. Colomb, Joseph M. Williams and the University of Chicago Press Editorial Staff.
(Chicago: University of Chicago Press, 2013).


2
Ibid., 3-4.
Level 1 Heading: Centered, Bold,
Headline Style. Turabian A.2.2.4.
Paragraph
spacing is
Double spaced,
indented .5 or
.56, no
additional
space between
paragraphs.
(Set to 0 not
Auto)
Pagination of page 1 of text:
Arabic Numeral 1.
Turabian A.2.2
Note that the
authors name is
first name last
name with
publishing
information in
parenthesis.
Turabian 16.1
The abbreviation Ibid. means basically the same source as
above. Ibid. is always followed by a period. When you add a
page number you add a comma. Turabian 16.4.2
Footnotes are single space with a
single space between each note.
Times New Roman 10 pt. font.
2

How Researchers Must Think
Researchers/writers must carefully think through their purpose and procedure because
whether in the academic world or in other business or professional sphere, sound and reliable
research and reporting are important and valued. Solid detailed research is not sufficient,
however, to persuade readers to a writers viewpoint. The research must be arranged and
reported in a fashion that readers discern as logically valid and factually trustworthy for
explanation and argument.
3
Because readers do not know how much research was conducted,
thy make judgments base on how seemingly reliable research is effectively presented. One expert
writer/s technique is to imagine the readers as a panel of diverse jurors who will critically assess
the written presentation for its worth or solid argument.
4

Usually researchers/writers want to answer a question, evidence a point for persuasion, or
learn information that is valuable to share with select others.
5
Whatever the intent in writing, the
most successful researchers know that readers care about a question only when they thing that its
answer might encourage them to say no So what? but Thats worth knowing!
6

Three Kinds of Research Questions
Various ways exist to categorize research questions. One easily memorable scheme is to
divide investigative questions into descriptive, relational, and causal types. Descriptive questions
apply to topics a writer simply wishes to explain. Relational questions refer to explaining how

3
Turabian, 6.

4
Diana Hacker. The Bedford Handbook. 7
th
ed. (Boston, MA: Bedford/St. Martins, 2006) 491-92.

5
Turabian, 6.

6
Ibid., 7-8.

Quote precisely as the source states
and spells: Turabian 25.1
If you weave
the quotation
into the syntax
of your
sentence,
begin it with a
lowercase
letter.
Turabian
25.3.1.2
Once you have identified a resource, in subsequent
notes you only need the authors last name and page #.
Do not use Ibid. to refer to a resource on a previous
page.

3

two or more things relate to one another. Causal questions deal specifically with causes and their
effects.
7

The Turabian manual prefers a different scheme: The most common questions in
academic work are conceptual. The ones most common in the professions are practical.
8
There
are also applied questions.
Conceptual Questions
In researching and writing to answer a conceptual question, the writer informs readers so
that they will better understand a certain issue.
9
Conceptual questions guide the researcher to
address the nature of something. The writer may answer/discuss what or how features, or may
concentrate on how the specific topic relates to other topics. Concepts (or things) relate to each
other in many possible ways. Thus, answering conceptual questions defines select ideas for what
they are and how they function.
Practical Questions
A practical research question a writer will attempt to answer I order to instruct readers
how to fix, change, or improve something.
10
The nature and function of a thing is not at issue,
but how to alter that thing. To fix, change, or improve something means to alter its nature and/or
adjust or redirect its function. Altering a thing does not mean that it can be solely a material or
literal object. Immaterial things, ideas, arguments, or theories may also be altered.



7
William M. K Trochim. Types of Questions: Research Methods Knowledge Base. 2006, accessed June
11, 2010. http://www.socialresearchmethods.net/kb/resques.php

8
Turabian, 8.

9
Ibid.

10
Ibid., 9.
Citing a websites webpage having
an authors name: Turabian 17.7.1
Third level
heading: Flush
left, italic or
bold, Headline
style.
Since the
resource is
identical to the
previous,
including the
page #, you
only use Ibid.
4

Applied Questions
Addressing an applied question refers to a researcher investigating and explaining to
readers an issue that needs to be clarified and understood in the process of trying to fix, change,
or improve a thing.
11
In other words, using and answering applied questions means obtaining a
grasp of what else needs to be understood in order to change something or why changing a thing
is desirable. At times a thing is sufficiently complicated so that knowing its nature, function, and
how to change it is not enough. In such cases the nature, function, and alteration of other but
related things must also be dealt with. Applied questions help to manage these more complex
research-writing topics.
Significance of Questioning
Formulating and asking questions to guide ones research effort has value for the writer,
not only for the learning of information, but also to enhance motivation for ones hypothesis. A
college professorial study by Donham and partners demonstrates that students completing
required research papers are more highly motivated and interested if the research project is
guided by questions to answer rather than to simply report information.
12
The cause of the
enhanced motivation is that research guided by questions instills greater personal ownership and
responsibility
13
for the topic within the student-writer.
Regardless of the type of question being answered by the writer, readers must perceive
some value in their learning the information. The writer must assume and answer the readers
unspoken question of So what? The more effectively the writer can answer the question So

11
Turabian, 9-10.

12
Jean Donham, Jill A. Heinrich, and Kerry A. Bostwick.. Mental Models of Research: Generating
Authentic Questions. College Teaching 58, no. 1 (Winter 2010): 8. http://p2048-www.liberty.edu .ezproxy
.liberty.edu:2048/login?url= http://search.proquest.com.ezproxy.liberty.edu:2048/ docview/578474613
?accountid=12085. 8

13
Ibid., 9.
Citing a journal
article with 3
authors:
Turabian 18.1
Do not leave a heading on the end
of a page, force it to be with its
text.
5

what? the more confidence he/she will have in the final written product. Thus the writer should
understand the usefulness of the three types of research questions on the way to arriving at a
hypothesis. The writer investigates, questions, and develops his/her general topic in ways to
attain a final hypothesis (i.e., a final thesis statement).
Topic to Final Draft
Researching a project or paper can be time consuming, messy, and unpredictable, but it is
manageable if the research is planned and directed. A solid research project consists of many
tasks from start to finish, but among these tasks are five essentials:
1. Ask a project question worth answering.
2. Find an answer that can be supported with good reasons.
3. Find reliable evidence to support the good reasons.
4. Draft a report that makes a good case for the answer to the question.
5. Revise that draft until readers will think the first four essentials are met.
14

The significance of asking three types of research questions has been noted. The five writing
process essentials above make clear the implementation of one overall project-guiding question
to answer. The five essentials will be treated to certain extent in the following pages.
Processing the Topic
If the researcher is allowed to choose the topic, it will be useful to select an idea or issue
that he/she is personally interested; has debated, confronted, or investigated before; is
anticipating future activities which will be made easier if this topic is researched not.
15
Although
the researcher-writer may achieve all these traits of topic familiarity, the worth of the research
topic or a guiding research question remains uncertain. One aspect of the worth of a guiding

14
Turabian, 12.

15
Ibid., 14.
Listing items
with consistent
sentence
structure and
source citation:
Turabian 23.4.2
6

research question is its power to address the project readers implicit So what? query, as
previously discussed.
Find a Question in the Topic
Good researchers know that the best guiding question to find an answer to is not one that
is simply intriguing to them, but one that helps them understand some larger issue.
16
A
research question may be trivial or useless, but that is not certain until the answer to the question
is found. A researchers most valuable ability is a keen skill of curious discernment; that is, a
skill at seeing what is odd amidst the common, regular, or logical. That curiosity well-applied
will result in a topic-guiding question to investigate and write about.
Managing the Topic
The research topic, to the extent that it serves to create a complete rough draft, must be
mastered by the student-writer. In the following, certain aspects of mastering the writing topic
for a complete rough draft will be summarized. The topic must be limited and firmly questioned
to direct it for research. The information obtained from research must be carefully evaluated and
organized. A guiding thesis statement (i.e., hypothesis) must be designed and clearly evidenced.
Lastly, a complete rough draft must be organized, outlined, and composed on pages.
Topic constraints
Regardless of how the research topic was obtained, the topic must be made manageable,
preferably before much time and effort spent in research. A topic like counseling, leadership, or
theology is much too broad, resulting in endless research. The investigator must limit the topic
to specific point or question or controversy that will be feasible to research and evaluate.
17

The topic may also need to be strictly limited within what information is accessible to the

16
Turabian, 13.

17
Ibid., 14-15.
7

researcher due to time constraints, though plenty of valid information exists on most topics that
Liberty University students commonly research (excluding dissertations). Ruthlessly limiting
what information is used for research is of special importance in internet research, because some
information most easily accessible on the Internet is of uncertain origin and validity.
18

Topic interrogation
A variety of thought processes are available for topic interrogation. The investigator
should consider primarily how and why questions to answer in order to deepen research and
develop the topic and should not worry if questions and their answers overlap in content. For
example, research questions might be about how the topic fits into a larger context, such as
historical, cultural, geographical, religious, economic, or social context.
19
What questions could
be about the nature or definition of the topic itself. What if speculative questions address what
would happen if the topic acted differently than it does, or if new and startling information about
the topic was discovered. Accept or reject questions help decide whether a source of information
is agreed or disagreed with, and what the result or implication is of that agreement or
disagreement. What about this questions challenge the topic in ways that other researchers
appear not to discuss sufficiently.
The Turabian manual suggests an additional research activity the investigator could use if
time permits. It is to find an internet chat room on the topic, listen in on the discussion, and see
what details, questions, or issues about the topic are raised and why.
20
With this technique the
researcher must remember the uncertain quality of internet research information. Content

18
Luyt et al. Improving Wikipedias accuracy: Is Edit Age a Solution? Journal of the American Society
for Information Science and Technology 59, no. 2 (January 2008): 318-319. http://doi.org/10.1002/asi.20755
(accessed May 13, 2013).

19
Turabian, 15.

20
Ibid., 15-16.
Level 4
heading: Flush
left, roman
type, Sentence
style
capitalization
Journal article
with 4 authors:
Turabian 16.1
8

obtained from chat networks, discussion forums or public blogs may be relevant and supportive,
but is not classified as scholarly source material.
21

Assessing initial data
After initial questioning and researching, the information found should be used to judge
the worth of the questions that have been asked and investigated. The apparent worth of the
initial research data should be used to direct to next-step deeper research. The initial research
data must be assessed to discern whether the research question(s) has been too easy to answer, or
may indicate that disproof is surely arguable.
22

Answering the topic
Early in the research (i.e., in the first or second stage of investigation), a useful strategy is
to take time to speculate several answers to the research question(s). These speculative answers
should be written down to give them clarity of thought. Putting a foggy idea into words is the
best way to clarify it, or to discover that you cant.
23
It does not matter if these speculative
answers are far-fetched or orthodox. The importance of this exercise is to clarify in mind several
different answers. As in-depth research of the topic continues, the speculative answers can be
evaluated; one or some answers can be maintained as valid or useful, and the others discarded as
incorrect or impractical. As questions and their answers are clarified and supported, the
hypothesis or hypotheses for the paper are determinable.



21
Scholarly Journals What are They?. 2011. Liberty University Library.
http://www.liberty.edu/index.cfm?PID=4357 (accessed May 16, 2013).

22
Turabian, 17-18.

23
Ibid., 19.
9

Using hypothesis
One of the chief goals of the first and second stages of research is to identify a thesis
(short for hypothesis) statement for the writing project. This clarification is crucial to the
degree that the researcher-writer has authority to choose the project topic. The hypothesis must
guide the coherent written project. There are several aspects of hypothesis to consider.
Working hypothesis. In the process of questioning, researching, and answering, one best answer
to the main research question will be apparent. This best answer can be called the working
hypothesis.
24
It does not matter if the working hypothesis is vague or precise. The important
thing is that it is clearly identified, for it will now channel the in-depth research to follow. The
subsequent in-depth research must rest, refine, validate, or disprove the working hypothesis.
Valuable time should not be spent on in-depth research that is not linked to a working
hypothesis. A working hypothesis, however exciting, that appears again and again to be
hopeless or invalid should be discontinued. As soon as possible the researcher should revise an
invalid working hypothesis to make it valid, or reject it entirely and pursue a different
speculative answer to the topic question or point.
25
The working hypothesis must remain flexible
and revisable throughout the entire research process.
An issue of method should be clarified. The Turabian 8
th
edition manual assumes that
research questions/answers lead to a hypothesis; however, this is not the only feasible procedure.
In cases where the student-writer has an assigned hypothesis to write on, it is efficient and
effective to use that hypothesis to suggest an overall project-guiding question which can then
channel the research and subsequent writing. This method is less time consuming, apparently

24
Turabian, 19.

25
Ibid.
Citing a website
webpage with
no author:
Turabian 17.7.1
Level 5 Heading:
Bold or Italic,
flush left, run in
at beginning of
paragraph,
sentence-style
capitalization,
terminal period.
Turabian A.2.2.4
Referring
reader to
Appendix of
paper:
Turabian
26.1.1
10

commonly used in Liberty University courses, and illustrated by diagram in this papers
appendix.
Reasons and final hypothesis. While the preferred working hypothesis is being established and
in-depth research to support it continues, few or many logical reasons why the hypothesis is true
and valid should be identified and written down to clarify and organize them. Each of these
reasons for the working hypothesis should be researched and validated or rejected (Turabian
2013, 22). The final-draft written project will consist of a final hypothesis with logically
acceptable reasons for it, buttressed by sound research.
Pitfalls to avoid. All hypotheses should be treated with caution. The working hypothesis must
remain adjustable. The researcher-writer must not fall in love with his/her working hypothesis
so much that it cannot be changed or rejected if sound research invalidates it. A hypothesis
should not be maintained if insufficient reasonable support for it is found. The writers goal
must be to reach an effectively argued and supported final hypothesis. Reputable research data
which opposes ones working hypothesis needs to be honestly considered for its worth. If a
writer cannot adequately answer other writers who reject his or her hypothesis, the hypothesis is
not worth continuing. However, full persuasion of others is not necessary; an honest, reasonable,
coherent, and relevant answer is all that is necessary.
26

Good hypothesis, no support. The author of the Turabian 8
th
edition manual states: In fact, as
experienced researchers know, most issues have few, if any, final answers, because there are no
final questions.
27
This assertion draws attention to the ultimate preeminence of asking good
questions over proving great answers. At times, a seemingly good hypothesis has no available
evidence to validate it. This occurs often in scientific research and writing. In research cases of

26
Turabian, 20.

27
Ibid.
11

this sort where reliable evidence cannot be found, a wise response by the researcher-writer is to
literally implement the working hypothesis into the project as a question. The writer should then
focus on research which clearly demonstrates that the good question-hypothesis is worth asking
and answering, but apparently has not yet been satisfactorily answered by past researchers.
28

Evidencing the hypothesis
In the research process it may become very difficult to unclear to the researcher-writer
how to best evidence the working hypothesis. If this confusion occurs, a helpful strategy is to
list in writing the specific kinds of evidence the researcher would love to see. These evidences
can then be ranked according to their importance to the researcher.
29
For example, first on the
list will be what evidence id perfect and ideal to the hypothesis, second on the list will be the
second most ideal evidence. Third on the list will be the next most ideal evidence, and so forth.
By subsequent in-depth research the writer can locate and evaluate the evidences on his/her
prioritized list.
At the time of composing paragraphs into the body of the project, thus providing
substance to the arguments for the hypothesis, one helpful strategy is the Rule of 3. That is,
find [three] supporting arguments for each position taken. Begin with a strong argument, then
use a stronger one, and end with the strongest argument for [the] final point.
30

Hypothesis as guide
Presenting a valid working hypothesis could be viewed as a destination to be reached in
travel. The parts of the project serve as the route to the destination. In composing the complete

28
Turabian, 20.

29
Ibid., 22.

30
Research Guide for Students. 2008. Chapter 1: How to Write an A+ Research Paper. Under Step 4.
http://www.aresearchguide.com/1steps.html#3 (Accessed May 13, 2013).
Altering a
quote for
sake of
proper
grammar and
syntax:
Turabian
25.3
Citation of a website having no
authors name: Turabian 17.7.1
12

rough draft of the project, the valid hypothesis should be used as a strict guide to writing the
parts and sections of the paper. Particularly, the sensible order of sections, the introduction, and
the conclusion (features of a project that can too readily be discounted as not very important)
should not be treated haphazardly. A well done project outline will assist in giving all parts and
sections their due roles and value.
Outline and order of full rough draft
The research and writing of the project must be logically outlined. The extent of outline
depends entirely upon the intended length and depth of the final product. Standard outline
format can be applied: first level Roman numerals I, II, III, etc.: second level capitalized
letters A, B, C, etc.; third level Arabic numerals 1, 2, 3, etc.; fourth level small case letters a,
b, c, etc. Outline numerals and letters do not necessarily have to visibly appear in the project.
The easiest and most logically straightforward way to outline the completed rough draft
project (not a thesis or dissertation) is to introduce the papers hypothesis at the beginning, and
follow by making the main points of the paper outline the reason for the hypothesis. Each reason
for the hypothesis might label a main section in the paper. Each main point/reason can then be
explained and supported by solid research and argument.
31
With the project outline, the
documents order becomes visible.
Order of composition. A wise order of writing to follow is: First, formulate the working
hypothesis. Second, compose in logical sequence the paragraphs of the body of the project that
will evidence or argue for the hypothesis (see Appendix for an example procedure for writing
paragraphs). Third, change the hypothesis, if need be, to make sure it encapsulates all the
evidences or arguments used. Fourth, compose a tentative Introduction. Fifth, compose a

31
Turabian, 21-22.
13

tentative Conclusion.
32
Following this order will allow the papers hypothesis to sufficiently
guide and restrict the content of all parts and sections.
Introduction. The projects hypothesis will guide the consistency of the Introduction if that
section is used to capture the readers attention and lead into the declaration of the hypothesis.
Following that, the Introduction might summarize in preview the major sections used to develop
or explain the hypothesis.
33
Both the Introduction and Conclusion are very important in aiding
project readers to understand the thrust of the entire presentation.
Conclusion. A memorable Conclusion is as important to the paper as is a lucid Introduction. A
wise Conclusion will restate and reemphasize the papers hypothesis in other words, I order to
make it vivid and powerful to the reader. Reflection might also be made upon the major points
that have been discussed, along with their significance for the readers lives. The Conclusion
must make vivid the single main point the readers should learn; therefore, the Conclusion should
not introduce new sources or material.
34

Revising for Final Draft
By the time the final written product (final draft) is submitted, it should be proofread and
revised. Proofreading, editing, and revision may occur from once to many times depending upon
the length and complexity of content of the draft, and relevant to the quality of English writing
skills of the writer. All drafts of the project are rough except the one that is finally submitted to
the intended reader(s). The final draft should be free of errors and intelligible for the readers(s).


32
Carol Ellison. McGraw-Hills Concise Guide to Writing Research Papers. 2010: 94-95.McGraw-Hill,
eBook Collection (EBSCOhost), EBSCOhost (accessed May 13, 2013)

33
Ibid.

34
Ibid., 116-117.
14

Rough drafts are for the sake of the writer, not the readers.
35
Having a proofreader other
than the project writer is always helpful and discerning for project improvement. Regardless of
what the writer thinks, the final draft will not be effective to its audience if the readers do not see
and find in it what they are expecting. To this end, the writer must view the project draft(s) and
its revisions as objectively and critically as possible.
36
The writer should critically evaluate the
final draft for its quality as a whole and in its parts. It is also beneficial to not critically evaluate
the final draft all in one sitting.
Check the Whole
Reviewing the entire project (paper) for unity of writing style is essential and can be
compared to taking a birds eye, or wide-angle, view of the document. Unity of writing style
refers to consistency throughout the document. That consistency reveals only one writers
personality and perspective. If the project has more than one researcher-writer, they should try
to make the document as consistent in style as feasible. In the final draft review, three project
features should be assessed: logical flow, coherency, and relevancy.
Logical markers and flow
It is crucial for the readers that they clearly discern the logical flow and organization of
the whole project. There are four key logic markers that enable readers to comprehend the
structure of the paper. The readers should clearly recognize: (1) Where the Introduction ends.
(2) Where and what the thesis statement is. (3) How one section changes to the next. (4) Where
the Conclusion begins. When all four logic markers are evident and understandable, the flow of
the whole document is intact.
37


35
Turabian, 100.

36
Ibid..

Citing an
online full
text e-book,
with one
author:
Turabian
17.1.10
Another way
to list items
that are
complete
sentences:
Turabian
23.4.2
15

Coherency
The paper may have intact logical flow without being entirely coherent. One way to
understand coherence is to think of the paper as consistent throughout in content, style, and
intent. Without coherence, the reader(s) will not understand the main point or argument of the
paper. The following are some evaluation questions to help ensure coherence:
Do distinctive key terms appear consistently throughout the paper?
Are the beginnings of sections and subsections clearly recognizable?
Does each section relate to the preceding one?
Does each subsection relate to the preceding one?
Does each section make its main point clear?
Does each subsection make its main point clear?
Do all sections clearly relate to the whole?
38

Proper stylistic treatment of information paraphrased from sources found in research is an
issue of coherence; a feature that is often misunderstood or ignored. To re-emphasize, coherence
of writing style throughout the project includes that, aside from direct quotes from sources, the
entire composition looks and sounds like it came from the same writer. Thorough coherence is
much more difficult in projects written by teams, and requires pointed proofreading and revision,
including upon information paraphrased from sources. Teacher Marika Dietsch comments on
paraphrasing from sources: It should sound like something that you would say or write.
39


37
Ibid., 101-102

38
Turabian, 102.

39
Jessica E. Rosevear. Name Your Sources. Instructor 118, no. 3 (November/December 2008): 52.
http://p2048-www.liberty.edu.ezproxy.liberty.edu:2048 /login?url= http://search.proquest.com.ezproxy.liberty.edu:
2048/docview/224402862?accountid=12085.

16

Correct paraphrasing of information obtained in research is not just changing a couple words, but
converting the idea(s) in to the information into the paper writers own words and writing style.
Relevancy
Another important feature is relevancy of content. Relevancy concerns the projects
content being clearly and directly linked to the papers purpose. Particularly if the purpose of the
project is to persuade, it is possible that a section, subsection, or particular argument be irrelevant
to the thesis statement (hypothesis) of the paper. There are five evaluation questions that can be
applied to the paper to determine if it is relevant throughout to the final hypothesis claim. The
five tests are as follows:
What is the claim (thesis, hypothesis)?
What reasons support it?
How much are the reasons relevant (linked) to the claim (thesis, hypothesis)?
What specific evidence supports those reasons?
What intelligent response can be given to objections and alternative views?
40

Asking and reasonably answering these five questions about the project will not ensure
that the audience will be convinced, but the readers will clearly see and hear the argument.
Along with making the whole of the final draft satisfactory, each paragraph can be evaluated.
Check Paragraphs
Each paragraph of a section or subsection should be clearly relevant (linked) to its
section, and consequently linked to the papers thesis (hypothesis). Each paragraph should

40
Turabian, 50.
Listing items
using bullet
points:
17

contain a sentence indicating its main point. The paragraphs of a section or subsection should be
in a logical order, and the same applies to the sentences that constitute a single paragraph.
41

It is advisable that individual paragraphs are not too short (less than five lines of text) or
too long (a whole page). If the paragraph is too short, the point of the paragraph may not be
substantial; if too long, the point may not be lucid. This suggested length rule does not apply to
sectional introductions and conclusions, sectional transitions, lists, or points made intentionally
emphatic.
42
The rule is suggested for research papers, not necessarily for all kinds of papers. It
can be helpful to not complete assessment of all paragraphs in just one sitting.
Check After Cooling
In the process of revising for the final draft, the cool down time refers to the period of
time that the writer allows the written rough draft to sit idle after its completion and prior to
reckoning it the final draft. Revising the draft again after cool down is a helpful technique if
time allows for it. After cooling the writer can read the draft with a more objective critical eye
and understanding than before.
43
There may be only one cool down period between rough draft
and final draft, but such limitation is not necessary. There can be as many cool down periods as
the writer wishes to implement, depending upon the length and complexity of the final document
and available time.
One revision technique useful after the cool down period is to paraphrase these parts of
the paper: Introduction, introduction to each section, and Conclusion. When these paraphrases
are put together, do they constitute a coherent whole?
44
If they do not, revision for coherency

41
Ibid., 102-103; 111-121.

42
Turabian, 103.

43
Ibid., 103-104.

44
Ibid., 103.
18

and relevancy among those parts of the paper is needed. In that case, the part(s) of the paper that
appears to be weak in logic, coherency, or relevancy, must be adjusted so that it is clearly linked
to the projects thesis (hypothesis).
A Final Analogy
The process of revising rough drafts and achieving the final draft, as is now clear, is a
complex process for the conscientious writer. The process should produce a document that is
logically tightly knit together, like a lawyers argument. Before concluding this discussion, it
may be helpful to offer a further analogy to the complete writing process. Teach Stephen
Broskoske relates his experience as follows:
Recently, I tried a new approach to teaching research papers that seems to help students
understand the task more thoroughly. I present to my students the analogy that writing
a research paper is like a lawyer defending a court case. Students can relate to this
analogy. I draw out the analogy in terms of how lawyers frame their case (as the
students define their topic), I draw out the analogy in terms of how lawyers frame their
case (as the students define their topic), search out evidence (as the students search for
sources), present the evidence (as the students write the paper), and make the closing
argument (as students draw a conclusion). I find that if I frame their thinking in this way,
the students write better papers.
45


The lawyers presentation analogy above does well to demonstrate the interrelationship of sound
logic, coherence, and relevance throughout the written projects final draft.
The goal of conducting the various steps of revision the rough draft is to achieve a neat
final draft project that has the final hypothesis at its core and as its guide. The completed final
draft is ready for its reading audience.



45
Stephen L. Broskoske. Prove Your Case: A New Approach to Teaching Research Papers. College
Teaching 55, no. 1 (Winter 2007): 31. http://p2048-www.liberty.edu.ezproxy. liberty.edu:2048/login?url=
http://search. proquest.com.ezproxy.liberty.edu: 2048/docview/274762706?accountid=12085 (accessed May 13,
2013
Format for a
block quotation:
Turabian 25.2.2
Words omitted
in a block
quotation. Four
ellipsis points
are used when
the word
omission ends a
sentence:
Turabian 25.3.2
19

Conclusion
Completion of an in-depth class assignment or project, such as a research paper, is an
involved writing process if it is thoroughly well done. The Liberty University Writing Center
has found that students have many misunderstandings regarding the correct implementation of
Turabian writing format. On behalf of the 8
th
edition of the Turabian Manual, this document
presents one sample writing assignment (such as a research paper) so that Liberty University
students can have another opportunity to view at least some features of Turabian format in
effective and accurate illustration.
In actuality, some features of Turabian 8
th
edition format are flexible to the nature of an
assignment; while some features are inflexible. To understand the applicability of precise format
features, a student should make concentrated use of the Turabian manual as guide. One of the
important but flexible elements of Turabian format is the use of either footnotes (or endnotes)
with accompanying Bibliography (chapters 16-17 of the manual) or the use of parenthetical in-
text source citations with accompanying Reference List (in chapters 18-19 of the manual). This
sample paper has presented the Footnotes/Bibliography style. Given the real possibility that the
Turabian 8
th
edition manual is not accessible or comprehensible to a student, this sample
presentation has some value as an illustrative resource on the writing process.
Be diligent to present yourself approved to God as a workman who does not need to be
ashamed, accurately handling the word of truth (2 Tim. 2:15 [NASB]), admonishes the Apostle
Paul. On behalf of such diligent and accurate handling of ones work, there are many features to
be considered and unified in order for a writing project to be well organized, coherent, and clear
in meaning. The best quality writing process will begin by the researcher-writer going through
questioning and planning, initial research and topic assessment, and designing a thesis statement
Format for
quoting and
citing a Bible
verse:
Turabian
19.5.2
An effective
summary
conclusion is
important. There
are several
approaches to
writing a
Conclusion:
Turabian 10.2
20

(working hypothesis) to guide the research and writing. The researcher-writer must then
accumulate valid and effective research data; compose appropriate sentences, paragraphs and
sections of the projects rough draft; allow a cool down time; and proofread, revise and edit the
rough draft as many times as needed. The writer should end with a top-quality final draft
containing a final hypothesis to submit to the reader(s).


















21

APPENDIX A
Sample Process for Relating Paragraphs* to Hypothesis
(modified from: Heiman and Slomianko 1988, 192)


















* The above diagram is simplified in order to demonstrate the entire research
paper process.

Main research question or point
# 1 subquestion,
point or
argument to
research
# 2 subquestion,
point or
argument to
research
# 3 subquestion,
point or
argument to
research
# 1 research
question
answered or
adjusted
# 2 research
question
answered or
adjusted
# 3 research
question
answered or
adjusted
# 1 paragraph
topic sentence or
question written
# 2 paragraph
topic sentence or
question written

# 3 paragraph
topic sentence or
question written

General topic,
with research
hypothesis in
Introduction
# 1 paragraph
fully developed
and written
# 2 paragraph
fully developed
and written

# 3 paragraph
fully developed
and written

Conclusion: All
arguments or
questions
summed up
along with
restatement of
hypothesis
Example of an
Appendix. A.2.3.2
22

APPENDIX B
Placing dots after the heading and before the numbers

Placing dots between heading and page numbers.
Tab stops (tab stop: A location on the horizontal ruler that indicates how far to indent text or
where to begin a column of text.) enable you to line up text to the left, right, center, or to a
decimal character or bar character. You can also automatically insert specific characters, such as
periods or dashes, before the tabs.

1. Select the paragraph in which you want to set a tab stop.
a. Do one of the following: To set tabs Click Left Tab at the far left of the horizontal ruler
(horizontal ruler: A bar marked off in units of measure (such as inches) that is displayed across
the top of the document window.) until it changes to the type of tab you want: Left Tab , Right
Tab , Center Tab , Decimal Tab , or Bar Tab .
b. Click the horizontal ruler where you want to set a tab stop.
2. To set tabs with leader characters
a. On the Format menu, click Tabs. Under Tab stop position, type the position for a new tab, or
select an existing tab stop to which you want to add leader characters (leader character: A solid,
dotted, or dashed line that is used in a table of contents and that fills the space used by a tab
character.).
b. Under Alignment, select the alignment for text typed at the tab stop.
c. Under Leader, click the leader option you want, and then click Set.











23

APPENDIX C
HOW TO PAGINATE FOR TURABIAN 8
TH
ed. FORMAT
IN MICROSOFT WORD 2010

Introduction
This document provides instruction on how to paginate correctly for Turabian 7
th
and 8
th

edition format in Microsoft Word. The instructions below are based on using a standard personal
computer with MS Word 2010 version. These instructions do not extend to Mac computers or
other word processing programs.

This document covers:
v How to paginate the title/cover page
v How to paginate Table of Contents page and Abstract
v How to paginate document body
v How to paginate Bibliography
v Using the Header & Footer Tools menu and Page Layout menu in MS Word 2010.

Pagination Instructions
Example:
A 15 page Turabian document would typically consist of a title page, Table of
Contents, and Abstract (front matter), the third page would begin a 10-page body of text,
followed by a 2-page Bibliography. The front matter is numbered with lower case roman
24

numerals (i, ii, iii, etc.) The body of the document is numbered with regular Arabic numerals (1,
2, 3, etc.).
Part 1:
1. The title/cover page counts as number i but this number is not printed on the title
page.
2.
Select the Insert TAB from the menu. Then select the Footer Icon.

Select the Blank option. This will open a new menu. Select Different First Page.
25


Scroll down to the bottom of the second page.

Delete the Type Text box. From the menu select Page Number and then Format Page
Numbers.

The following menu will appear, select i, ii, iii
26


Select Page Number, then Bottom of Page and select the second option, Plane Number 2.

Start numbering on a different page
To start numbering on a different page, instead of on the first page of the document, you need to
add a section break before the page where you want to begin numbering.
1. Go to the last page of your front matter (Table of Contents, or Abstract)
2. On the Page Layout tab, in the Page Setup group, click Breaks.

3. Under Section Breaks, click Next Page.
4. Go to the bottom of your first page of text. Double-click in the footer area (near the
bottom of the page).
This opens the Header & Footer Tools tab.
5. On the Header & Footer Tools, in the Navigation group, click Link to Previous to turn
it off.
6. Use the Format Page Numbers to change to Arabic numerals.
7. To start numbering with 1, click Page Number in the Header & Footer group, then
click Format Page Numbers, and then click Start at and enter 1.
8. To return to the body of your document, click Close Header and Footer on the Design
tab (under Header & Footer Tools).
27





Shift from Footer to Header (Note: Not all professors insist on page numbers in the upper right
hand corner.)
1. Go to the bottom of the first page of text. Page Layout tab, in the Page Setup group,
click Breaks. Next Page.
2. Open the Page Number. Select the third option for Right hand side. Make sure the
Continue from Previous is selected.
3. To return to the body of your document, click Close Header and Footer on the Design
tab (under Header & Footer Tools).







28

BIBLIOGRAPHY

Broskoske, Stephen L. Prove Your Case: A New Approach to Teaching Research Papers.
College Teaching 55, no. 1 (Winter 2007.): 31-32 http://p2048-www.liberty.edu.ezproxy.
liberty.edu:2048/login?url= http://search. proquest.com.ezproxy.liberty.edu:
2048/docview/274762706?accountid=12085 (accessed May 13, 2013)

Donham, Jean, Jill A. Heinrich, and Kerry A. Bostwick.. Mental Models of Research:
Generating Authentic Questions. College Teaching 58, no. 1 (Winter 2010): 8-14.
http://p2048-www.liberty.edu.ezproxy.liberty.edu:2048/login?url=
http://search.proquest.com.ezproxy.liberty.edu:2048/docview/578474613?accountid=120
85

Ellison, Carol. McGraw-Hills Concise Guide to Writing Research Papers. [N.p.]: McGraw-Hill,
2010. eBook Collection (EBSCOhost), EBSCOhost (accessed May 13, 2013)

Hacker, Diana. The Bedford Handbook. 7
th
edition. Boston, MA: Bedford/St. Martins, 2006.

Liberty University Library. Scholarly Journals What are They? 2011. Liberty University
Library. http://www.liberty.edu/index.cfm?PID=4357 (accessed May 16, 2013).

Luyt, Brendan, Tay C.H. Aaron, Lim H. Thian, and Cheng K. Hong.. Improving Wikipedias
accuracy: Is Edit Age a Solution? Journal of the American Society for Information
Science and Technology 59, no. 2 (January 2008): 318-330.
http://doi.org/10.1002/asi.20755 (accessed May 13, 2013).

Research Guide for Students. Chapter 1: How to Write an A+ Research Paper. 2008.
http://www.aresearchguide.com/1steps.html#3 (Accessed May 13, 2013).

Rosevear, Jessica E. Name Your Sources. Instructor 118, no. 3 (November/December 2008):
52. http://p2048-www.liberty.edu.ezproxy.liberty.edu:2048 /login?url=
http://search.proquest.com.ezproxy.liberty.edu:2048/docview/224402862?accountid=120
85.

Trochim, William M. K. Types of Questions: Research Methods Knowledge Base. 2006.
http://www.socialresearchmethods.net/kb/resques.php (accessed June 11, 2010).

Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations. 8
th
ed.
Edited by Wayne C. Booth, Gregory G. Colomb, Joseph M. Williams and the University
of Chicago Press Editorial Staff. Chicago: University of Chicago Press, 2013.
Note: when
using the DOI
(Digital Object
Identifier) you
need to add:
http://doi.org/
before the DOI
http://doi.org/1
0.1002/asi.207
55
Website with no
author. Turabian
19.7.1.
Online Journal
article, 4 authors.
Using DOI
Website with no
author.

Well-known classic works such as
the Bible, Quran, major
dictionaries and encyclopedias do
not need to be listed in Reference
List: Turabian 17.5.2; 17.5.3
Reference List format for article
and book titles uses Headline style
capitalization. Turabian 16.1
Online journal
article, one
author, using
URL
Book with
editors.
References are arranged alphabetically:
Turabian chaps. 16-17.