Welcome to the Research Paper

As part of your coursework in English 10, you will be writing a research paper similar to the research papers you will be completing in your junior and senior year of high school. To prepare you for this, we will be spending four to five weeks in class on the steps a writer takes in completing the process.

Over this course of time, you will discover that writing a research paper is a step-by-step process. It will make you frustrated and stressed out, but it will not be impossible. And when you are finished? The final product will be something you are proud of. After all, good writing takes time. By the end of this five-week period, you will need to submit the following items in the order they are presented below:

1. A finished paper
   
2. A completed outline
3. All rough drafts (in the order in which they were created)
4. All Noodle Tools note cards
   

General Reminders:

1. Be willing to participate, work, and ask questions.
2. Be flexible and patient—surprises DO come up. Just go with the flow.
3. Take copious amounts of notes.
4. Bring ALL materials with you EVERY DAY.

Please keep in mind that the majority of this research paper will be paperless and will be submitted via Moodle, Noodle Tools, and Google Docs. Please plan your time accordingly to submit all materials before class begins.

A Few Reminders

Other Notes:

• Stay true to yourself: Your research paper should be your own work—not somebody else’s. Any sort of plagiarism will result in failure—BHS has a zero-tolerance policy in regards to this action. There are no excuses--plagarism is stealing.

• Stay interested: Choose a topic that interests you and is one that you can understand. Writing the paper will be much more interesting for you (and possibly even enjoyable) if you choose a topic you like. All topics must be approved by me andplease keep in mind that there are a few I might say no to because of limited research or inappropriateness.

• Pay attention to details: Make sure you are following the directions for the assignment. Failure to pay attention to detail will result in your receiving a lower grade. Keep in mind, all outlines, rough drafts, and final drafts must be typed and double-spaced and in MLA formatting—if you have questions, come and see me.

• Your sources are the keys to a successful paper: A minimum of five sources are required for this paper. While they may be accessed all in the same method (through databases), they must be from at least two different types of source material (books, magazines, encyclopedia, newspaper, newswire, etc.) All sources must be current within the last 15 years.

• Realize it will take some effort and hard work: This isn’t an easy assignment and involves a lot of minute details. Be aware that your completion of the assignment will involve some homework, some effort, and some awareness to requirements. The finished product will be around three to four (3-4) pages (excluding your cover page and works cited page) and you will be proud of it by the time you are done.

• Writing a paper is a process: Please be sure to participate in all the steps leading up to the final product for your research paper. Writing a paper is a lengthy process and it is one that you will need to know how to complete—it is my pledge that I will guide you through the process and explain each step along the way. Every additional activity or assignment not listed in this breakdown is a part of your grade, so be sure to hand in all materials when they are due. You may also receive participation points for doing work in lab during class time. Failing to do so will result in a zero for participation that day. Finally, for each day a step is late, 25% will be deducted from your grade. I’m not trying to be hard on you, but once you fall behind in this process it is extremely difficult to get caught up. So please, PLEASE stay up-to-date on everything!

BPS Standards

Text Types and Purposes

• ELA-10.W.02 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Production and Distribution of Writing

• ELA-10.W.04 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

• ELA-10.W.05 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

• ELA-10.W.06 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge

• ELA-10.W.07 Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

• ELA-10.W.08 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

• ELA-10.W.09 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Objectives

For your research paper, focus on the following items to help improve your writing:

• Focus on factual evidence. Shift your focus away from your own personal experience.
• Focus on your citations. Be sure to document your source material in MLA parenthetical documentation in the paper as well as an MLA works cited page.
• Focus on Organization. Use all organizers, prewriting, and outlining to help construct a logical flow of ideas within your paper.
• Focus on audience awareness. Remember to use appropriate word choice.
• Focus on evaluation of sources and information. Use trusted sources within the school databases to construct your research. Some sources within a basic Google search, such as Wikipedia, can be created/altered by anyone on the web and cannot be considered to be a reliable source.

THE RESEARCH WRITING PROCESS

MLA Formatting

Follow the link below for information on formatting an MLA style research paper.

http://owl.english.purdue.edu/owl/resource/747/01/

MLA Style Guide

MLA STYLE FOR ELECTRONIC AND PRINT RESOURCES AT BHS

When citing electronic publications the goal is to provide enough information so that the reader can locate the article. The examples follow the recommendations set forth by the 7th ed. of the MLA Handbook for Writers of Research papers; however, it is wise to check with your teacher for specific preferences. It is also recommended that you make a hard copy of all computer sources. Remember, all works cited entries are double spaced. Anything underlined on source cards must be italicized when typed. If date is not available, type n.d. If this is preceded by a period, capitalize the n. (N.pag.)

1. Journal Article
Note: Journal articles contain original research and have a volume/issue number
Pattern:
[Author last name], [First name] [Middle initial]. “[Title of work].” [Periodical name] [Volume number]. [Issue number] ([Published Year]): [Page number starts]. [Title of database]. Web. [Accessed day] [Month Abbreviation] [Year].
Example:
Singer, Craig D. “Passing Through.” Journal of the American Medical Association 290.23 (2003): 3043-3044. Ebsco Megafile. Web. 26 Jan. 2011.
2. Journal Article with No Author
Pattern:

“[Title of work].” [Periodical name] [Volume number]. [Issue number] ([Published year]): [Page number starts]. [Title of database]. Web. [Accessed day] [Month abbreviation] [Year].

Example:
“Trends; Cost Pressures, Reduced Time to Market Drive Demand for Contract Manufacturing.” Life Science Weekly. 65 (2005): 1568. eLibrary. Web. 28 Jan. 2011.

3. Magazine Article
Pattern:
[Author last name], [First name] [Middle initial]. “[Title of Article].” [Title of magazine] [Published day] [Month abbreviation] [Year]: [Page number starts]-[ends] [Title of database]. Web. [Accessed day] [Month abbreviation] [Year].
Example:
Smillie, Thomson. “Onstage and Online.” Louisville Magazine Nov. 2010: 80-83 Ebsco Megafile. Web. 28 Jan. 2011.
4. Newspaper:
Pattern:
[Author last name], [First name] [Middle initial]. “[Article title].” [Title of newspaper] [Published day] [Month abbreviation] [Year]: [Title of database]. Web. [Accessed day] [Month abbreviation] [Year].
Example:
Legere, Christine. “Schools prepare for flu: Inoculations plans focus on youths.” Boston Globe 10 Sept. 2009: ProQuest Newsstand. Web. 28 Jan. 2011.
5. Newswire

Pattern:
“[Article title].” [Title of Newswire] [Published day] [month abbreviation] [year]: [Title of database]. Web. [Accessed day] [Month abbreviation] [Year].
Example:
“Missing Piece Inspires New Look at Mars Puzzle.” Ascribe Newswire 03 Sept. 2010: eLibrary. Web. 28 Jan. 2011.




6. Online Map
Pattern:
“[Map title].” Map. [Website]. [Publisher of site], [Published day] [Month abbreviation] [Year]. Web. [Accessed date] [Month abbreviation] [Year].
Example:
"Bismarck, ND.” Map. Google Maps. Google, 28 Jan. 2011. Web. 28 Jan. 2011.
7. Film or Video
Pattern:
[Title of film or video]. Dir. [Name of Director].Perf. [Name of performers].* [the distributor], [year of release]. [Medium- ie Film, DVD, videocassette].*

• * include names of performers if it is pertinent to the text of your paper. For instance, if, in your paper, you are discussing how a particular actor performed their role in the film, you should include the names of the performers in the citation. If you are referencing the film in general, this additional information can be left out.

Example:
Joseph Stalin: Red Terror. Dir. Bill Harris. New Video, 1998. Videocassette.
Hotel Rwanda. Dir. Terry George. Perf. Don Cheadle, Sophie Okonedo.* MGM, 2004. DVD.

• * Performance information included because their Golden Globe/Academy Award nominated performances were discussed in the research paper.

8. Video clip found online
Pattern:
[Last name], [First name].* [Title of video]. [Date of publication]. [Title of website]. Web. [Access Date] [Month abbreviation] [Year].

• * if available, use filmmakers first and last name, or use corporate/institution

Example:
PCLStube. Introducing Dewey. 28 June 2008. Youtube. Web. 7 Feb. 2011.
Dale Dougherty: We are Makers. January 2011. TED: Ideas Worth Spreading. Web. 7 Feb. 2011.
9. Song/Music/Sound Recording
Pattern:
[Artist name]. “[Song Title]”. [Album name]. [Recording Manufacturer], [publication date].* [approp. file type].**
Nirvana. “Smells Like Teen Spirit.” Nevermind. Geffen, 1991. CD.
Ritter, Josh. “Girl in the War.” The Animal Years. Independent Records, 2005. MP3.
Jackson, Michael. “Human Nature.” Thriller. Epic, 1982. Audiocassette.

• * use n.d.if date of release is not available.
• ** appropriate file types: CD, MP3, Audiocassette.

10. Image found Online (including photograph, painting, sculpture):
Pattern:
[Last name], [First name of artist]. [Title of work]. [Date of creation]. [Institution], [city where the work is housed]. [Website name]. Web. [Access date] [Month abbreviation] [Year].
Example:
Hopper, Edward. Road in Maine. 1914. Whitney Museum of American Art, NY. The Artchive. Web. 7 Feb. 2011.

Pattern:
** If work cited is online only, use the following pattern:

[Last name], [First name of artist]* [Title of Work].[Medium of work]. [Name of website]. [Name of institution or organization]. [Date of creation]. Web. [Access date] [Month abbreviation] [Year].

• ** if work is posted via a username, use the username as the name of the artist.

Example:
Vlconroy. Around the Garden. Photograph. Webshots. American Greetings. 30 Dec. 2010. Web. 7 Feb. 2011.


10. Website
Pattern:
[Last name], [First name]*. [Name of Site]. [Version Number]. [Name of sponsoring/publishing organization], [Date of creation]. Web. [Access date] [Month abbreviation] [Year].

• * leave out if author name is not available

Example:
Purdue Online Writing Lab. The Writing Lab, The Owl at Purdue and Purdue University, 2011. Web. 7 Feb. 2011.
11. Specific Databases
Book within a Database (depending on the database, these are named differently – for example: Reference, Points of View, books, etc.)
Pattern:
[Author/Editor last name], [First Name] [Middle initial]. “[Title of chapter/essay].” [Title of book].** [Place of Publication]: [Publisher], [Publication year].* [Title of Database]. Web. [Access day] [Month Abbreviation] [Year].
Example:
Lerner, K. Lee, ed. “Anatomy.” Gale Encyclopedia of Science. Detroit: Gale, 2008. Discovering Collection. Web. 8 Feb. 2011.
Driscoll, Sally and Tracey M. DiLascio. “Point: Censorship Undermines Democracy.” Points of View: Censorship and Democracy. Toledo: Great Neck Publishing, 2009. Points of View Reference Center. Web. 8 Feb. 2011.
“Cloning.” Current Issues: Macmillian Social Science Library. Detroit: Gale, 2010. Opposing Viewpoints in Context. Web. 8 Feb. 2011.

• * Include book series title, if available – Example:

Sullivan, Bob. “Religious Views of Cloning Do Not Agree.” Cloning. 2006. Contemporary Issues Companion Series. Opposing Viewpoints Resource Center. Web. 8 Feb. 2011.

• ** Include Editor, if available – Example:

DeLancey, Siobhan, Larisa Rudenko, and John Matheson. "Cloned Animals Are Safe to Use for Food." Genetic Engineering. Ed. Louise I. Gerdes. San Diego: Greenhaven, 2009. Opposing Viewpoints. Gale Opposing Viewpoints In Context. Web. 8 Feb. 2011.

Academic Journal within a Database
Pattern:
[Author last name], [First name] [Middle Initial]. “[Title of work].” [Periodical name] [Volume number]. [Issue number] ([Published year]): [Page number starts]. [Title of database]. Web. [Accessed day] [Month abbreviation] [Year].
Pennisi, Elizabeth. “Neither Cold nor Snow Stops Tundra Fungi.” Science 301.568 (2003): 1307. General Science Collection. Web. 8 Feb. 2011.
Matchie, Thomas. “Literary Continuity in Sandra Cisneros’s The House on Mango Street.” The Midwest Quarterly 37.1 (1995). Literature Resource Center. Web. 8 Feb. 2011.
Lynch, Paul. “Not Trying to Talk Alike and Succeeding: The Authoritative Word and Internally-Persuasive Word in Tom Sawyer and Huckleberry Finn.” Studies in the Novel 38.2 (2006): 172. Literary Reference Center. Web. 8 Feb. 2011.
12. Contemporary Author – Biography from a Database
Pattern:

“[Author’s name].” [Title of database]. [Publication year]. Web. [accessed day] [Month abbreviation] [Year].
Example:

“Saul Bellow.” Contemporary Authors Online. 2010. Web. 8 Feb. 2011.

MLA FOR PRINT RESOURCES AT BHS

1. Book with One Author

Pattern:
[Last name], [First name].* [Title of book]. [Place of Publication]: [ Publisher], [Year of Publication]. Print.
Example:

Henley, Patricia. The Hummingbird House. Denver: MacMurray, 1999. Print.

2. Book with More than One Author

Pattern:

[Last name], [First name] and [First name] [Last name]. [Title of book]. [Place of Publication]: [Publisher], [Year of Publication]. Print.

Example:

Two authors:

Buell, Ryan, and Stefan Petrucha. Paranormal State: My Journey into the Unknown. New York: Harpers, 2010. Print.

Three authors:

Canfield, Jack, Mark Victor Hansen, and Kimberly Kirberger. Chicken Soup for the Teenage Soul. Deerfield Beach, FL: Health Communications, 1997. Print.

3. Book with Three or More Authors

• *If more than 3 authors, you may use the first author’s name followed by et al.

Example:

Wysocki, Anne Frances, et al. Writing New Media: Theory and Applications for Expanding the Teaching of Composition. Logan, UT: Utah State UP, 2004. Print.

4. Book with only an Editor
* If only an editor is listed, use the editor’s name followed by ed.* in place of the author’s name.

• *Example:

Greenfield, Susan A., ed. The Human Mind Explained: An Owner’s Guide to the Mysteries of the Mind. New York: Holt, 1996. Print.
5. The Bible/An Anonymous Book
Pattern:
[Title]. [Editor’s name], gen. ed.* [Publication location]: [Publisher], [Year published]. Print. [Version]*.
*If available, include the general editor’s name followed by gen. ed.
*If available, include the version.
Example:
The New Jerusalem Bible. Henry Wansbrough, gen. ed. New York: Doubleday, 1985. Print.
The Holy Bible. Wheaton: Crossway-Good News, 2003. Print. Eng. Standard Vers.

6. An Excerpt from Opposing Viewpoints, Current Controversy, Contemporary Issues Companion, and At Issue
Pattern:
[Last name], [First name]. “[Title of chapter/article].” Excerpted from “[original title].” [Original publication] [(original publication date)]. Reprinted in [book title]. Ed. [First and last name of editor]. [Place of publication]: [Publisher], [Publication year]. Print.
Example:
Kevles, Daniel J. “Human Cloning is Inevitable.” Excerpted from “Cloning Can’t be Stopped.” Technology Review. (June 2002). Reprinted in At Issue: The Ethics of Human Cloning. Ed. John Woodward. Detroit: Thompson, 2005. Print.
Cohen, Philip. “Cloning Humans May Be Impossible.” Excerpted from “Human Reproductive Cloning Currently Impossible.”www.newscientist.com (10 April 2003). Reprinted in At Issue: The Ethics of Human Cloning. Ed. John Woodward. Detroit: Thompson, 2005. Print.
7. Print Magazine
Pattern:
[Last Name], [First Name]. “[Title of Article.]” [Title of Periodical] [Day][Month abbreviation][Year]: [page range]. Print.
Example:
Beech, Hannah. “The First Lady of Freedom.” Time 10 Jan. 2011: 31-35. Print.

8. A Work in an Anthology or Compilation
Pattern:
[Last name], [First name]. “[Title of Essay].” [Title of Collection]. [Ed.=Editor’s name(s)]. [Place of publication]: [Publisher], [Year]. [Page range]. [Medium of Publication].
Example:
Werner, Craig. “James Baldwin.” Critical Survey of Long Fiction. Ed. Carl Rollyson. Pasadena, CA: Salem, 2000. 159- 170. Print.

DOCUMENTING LITERARY SOURCES

1. Citing Novels for Students, Drama for Students, and Poetry for Students

When writing papers, students who quote directly from any volume of Novels for Students may use the following general forms. These examples are based on MLA style; teachers may request that students adhere to a different style, so the following examples may be adapted as needed.

** Use lowercase abbreviations to identify volume (vol.), translator (trans.), and editor (ed.). However, when they follow a period, they should be capitalized.**

When citing text from Novels for Students that is not attributed to a particular author (i.e., the Themes, Style, Historical Context sections, etc.), the following format should be used in the bibliography section:

Example:

“Night.” Novels for Students. Ed. Marie Rose Napierkowski. Vol. 4. Detroit: Gale, 1998. 234-35. Print.
When quoting the specially commissioned essay from Novels for Students (usually the first piece under the “Criticism” subhead), the following format should be used:

Example:

Miller, Tyrus. “Critical Essay on Winesburg, Ohio.” Novels for Students. Ed. Marie Rose Napierkowski. Vol. 4. Detroit: Gale, 1998. 335-39. Print.
When quoting a journal or newspaper essay that is reprinted in a volume of Novels for Students, the following form may be used:

Malak, Amin. “Margaret Atwood’s The Handmaid’s Tale and the Dystopian Tradition.” Canadian Literature (Spring, 1987), 9-16; excerpted and reprinted in Novels for Students, vol. 4. Ed. Marie Rose Napierkowski (Detroit: Gale, 1998), 133-36. Print.

When quoting material reprinted from a book that appears in a volume of Novels for Students, the following form may be used:

Adams, Timothy Dow. “Richard Wright: Wearing the Mask,” in Telling Lies in Modern American Autobiography (U. of North Carolina, 1990). 69-83; excerpted and reprinted in Novels for Students, vol. 1. Ed. Diane Telgen (Detroit: Gale, 1997), 59-61. Print.


2. Contemporary Literary Criticism

Wellwarth, George. “Brendan Behan: The Irish Primitive.” Contemporary Literary Criticism. Ed. Dedria Bryfonski, and Phylis Carmel Mendelson. Vol. 8. Detroit: Gale, 1978. 63. Print.

If you are using more than one volume, cite the total number of volumes (i.e. “6 vols.”) after the title of the series or after editor’s name and before the publication information. Specific references to volume and page numbers (i.e. 4:10-15) belong in the text of the student paper.

3. Cross Reference in the Works Cited

To avoid unnecessary repetition in citing two or more articles from the same work, first do on complete citation of the book. Then use this cross reference form for all additional references to this work. Alphabetize as usual. The main text and the cross references are not necessarily together on the Works Cited page.

Full Text Citation:

Smith, John, and Mary Rogers, eds. Writing Research. Boston: Macmillan, 1980. Print.


Cross Reference examples in the same Works Cited as above:

Jones, Sam. “Footnotes.” Smith and Rogers 78-79. Print.

Towne, Andrew. “Bibliography.” Smith and Rogers 550-556. Print.

Databases: Italicize these

Additional online resource information

A Research Guide for Students - http://aresearchguide.com

MLA Format- http://owl.english.purdue.edu/owl/section/2/11/

The Owl at Purdue – http://owl.english.purdue.edu

The Norton Field Guide to MLA - http://www.wwnorton.com/college/english/write/fieldguide/index.asp

Revised 02/11
Original Source: Bismarck High School, Bismarck, North Dakota. http://www.bismarckschools.org/bhs/library

Adapted with permission by Gina Phillips and Charlotte Hill.

RESEARCHING A TOPIC

Researching a topic

Choosing a Topic Presentation

The Research Question

Choose a Question based on your topic that is neither too broad or too narrow

For example, if you choose juvenile delinquency (a topic that can be researched), you might ask the following questions:

a. What is the 1994 rate of juvenile delinquency in the U.S.?

b. What can we do to reduce juvenile delinquency in the U.S.?

c. Does education play a role in reducing juvenile delinquents' return to crime?

Once you complete your list, review your questions in order to choose a usable one that is neither too broad nor too narrow. In this case, the best research question is "c." Question "a" is too narrow, since it can be answered with a simple statistic. Question "b" is too broad; it implies that the researcher will cover many tactics for reducing juvenile delinquency that could be used throughout the country. Question "c," on the other hand, is focused enough to research in some depth.

Evaluate Your Own Research Question

Ask the following 8 questions to evaluate the quality of your research question and the ease with which you should be able to answer it:

1. Does the question deal with a topic or issue that interests me enough to spark my own thoughts and opinions?

2. Is the question easily and fully researchable?

3. What type of information do I need to answer the research question?

E.g., The research question, "What impact has deregulation had on commercial airline safety?" will obviously require certain types of information:

# statistics on airline crashes before and after

# statistics on other safety problems before and after

# information about maintenance practices before and after

# information about government safety requirements before and after

4. Is the scope of this information reasonable (e.g., can I really research 30 online writing programs developed over a span of 10 years?)

5. Given the type and scope of the information that I need, is my question too broad, too narrow, or okay?

6. What sources will have the type of information that I need to answer the research question (journals, books, Internet resources, government documents, people)?

7. Can I access these sources?

8. Given my answers to the above questions, do I have a good quality research question that I actually will be able to answer by doing research?

Source: Empire State College http://www.esc.edu/esconline/across_esc/writerscomplex.nsf/0/f87fd7182f0ff21c852569c2005a47b7

Finding Sources

Examples of Acceptable Sources:

1. Magazines
2. Periodicals, Journals
3. Newspaper articles
4. Newswire articles
5. Interviews (Experts in the field only, please.)
6. Books
7. Internet (Only ONE source can come from the Internet—so make sure it is credible and is worth it!)
8. BPSD Library Databases http://www.bismarckschools.org/library/district/databases/
• BHS Library http://www.bhs.bismarckschools.org/bhs/library/
• CHS Library http://www.chs.bismarckschools.org/chs/library/

**NOTE: All sources must be within the last 15 years!**

ODIN database

http://www.odin.nodak.edu/databases

Evaluating a Website

Five Criteria for Evaluating a Website

• Accuracy – if the page lists the author and institution that published the page and provides a way of
contacting him/her
• Authority – if the page lists the author credentials and its domain is preferred (.edu, .gov, .org, or .net)
• Objectivity – If the page provides accurate information with limited advertising and it is objective in
presenting the information
• Currency – If the page is current and updated regularly (as stated on the page) and the links (if any) are up
to date
• Coverage – if information can be viewed properly – not limited to fees, browser technology, or software
requirements,

THEN – YOU MAY HAVE A QUALITY WEBSITE THAT COULD BE OF VALUE TO YOUR RESEARCH!

Primary Sources and Secondary Sources

Courtesy of Princeton University.

PLAGARISM

Plagarism

Plagarism Presentation

Avoid Plagarism

Avoid plagarism...Cite your sources!

"Research-based writing in American institutions, both educational and corporate, is filled with rules that writers, particularly beginners, aren't aware of or don't know how to follow. Many of these rules have to do with research and proper citation. Gaining a familiarity of these rules, however, is critically important, as inadvertent mistakes can lead to charges ofplagiarism, which is the uncredited use (both intentional and unintentional) of somebody else's words or ideas.

While some rhetorical traditions may not insist so heavily on documenting sources of words, ideas, images, sounds, etc., American academic rhetorical tradition do. A charge of plagiarism can have severe consequences, including expulsion from a university or loss of a job, not to mention a writer's loss of credibility and professional standing."

(Courtesy of the OWL at Perdue Writing Lab)

To cite your sources in MLA style, please use the MLA Formatting and Style Guide in this book, the MLA formatting in Noodle Tools, and the style guide at the website listed below. This site is different from most others because it not only offers a complete and thorough guide to citing your sources, but does so in an easily understandable and accessible manner.

http://owl.english.perdue.edu

Besides...it's free!

WRITING A THESIS STATEMENT

Writing a thesis statement

Developing a Thesis Statement

A specific subject (blogging) + a particular stand, feeling, or feature (restaurant owners increase business by adding blogs to website = an effective thesis statement (Adding blogs to restaurant websites shows a dramatic increase in restaurant business)

A thesis statement is a single sentence (the last sentence in your first paragraph) that presents your stand to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

Open thesis vs. closed thesis

Open Thesis vs. Closed Thesis

Implicit Thesis vs. Explicit Thesis

The thesis is a declarative sentence. It is a clear, specific statement, which states the main point of a the paper, thereby limiting the topic and indicating the researcher’s approach to the topic. For this research paper we will be discussing the difference between the open (implicit) thesis approach, and the closed (explicit) thesis.

Open (implicit) thesis:
Let’s say you are writing a paper on the relationship between the United States criminal court system and the media. You have read on article related to this topic, but you have not yet begun your research. Still, it is possible for you to arrive at a very basic and general opinion without going into detail, secondary topics, or supporting reasons for your assertion.

Broad Topic:  The United States criminal court system and the media.

Example of an open (implicit) thesis statement:
The media plays too influential a role in criminal court trials.

To assist you in formulating your preliminary thesis, ask basic “W” questions that are related to your topic: who, what, when, where, and why? This will help you determine your particular interests and a possible starting point for your research. Based on the topic above, the following list demonstrates the different kinds of questions that can be generated.

*Why is the media involved in court cases?
*When did the media start reporting court cases?
*What is the media’s role in criminal court cases?
*What aspects of the media am I going to write about?
*What kind of criminal case is it?
*When did the case take place?
*Where did the case take place?
*Who were the people involved in the case?

If you are writing a research paper and you have come up with a long list of random questions, select three or four questions that hold the most interest for you. These questions will narrow your focus and help you to plan your research strategy.

Closed (Explicit) Thesis:
If you make an assertion and include the reason or reasons which support your assertion, and it is broad enough in scope, yet specific enough to be unified and to perform as a substantial generalization of your essay, you have written a closed thesis statement. The evidence can take many forms: facts, opinions, anecdotes, statistics, analogies, etc., but the essential relationship between the thesis and the major points of support is one of conclusion to reason:   This is believed to be true because… (reasons).

Broad Topic:  The United States criminal court system and the media.

Example of a closed (explicit) thesis:
The media plays a very influential role in criminal court trials because of their access to the
people, their bias, and because of the special privileges.

Based on the topic that YOU have chosen, ask yourself basic “W” questions that are related to YOUR topic to help you plan your research strategy and form a thesis.
(Written by Lisa Tolhurst for the Hunter College Reading/Writing Center, 1998)

WHY –



WHEN –



WHAT –



WHERE –



WHO –



HOW –



KEEP GOING!.....

Thesis development and the "So What?" test

In formulating your preliminary thesis, ask basic “W” questions that are related to your topic: who, what, when, where and why?  This will help you determine your particular interests and a possible starting point for your essay or research.
A thesis statement is a one- or two-sentence statement that explicitly outlines the purpose or point of your paper.  

• It is an assertion that a reasonable person could disagree with if you only gave the thesis and no other evidence.  It is not a fact or casual observation; it must beg to be proved.  And someone should be able to theoretically argue against it.  

• It takes a side on a topic rather than imply announcing that the paper is about a topic (the title already reveals your topic to the reader).  Don’t tell a reader about something; tell them what about something.  Answer the questions “how?” or “why?”

• It argues one main point.

• It passes “The So What? Test”

The “So What?” Test:

While writing a research paper, there is an extremely important point that you must constantly keep in the forefront of your mind:  choose a topic worth arguing about or exploring.  This means to construct a thesis statement about a problem that is still debated, controversial, or up in the air.

So, arguing that drinking and driving is dangerous—while you could find a ton of evidence to support your view—would be pretty worthless nowadays.  Who would want to read something they already knew?  You wouldn’t be persuading them of anything and all your work would be pretty meaningless.  

During the topic formulating stage and throughout your writing process, keep asking, “So what?” and “Who cares?” so that you can be sure to answer these questions through out your paper. This will automatically make your paper significant and more interesting both for you to write and the reader to study.
(adapted from “Writing a Research Paper” http://owl.english.purdue.edu)

Thesis Checklist

Thesis checklist:

Make sure that your thesis statement:

___identifies a limited, specific subject,

___focuses on a particular feature or feeling about the subject,

___is stated in a clear, direct sentence,

___can be supported with convincing facts and details.

A few thoughts about where to take your thesis

A Few Thoughts on Where to Take Your Thesis (from L. Lanzbom)

In your opening paragraph, you will offer your thesis statement in two parts, telling the reader what your paper will be about (the subject), and what your opinion is on the subject. 

Do not write your thesis as a question! Write your thesis as a statement.
Let’s say you choose the thesis, “In today’s youth culture, Ozzy Ozbourne is more musically influential than Beethoven.”

The subject here is the music of Ozzy Ozbourne; your slant or opinion is Ozbourne’s music is as influential as Beethoven in today’s music market.

The question lurking behind this thesis statement is this:

“Does Ozzy have more musical influence than Beethoven?” To prove and organize your thesis, think about one or more of these key questions: “Who,” “how,” “why,” and “what.” You can even toss in “when” and “where” if you want.

In our example, “who” is answered already – Ozzy and Beethoven. But, now you have “what” (modern rock music; music that is accepted by the masses etc.) “why” (many young adults do not listen to classical) and “how,” (more radio stations for rock music than classical music stations; cd sections in most music stores are larger than cd sections for classical music). You can work with any of these to answer your argument.
_________________________________________________________

More on Thesis Statements

How to Generate a Thesis Statement from a research question.

Almost all assignments, no matter how complicated, can be reduced to a single question. Your first step, then, is to distill the topic into a specific question. For example, if your assignment is, “Write a report to the local school board explaining the potential benefits of using computers in a fourth-grade class,” turn the request into a question like, “What are the potential benefits of using computers in a fourth-grade class?” After you’ve chosen the question your essay will answer, compose one or two complete sentences answering that question.

Q: “What are the potential benefits of using computers in a fourth-grade class?”
A: “The potential benefits of using computers in a fourth-grade class are . . .”

OR

A: “Using computers in a fourth-grade class promises to improve . . .”
The answer to the question is the thesis statement for the essay.

The answer to the question is the thesis statement for the essay.

How to Create a Strong Thesis Statement from basic Ideas.

Sugar consumption.

This fragment isn’t a thesis statement. Instead, it simply indicates a general subject. Furthermore, your reader doesn’t know what you want to say about sugar consumption.

Narrow the topic.
Your readings about the topic, however, have led you to the conclusion that elementary school children are consuming far more sugar than is healthy.

You change your thesis to look like this:

Reducing sugar consumption by elementary school children.

This fragment not only announces your subject, but it focuses on one segment of the population: elementary school children. Furthermore, it raises a subject upon which reasonable people could disagree, because while most people might agree that children consume more sugar than they used to, not everyone would agree on what should be done or who should do it. You should note that this fragment is not a thesis statement because your reader doesn’t know your conclusions on the topic.

Take a position on the topic.
After reflecting on the topic a little while longer, you decide that what you really want to say about this topic is that something should be done to reduce the amount of sugar these children consume.

You revise your thesis statement to look like this:

More attention should be paid to the food and beverage choices available to elementary school children.

This statement asserts your position, but the terms more attention and food and beverage choices are vague.

Use specific language.
You decide to explain what you mean about food and beverage choices, so you write:

Experts estimate that half of elementary school children consume nine times the recommended daily allowance of sugar.

This statement is specific, but it isn’t a thesis. It merely reports a statistic instead of making an assertion.

Make an assertion based on clearly stated support.
You finally revise your thesis statement one more time to look like this:

Because half of all American elementary school children consume nine times the recommended daily allowance of sugar, schools should be required to replace the beverages in soda machines with healthy alternatives.

Notice how the thesis answers the question, “What should be done to reduce sugar consumption by children, and who should do it?” When you started thinking about the paper, you may not have had a specific question in mind, but as you became more involved in the topic, your ideas became more specific. Your thesis changed to reflect your new insights.

How to Tell a Strong Thesis Statement from a Weak One.

1. A strong thesis statement takes some sort of stand.

Remember that your thesis needs to show your conclusions about a subject. For example, if you are writing a paper for a class on fitness, you might be asked to choose a popular weight-loss product to evaluate. Here are two thesis statements:

There are some negative and positive aspects to the Banana Herb Tea Supplement.
This is a weak thesis statement. First, it fails to take a stand. Second, the phrase negative and positive aspects is vague.

Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss of muscle and lean body mass, it poses a potential danger to customers.

This is a strong thesis because it takes a stand, and because it's specific.

2. A strong thesis statement expresses one main idea.

Readers need to be able to see that your paper has one main point. If your thesis statement expresses more than one idea, then you might confuse your readers about the subject of your paper. For example:

Companies need to exploit the marketing potential of the Internet, and Web pages can provide both advertising and customer support.

This is a weak thesis statement because the reader can’t decide whether the paper is about marketing on the Internet or Web pages. To revise the thesis, the relationship between the two ideas needs to become more clear. One way to revise the thesis would be to write:

Because the Internet is filled with tremendous marketing potential, companies should exploit this potential by using Web pages that offer both advertising and customer support.

This is a strong thesis because it shows that the two ideas are related. Hint: a great many clear and engaging thesis statements contain words like because, since, so, although, unless, and however.

3. A strong thesis statement is specific.

A thesis statement should show exactly what your paper will be about, and will help you keep your paper to a manageable topic. For example, if you're writing a seven-to-ten page paper on hunger, you might say:

World hunger has many causes and effects.

This is a weak thesis statement for two major reasons. First, world hunger can’t be discussed thoroughly in seven to ten pages. Second, many causes and effects is vague. You should be able to identify specific causes and effects. A revised thesis might look like this:

Hunger persists in Glandelinia because jobs are scarce and farming in the infertile soil is rarely profitable.

This is a strong thesis statement because it narrows the subject to a more specific and manageable topic, and it also identifies the specific causes for the existence of hunger.

Produced by Writing Tutorial Services, Indiana University, Bloomington, IN

A bit more on your thesis

WRITING A PRELIMINARY OUTLINE

Writing a preliminary outline

Understanding the specifics

Items to consider when writing your outline:

Why create an outline?
--It organizes your ideas
--Helps you to see if you’ve got enough information
--Makes the writing process much easier
--Presents your material in a logical form
--Shows the relationship among your ideas

1. Parallelism: Each heading and subheading should have parallel structure. That means, if you begin one point with a noun, all points should begin with a noun. If one is a complete sentence,
all must be (topic vs. sentence outline).

Example:
I. Alcohol addiction causes strained relationships.
     A. The alcohol forces the family apart.
     B. The effects of being drunk can cause a strained marriage.
Notice how all points are complete sentences; this must be consistent throughout.

2. Coordination and Weight: The information contained in each of your Roman numerals should contain the same significance. Similarly, the weight of your sub-headings should be consistent as well, and more detailed than the Roman numerals.

Example:
I. It is important to visit and evaluate college campuses.
II. One should also visit and evaluate college websites.
     A. Here, the applicant should note organization of website.
     B. The applicant could also observe what the university has to offer.

3. Specificity of each outline component: Present information from general to specific. The information presented in the Roman numeral headings should be more general, while the information in the subheadings should be more specific.

Example:
I. General information
     A. One specific component related to the general information
     B. Another specific component related to the general
          1. One specific component of point “B.”
          2. Another specific component of point “B.”
               a. One specific component of point “2.”
               b. Another specific of point “2.”
                    i. This is as detailed as you can get
                    ii. Another specific component of point “b.”

4. Division of parts: Each component of your outline cannot stand alone. Therefore, every I must have a II; every A must have a B, etc. You may have more than two, but no less.

See example above; it is the bare minimum for each component (being 2 main points). Remember, you do not need to go any further than a point on A and B if you don’t need to. Only go as specific as you are able to.

Directions for final outline

John Doe

Ms. Doe

English 12 – period 4

31 April 2011 usually due date

SAMPLE FINAL OUTLINE (Do not type anything here in your draft)

The Title of your Essay Goes Here

Thesis Statement: You must type the words “Thesis Statement.” This part of your outline will be one full, complete sentence and will match exactly the thesis statement in your introductory

paragraph.

I. This is where your first major point should be. Notice how everything is now double-spaced.

     A. This sub-point should support the first Roman Numeral.

     B. This is an additional sub-point that supports Roman Numeral I.

          1. The number “1” comes after any capital letter. Remember, if you

               have a “1”, you must have a number “2” as well.

          2. This is the second point that supports the information under

               letter B.

     C. You may have more than two sub-points under your first Roman

          Numeral. This is where the third point would go.

II. When you are finished with your first main point, move on to your

second major point with a Roman Numeral II.

     A. This sub-point should support the second Roman Numeral.

     B. Every major point should have at least an A, B, and C; most should    

         have a 1 and 2 as well. Otherwise, you may need to re-research

         and find additional information.

III. This is where your third and final point goes. ALL senior research

     papers must have three major components to their essay (if you need

     more, talk with me). Remind yourself that each major component

     should be discussed for approximately two-three pages.

**Your final outline will most likely be anywhere from 1 ½ to 2 ½ pages long.

Sample preliminary outline

Johnny Johnson

Ms. Doe

English 12 – Period 1

11 March 2011

SAMPLE PRELIMINARY OUTLINE

Education: Why does it seem everyone is against it?

Thesis Statement: Poverty, segregation of minorities, and changes in

                             federal funding policies negatively affect education.

I. The schools from low-income communities lack revenues.

     A. Limited resources.

          1.

          2.

     B. Tough for students to get job.

          1.

          2.

II. Majority of poverty stricken schools consists of minorities.

     A. Minorities are majority

          1.

          2.

     B. Large achievement gap.

          1.

          2.

III. Education suffers due to changes in policies.

     A. The “No Child Left Behind Act”.

          1.

          2.

     B. Standards hard to develop and enforce.

          1.

          2.

Sample of Final Outl

Johnny Johnson

Ms. Doe

English 12 – Period 1

11 March 2010

SAMPLE OUTLINE #2

Education: Why does it seem everyone is against it?

Thesis Statement: Poverty, segregation of minorities, and changes in  

federal funding policies negatively affect education.

I. The schools from low-income communities lack the revenues to provide

   students with equal opportunities.

     A. Schools in low-income areas usually have limited resources, which

         makes it difficult to provide students with quality education.

          1. Those schools usually have under-qualified teachers.

          2. Those low-income communities supporting the school do not

              bring in enough revenue to provide the schools with proper

              curriculum, supplies, and extra curricular programs.

     B. Students from schools in low-income communities have less of an

         opportunity to get a decent job later in life.

          1. When students are not equally educated, the economy suffers

              due to a lack of competition in the job market.

          2. Those students from under-funded schools are usually born into

               the bottom of the economy and are not given the proper

               opportunities to better themselves.

II. The majority of the population of poverty stricken schools consists of minorities.

     A. In most urban centers, minorities are the majority

          1. Urban school serving minorities contain the greatest number of

              teachers teaching outside of their training.

          2. Many of the minority students attending these schools believe

              society does not care to give them the resources they need to

              succeed.

     B. The achievement gap between white students and minorities is

          large.

III. The quality of education suffers due to changes in policies, such as

the addition of the “No Child Left Behind Act.”

     A. The “No Child Left Behind Act” usually forces schools to make

          choices to lower standards in order to avoid sanctions and

          retain funding.

               1. Many times teachers are forced to abandon the normal

                   curriculum in order to focus on teaching the students what

                   the government decides is most important.

                2. NCLB has caused much controversy among educational

                    systems.

     B. Standards established by the “No Child Left Behind Act” are hard to

         develop and enforce because curriculum differs all over the

         country.

          1. The government should not be responsible for developing the

              standards because they are not the trained educators.

          2. Standardized tests are not a fair or accurate way of measuring

              how much children are learning due to the variation of curriculum

              throughout the country.

     C. The “No Child Left Behind Act” does not work properly because it is

          not adequately funded by the federal government.

           1. The government provides only two-thirds of the money originally

               promised making states responsible for the rest.

           2. The federal government often cuts money for education                      

                funding.

Another Sample Outline

SAMPLE FINAL OUTLINE

Johnny Johnson

Ms. Doe

English 12

31 March, 2010

Education: Why does it seem everyone is against it?

Thesis Statement: Poverty, segregation of minorities, and changes in federal funding policies negatively affect education.

I. The schools from low-income communities lack the revenues to provide students with equal opportunities.

A. Schools in low-income areas usually have limited resources, which makes it difficult to provide students with quality education.

1. Those schools usually have under-qualified teachers.

2. Those low-income communities supporting the school do not bring in enough revenue to provide the schools with proper curriculum, supplies, and extra-curricular programs.

B. Students from schools in low-income communities have less of an opportunity to get a decent job later in life.

1. When students are not equally educated, the economy suffers due to a lack of competition in the job market.

2. Those students from under-funded schools are usually born into the bottom of the economy and are not given the proper opportunities to better themselves.

II. The majority of the population of poverty stricken schools consists of minorities.

A. In most urban centers, minorities are the majority

1. Urban school serving minorities contain the greatest number of teachers teaching outside of their training.

2. Many of the minority students attending these schools believe society does not care to give them the resources they need to succeed.

B. The achievement gap between white students and minorities is large.

III. The quality of education suffers due to changes in policies, such as the addition of the “No Child Left Behind Act.”

A. The “No Child Left Behind Act” usually forces schools to make choices to lower standards in order to avoid sanctions and retain funding.

1. Many times teachers are forced to abandon the normal curriculum in order to focus on teaching the students what the government decides is most important.

2. NCLB has caused much controversy among educational systems.

B. Standards established by the “No Child Left Behind Act” are hard to develop and enforce because curriculum differs all over the country.

1. The government should not be responsible for developing the standards because they are not the trained educators.

2. Standardized tests are not a fair or accurate way of measuring how much children are learning due to the variation of curriculum throughout the country.

C. The “No Child Left Behind Act” does not work properly because it is not adequately funded by the federal government.

1. The government provides only two-thirds of the money originally promised making states responsible for the rest.

2. The federal government often cuts money for education funding.

TAKING NOTES

As you conduct your research, take notes and write out quotations related to your thesis.

General Tips:

• Keep all notes on index cards in Noodle Tools.
• Keep actual notes written on articles in Google Docs (include a citation for your Google Docs so you know where you can find it).
• Record important details and quotations, along with the page numbers where this information can be found.
• Use an ellipsis (. . .) if you need to leave words out of a quotation. Use brackets ( [...] ) around your own words that are added to quotations.
• Give each card a slug (a word or a phrase to highlight the main idea of that note card).

PQSD

Use the PQSD format to guide your note taking.

• P stands for Paraphrase.
• Q stands for Quote.
• S stands for Summary.
• D stands for Definition.
  

Formatting Notecards

WORKS CITED

Works Cited

Check off list

Works Cited Page Checklist

Check for each of the following when completing your Works Cited page:

_____ Are the words Works Cited at the top of a new page? Are the words centered, and not in

          bold or underlined?

_____ Are my sources in alphabetical order?

_____ Do my sources begin with author’s Last, First Name? If no author, does it begin with

          “article”/book title in quotation marks (article) or italicized (book)?

_____ Is my Works Cited page equally double spaced?

_____ Is my last name and page number at the top of the page?

_____ Do each of my sources have a hanging indent?

***ARE ONLY THE SOURCES USED IN MY PAPER CITED ON THE WORKS CITED PAGE?***

**This is a biggie: Make sure that sources you’ve printed and decided NOT to use are not on your Works Cited page. Therefore, if you used seven sources, I should only see those seven sources on your works cited page.

** Likewise, please make sure that whatever word you use to cite in parenthesis corresponds to the word on your Works Cited page.

For example: *A citation that begins with Smith, Beverly should have a parenthetical citation as (Smith) or (Smith 263).

*Similarly, if your work has no author and your citation begins with “Overpopulation in Prisons is a Serious Problem”, that article should have a parenthetical citation as (“Overpopulation”) or (“Overpopulation” 195).

_____ Is each of my sources in correct MLA format? Check with MLA guide!!!

_____ Are there at least five sources used?

_____ Do my sources come from at least two different reference types (books, articles, journals, newspapers, etc)?

Sample Works Cited

Works Cited

Bailey, Richard. “Physical Education and Sports in Schools: A Review of Benefits and Outcomes.” Journal

              of School Health. 01 Oct. 2006. eLibrary. ProQuest. BHS LMC, Bismarck, ND. Web. 30 March

              2010.

Daniels, Elizabeth, Sirinda Sincharoen, and Campbell Leaper. “The Relation Between Sport Orientations

                and Athletic Identity Among Adolescent Girl and Boy Athletes.” Journal of Sport Behavior. 28 (01

                Dec. 2005): 315+. eLibrary. ProQuest. BHS LMC, Bismarck, ND. Web. 25 March 2010.

Harrison, Patricia A. “Differences in behavior, psychological factors, and environmental factors

                associated with participation in school sports and other activities in adolescence.” Journal of

                School Health. March 2003: 113+. Health & Wellness Resource Center. Thompson Gale

                Database. BHS LMC, Bismarck, ND. Web. 30 March 2010.

Ishee, Jimmy H. “Benefits of High School Athletic Participation.” Journal of Physical Education,

                Recreation & Dance. 75 (01 Sept. 2004): 10+. eLibrary. ProQuest. BHS LMC, Bismarck, ND. Web.

                25 March 2010.

Mueller, Christina. “Racing to a Degree.” U.S. News & World Report. 06 Aug. 2007. eLibrary. ProQuest.

                BHS LMC, Bismarck, ND. Web. 30 March 2010. Torr, James D. Sports and Athletes: Opposing

                Viewpoints. Detroit, MI: Greenhaven Press, 2005. Print.

THE WRITING PROCESS

The Writing Process

Transitional word/phrase list

TRANSITIONAL WORD LIST

            A transition is a form of a verbal bridge.  Just as one must take a bridge to move across the Missouri River from Bismarck to Mandan, or to go from Mandan to Bismarck, transitions take the writer and his or her reader from one idea to another.  Sometimes a word is enough to link ideas together; at other times phrases are necessary.  Often entire sentences are essential to link details or thought together.

TO ADD OR SHOW SEQUENCE

again                                        even more                                            in the first place

also                                          eventually                                            last

and                                          finally                                                  moreover

and then                                  first                                                      next

at this point                             further                                                 second

besides                                   furthermore                                         still

equally important                    in addition                                           too

TO COMPARE

also                                          equally                                                 just as

as well as                                 have in common                                  likewise

at the same time                      in like manner                                      similarly

compared to                            in the same way

TO CONTRAST

although                                  however                                              otherwise

and yet                                     in contrast                                           regardless

as opposed to                          in contrast to                                       even though

but at the same time                in spite of                                            still

despite                                     nevertheless                                         though

equally important                    notwithstanding                                  yet

even so                                    on the contrary           

for all that                               on the other hand

TO GIVE EXAMPLES OR INTENSIFY

after all                                    indeed                                                 that is

an illustration of                      in fact                                                  to illustrate

even                                         it is true                                               truly

for example                             of course

for instance                             specifically

TO INDICATE PLACE

above                                       here                                                     there

adjacent to                              near                                                     to the east

below                                      nearby                                                 to the left

elsewhere                                on the other side

farther on                                opposite to

TO INDICATE TIME

after a while                            immediately                                        so far

afterward                                in the mean time                                  soon

as long as                                 in the past                                            subsequently

as soon as                                lately or later                                       then

at last                                       meanwhile                                           thereafter

at length                                  now                                                     until

at that time                              presently                                              until now

before                                      shortly                                                 when

earlier                                      simultaneously

formerly                                  since

TO INTRODUCE

as evidence of                         in fact                                                  it would appear

consider the following              in order to understand                                    it would seem that

for example                             in support of this                                

for instance                             it is (widely) believed

TO REPEAT, SUMMARIZE, OR CONCLUDE

again                                        in conclusion                                       therefore

all in all                                    in other words                                     to conclude

altogether                                in particular                                         to put it differently

as has been noted                    in short                                                to summarize

as has been said                       in simpler terms                                   undoubtedly

finally                                      in summary                                          unquestionably

for the reasons above              on the whole

in brief                                     that is

TO SHOW CAUSE OR EFFECT

all in all                                    in brief                                                 leads to

altogether                                in conclusion                                       on the whole

as has been noted                    in effect                                               that is

as has been said                       in other words                                     therefore

caused by                                in particular                                         to conclude

due to                                      in short                                                to put it differently

hence                                       in simpler terms                                   to summarize

if…then                                   in summary

Another resource for transitional words and phrases

Go to this websit for additional information on transitional words and pharases:

http://www.smart-words.org/transition-words.html

In-text citations

Follow the following link to learn about the different ways to cite your sources, embedd your citations, and make your research paper read smoothly and efficiently.

http://owl.english.purdue.edu/owl/resource/747/02/

Sample Research Paper

Use the link below to look at a fully written sample research paper.

http://owl.english.purdue.edu/owl/resource/747/13/

REVISING AND EDITING

Revising and Editing

Parenthetical Citations (In-Text Citations)

Follow the following link to learn about the different ways to cite your sources, embedd your citations, and make your research paper read smoothly and efficiently.

http://owl.english.purdue.edu/owl/resource/747/02/

Peer Editing worksheet

RESEARCH PAPER EDITING SHEET

NAME___________________________________I am editing__________________________’s paper

Check all that are included with the rough:

____1. outline included?
____2. finished essay included?
____3. Works Cited page included?
____4. correct information in upper left hand corner on rough draft
____5. page numbers on each page (after last name in upper right – including Works     Cited)
____6. parenthetical documentation in paper (citations in parenthesis)
____7. double spaced evenly throughout
____8. no extra spaces between paragraphs/title, etc.

Outline:

____1. Thesis statement at top
____2. title provided
____3. complete sentences throughout
____4. three Roman numerals
____5. A and B reflect each Roman numeral
____6. 1 and 2 reflect A and B
____7. If there is an A, there’s a B; a 1 must have a 2…

Paper:

____1. # of quotes (anywhere from 2-6 is ideal)
____2. correct parenthetical documentation
____3. quotes support sentences from outline
____4. quotes explicated (explained) – should NOT be 1st or last sentence in a paragraph

____5. appropriate intro
____6. intro ends with thesis
____7. double spaced
____8. appropriate conclusion
____9. conclusion ends with restated thesis (in different wording)
____10. outline followed in text of paper
____11. sentences from outline found in text of paper
____12. transitions used at the beginnings of paragraphs
____13. transitions used for flow within the paragraphs
____14. transitions are appropriately used
____15. sentence variation evident
____16. vocabulary appropriate for grade level
____17. conventions – spelling and grammar errors are practically non-existent
____18. paper does not contain first or second person (I, you, we, our, etc)
____19. paper supports/proves the thesis
____20. paper is appropriate length (outline + 4-6pgs + Works Cited page)

Works Cited Page:

____21. alphabetical order
____22. sources done in perfect MLA style with hanging indent
____23. double spaced evenly with no extra spaces
____24. minimum of five sources

Strategies for varying sentences

Look at the following website to look at not only varying the length of your sentences, but also to also look at the way you begin your sentences.

http://owl.english.purdue.edu/owl/resource/573/01/

WRITING THE FINAL DRAFT

Writing the final draft

Check off list

Check-off list

Research Paper

McKenzie

This is the crucial time in the research process where you can really utilize the time remaining to benefit your research paper. Please read over the following items as a sort of “check-off list.” You don’t need to re-read your paper thoroughly for understanding each time there is an item to “check-off,” but simply look for the specific details the item is asking you to check. So far, we have gone through each step of the research paper process, but it is easy to forget, or pass over important items that make your paper strong. By checking each item listed below, you can help your paper be stronger.

Formatting

__________     Heading on the first page (outline) and NO header. Heading should look like:

                                                John Doe

                                                Sophomore Research Paper

                                                Period 1

                                                Title of paper

                                                14 October 2011

__________     Headers should follow on the remaining pages in the upper right-hand corner with your

                                last name first, and then the page number, starting with page number 2.

__________     The paper should be typed in 12 pt font. You should use one of the default fonts such

                                As: Times New Roman, Calibri, Helvetica, Century Schoolbook, Courier, and Arial

__________     Delete any extra spaces between paragraphs, Roman numerals, etc. so that everything is

                                double-spaced . To do this in the new Word program, you need to select “paragraph,”

                                click “double-space,” and then check the box that says, “don’t add space between

                                paragraphs of the same style.”

__________     Your outline should line up correctly. This means that your roman numerals should line

                                up, your A’s and B’s should line up, and your 1’s and 2’s should line up. Your outline

                                should be double-spaced as well, without extra spaces between items.

Content

__________     Make sure that each source you have listed on your works cited page is cited

                                somewhere in your paper at least once. You need a minimum of 4 sources in your

                                paper.

__________     Your paper should be 3-5 pages in length (this is excluding the outline and works cited)

__________     Vary your sentence lengths and sentence beginnings. Be conscious of too many long

                                sentences used together, as well as too many short, simple sentences used together.

__________     Transitional phrases and/or words should be used throughout the paper to move the

                                reader from point to point, so make sure you have them!

__________     Citations should be varied as well. This means that you should try ALL of the following:                                 

Hint: Look at the handout titled: “MLA In-Text Citations: The Basics” or go to: http://owl.english.purdue.edu/owl/resource/747/02/

                                1. paraphrase some of your information with a citation at the end

                                2. use a direct quote when information cannot be stated any other way, and use a

                                    formal citation at the end.

                                3. Introduce your source within the sentence you are paraphrasing or quoting so that

                                    you have cited the source without needing a formal citation at the end of the

                                    sentence.

__________     Use third person only. You should NOT use the words: I, you, me, us, we, your

__________     Take out any contractions in your paper, and write the words out.

                                Example: Change can’t to:  cannot   ~  Don’t:   do not   ~   Isn’t:   is not

__________     Make sure that all of your major points prove your thesis, and are backed by support

                                from the experts.

__________     Make sure that your paper has YOUR voice in it! It should not be a compilation of expert

                                opinion, but your opinion, backed by their (expert) support and evidence.

Now go back through the paper carefully paying attention to the following specific issues circling the criteria that need improvement:

• Introduction
  • Does the Attention-getting device effectively gain the reader’s attention?
  • Does the opening paragraph clearly set the context for what the paper is about?
  • Does it establish a thesis?  Does it pose a “problem” that the writer will research? Is the problem too vague or general? Does it suggest “so what?” or some sense of the significance or relevance of this topic?
• Voice
  • Is the voice appropriate for a research paper?  The writer’s position can be clear, but the paper should not be emotional.  The paper also should have a sense of the writer behind it; it should not just sound like sources strung together. 
• Argument
  • Are you persuaded by the argument?
  • Does the writer need more evidence?  (Mark specific places where you feel more evidence is needed)
  • Is there enough analysis of the evidence?

• Quotations
  • Are quotations used to support or illuminate arguments? 
  • Are they too long?
  • Are there quotations in the paper that could be paraphrased instead of quoted? 
  • Is it clear when the writer is paraphrasing or summarizing someone else and when s/he is using his/her own ideas?
  • Are quotations introduced/blended? 
  • Has the writer explained/interpreted quotations where appropriate? 
  • Has the writer provided sufficient documentation?  (Parenthetical Citations)

• Organization
  • Does the development of the argument flow smoothly?
  • Can you follow the logical transitions?
  • Are there places where you would change the order of ideas?
  • Does the writer’s outline reflect his/her paper?
• Ideas & Development
  • In your opinion, are there pieces of the argument that are missing?
  • Are there aspects of information you would add to the paper or make more or less complex?
• Conclusion
  • Does the writer tell us “so what?”
  • Does the writer suggest the implications of his/her argument?
  • Has the writer suggested solutions to the problem?

What do I need to turn?

*You need to turn the following information in a manila envelope to me at the beginning of class:

                1. Final sentence outline, paper, works cited

                2. Rough Draft(s)

                3. All note cards

                4. All printed resources

                ~basically…everything! J

YOU ALSO NEED TO SUBMIT YOUR FINAL PAPER TO TURNITIN.COM  as this will also be a grade!!!

Now, take a big sigh of relief! You’re done! J It wasn’t so bad, was it? J

PACKAGING AND SUBMITTING

Packaging and submitting

Check-Off List Before Submitting Your Paper

Check-off list

Research Paper

This is the crucial time in the research process where you can really utilize the time remaining to benefit your research paper. Please read over the following items as a sort of “check-off list.” You don’t need to re-read your paper thoroughly for understanding each time there is an item to “check-off,” but simply look for the specific details the item is asking you to check. So far, we have gone through each step of the research paper process, but it is easy to forget, or pass over important items that make your paper strong. By checking each item listed below, you can help your paper be stronger.

Formatting

__________ Heading on the first page (outline) and NO header. Heading should look like:

John Doe

Sophomore Research Paper

Period 1

Title of paper

14 October 2011

__________ Headers should follow on the remaining pages in the upper right-hand corner with your last name first, and then the page number, starting with page number 2.

__________ The paper should be typed in 12 pt font. You should use one of the default fonts such as: Times New Roman, Calibri, Helvetica, Century Schoolbook, Courier, and Arial

__________ Delete any extra spaces between paragraphs, Roman numerals, etc. so that everything is double-spaced . To do this in the new Word program, you need to select “paragraph,” click “double-space,” and then check the box that says, “don’t add space between paragraphs of the same style.”

__________ Your outline should line up correctly. This means that your roman numerals should line up, your A’s and B’s should line up, and your 1’s and 2’s should line up. Your outline should be double-spaced as well, without extra spaces between items.

Content

__________ Make sure that each source you have listed on your works cited page is cited somewhere in your paper at least once. You need a minimum of 4 sources in your paper.

__________ Your paper should be 3-5 pages in length (this is excluding the outline and works cited)

__________ Vary your sentence lengths and sentence beginnings. Be conscious of too many long sentences used together, as well as too many short, simple sentences used together.

__________ Transitional phrases and/or words should be used throughout the paper to move the reader from point to point, so make sure you have them!

__________ Citations should be varied as well. This means that you should try ALL of the following:

Hint: Look at the handout titled: “MLA In-Text Citations: The Basics” or go to: http://owl.english.purdue.edu/owl/resource/747/02/

1. paraphrase some of your information with a citation at the end

2. use a direct quote when information cannot be stated any other way, and use a formal citation at the end.

3. Introduce your source within the sentence you are paraphrasing or quoting so that you have cited the source without needing a formal citation at the end of the sentence.

__________ Use third person only. You should NOT use the words: I, you, me, us, we, your

__________ Take out any contractions in your paper, and write the words out.

Example: Change can’t to: cannot ~ Don’t: do not ~ Isn’t: is not

__________ Make sure that all of your major points prove your thesis, and are backed by support from the experts.

__________ Make sure that your paper has YOUR voice in it! It should not be a compilation of expert opinion, but your opinion, backed by their (expert) support and evidence.

Now go back through the paper carefully paying attention to the following specific issues circling the criteria that need improvement:

• Introduction
  • Does the Attention-getting device effectively gain the reader’s attention?
  • Does the opening paragraph clearly set the context for what the paper is about?
  • Does it establish a thesis? Does it pose a “problem” that the writer will research? Is the problem too vague or general? Does it suggest “so what?” or some sense of the significance or relevance of this topic?
• Voice
  • Is the voice appropriate for a research paper? The writer’s position can be clear, but the paper should not be emotional. The paper also should have a sense of the writer behind it; it should not just sound like sources strung together.
• Argument
  • Are you persuaded by the argument?
  • Does the writer need more evidence? (Mark specific places where you feel more evidence is needed)
  • Is there enough analysis of the evidence?

• Quotations
  • Are quotations used to support or illuminate arguments?
  • Are they too long?
  • Are there quotations in the paper that could be paraphrased instead of quoted?
  • Is it clear when the writer is paraphrasing or summarizing someone else and when s/he is using his/her own ideas?
  • Are quotations introduced/blended?
  • Has the writer explained/interpreted quotations where appropriate?
  • Has the writer provided sufficient documentation? (Parenthetical Citations)

• Organization
  • Does the development of the argument flow smoothly?
  • Can you follow the logical transitions?
  • Are there places where you would change the order of ideas?
  • Does the writer’s outline reflect his/her paper?
• Ideas & Development
  • In your opinion, are there pieces of the argument that are missing?
  • Are there aspects of information you would add to the paper or make more or less complex?
• Conclusion
  • Does the writer tell us “so what?”
  • Does the writer suggest the implications of his/her argument?
  • Has the writer suggested solutions to the problem?

What do I need to turn in?

*You need to turn the following information in a manila envelope to me at the beginning of class:

1. Final sentence outline, paper, works cited

2. Rough Draft(s)

3. All note cards

4. All printed resources

~basically…everything! J

YOU ALSO NEED TO SUBMIT YOUR FINAL PAPER TO TURNITIN.COM as this will also be a grade!!!

Now, take a big sigh of relief! You’re done! It wasn’t so bad, was it?

Submitting your paper to Turnitin

Turnitin.com now states, “If you are between 14 and 17 years of age . . . you may not enter the Site except with the supervision and permission of a parent or legal guardian.  You must have a parent or legal guardian review and agree to this User Agreement by clicking the    I agree -- create profile    button."
 

To Create a New Account

Go to http://turnitin.com and find the small blue create account under the login email box.
Under Create a New Account, select Student
Enter the Class ID Information provided by your teacher (case sensitive)
    Class I.D.   ____________________________________________
    Class enrollment password   _______________________________
Fill in the User Information section
    1. first name
    2.  last name
    3.  email address
    PLEASE NOTE:  you may use a valid email address of your own (hotmail, sendit, etc.)
    or create one using the following template FirstnameLastname@BHS.turnitin.com
Fill in the Password and Security section
    1.  Please follow the password template as follows:  
        The Capital initial of your first name followed by your student ID #.
        For example:  John Doe will have the password J12345
    2.  Select a secret question and fill in the answer
    PLEASE NOTE:  because this question may come up months from the time it is created,
    it is wise to use a question and answer that will never change i.e. parent information.
User Agreement
    1.  Read the user agreement
    2.  Select the  I agree -- create profile  button to complete your user profile

To Log into a Current Account

Go to http://turnitin.com and put your email account and password in the boxes provided in the top right corner
PLEASE NOTE:  If you have forgotten your password or are not sure of the email address you are using, click on the small blue Retrieve Password under the password box and follow the directions there.

To Enroll in a Class (if you already have a current account)

Click on the Enroll in a Class tab across the top and enter the Class ID information provided by your teacher
    Class I.D.   ____________________________________________
    Class enrollment password   _______________________________

To Submit a Paper

    1.  Log into Turnitin and click on the name of the class; choose the assignment and click on the submit button
    2.  Select file upload and use the pull down menu to choose cut and paste
    3.  Fill in a title for your paper
    4.  Open your paper from your document source (server, thumb drive, etc.) and display on the computer screen
    5.  Highlight your paper, copy, and paste in the area provided
    6.  Click on the submit button
Jan 2011

RESEARCH PAPER RUBRIC

Research Paper Rubric

Paper Breakdown

Overall Breakdown: (Note: Some items may be added or omitted as we move through the project.)

1. Academic Honesty: 10 points
2. Brainstorming Chart: 10 points
3. Research Paper Topic: 10 points
4. Article Note Taking Intro #1, #2, and #3: 10 points
5. Works Cited Quiz/Activity: 15 points
6. Bibliography Cards: 30 points
7. Preliminary Works Cited Page: 20 points
8. Thesis Statement: 15 points
9. Preliminary Outline with Thesis: 30 points
10. Note Taking Check-# 1: 20 points
11. Note Taking Check #2: 20 points
12. Note Taking Check #3: 20 points
13. Final Outline with Thesis: 30 points
14. Rough Draft: 50 points
15. Final Draft (Including Final Works Cited Page): 160 points
16. Submission of Final Draft to Turnitin 20 points

Point Total: 490 points

Grading Rubric

Detailed Rubric

Ideas and Development 5 4.5 4 3.5 3 2.5 2 1 (x6)=

Clear main subject/Focused on main subject

Relevant, convincing, and supporting details

Concrete examples and facts

Organization 5 4.5 4 3.5 3 2.5 2 1 (x2)=

Effective AGD, bridge sentences, and thesis statement

Paragraph structure is correct (including a complete introduction and conclusion)

Clear transitions within paragraphs

Conclusion reinforces main idea and introduces no new information

Sentence Fluency 5 4.5 4 3.5 3 2.5 2 1 (x4)=

Sentences are complete, direct, and concise

Sentence beginnings and lengths are varied

Sentences flow effectively; quotes are blended

Voice 5 4.5 4 3.5 3 2.5 2 1 (x4)=

Tone is appropriate for topic, purpose, and audience

Third person point of view only (No I, you, our we, etc)

Writing is engaging and sincere

Conventions 5 4.5 4 3.5 3 2.5 2 1 (x4)=

Correct spelling, punctuation, grammar, capitalization

Accurate noun-verb agreement

Parenthetical Citations and Documentation 5 4.5 4 3.5 3 2.5 2 1 (x4)=

Correct parenthetical references (citations) throughout

Student accurately paraphrases and summarizes from research

Student paper is no more than 10% direct quoted material

Used at least six different sources

Quotes are clearly represented with the correct punctuation

Word Choice 5 4.5 4 3.5 3 2.5 2 1 (x4)=

Wording and phrasing are precise

Language is simple, natural, and clear (clear avoidance of slang and/or jargon)

Verbs are strong and active (active vs. passive)/ Verbs in present tense

Works Cited Page 5 4.5 4 3.5 3 2.5 2 1 (x2)=

Alphabetical order and hanging indent

Double spaced equally throughout

Perfect MLA format

Contains only used sources (at least 6)

Writing Process 5 4.5 4 3.5 3 2.5 2 1 (x4)=

Final outline, essay, and works cited included

Rough outline, essay, and works cited included

Essay itself is 6-8 pages

Rough and Final draft are submitted on Turnitin.com

Format 5 4.5 4 3.5 3 2.5 2 1 (x2)=

All necessary info on first page of outline and essay

Equally double spaced

Last name and page numbers included Total: /180

5 = Challenge Level

4 - 4.5 = Advanced Proficient

3 - 3.5 = Proficient

2 – 2.5 = Partially Proficient

1 = Not Proficient

Rubric

Ideas and Development                    5    4    3    2    1    (x6)=

Clear main subject/Focused on main subject

Relevant, convincing, and supporting details

Concrete examples and facts

Organization                            5    4    3    2    1    (x4)=

Effective AGD, bridge sentences, and thesis statement

Paragraph structure is correct

Clear transitions within paragraphs

Conclusion reinforces main idea and introduces no new information

Sentence Fluency                        5    4    3    2    1    (x4)=

Sentences are complete, direct, and concise

Sentence beginnings and lengths are varied

Sentences flow effectively; quotes are blended

Voice                                5    4    3    2    1    (x4)=

Tone is appropriate for topic, purpose, and audience

Third person point of view only (No I, you, our we, etc)

Writing is engaging and sincere

Conventions                            5    4    3    2    1    (x4)=

Correct spelling, punctuation, grammar, capitalization

Used at least five different sources

Noun-verb agreement

Parenthetical Citations and Documentation            5    4    3    2    1    (x4)=

Correct parenthetical references (citations) throughout

Student accurately paraphrases and summarizes from research

Student paper is no more than 10% direct quoted material

Word Choice                            5    4    3    2    1    (x3)=

Wording and phrasing are precise

Language is simple, natural, and clear

Verbs are strong and active (active vs. passive)/Verbs in present tense

Writing Process                        5    4    3    2    1    (x3)=

Final outline, essay, and works cited included

Rough outline, essay, and works cited included

Essay itself is 4-6 pages

Rough and final drafts are submitted on Turnitin.com

Works Cited Page                        5    4    3    2    1    (x2)=

Alphabetical order and hanging indent

Double spaced equally throughout

Perfect MLA format

Contains only used sources (at least 5)

Format                            5    4    3    2    1    (x2)=

All necessary info on first page of outline and essay

Equally double spaced

Last name and page numbers included

Total:               /180

5=Challenge Level

4=Advanced Proficient

3=Proficient

2=Partially Proficient

1=Not Proficient 

SAMPLE PAPERS WITH ANNOTATIONS

Sample papers

Paper #1 (pg.1)

Paper #1 (pg.2)

Paper #1 (pg.3)

Paper #1 (pg.4)

Paper #1 (pg.5)

Paper #1 (pg.6)