English 4 Research Paper
The North Carolina Standard Course of Study states that each student in English IV will be prepared to enter issues of public concern
as an advocate. Your individual research paper will serve as a means to that end. After selecting a topic from the choices below, you
should begin by formulating an essential question. Ideally, your research will help you answer the question, and your answer will
become your thesis statement.
Note: Your paper should not be a history or other kind of “report,” but rather an argumentative, analytical paper. Your paper
must have evidence of higher order thinking, synthesis of research materials, and attention to the “so what factor.”
Prompt: Many of the works we will encounter this year will embody different forms of expressing concern about a myriad of social
issues. Such social commentary is useful throughout history in creating change in our society. Your task is to choose a societal issue
from the list below, research it, and compose a paper to argue your point of view. I will only allow up to two people to have the same
topic, so on your anticipation guide, you will need to list your top 5 choices in order of preference.
Research Paper and Argument Topics
Race and Ethnicity
Should the primary method of public school funding--property taxes in individual school districts--be amended to create more fairness in schools?
Should high-school history classes and social-studies curriculum be changed to reflect diversity and multicultural perspectives?
Should Christmas, Easter, and other religious observances be considered national holidays?
How do certain television programs perpetuate racial or ethnic stereotypes?
Should the American government pay reparations and return land to Native Americans?
Gender and Sexuality
Should women be allowed in military combat? To what extent?
Should insurance companies which cover the cost of Viagra prescriptions also be required to cover birth control and regular examinations for
women?
In what ways does gender play a difference in student success and teacher attention in the classroom?
Multiculturalism and Diversity
Should English be made the official language of the United States?
Should ESL students be taught content courses in their native language?
Should the United States have a more stringent immigration policy?
Advertising and Marketing
How do certain kinds of advertising perpetuate racial stereotypes?
How does mass marketing and manufacturing affect originality and creativity in the arts and other fields?
Does the American consumerist society conflict with democratic values? In what ways?
What kind of advertising is unethical?
What current issues of truth in advertising exist?
Should product advertising and selling be permitted in public schools?
Should communities retain the naming rights to baseball parks and football stadiums, or should businesses be allowed to purchase these rights?
Does the modeling industry bear any responsibility in providing healthy, realistic physical role models for young women?
Is the use of sexual imagery in a certain ad campaign unethical?
Should tobacco and liquor advertising be controlled or regulated by legislation?
Economic Issues
Should the local sales tax be increased/decreased?
Should "sin taxes" on alcohol and tobacco be increased to help pay for the increasing costs of medical care?
Should purchases made over the Internet be taxable?
Argue for or against the earning potential vs. risk of investing in a certain kind of stock.
Argue for or against a controversial trade tariff or tax.
Why do many stock analysts describe the nature of today's stock market as completely different from the stock market of twenty or thirty years ago?
Argue for or against this assertion.
Large corporations, such as Walmart and Barnes & Noble bookstores, have been criticized for driving mom-and-pop shops out of business. Is this a
valid criticism when considering the nature of supply and demand?
Should the United Kingdom join other E.U. countries in converting its currency to euros?
Environmental Issues
Should national environmental policy focus on developing more oil resources, or developing renewable energy sources?
Should our national energy policy focus on building more nuclear power plants?
How does overseas oil dependency influence our economy/ international policies?
Should genetically engineered food be labeled differently?
How do city zoning laws and ordinances effect development and conservation?
What civic policies should be changed to encourage conservation rather than new land development?
Should recycling be mandatory? (consider funding etc.)
Should the fuel efficiency of SUVs and pick-up trucks be raised?
Should the designations of endangered and threatened species be changed?
Should environmental studies become a mandatory part of science curricula in public schools?
Media Issues
Is the Internet a positive development for news reporting? Does it represent a more democratic medium of information?
Carmichael/English IV
How does specific media bias affect how news is interpreted and delivered?
Should cable services be offered on an a la carte system?
Should a stiffer rating system be imposed upon television programming?
Consider media influence on national political campaigns fifty or a hundred years ago in comparison with such influence today. Should new
regulations be imposed to make current campaign coverage more equitable?
Should websites that allow the free download of bootlegged movies be shut down? Do production companies have the right to shut down websites
that allow the free download of sound or video clips from their media?
Consumerism and Convenience Culture
Should the official work week be shortened/extended?
How is shopping a Westernized cultural value?
Argue for a specific regulation that will make a certain business or industry more environmentally safe.
TV and Film
Should TV ratings be re-evaluated in regards to sex and violence?
What values do "reality television" shows appeal to? How have they changed television viewing?
To what extent has television as a source of entertainment changed American neighborhoods and leisure activities?
What impact has 24-hour news coverage had on our TV watching habits? How has it changed our view of information?
How has the television as an invention changed the American household and family life?
Because celebrities are so often in the public spotlight, do they have ethical responsibilities to set good examples for young people?
Sports and Entertainment
Should professional sports leagues such as the NBA , NFL, and MLB establish a promotion/relegation system that rewards strong teams from lesser
leagues with promotion, while relegating poor teams to a lower division?
Do sports stars or celebrities bear any responsibility for being role models for children?
Should the instant replay remain in effect in the NFL? Should it be extended to other sports as well?
Should teams with potentially offensive logos and nicknames (like the Cleveland Indians and Washington Redskins) change their names to be more
racially sensitive?
To what level should collegiate sports be funded? What is their relationship to academics?
Does Title IX actually promote gender equality in college sports?
Should GPA standards for college athletes be raised, or more rigidly enforced?
How has ESPN and other media sources influenced (positively or negatively) professional sports in the last twenty years?
Should communities bear all, part, or none of the burden of financing new sports arenas for professional teams?
Criminal Justice
Should children who commit certain crimes be treated as adults? If so, is there a lower age limit to this policy?
Are certain kinds of capital punishment cruel and unusual?
Should capital punishment be suspended?
If being tried in our court system, should the citizens of other countries have the same rights as citizens of the United States?
Religion
What should constitute acceptable "prayer" or moments of silence in public schools?
Should religious phrases be removed from American money?
Consider the Christian Science religion. Discuss why this is a valid or invalid science.
The Political Process
Should the electoral college be discarded in favor of a simple popular vote in presidential elections?
Do alternative political parties in America receive fair treatment during elections?
Should the campaign financing system be reformed?
Should terms of senators and congressmen be further limited?
Should a national form of health care be created, or should health care remain a private industry?
Examine the historical role reversal of the value systems of Republicans and Democrats.
Has the executive branch of the American government gained too much power in the last fifty years? Cite specific examples in your argument.
Education
Is standardized state or national testing (such as the FCAT) helping or hurting American schools?
Do teachers in classroom of thirty or forty children accomplish their intended tasks as educators? Should they be expected to?
Some standardized tests scores factor in to how much money a school will receive in the next fiscal year. Is this an ethical way to demand
accountability from a school, or does this further punish lower-performing schools?
Consider the benefits and drawbacks of a home-school education vs. a public school education.
How necessary are the arts in the public-school system? Argue for or against a change in funding for a particular district.
National/International Policy
What should our policy be towards trade with China?
Should mandatory military service be required for all men and women in America?
Consider the CIA's pre-September 11th policy of non-assassination, and its post-September 11th policy of pro-assassination. Argue for or against this
new stance.
Not considering the United States, what is the most powerful nation on the planet? Explain the criteria used in making this judgment.
Civil Liberties
What rights do people lose when on public-school property? Is the suspension of these rights valid?
Argue for or against a minimum age for mandatory education (usually sixteen).
Counter-Culture Issues
Should people under eighteen years of age be required to have parental permission to get tattoos and piercings?
Page 2
Format:
 Your paper must be in correct MLA format. (We will devote some class time to reviewing this format, and the media center
provides access to style guides. Ignorance is no excuse Remember it is in your writing handbook too!!.)
o black, twelve-point, double-spaced, Times New Roman font, one-inch margins all around
o proper heading: Full Name, Teacher’s Name, Course Name, Inverted Date
o last name included with page numbers in each upper right-hand corner
o adequate title, centered on the first page
o presence of direct quotations and proper use of parenthetical citations
o Works Cited page with hanging indents, double-spaced text, alphabetical order, proper citations, and the presence of
each source within the paper
 Your paper must be 5-7 FULL pages of writing not including the Works Cited page.
 You are required to use at least FIVE sources.
o Three of your sources must be print sources, but keep in mind that Galenet can provide excellent access to print
sources, such as magazines and scholarly journals.
o Web sources will only be allowed except in cases that have been cleared by Ms. Carmichael or one of the media
coordinators. Carefully evaluating sources is a large part of the research process. Variety and quality are expected.
You are required to use turnitin.com. Any student who fails to do so will receive an automatic zero, regardless of whether or not the
student turns in a hard copy.
Research Tips:
Keep all research paper materials in the manila envelope provided for you.
 Research your subject first. Gather information and study your subject before you form your opinion. You might be surprised by
what you discover.
 When you have formulated your “multi-prong” thesis, assign each “prong” an index card and sort your note cards accordingly. If
one prong has little or no cards, you need to reevaluate. You want more than 3 prongs!
 Stay on top of deadlines! Refer to the assignment calendar as often as necessary. Deadlines will also be listed on your weekly
agendas. Do not procrastinate!
 This project is meant to be self-directed. We will do some work in class, but much of it will need to be done on your own. You
should always feel free to meet with me if you need extra help. Remember that I am in Room 1010 before and after school. Email is also a great way to ask for help (amcarmichael@wsfcs.k12.nc.us)
 Be extra careful when it comes to avoiding plagiarism. Many students do not take plagiarism seriously, but you should be aware
of the serious nature of this act and its penalties, particularly with the adoption of the Honor Code.
What constitutes plagiarism?
 Not using quotation marks to identify a direct quotation from your source
 Not citing your source when using ideas and information taken from the text
 Not paraphrasing correctly
 Use of others’ work and ideas as one’s own
How can you avoid plagiarism?
 Use your brain!
 Take very careful notes as you read through your sources so that you know exactly where your information is from.
 Add parenthetical citations as you go—both to your outline and your paper.
Assignment
Point Value
Parent letter
5 pt EC
Topic request Form
10 points
Pre writing & Brainstorming
10 points
Thesis Statement
15 points
Research Notes (35 “rows” 3 pts each) & Working Bibliography (5 sources
130 points
5 pts each)
Works Cited Draft
10 points
Outline: completion and format
70 points
Rough Draft completion
20 points
Peer Edit 1 In Class
10 points
Peer Edit 2 In Class
10 points
Peer Edit 3 Out of Class
10 points
Peer Edit 4 In Class
10 points
Final draft w/ works cited & online submission to www.turnitin.com
200 points
Total points possible: 505
Due date
Oct 26
Oct 22
Oct 25
Nov 4
Nov 5; various check points;
see calendar
Nov 8
Nov 9
Nov 18
Nov 18
Nov 19
YOUR DUE DATE
Nov 22
YOUR DUE DATE
Page 3
Grading: These smaller assignments throughout the project will count as homework and class work grades. Your paper
itself will be judged according to the rubric below. Be sure to study it carefully ahead of time.
Counts 2
times (8)
Style
Support/Elaboration
Argumentation
Organization
Focus
English IVResearch Paper Rubric
4 points
3 points
2 points
1 point
0 points
Presents an insightful and
focused thesis statement.
Presents a thesis
statement with adequate
insight and focus.
Draws adequate
connections between
thesis and related ideas.
Presents a thesis
statement with minimal
insight and focus.
Draws insufficient
connections between
thesis and related ideas.
No thesis
The paper adheres to the
topic and exhibits
sensitivity to audience and
context.
Adequately provides a
progression of ideas and
supporting information in
the body of the paper.
The paper adheres to the
topic but lacks sensitivity
to audience and/or context
Presents a thesis
statement with no insight
or focus.
Shows little
understanding of
connections between
thesis and related ideas.
The paper strays from the
topic, lacks sensitivity to
audience and/or context.
Does not provide a
progression of ideas and
supporting information in
the body of the paper.
There is no
progression of
ideas
Adequately uses
transitions to connect
supporting information.
Arrives at an adequatelydocumented conclusion.
Provides a poorly
organized progression of
ideas and supporting
information in the body of
the paper.
Ineffectively uses
transitions to connect
supporting information.
Arrives at an insufficiently
documented conclusion.
Does not use transitions
to connect supporting
information.
Does not arrive at a
documented conclusion.
No transitions
present
The paper incorporates
more background
information than argument
The paper is all
background information
and very little argument
The paper is a report
The paper has
little focus
The paper demonstrates
adequate high order
thinking, analytical skills,
and the ability to
synthesize complex ideas
paying attention to the “so
what” factor
Sufficiently synthesizes
ideas from research
sources.
Demonstrates sufficient
selection of supporting
information clearly relevant
to the thesis and its related
ideas.
Provides an adequate
presentation of multiple
perspectives.
Adequately balances use
of quotations and student
paraphrasing.
Exhibits good use of
language, including some
mastery of word choice,
clarity, and consistent
voice.
Demonstrates sufficient
fluency through sentence
structure, paragraphing,
flow of ideas, and
transitions.
The paper demonstrates
some high order thinking,
analytical skills, and the
ability to synthesize
complex ideas paying
attention to the “so what”
factor
Ineffectively synthesizes
ideas from research
sources.
Demonstrates insufficient
selection of supporting
information clearly
relevant to the thesis and
its related ideas.
Provides a limited
presentation of multiple
perspectives.
Insufficiently balances use
of quotations and student
paraphrasing.
Exhibits ineffective use of
language, including weak
word choice, limited
clarity, and inconsistent
voice.
Demonstrates limited
fluency through sentence
structure, paragraphing,
flow of ideas, and
transitions.
The paper demonstrates
very little high order
thinking, analytical skills,
and the ability to
synthesize complex ideas
paying attention to the “so
what” factor
No evidence of
synthesizing ideas from
research sources.
Lacks supporting
information clearly
relevant to the thesis and
its related ideas.
The paper has
no higher order
thinking
Does not present multiple
perspectives.
Only one
perspective
Does not balance use of
quotations and student
paraphrasing.
Exhibits severely flawed
use of language,
including weak word
choice, no clarity, and no
voice.
Lacks fluency through
sentence structure,
paragraphing, flow of
ideas, and transitions.
No quotes or
paraphrasing
Draws strong and clear
connections between the
thesis and significant
related ideas.
The paper adheres to the
topic and exhibits
exceptional sensitivity to
audience and context.
Effectively provides a
logical progression of
related ideas and
supporting information in
the body of the paper.
Effectively uses transitions
to connect supporting
information clearly.
Arrives at a welldocumented, logical
conclusion, involving
critical thinking.
The paper incorporates an
adequate amount of
background information
without coming across as a
report.
The paper demonstrates
exemplary higher order
thinking, analytical skills,
and the ability to
synthesize complex ideas,
paying ample attention to
the “so what” factor.
Effectively synthesizes
complex ideas from
research sources.
Demonstrates exceptional
selection of supporting
information clearly relevant
to the thesis and its related
ideas.
Provides a meaningful
presentation of multiple
perspectives.
Effectively balances use of
quotations and student
paraphrasing.
Exhibits skillful use of
language, including
effective word choice,
clarity, and consistent
voice.
Demonstrates exceptional
fluency through varied
sentence structure,
paragraphing, flow of
ideas, and transitions.
The paper is FIVE to
SEVEN pages in length
(or longer) not including
the works cited.
Shows no
understanding
of connections
The paper does
not adhere to
topic
Does not have
a conclusion
No sources
documented
Ideas do not
connect to
thesis
Editing not
evident
No sentence
structure
The paper is
less than FIVE
full pages
(automatic
failure)
Page 4
Format
Direct quotations are
present and somewhat
correctly incorporated and
formatted within the paper
Direct quotations are
present, but incorrectly
incorporated and/or
formatted within the paper
The paper uses black,
double-spaced, twelvepoint, Times New Roman
font only. The paper has
one-inch margins
throughout.
One mistake present with
the MLA format
2-3 mistakes present with
the MLA format
The paper includes a firstpage header and
subsequent page-number
headings. The paper has
an adequate title, centered
on the first page.
Consistently uses standard
writing conventions in
spelling, and capitalization.
One mistake present with
the header/heading format
Generally uses standard
writing conventions in
spelling, and capitalization.
Consistently uses standard
writing conventions in
grammar, punctuation, and
usage.
Conscientiously and
consistently demonstrates
integrity in citing practices.
Generally uses standard
writing conventions in
grammar, punctuation, and
usage.
Generally demonstrates
integrity in citing practices.
Effectively employs an
extensive variety of
primary and secondary
sources, including a
significant amount of
current information.
*5 sources according to
guidelines
Demonstrates strong
evaluation skills in
determining resource
credibility and reliability.
The included Works Cited
page displays proper
format: hanging indents,
double spacing,
alphabetical order, and the
presence of each source
within the paper.
Adequately employs a
sufficient variety of primary
and secondary sources,
including a sufficient
amount of current
information.
*5 sources according to
guidelines
Demonstrates sufficient
evaluation skills in
determining resource
credibility and reliability.
One mistake present with
Works Cited
Information Literacy
Convention
s
Direct quotations are
present and correctly
incorporated and formatted
within the paper.
Direct quotations are
present but not
incorporated OR
formatted within the
paper
4-5 mistakes present with
the MLA format
No direct
quotations
present
2-3 mistakes present with
the header/heading format
4-5 mistakes present with
the header/heading
format
No
header/heading
format present
Minimally uses standard
writing conventions in
spelling, and
capitalization.
Minimally uses standard
writing conventions in
grammar, punctuation,
and usage.
Inconsistently
demonstrates integrity in
citing practices.
Does not use standard
writing conventions in
spelling, and
capitalization.
Does not use standard
writing conventions in
grammar, punctuation,
and usage.
Does not demonstrate
integrity in citing
practices.
No editing
detected
Employs a limited variety
of primary and secondary
sources, including an
insufficient amount of
current information.
Does not employ a
variety of primary and
secondary sources and/
or does not include
current information.
Demonstrates limited
evaluation skills in
determining resource
credibility and reliability.
2-3 mistakes present with
Works Cited
Demonstrates no
evaluation skills to
determine resource
credibility and reliability.
4-5 mistakes present with
Works Cited
No MLA format
detected
No editing
detected
No citations
present
Automatic
failure
No citations
present
No sources/
citations present
No works Cited
(Automatic
Failure)
Total points earned:_____________________
x2
Total grade__________________/200
Letter Grade:__________
Page 5
Project Calendar:
Monday
25
Pre-Writing
Due
Wednesday
27
Meet in Library
Thursday
28
Meet in Library
1 source; 5 rows due
(total)
2 sources; 10 rows
due (total)
1
Meet in Library
2
Meet in Library
3
Meet in Library
3 sources; 20 rows
due (total)
3 source; 25 rows
(total) due
4 sources; 30 rows
due (total)
8
Meet in 1020
Works Cited
RD Due
15
9
Meet in 1020
Outline Due
10
4 Mordred quiz 1
Tentative
Thesis
Statement Due
11
16
17
Meet in 1020
Meet in 1020
Mordred quiz 3
November
Oct.
Tuesday
26
Parent Letter
Due
22
Meet in 1020
23
Meet in 1020
Mordred test
Rough Draft 3 & Final wiki
(3 pg min) Due posts due
Mordred quiz 2
24
Friday
29
5Research
Notes &
Working Bib
Due
12
Meet in 1020
18
19
Meet in 1020
Rough Draft
(3 pg min) Due Rough Draft 2
(3 pg min) Due
25
26
English 4 Topic Request Form
Essential Question Choice # 1:_________________________________________________________________
__________________________________________________________________________________________
Essential Question Choice # 2:_________________________________________________________________
__________________________________________________________________________________________
Essential Question Choice # 3:_________________________________________________________________
__________________________________________________________________________________________
Essential Question Choice # 4:_________________________________________________________________
__________________________________________________________________________________________
Essential Question Choice # 5:_________________________________________________________________
__________________________________________________________________________________________
Page 6
Authentic Sources PowerPoint Guide:
Directions: Go to Ms. Carmichael’s Website. Click on>>English 4 documents>>Look under Research
Project>>Authentic sources PowerPoint and download the PowerPoint.
1. Paraphrase (put in your own words) the definition of an “authentic source.”
2. In the table below, write each one of the 6 criteria you should evaluate to determine if a source is authentic.
Briefly paraphrase each one. The first one is done for you as an example. Leave the right side blank for now.
+.
Criteria
Web source URL:
1. Source Information: determine the
author’s credentials. They should be an
expert on my topic. Determine if there is
bias. Are they trying to persuade me? Or
do they have documented ideas?
2.
3.
4.
5.
6.
1. Briefly describe the difference between Cancer information at the National Cancer Institute (balanced)
http://ihr.org/Not Just Another Scare (biased; undocumented claims)
http://www.aspartamekills.com/blayart1.htm based on your observations after clicking on the links.
*THIS CHART MUST BE FILLED OUT FOR EACH WEBSITE. YOU MUST SUBMIT THE CHART
TO MS. CARMICHAEL FOR APPROVAL. WEBSITES WILL NOT BE APPROVED WITHOUT
THIS AUTHENTIC CHART.
Page 7
RESEARCH PAPER DEADLINE #1: THESIS STATEMENT
WHAT: tentative thesis statement
HOW MUCH: 15 points
WHY: A well-written thesis statement is the most important sentence in your entire paper. Crafting a tentative thesis
ahead of time allows for teacher feedback and adequate revision. Having a thesis on hand also helps you maintain focus
while designing an outline and writing your actual paper.
KEEP IN MIND:
 A thesis statement should both summarize for your reader the position you will argue and set up the pattern of
organization you will use in the body of your paper.
 A thesis statement is NOT a statement of accepted fact; it is the position that needs the proof you will provide in
your argument. Think of it as a claim—it indicates what you claim to be true, interesting, or valuable about your
subject. It is an interpretation of your subject, rather than the subject itself. Show me your critical thinking skills!
 Your thesis should reflect the full scope of your argument—no more and no less. Avoid using a thesis statement
that is too broad to be defended within the scope of your paper or too narrow to be an appropriate response to the
assignment.
 A strong thesis not only grabs the interest of your reader, who now wants to see you support your unique
interpretation, it also provides a focus or “road map” for your argument.
 You may revise your thesis statement as you write. The important thing is for your thesis to identify the purpose
of your paper and for each aspect of your paper to relate back to your thesis.
 Be sure to keep a copy for yourself so that you can begin writing your outline!
EXAMPLES: Below are some common thesis errors. Each bad example is followed by a better one.


TOO BROAD: “The Catholic Church’s influence on the formation of labor unions in the nineteenth century was
extremely significant.”
SUFFICIENTLY FOCUSED: “Through its use of both the pulpit and the purse, the Catholic Church exerted
significant influence on the labor movement in the United States during the final decades of the nineteenth
century.”


MERE FACT/OBSERVATION: “People use many lawn chemicals.”
ASSERTION: “People are poisoning the environment with chemicals merely to keep their lawns free of weeds.”


ANNOUNCEMENT: “The thesis of this paper is the difficulty of solving our environmental problems.”
TAKING A STAND: “Solving our environmental problems is more difficult than many environmentalists
believe.”


TOO VAGUE/GENERAL: “Hemingway’s war stories are very good.”
SPECIFIC: “Hemingway’s stories helped create a new prose style by employing extensive dialogue, shorter
sentences, and strong Anglo-Saxon words.”
Page 8
Tentative Thesis Statement Guide
Write your tentative thesis statement in the space provided below. Remember to look at your note cards.
The subtopics, which should be written in the top LEFT corner, could be included in the thesis to give it a
focus and a purpose. Your thesis should also answer your essential question. Think of your thesis as a
road map. Your claim/argument is the highway, which leads to the different “cities” of your paper. All
the “cities” are tied together by this common highway.
Sample Essential Question: Should public schools switch to year round school calendars?
Sample Thesis: Year round schooling would clearly be a positive change for all public schools in the United States due
to the improved retention rate of material, a reduction in missed instructional days, positive economic and societal
implication, improved test scores, and decreased student and teacher burn out.
Name: ________________________________________Period:__________Date:___________________________
My Essential Question: __________________________________________________________________________
______________________________________________________________________________________________
My Subtopics: (4-5)
1.______________________________________________ 2.______________________________________________
3. ______________________________________________4. ______________________________________________
5. ______________________________________________ 6. ______________________________________________
My tentative thesis statement: ________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Page 9
RESEARCH PAPER DEADLINE #2: RESEARCH NOTES & WORKING BIB
WHAT: Research Notes
TOTAL POINTS: 35 Rows; 3 points each: Total: 105
WHY: Taking careful notes will save you from having to reread your sources from start to finish when you begin to write your paper.
Furthermore, keeping key points attached to their respective sources will help to prevent plagiarism!
KEEP IN MIND:

Use the template

How to Summarize: Put the author’s ideas in your own words in a shortened version. Read the passage. Then, without looking at
it again, rewrite the passage in your own words without your ideas or interpretations. Read the original again to check for
accuracy.
EXAMPLE: Ballard had dreamed of finding the Titanic since 1973. In the summer of 1985, after weeks of searching, he found it by
using a camera mounted on a small submarine.
 How to Paraphrase: Put the author’s ideas into your own words with no attempt to shorten. Read the passage. Then, without
looking at it again, rewrite the passage in your own words without your ideas or interpretations. Make the author’s ideas simpler,
but don’t shorten anything. Read the original again to check for accuracy.
EXAMPLE: The 222 third-class cabins had pine wall paneling and impressive floor coverings. These were more luxurious than third
class cabins on other ocean liners.
 How to Quote Directly: Copy the author’s words exactly, including any punctuation or mistakes the author has made. Put the
entire thing in quotation marks to remind yourself these aren’t your words.
EXAMPLE: The Titanic had “a total lifeboat capacity of 1,178 passengers—well above the Board of Trade requirements, but well
short of the 3,300 passengers and crew the ship was certified to carry.”
 Keep your note cards SIMPLE. One thought per card. One side only.

Taking notes demands accuracy. AVOIDING PLAGIARISM STARTS HERE!

One source should produce multiple note cards. Likewise, one sub-topic should also produce multiple cards. Otherwise, you need
to rethink your strategy.

Try the following checklist for taking notes:
o Does every note clearly identify its source?
o When a source has sparked your own thoughts, have you identified both the source and the fact that the note is your own
idea?
o Have you taken down verbatim—that is, copied every word, every capital letter, and every punctuation mark exactly as it
was in the original—any useful passage that you think you may later quote, being especially careful to put quotation
marks around any words you use directly from a source?
WHAT: bibliographical citations for five sources
TOTAL POINTS: 20 (5 points each)
WHY: Keeping a working, or preliminary, bibliography is extremely helpful. It is easy to add or drop a source as needed
and to arrange your list alphabetically when you begin to prepare your final Works Cited page. Using the MLA format
from the get-go will also save you valuable time in the end.
KEEP IN MIND
 Bibliography entries should include: inverted name of the author (and/or editor), title(s), and publishing information
(see samples below), in addition to a source number—a way for you to organize your sources and later, your notes—
as well as call number and/or location—should you need to return to any source. Keeping your sources organized is
also a great way to avoid plagiarism.

Publication information consists of city, publisher, and date for a book; title, date, and pages for a magazine; title,
volume, date, and pages for a journal; title, date, edition, section, and pages for a newspaper; and paragraph number
plus date/means of access for any electronic sources.
Page 10

Evaluating sources requires thought. Use reliable sources and a variety of them. Avoid bias.

Try the following checklist for evaluating sources:
o What are the author’s credentials—degree, job title, etc.?
o Does the work contain evidence indicating that the author is well informed?
o Does the work contain evidence that the author is prejudiced in any way?
o Is the work recent enough to provide up-to-date information?
o Does the work provide documentation to support important points?
o If the source is electronic, is there evidence of frequent maintenance?
EXAMPLES: (for additional examples, consult your MLA reference handbook or the Library Quick Guide)
BOOK
Blumberg, Rhoda. York’s Adventures with Lewis and Clark. New York: Harper Collins, 2004.
MAGAZINE/NEWSPAPER
Morrell, Virginia. “Mission to Mercury.” Discover Apr. 2004: 34-41.
DATABASE MATERIAL
Guterl, Fred. “Lost Chimps.” International Wildlife Sept. 1996: 12-22. General Reference Center-Gold. Thomson
Gale. West Forsyth High School Library, Clemmons, NC. 2 Feb 2004 <www.findgalegroup.com>.
The Research Note Template packet looks like this:
Name:
Period:
Bibliographic Information
Date:
URL:
Authors’ last names:
Authors’ first names:
Publication title:
Article title:
Volume or issue nos.:
Page nos.:
Publishing / copyright date:
Place of publication:
Date accessed:
Citation formatted from http://www.citationmachine.net OR www.easybib.com
Research
Subtopic
Notes
Why the information is important
Process of
finding
Ballard had dreamed of finding the Titanic since 1973. In the
summer of 1985, after weeks of searching, he found it by using a
camera mounted on a small submarine.
This is important because it shows the
extent of the search and the dedication of
the researcher proving that it wasn’t easy.
THIS IS CONSIDERED ONE “ROW”; YOU MUST HAVE 35 TO GET FULL CREDIT!
Page 11
WHAT DO I DO WITH ALL THIS RESEARCH?
Now that you have researched your topic, you need to think about how to integrate your sources. There are three basic
ways to show off your newfound knowledge: summary, paraphrase, and direct quotation. (Notice that these categories
correspond to the types of notes I asked you to create for Deadline #3.)
SUMMARIZING: condensing the main point(s) of your source as you restate them in your own words. A summary is
shorter than the original source and lacks the kind of detail that fleshes out the original. Even when you summarize,
however, you need to include a parenthetical citation.
PARAPHRASING: restating information in about the same number of words as the original. Paraphrase when you (a)
use someone else’s content but not his/her specific words or (b) simplify difficult material. Do NOT make the mistake of
thinking that you can substitute synonyms for an author’s words while you preserve the sentence structure. This is
plagiarism, even if you provide a source citation.
USING DIRECT QUOTATIONS: the most straightforward method of incorporating
research into your paper. However, there are a number of important guidelines to keep in
mind when using direct quotations.

Use direct quotations only (a) to retain the beauty/clarity of someone else’s words or
(b) to discuss the implications of the words in question.

Standing alone is for cheese, not for quotations. Each quotation you use in your paper
needs a firm connection to your own thoughts and the overall flow of your sentences.
There are four basic ways to integrate quotations.
1. Introduce the quotation with a complete sentence and a colon.
“Help! I need
somebody.
Help! Not just
anybody.
Help!”
Figure 1: floating quotes are a
"no-no!" They will float away
like a balloon without a string
Thoreau ends his essay with a metaphor: “Time is but the stream I go a-fishing
in” (64).
2. Use an introductory phrase, separated from the quotation with a comma.
Thoreau asks, “Why should we live with such hurry and waste of life?” (61).
3. Make the quotation a part of your own sentence without any punctuation
between your own words and the words you are quoting.
“Help! I need
somebody.
Help! Not just
anybody.
Help!”
4. Use very short quotations—only a few words—as part of your own sentence.
Thoreau argues that people blindly accept “shams and delusions,” while regarding reality as “fabulous” (63).

Sings the original
“boy Band,”
According to Thoreau, we are “thrown off the track by every nutshell and
mosquito’s wing that falls on the rails” (63).
Try not to use the same method all the time. Instead, spice up your paper with a little variety. Also, keep in mind that
your words are the most important! Avoid long quotations, and don’t rely too heavily on quotations of any size to
construct the body of your paper. Make sure that your thoughts and ideas begin and end each paragraph; keep
quotations in the middle, where you can provide proper context and explanation.
Page 12

Pay attention to punctuation. In general, punctuation marks go inside the final quotation mark, except where you are
providing a parenthetical citation. Additionally, if a question mark or exclamation point is yours and not the quoted
author’s, it too should go outside the quotation mark.

You should never change the words in a quotation without indicating the changes. Even if you find a spelling or
grammatical error in your source, you should include it in the quotation. Follow the error with [sic], a Latin word
meaning “thus found.” (Chances are you won’t have to worry about this.)

Brackets indicate material that you have added to a quotation. For instance, you may need to change the tense of a
verb or provide the antecedent of a pronoun in order to integrate the quotation as smoothly as possible. Be careful not
to overuse brackets, though. (You may not need them at all.)

It is okay to delete material from a quotation, as long as the deleted material is not vital to the meaning of the
quotation. Replace deleted material with an ellipsis [. . .].

If you must use a long quotation—more than three lines in length—offset and indent the quotation two tabs. Do not
put quotation marks around indented quotations, but do double-space them.

Always use single quotation marks to indicate a quotation within a quotation.
PARENTHETICAL CITATIONS: The basic elements of the parenthetical citation are the author’s last name and the
page number of the material used in the source. However, it is not necessary to repeat any information that is already
clearly provided.
Olivier creates Richard III’s “central device of coherence” by using a cyclical theme of the crown (Brown 133).
Constance Brown argues that Olivier uses a cyclical theme of the crown to create “the central device of
coherence” (133).
If you cite a source with more than one author, be sure to credit both authors. If you cite an anonymous or
unsigned text, use a shortened version of the title in place of a name. If you cite a multivolume work, include the
volume number (followed by a colon and a space) before the page number.
As Katherine Raine has argued, “true poetry begins where human personality ends” (2: 247).
(Ask if you are unsure how to cite other types. You can always consult a style guide in the media center or even online!
Ignorance is no excuse.)
Works Cited
Begley, Sharon, et al. "Mapping the Brain." Newsweek 20 Apr. 1992: 66-70.
Damasio, Antonio R. "Aphasia." The New England Journal of Medicine 326 (1992): 531-39. Diagram Group.
The Brain: A User’s Manual. New York: Putnam’s, 1982.
"Nurturing Development of the Brain." Editorial. New York Times 28 Apr. 1997,late ed.: A14. New York
Times Ondisc. CD–ROM. UMI. 1997.
Ex. (Begley 67)
Ex (Damasio par. 6)
Ex. (“Nurturing” 80)
Page 13
RESEARCH PAPER DEADLINE #3: WORKS CITED ROUGH DRAFT
WHAT: Rough draft of the works cited page
TOTAL POINTS: 10 points
WHY: to give accurate and complete credit to all sources actually USED within the paper
KEEP IN MIND:
 Your works cited should be the final page of your research paper so the heading should have your last
name and page number and it should start on a separate sheet (should be pg 6 or higher).
 You works cited is like a “final draft” of your working bibliography
 Use the checklist and the sample to guide you.
Works Cited Checklist:







Do I have five sources? Are three print?
Are all my sources cited in my paper?
Is everything double spaced?
Is my header my last name with a space and the page number?
Is everything in Times New Roman 12 point?
Are the sources in alphabetical order?
Did I make sure each one is a hanging indention?
Mackenzie 7
Works Cited
Begley, Sharon, et al. "Mapping the Brain." Newsweek 20 Apr. 1992: 66-70.
Damasio, Antonio R. "Aphasia." The New England Journal of Medicine 326 (1992): 531-39. Diagram
Group. The Brain: A User’s Manual. New York: Putnam’s, 1982.
"Nurturing Development of the Brain." Editorial. New York Times 28 Apr. 1997,late ed.: A14. New
York Times Ondisc. CD–ROM. UMI. 1997.
Page 14
TRANSITIONS
Transitional phrases are the bridges that a writer uses to connect ideas and to guide readers through
the path of the writer’s paper. They help a writer carry over a thought from one sentence to another,
from one idea to another, or from one paragraph to another. There are several types of transitional
phrases, and each category leads your reader to make certain connections or assumptions about the
areas you are connecting. Some lead your reader forward and imply the "building" of an idea or
thought, while others make your reader compare ideas or draw conclusions from the preceding
thoughts.
To Add:
and, again, and then, besides, equally important, finally, further, furthermore, nor, too, next, lastly,
what's more, moreover, in addition, first (second, etc.)
To Compare:
whereas, but, yet, on the other hand, however, nevertheless, on the other hand, on the contrary, by
comparison, where, compared to, up against, balanced against, vis a vis, but, although, conversely,
meanwhile, after all, in contrast, although this may be true
To Contrast:
On the contrary, contrarily, notwithstanding, but, however, nevertheless, in spite of, in contrast, yet,
on one hand, on the other hand, rather, or, nor, conversely, at the same time, while this may be true.
To Prove:
because, for, since, for the same reason, obviously, evidently, furthermore, moreover, besides,
indeed, in fact, in addition, in any case, that is
To Show Exception:
yet, still, however, nevertheless, in spite of, despite, of course, once in a while, sometimes
To Show Time:
immediately, thereafter, soon, after a few hours, finally, then, later, previously, formerly, first (second,
etc.), next, and then, After, afterward, before, then, once, next, last, at last, at length, , formerly,
rarely, usually, another, meanwhile, at the same time, for a minute, hour, day, etc., during the
morning, day, week, etc., most important, later, ordinarily, to begin with, afterwards, generally, in
order to, subsequently, in the meantime, eventually, concurrently, simultaneously.
To Repeat:
in brief, as I have said, as I have noted, as has been noted,
Page 15
To Emphasize:
definitely, extremely, obviously, in fact, indeed, in any case, absolutely, positively, naturally, surprisingly,
always, forever, perennially, eternally, never, emphatically, unquestionably, without a doubt, certainly,
undeniably, without reservation
To Show Sequence:
first, second, third, and so forth. A, B, C, and so forth, next, then, following this, at this time, now, at this point,
after, afterward, subsequently, finally, consequently, previously, before this, simultaneously, concurrently, thus,
therefore, hence, next, and then, soon
To Give an Example:
for example, for instance, in this case, in another case, on this occasion, in this situation, take the case of, to
demonstrate, to illustrate, as an illustration, to illustrate
To Summarize or Conclude:
in brief, on the whole, summing up, to conclude, in conclusion, as I have shown, as I have said, hence,
therefore, accordingly, thus, as a result, consequently, on the whole,
To Illustrate:
Thus, for example, for instance, namely, to illustrate, in other words, in particular, specifically, such as.
To Concede:
Although, at any rate, at least, still, thought, even though, granted that, while it may be true, in spite of, of
course.
To Give Detail:
Specifically, especially, in particular, to explain, to list, to enumerate, in detail, namely, including.
To Give Consequences or Results:
So that, with the result that, thus, consequently, hence, accordingly, for this reason, therefore, so, because,
since, due to, as a result, in other words, then.
To Give Suggestion:
For this purpose, to this end, with this in mind, with this purpose in mind, therefore.
***Remember, this is a list of a FEW transitions that are commonly used. Some have been used so
much they are trite. Also remember to make sure you understand that effect the transition will have
on your sentence and choose transitions that fit with your voice and message. Transitions are only
effective when used correctly. ***
See example bellow from http://writing2.richmond.edu/writing/wweb/trans1.html
Example of unclear transition:
The characters in Book A face a moral dilemma. In the same way, the characters in Book B face a similar
problem.
Improved transition:
The characters in Book A face a moral dilemma, a contested inheritance. Although the
inheritance in Book B consists of an old house and not a pile of money, the nature of the problem
is quite similar.
Page 16
Page 17
RESEARCH PAPER DEADLINE #4: OUTLINE
WHAT: typed outline
TOTAL POINTS: 70 (based on completion and format)
WHY: A formal outline is helpful when analyzing a draft and preparing to revise.
The thesis statement should be at the top of your outline. The outline is helpful in analyzing a draft &
preparing to revise. It helps keep your paper organized and focused throughout writing.
Keep in mind your outline should
 Indentions and numbers to indicate various levels of logic for your paper. The main points form
the major headings and the supporting idea for each point form the subheadings.
 You will need enough major headings to develop your subject within the boundaries
established by your thesis. In this case, you need four virtues and/or vices.
 MAKE SURE YOU USE THE CORRECT FORMAT (see example). You may have to turn off
the auto-format)
 MAKE SURE YOU HAVE PARALLEL STRUCTURE (if you have point A you must have point
B. If you have a 1 you must have a 2)
 Be sure to keep a copy for yourself so you can begin writing your first draft!
Sarah McKenzie
Ms. Carmichael
English 4 Third Period
26 February 2008
Outline
Thesis: Year round schooling would clearly be a positive change for all public schools in the United States due to the
improved retention rate of material, a reduction in missed instructional days, positive economic and societal implication,
improved test scores, and decreased student and teacher burn out.
P1. (Transition) improved retention rate (complete topic sentence)
P2. (Transition) reason 1 the retention rate will be improved (complete sentence)
P3. Summary, quote, or paraphrase (parenthetical)
P3. Summary, quote, or paraphrase (parenthetical)
P3. Summary, quote, or paraphrase (parenthetical)
P2. Concluding Sentence
P2. (Transition) reason 2 the retention rate will be improved (complete sentence)
P3. Summary, quote, or paraphrase (parenthetical)
P3. Summary, quote, or paraphrase (parenthetical)
P3. Summary, quote, or paraphrase (parenthetical)
P2. Concluding sentence
P1. (Transition) improved retention rate (complete concluding sentence)
P1. (Transition) reduction in missed instructional days (complete topic sentence)
P2. (Transition) reason 1 the retention rate will be improved (complete sentence)
P3. Summary, quote, or paraphrase (parenthetical)
P3. Summary, quote, or paraphrase (parenthetical)
P3. Summary, quote, or paraphrase (parenthetical)
P2. Concluding Sentence
[…]
Page 18
RESEARCH PAPER DEADLINE #5: FINAL DRAFT & TURNITIN.COM SUBMISSION
WHAT: final draft, works cited page and online submission to turnitin.com
TOTAL POINTS: Final draft 200
WHY: Completion of an argumentative research paper is one of the requirements for English III.
KEEP IN MIND:
 You will receive an automatic zero for any of the
following:
o failure to turn in a research paper within five days of
the deadline_________________
o failure to turn in a Works Cited page along with your
paper
o failure to submit your paper through turnitin.com by
midnight on
o lack of parenthetical citations
o (no higher than 69% ) if less than five FULL pages

If you need turnitin.com help, come see me BEFORE the deadline. Otherwise log on, select your class, and click
“submit” next to Research Paper. Type your name and paper title. Click “Browse,” and a box called “Choose File”
will appear. Within minutes, you should receive an e-mail confirmation. Save it just in case!
 The hard copy of your paper is due at the beginning of
class on[
]. This means it must be printed
out and in my hands. I will not let you print it during
class. I will not accept it via email. You may not turn it
in to me later that day without penalty. I don’t want to
hear “I had printer problems”; “we ran out of ink”; or
any other excuses. You’ve known about this for a
month. Figure it out before that day.
Page 19
CHECKLIST FOR RESEARCH ORGANIZATION GRADE:








FOLDER W/ YOUR NAME, PERIOD, & TOPIC
2 COPIES OF YOUR FINAL PAPER W/ WORKS CITED
ROUGH DRAFT WITH EVIDENCE OF REVISION
SELF EDIT
PEER EDITS
ROUGH DRAFT WORKS CITED
OUTLINE
RESEARCH NOTES PAGES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
^
s/v
#
sp
ant
ww
BS
EX
Number Key for Interpreting Paper Comments
You have a weak/incomplete introduction
Your thesis statement doesn’t exist.
Your thesis statement is not the last sentence in your introduction
You do not have a topic sentences for this paragraph
You do not have a concluding sentence for this paragraph
You need a transition
You have used first person or the indefinite use of second person
You have used a contraction, an abbreviation, or informal language
You have used a run-on sentences
You have used a sentence fragment
You have a punctuation error
You have a capitalization error
You have not documented correctly.
You have not restated your thesis.
You have a weak/incomplete conclusion
You have used awkward sentence structure; your sentence is unclear.
You have overused a word or have been wordy.
You have a problem with MLA format
The following words are not typed correctly: Works Cited
Your Works Cited is not doubles-spaced throughout.
Your Works Cited is not alphabetized
There is an error in your entry-refer to MLA
You did not use hanging indention
You should not number your entries.
=you have left out something.
=faulty subject/verb agreement
=spacing is wrong
=word spelled wrong or divided wrong
=faulty pronoun/antecedent reference
=you have used the wrong word
=need to be more specific
=Explain yourself!
Page 20