Research Prep
1) Narrowing the Topic
YOUR RESEARCH PAPER MUST SUPPORT YOUR JUNIOR/SENIOR
PROJECT, SO CHOOSE WISELY!
Broad Topic #1: _____________________________________
Please list five different narrowed topics for your broad topic:
1.
2.
3.
4.
5.
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Questions to ask before selecting a narrowed topic:
Is this topic too narrow? Will I find enough information about this topic in my
research? Is this topic interesting to me? What do I already know about the topic? Is
this topic interesting/significant to others? Is this topic disputable (do people have
varying opinions about this)?
My Narrowed Topic (Preferred): ______________________________________
My Narrowed Topic (Plan B): _______________________________________
2) Making a Prediction
A RESEARCH PAPER IS NOT A REPORT. It is more than a list of what you’ve
learned about a process, person, object, etc.
A RESEARCH PAPER THESIS MAKES AN ARGUABLE CLAIM. This means that
somebody else has to be able to disagree with you. Yes, it is your opinion, but this
opinion is well supported by your research findings. Think of the thesis as the driver
of your paper. It tells you what to research and how to organize your findings.
Sample Theses for Research Papers:
Asthma sufferers can live a full, active life by minimizing the effects of environmental factors that
can trigger asthma episodes, by following a physician’s instructions about medications, and by
sticking to an exercise program.
Teen gang activity in the United States can be stopped by a combined approach which consists of
supervised youth programs, more job availability, and closer family relationships.
Although much research has gone into finding a cure for the AIDS virus, we are no closer to a
real cure than we were when the disease first became known.
Now take a moment to think about what direction you want to take your topic.
Consider what you expect to find in your research. In the space below, please write
two preliminary theses for your paper. These will help to guide your research. NOTE:
You will revise this thesis after analyzing your evidence.
Possible Thesis Claim (Preferred):
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Possible Thesis Claim (Plan B):
______________________________________________________________________________
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3) Writing Research Questions
What do you need to research? Write some guiding questions below.
1. ________________________________________________________________
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2. ________________________________________________________________
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3. ________________________________________________________________
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4. ________________________________________________________________
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5. ________________________________________________________________
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6. ________________________________________________________________
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7. ________________________________________________________________
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8. ________________________________________________________________
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9. ________________________________________________________________
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10. ________________________________________________________________
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4) Interview Plan (first choice topic ONLY)
Interview Due Date: __________________
The person that you choose to interview must be:
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Accessible (you must be able to contact him/her, preferably in person)
Knowledgeable (an expert on your topic)
Willing to be interviewed (set up an interview date in advance!)
Whom do I plan to interview? ____________________________
How is this person an expert on my topic? ___________________________________________
______________________________________________________________________________
Who is my back-up option? ______________________________
How is this person an expert on my topic? ___________________________________________
______________________________________________________________________________
Interview Questions:
1.
2.
3.
4.
5.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Don’t forget to set a date in advance! Make an audio
recording or write down all of your questions/answers wordfor-word.
Teacher Signature for Research Prep Work:
________________________
Note: All four steps must be complete BEFORE beginning to research.
Draft Prep
1) Analyze Data
Lay out all of your notecards. Decide how your facts fit together. Consider the most
important information, the flow, the interesting tidbits, etc. What did you learn?
Which sources will you use? Which will you discard? Which quotes were the most
compelling?
2) Write a Thesis (typed, due ________________ )
Review: A RESEARCH PAPER IS NOT A REPORT. It is more than a list of
what you’ve learned about a process, person, object, etc.
A RESEARCH PAPER THESIS MAKES AN ARGUABLE CLAIM. This
means that somebody else has to be able to disagree with you. Yes, it is your
opinion, but this opinion is well supported by your research findings. Think of
the thesis as the driver of your paper. It tells you what to research and how to
organize your findings.
3) Create an Outline (typed, due __________________)
After reviewing the various outline structure options, you will create a
comprehensive, typed outline for your research paper. You do not need to
include the Works Cited page in your outline. Please use the following as a
guide:
1. Introduction:
a. A good hook (introduce the topic and snag the reader’s attention)
b. Backround Information for topic (begin broad, get focused)
c. Thesis Statement (your debatable claim)
2. Body Paragraphs (5 minimum):
a. Begin each paragraph with a topic sentence which is clearly connected to the
thesis claim
b. BEGIN with most obvious points and END with most compelling/surprising
points
c. Focus on major findings
d. Always embed quotations with YOUR words (introduce speaker and/or point,
incorporate quotes to flow, then connect back to your point/thesis claim)
e. Use transitions between new ideas, either at the end of one paragraph or the
beginning of the new paragraph
3. Conclusion:
a. Restate thesis in different words than your introduction
b. Describe the significance of your findings (so what?)
c. Conclusion may include a call to action (why change is needed ASAP)
4. Annotated Works Cited Page:
a. List your cited sources alphabetically by first letter in MLA format
b. Follow up each Works Cited listing with a brief explanation of how you utilized
this source in your paper
c. In-text citations used throughout the body of the paper
Other Resources
1) Dead Words
WORD
a lot, lots
also
awesome,
cool, rad
awful
but
fun
funny
got, get
good
great
guy
have to
kid
like
mad
nice
pretty
scared
so
then
very
ALTERNATIVES
Numerous, heaps, many scores, innumerable, much a great deal, many times, often
Too, moreover, besides, as well as, in addition to
fine, wonderful, marvelous, fantastic, excellent
dreadful, alarming, frightful, terrible, horrid, shocking
however, moreover, yet, still, nevertheless, though, although, on the other had
pleasant, pleasurable, amusing, entertaining, jolly
amusing, comical, laughable, jovial, strange, peculiar, unusual
received, obtained, attained, succeed in
excellent, exceptional, fine, marvelous, splendid, superb, wonderful
wonderful, outstanding, marvelous, fantastic, excellent
man, person, fellow, boy, individual
need to, must
child, boy, girl, youngster, youth, teen, teenager, adolescent
such as, similar to, similarly
angry, frustrated, furious, incensed, enraged, irate
pleasant, charming, fascinating, captivating, delightful, pleasurable, pleasing
attractive, comely, beautiful
afraid, fearful, terrified, frightened
this, according, therefore
first, second, next, later, finally, afterwards, meanwhile, soon
extremely, exceedingly, fantastically, unusually, incredibly, intensely, truly, fully,
especially, shockingly, bitterly, immeasurable, infinitely, severely, surely, mightily,
powerfully, chiefly
2) Transitions
Additional Facts: Again, also, another, and besides, finally, further, furthermore, in
conclusion,
initially, next, to begin with
Similarities: As, as though, also, in the same way, like, similarly
Contrasts: Although, but, despite, either, even though, however, if, in
spite of, instead, neither, still, unless, yet
Place: Above, among, adjacent, below, beyond, farther, nearby, opposite, there, under
Cause: Because, since, for this reason
Result: As a result, consequently, for this reason, obviously, so, therefore
Spec. Example: A few of these are, especially, for example, in particular, specifically
Emphasis: Basically, essentially, certainly, in fact, indeed, of course
Time: After, afterward, as soon as, before, finally, later, now, not long after, until, when,
while
3) Other Words for “Said"
Acknowledged Boasted
Added
Bragged
Admitted
Called
Advised
Claimed
Agreed
Commanded
Announced
Commented
Answered
Complained
Approved
Cried
Argued
Decided
Assumed
Demanded
Assured
Denied
Asked
Described
Babbled
Dictated
Bargained
Emphasized
Began
Estimated
Exclaimed
Explained
Expressed
Feared
Giggled Grinned
Grunted
Indicated
Insisted
Instructed
Laughed
Lectured
Lied
Mentioned
Moaned
Mumbled
Murmured
Repeated
Replied
Responded
Requested
Nagged
Restated
Noted
Notified Objected Revealed
Roared
Observed
Ruled
Ordered
Scolded
Pleaded
Screamed
Shouted
Pointed out
Shrieked
Prayed
Snapped
Predicted
Sneered
Questioned
Sobbed
Reassured
Related
4) Quotations
Quoting from other sources, including journals, television, magazines, interviews, is important to
academic writing. This type of support lends authority to the text, substantiating the thesis. What
quotations you use is equally as important to how you use them.
What Quotations to Use:
The amount of information available is phenomenal. Much of it is of little consequence; some is
excellent. However you must use discretion and critical thinking to choose what is appropriate.
Some criteria to use when evaluating a document will help.
1. Relevance: what's your thesis? What does the document under consideration have
to do with it? Be sure to have a focus when you sit down to research. Relevance
also has to do with audience. Using statistics for an audience who prefers
anecdotal information is problematic.
2. Currency: information on the web is not static; thus, it is constantly being
updated. If you are researching the gender issue in online computer use, don't use
data that is over six months old. There are survey sites that are updated monthly,
so using outdated material will skew your statistics.
When using the sources from other media, including the library, let your topic inform
currency. For example, up-to-date information is a must about bio-chemistry; however,
when writing about Eliot's poems, reviews written ten or fifteen years ago would be
appropriate.
3. Credibility: if you find a dynamite article that you feel is really necessary to your
thesis, don't copy it and move on. Check out the author. Has she written any more
articles? What are her credentials? Where is the article located? Also, be aware of
the difference between primary and secondary sources. Secondary sources are
comments, reviews, critiques upon another source. The primary source is the
original poem, story, article, book, or research. Most of the time you will want to
use the primary source in your research.
4. Objectivity: Look at your topic in variety of ways so that you can obtain a less
subjective point-of-view. Check: encyclopedias, books, periodicals and other
media. There are literally hundreds of journals, educational sites and information
repositories just waiting for your perusal.
Formatting Quotes
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If a quotation is less than four lines long, place it within the paragraph. Make sure your
punctuation for it follows this pattern, with the notation of your source within the
sentence: "Quotation," (Author 3)--3, of course, indicating page number.
If the quotation is over four lines long, indent the whole passage five spaces (=one tab)
from the margin. In this case, do not use quotation marks and make sure your notation of
author and page number within parenthesis is placed outside the sentence.
Quotations should only be used to support your point-of-view; thus, write your essay
first, then go back and embed the quotation within paragraphs. This means you should
always have at least one sentence which leads into the quotation, and one leads out of it.
The point is to have another person's thoughts and ideas flow smoothly with your own.
Many verbs can be used to introduce summaries, paraphrases and quotations. Some are
comments, describes, explains, reveals, proposes, reports, thinks, writes, considers,
concludes, claims, contends, insists, admits, concedes, concurs, derides, laments,
speculates, warns, etc.
Use the proper punctuation when citing direct and indirect quotations. Pay particular note
to using "that." Doing so to indicate a quotation usually means you are not quoting
exactly from the source but paraphrasing to a certain degree.
o Ex: Smith states that he was a loser (3).
Smith states, "He was a loser" (3). (3 indicates page number)
If you use an ellipsis (...) to conclude a sentence, which indicates that text has been left
out from the source, you must include a period to end the sentence.
o Ortega believes, “You stick to it or .... Showing again how tenacity wins" (4).
Make sure to cite your quotations on a Works Cited page.
Though using citations can be very frustrating and detailed, it is imperative that you
follow the forms mentioned, as exactness is the key to using and embedding quotations.
Embedding Quotes
To embed a quotation is to fold it into your language. You are the author of this paper, so it
should be your voice we hear. You are using your sources as a tool to illustrate your points, so
you must introduce them like a guest you bring to a party. Sometimes your guest can be
awkward or not really fit in with the crowd. It’s your job to make her as comfortable and natural
as possible. Sometimes your guest takes over the conversation and dominates the crowd. It’s
your job to rein him in. Sometimes your guest is a wallflower and refuses to interact at all. It’s
your job to bring her into the excitement.
Here is some information on some tricks for making your quotes work for you.
Brackets [ ]:
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Use brackets to change the tense of words so that they fit your sentence.
Use brackets when you want to switch a noun or noun cluster from a nonspecific to a
specific, or the other way around.
Use brackets to simplify a mass of words in order to make your quote more manageable.
As long as you don’t change the original writer’s intended meaning, you can bracket, bracket,
bracket! Of course, too many brackets start to look silly, so be as sparing as possible.
Ellipses . . . :
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Use ellipses when you are omitting text from within a quote, like this: Hemmingway’s
cats have “extra toes…making them polydactyl” (13).
NOT like this: Hemmingway’s cats have lots of toes, “…making them polydactyl”
(13).In this case, you just don’t need them!
5) Annotated Works Cited Page
Go to http://owl.english.purdue.edu/owl/resource/747/01/ or find the Media Center’s formatting
page through the shared student folder (located in Students-Lange-Works Cited Guide). If using
the OWL, you may scroll through the various options using the menu at the left side of the page.
If you have already listed your sources, you may use your list to complete this page.
An annotated Works Cited page is a list books, articles, and documents. ALL of your sources
listed in the Works Cited page MUST be annotated. Each citation is followed by a brief (usually
about 150 words) descriptive and evaluative paragraph, the annotation. The purpose of the
annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.
How to Annotate Each Citation: Write a concise annotation that summarizes the central theme
and scope of the book or article. Include one or more sentences that (a) evaluate the authority or
background of the author [acknowledge bias], (b) comment on the intended audience, (c)
compare or contrast this work with another you have cited, or (d) explain how this work
illuminates your topic. (Cornell University)
OR
List the citation. Explain the main purpose of the work. Briefly describe the content. Indicate the
possible audience for the work. Evaluate the relevance of the information. Note any special
features. Warn reader – express concerns regarding quality or bias. (St. Cloud State University)
6) In-Text Citations
In the body of your paper, you must reference (quotation, paraphrase, or fact-drop) at least one
piece of evidence from each of your sources at least once. This directs the reader to a complete
listing of this source on your Works Cited page. The author's name and page number may appear
either in the sentence itself or in parentheses immediately following the direct quotation,
paraphrase, or fact-drop.
Remember: This is your paper, not somebody else’s. Even if your source’s author said it better
than you think you can say it, you should only use quotes to back up your main points or ideas.
Always imbed quotes inside your own thoughts and ideas. Imbedding quotes means to
introduce the quote beforehand in your own words (explain who said it, why it’s relevant, etc.)
and follow up the quote afterward in your own words (explain how it connects to your subtopic,
why it’s significant, etc.).
Direct Quotation Examples:
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Rupert Stanley stated that Romantic poetry was marked by a "spontaneous overflow of
powerful feelings" (15).
Many scholars believe that Romantic poetry was marked by a “spontaneous overflow of
powerful feelings” (Stanley 15).
Paraphrase Examples:
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Wordsworth extensively explored the role of emotion in the creative process (263).
Many writers agree that emotion is an important factor in the creative process
(Wordsworth 263).
Fact-Drop Examples:
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In a 2010 study, Tony, Hierach, Trishman, and Brown concluded that 13% of American
teens struggle with obesity (23).
As of 2010, 13% of teens struggle with obesity in the U.S.A. (Brown et al. 23).