How to Write the Research Paper Composition 11
advertisement
Composition 11 How to Write the Research Paper Name __________________________________ Mrs. Gregg Class Period __________ MONDAY TUESDAY WEDNESDAY THURSDAY 3/7 Folder Set-up Packet Preview Unit Overview “When I had to do a research paper in the past…” 3/14 TOPIC SELECTION Assignment Five: Two Topics & Personal Stake Due end of period 3/8 TOPIC SELECTION Assignment One: Speed Date Journaling Due end of period 3/9 TOPIC SELECTION Assignment Two: Pro/Con Issues Journaling Due end of period 3/10 TOPIC SELECTION Assignment Three: Personal Connection Journaling Due end of period 3/11 TOPIC SELECTION Assignment Four: Three Topics & Wikis & Tournament Bracket Due end of period, or Mon. 3/15 TOPIC SELECTION HOMEWORK: ASSIGNMENTS SIX & SEVEN: PARENT LETTER & INDEX CARDS DUE FRIDAY 3/16 WRITING RESEARCH QUESTIONS WALKING AND TALKING THE TOPIC Giant Post-It Walk 3/17 WRITING RESEARCH QUESTIONS & CONFERENCING Assignment Eight: Research Questions Due end of period 3/18 WRITING RESEARCH QUESTIONS & CONFERENCING Assignments Nine: Conference Worksheet Needs to be initialed by end of period INTRODUCTION TO THE DATABASES SPRING BREAK SPRING BREAK SPRING BREAK SPRING BREAK 3/28 FINDING SOURCES & CONFERENCING Citing Sources 3/29 FINDING SOURCES & CONFERENCING Citing Sources Noodle Tools & EasyBib 3/30 FINDING SOURCES & CONFERENCING Citing Sources 3/31 FINDING SOURCES & CONFERENCING Citing Sources 4/4 WEBSITE WORKSHOP & CONFERENCING EasyBib Reference & WebPath Express 4/5 WEBSITE EVALUATION Assignment Eleven: CRAAP Test & Website Evaluation Due end of period 4/6 TAKING NOTES Assignment Twelve: Note Cards 1 & 2 Due end of period 4/7 TAKING NOTES 4/8 Musical End of 3rd Marking Period TAKING NOTES 4/11 TAKING NOTES Assignment Thirteen: Note Cards 3 – 25 Due end of period 4/18 SOURCE CITATION Assignment Sixteen: Typed Works Cited Due at end of Period 4/25 OUTLINING Box Outline 4/12 FINDING SOURCES Reference Interview/Blog Video/Documentary 4/19 TAKING NOTES 4/13 FINDING SOURCES 4/14 FINDING SOURCES Assignment Fourteen: Metacognition 1 Due end of period 4/21 TAKING NOTES 4/26 OUTLINING Box Outline 4/27 OUTLINING Assignment Eighteen: Box Outline Due end of period 4/28 OUTLINING Formal Outline 4/15 FINDING SOURCES Assignment Fifteen: Sources 6 – 10 Due end of period 4/22 TAKING NOTES Assignment Seventeen: Note Cards 26 -50 Due end of period 4/29 OUTLINING Formal Outline 5/2 OUTLINING Assignment Nineteen Formal Outline Due end of period 5/9 DRAFTING TIQCA paragraphs Paraphrasing 5/3 OUTLINING Assignment Twenty: Metacognition 2 Due end of period 5/10 DRAFTING TIQCA paragraphs Parenthetical Citations 5/4 DRAFTING Narrative Introduction 5/5 DRAFTING Assignment Twenty-one: Narrative Introduction Due end of period 5/12 DRAFTING Assignment Twenty-three Printed Rough Draft, pages 2-4 Due end of period 5/19 3 hour delay DRAFTING 5/16 3 hour delay DRAFTING 5/23 REVISION 5/17 3 hour delay DRAFTING Assignment Twenty-four Rough Draft, pages 5-9 Due end of period 5/24 REVISION Assignment Twenty-six: Metacognition and checklist Due end of period Adapted from the work of Lobitz, L. and Host, W. 4/20 TAKING NOTES 5/11 DRAFTING TIQCA paragraphs 5/18 3 hour delay DRAFTING Assignment Twenty-five Narrative Conclusion Due end of period 5/25 FINAL TOUCHES PAPER DUE!!! 5/26 FRIDAY SPRING BREAK 4/1 Junior Prom SOURCE CITATION Assignment Ten Source Citation for Sources 1 -5 Due end of period 5/6 DRAFTING Assignment Twenty-two: TIQCA practice Due end of period 5/13 DRAFTING 5/20 REVISION 5/27 2 Assignment Six: Parent/Guardian Signature (after final topic selection) Assignment Seven: 100 3x5 index cards (color?) Spring 2016 Letter Dear parents and guardians of Eleventh Grade Composition students, Over the next several weeks your son or daughter will be working on the course-required major research paper on a self-selected topic. Your child has decided to research ______________________________________. He or she is interested in this topic because_______________________________________________________________________.Along with testing the students’ abilities to meet deadlines, organize materials, and work independently, this research unit will also teach students how to find credible sources, take clear notes, create accurate citations, organize information logically, and avoid plagiarism. Your son or daughter will be working on this paper mostly in class. I also encourage students to see me for extra help as needed. On my eFaculty website you will find a calendar of all due dates and a checklist of assignments associated with the project. Students already have their own copies of these calendars and they are encouraged to consult the calendar on a daily basis; meeting deadlines (and therefore laying successful groundwork for the paper itself) accounts for more than half of the overall available (1000) points. You are encouraged to call or email me to ask questions about the assignment or to check your student’s progress. Kindly include your contact information in the space below, so I can reach you should I have any concerns regarding your child’s work. Thank you for helping me to help your child! I look forward to hearing from you. Respectfully, Pamela Gregg 610-627-6289 pgregg@rtmsd.org Reminder: You need a set of index cards. If you buy the color cards it can help greatly with organization, but white ones will work too. Signature due date: ____________________ _____________________________________________________________________________ Please return this form to Mrs. Gregg: I understand my child, _______________________________, has decided to research_____________________________________________________________________. Signature:_______________________________ Best way to contact me :__________________________________________________________ Questions or concerns at this time: Adapted from the work of Lobitz, L. and Host, W. 3 Assignment One: Speed Date Journaling Go to ProCon.org Click on Topics A-Z on the right hand of the page. Ø From this list, select four topics that are interesting to you. Choose two that you know at least a little bit about, and two that you have never heard of or thought about. Two that I know a little about: 1. _________________________________________________ 2. _________________________________________________ Two that I don’t know anything about: 3. _________________________________________________ 4. _________________________________________________ Look at the “Animal Testing” topic as an example of what you may see. Ø Answer the following questions for each topic. Topic One Core Question: ______________________________________________________________ List two facts from the “Did you know?” section: a. _______________________________________________________________________________ b. _______________________________________________________________________________ What is one interesting “Pro” argument? _____________________________________________________________________________________ What is one interesting “Con” argument? _____________________________________________________________________________________ Identify one interesting fact from the “Background” section. ( ___ There is no Background section for this topic.) _____________________________________________________________________________________ What are the videos about? ( ___ There is no Video Gallery for this topic.) _____________________________________________________________________________________ At first glance, what do you think your opinion seems to be for this topic? _____________________________________________________________________________________ Topic Two Core Question: _____________________________________________________________ List two facts from the “Did you know?” section: a. _______________________________________________________________________________ b. _______________________________________________________________________________ What is one interesting “Pro” argument? _____________________________________________________________________________________ What is one interesting “Con” argument? _____________________________________________________________________________________ Identify one interesting fact from the “Background” section. ( ___ There is no Background section for this topic.) _____________________________________________________________________________________ What are the videos about? ( ___ There is no Video Gallery for this topic.) _____________________________________________________________________________________ At first glance, what do you think your opinion seems to be for this topic? _____________________________________________________________________________________ Adapted from the work of Lobitz, L. and Host, W. 4 Topic Three Core Question: ____________________________________________________________ List two facts from the “Did you know?” section: a. _______________________________________________________________________________ b. _______________________________________________________________________________ What is one interesting “Pro” argument? _____________________________________________________________________________________ What is one interesting “Con” argument? _____________________________________________________________________________________ Identify one interesting fact from the “Background” section. ( ___ There is no Background section for this topic.) _____________________________________________________________________________________ What are the videos about? ( ___ There is no Video Gallery for this topic.) _____________________________________________________________________________________ At first glance, what do you think your opinion seems to be for this topic? _____________________________________________________________________________________ Topic Four Core Question: ____________________________________________________________ List two facts from the “Did you know?” section: a. ___________________________________________________________ b. ___________________________________________________________ What is one interesting “Pro” argument? _____________________________________________________________________________________ What is one interesting “Con” argument? _____________________________________________________________________________________ Identify one interesting fact from the “Background” section. ( ___ There is no Background section for this topic.) _____________________________________________________________________________________ What are the videos about? ( ___ There is no Video Gallery for this topic.) _____________________________________________________________________________________ At first glance, what do you think your opinion seems to be for this topic? _____________________________________________________________________________________ Ø Now, explain how interesting each would be to you as a research topic. Is it very interesting, somewhat interesting, or not at all interesting? The topic _________________________________ is ___________________interesting to me. The topic _________________________________ is ___________________interesting to me. The topic _________________________________ is ___________________interesting to me. The topic _________________________________ is ___________________interesting to me. Adapted from the work of Lobitz, L. and Host, W. 5 Assignment Two: Pro/Con Issues Journaling Go to SIRS Issues Researcher (Path: Library—SIRS Knowledge Source—ProQuest SIRS Issues Researcher). Ø From the long list of “SIRS Issues Researcher” topics, select four topics that are interesting to you. I encourage you to spend some time clicking around on topics, because many of them are unusual, and you might land on something you never really thought about before, but that is interesting to you nonetheless. Ø Then, select four to write about, below. Topic One: What is the essential question for this topic? _________________________________________________ What are the two sides presented? Pro: __________________________________________________________ Con: _________________________________________________________ Scan at least one article from each side, then identify what your opinion seems to be (so far) for the topic? Identify one specific piece of interesting information you learned in a “Pro” article. _____________________________________________________________________________________ Identify one specific piece of interesting information you learned in a “Con” article. _____________________________________________________________________________________ Topic Two: What is the essential question for this topic? _________________________________________________ What are the two sides presented? Pro: __________________________________________________________ Con: _________________________________________________________ Scan at least one article from each side, then identify what your opinion seems to be (so far) for the topic? Identify one specific piece of interesting information you learned in a “Pro” article. _____________________________________________________________________________________ Identify one specific piece of interesting information you learned in a “Con” article. _____________________________________________________________________________________ Adapted from the work of Lobitz, L. and Host, W. 6 Topic Three: What is the essential question for this topic? _________________________________________________ What are the two sides presented? Pro: __________________________________________________________ Con: _________________________________________________________ Scan at least one article from each side, then identify what your opinion seems to be (so far) for the topic? Identify one specific piece of interesting information you learned in a “Pro” article. _____________________________________________________________________________________ Identify one specific piece of interesting information you learned in a “Con” article. _____________________________________________________________________________________ Topic Four: What is the essential question for this topic? _________________________________________________ What are the two sides presented? Pro: __________________________________________________________ Con: _________________________________________________________ Scan at least one article from each side, then identify what your opinion seems to be (so far) for the topic? Identify one specific piece of interesting information you learned in a “Pro” article. _____________________________________________________________________________________ Identify one specific piece of interesting information you learned in a “Con” article. _____________________________________________________________________________________ Ø Now, explain how interesting each would be to you as a research topic. Is it very interesting, somewhat interesting, or not at all interesting? The topic _________________________________ is ___________________interesting to me. The topic _________________________________ is ___________________interesting to me. The topic _________________________________ is ___________________interesting to me. The topic _________________________________ is ___________________interesting to me. Adapted from the work of Lobitz, L. and Host, W. 7 Assignment Three: Personal Connection Journaling FILL THE LINES! 1. What are you passionate about? If you stripped away all obligations from your life, what two or three things would you spend all of your time doing? How could you turn this into a research paper topic? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 2. What career paths do you think you might want to pursue? Consider both practical, probable answers as well as wildest dream answers. How could you turn this into a research paper topic? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 3. What issues do you face in your daily life that consume a great deal of your emotional time? Consider diseases, illnesses, conditions, challenges, for yourself and or your families. How could you turn this into a research paper topic? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 4. What are you good at? What skills or traits do you exhibit as a result? How could you turn this into a research paper topic? ______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________ Adapted from the work of Lobitz, L. and Host, W. 8 5. What is something that you would like to learn to do, or that you have always wanted to try? What steps would you have to take in order to do or learn this? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 6. What do you wonder about? How could you turn this into a research paper? ______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________ 7. What could you learn from people in your family? Think traditions, skills, passions. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 8. Think of school. What subjects are most interesting to you? What specifically interests you? (It’s okay if this goes back a few years!) What could you research? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Adapted from the work of Lobitz, L. and Host, W. 9 Assignment Four: Three Topics & Wikis & Tournament Bracket Why Wikipedia??? While not a reliable source for your paper, it will help to determine if your topic is (1) researchable and (2) could provide you with possible subtopics. Identify three possible topics that you feel have real potential. Write them in the blanks below. Ø First, complete A and B for your topic. Ø Then, find the Wikipedia article about your topic and answer C through I for each. Ø Finally, answer J based on what you learned from this activity. My first potential topic is _______________________________________________________________ A. What do you already know about this topic? _________________________________________________________ _____________________________________________________________________________________________ B. What is the specific reason you are interested in this topic? YOU WILL HAVE TO WRITE ABOUT THIS, so be specific! ______________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ C. How difficult was it to find a Wikipedia article about this topic? What is the specific title of the Wikipedia article you are using? _____________________________________________________________________________________ ______________________________________________________________________________________________ D. How long is the Wikipedia article? __________________________________________________________________ E. How many items are in the “Contents” box on the top of the article? _______________________________________ F. Find the “External Links” section at the bottom of the page. How large is this section? ________________________ ______________________________________________________________________________________________ G. Scan the body of the article. How difficult does it seem to be to understand? How interesting? __________________________________________________________________________________________________ ____________________________________________________________________________________________ H. Read the first paragraph closely. Is it interesting to read? _______________________________________________ I. List three things you learned about this topic from scanning the article: a. ___________________________________________________________________________________________ ___________________________________________________________________________________ b. ___________________________________________________________________________________________ ___________________________________________________________________________________ c. ___________________________________________________________________________________________ ___________________________________________________________________________________ J. Identify any problems you think you might encounter with this topic: _______________________________________________________________________________________________ _______________________________________________________________________________________________ Adapted from the work of Lobitz, L. and Host, W. 10 My second potential topic is _______________________________________________________________ A. What do you already know about this topic? ______________________________________________________ __________________________________________________________________________________________ B. What is the specific reason you are interested in this topic? YOU WILL HAVE TO WRITE ABOUT THIS, so be specific! ___________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ C. How difficult was it to find a Wikipedia article about this topic? What is the specific title of the Wikipedia article you are using? _____________________________________________________________________________________ ______________________________________________________________________________________________ D. How long is the Wikipedia article? __________________________________________________________________ E. How many items are in the “Contents” box on the top of the article? _______________________________________ F. Find the “External Links” section at the bottom of the page. How large is this section? ________________________ ______________________________________________________________________________________________ G. Scan the body of the article. How difficult does it seem to be to understand? How interesting? __________________________________________________________________________________________________ ____________________________________________________________________________________________ H. Read the first paragraph closely. Is it interesting to read? _______________________________________________ I. List three things you learned about this topic from scanning the article: a. ___________________________________________________________________________________________ ___________________________________________________________________________________ b. ___________________________________________________________________________________________ ___________________________________________________________________________________ c. ___________________________________________________________________________________________ ___________________________________________________________________________________ J. Identify any problems you think you might encounter with this topic: _______________________________________________________________________________________________ _______________________________________________________________________________________________ My third potential topic is _______________________________________________________________ A. What do you already know about this topic? _________________________________________________________ _____________________________________________________________________________________________ B. What is the specific reason you are interested in this topic? YOU WILL HAVE TO WRITE ABOUT THIS, so be specific! ______________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ Adapted from the work of Lobitz, L. and Host, W. 11 C. How difficult was it to find a Wikipedia article about this topic? What is the specific title of the Wikipedia article you are using? _______________________________________________________________________ _________________________________________________________________________________________ D. How long is the Wikipedia article? _____________________________________________________________ E. How many items are in the “Contents” box on the top of the article? _______________________________________ F. Find the “External Links” section at the bottom of the page. How large is this section? ________________________ ______________________________________________________________________________________________ G. Scan the body of the article. How difficult does it seem to be to understand? How interesting? __________________________________________________________________________________________________ ____________________________________________________________________________________________ H. Read the first paragraph closely. Is it interesting to read? _______________________________________________ I. List three things you learned about this topic from scanning the article: a. ___________________________________________________________________________________________ ___________________________________________________________________________________ b. ___________________________________________________________________________________________ ___________________________________________________________________________________ c. ___________________________________________________________________________________________ ___________________________________________________________________________________ J. Identify any problems you think you might encounter with this topic: _______________________________________________________________________________________________ _______________________________________________________________________________________________ Look back at the previous four assignments and select eight topics you might want to research. Seed them into the bracket, and determine your “finalists.” This will give you your topic as well as a “back-up” topic should you need one. Adapted from the work of Lobitz, L. and Host, W. 12 Assignment Five: Two Topics and Personal Stake ? I have decided that the broad topic I am MOST interested in researching is: _________________________________________________________________________ Why does this topic matter to people other than myself? This topic is historically important or socially relevant because: 1. ________________________________________________________________________________________________________ 2. ________________________________________________________________________________________________________ 3. ________________________________________________________________________________________________________ This topic is personally significant because: _____________________________________________________________________________________ _____________________________________________________________________________________ A personal anecdote (brief story) I could tell about myself that would introduce why this topic is important to me and at the same time would capture my readers’ attention: (You are telling a specific story in first person, NOT telling about a time something happened. There is a difference!) _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ? I have decided that the broad topic I am SECOND-MOST interested in researching is: _______________________________________________________________________________ Why does this topic matter to people other than myself? This topic is historically important or socially relevant because: 1. ________________________________________________________________________________________________________ 2. ________________________________________________________________________________________________________ 3. ________________________________________________________________________________________________________ This topic is personally significant because: _____________________________________________________________________________________ _____________________________________________________________________________________ A personal anecdote (brief story) I could tell about myself that would introduce why this topic is important to me and at the same time would capture my readers’ attention: (You are telling a specific story in first person, NOT telling about a time something happened. There is a difference!) _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Adapted from the work of Lobitz, L. and Host, W. 13 Assignment Six: Parent/Guardian Signature (after final topic selection) p. 3 Assignment Seven: 100 3x5 index cards (color?) Bring to class. How to Write Research Questions GUIDING QUESTION: Once you have chosen a topic to research, you need to think of the overall guiding question that will act as a roadmap for your paper. This guiding question is the core of your paper and provides the focus for everything else in the research process. Everything that goes into your paper is there to answer your guiding question. This is because the guiding question itself is either un-researchable or requires multiple steps in order to be answered. In other words, you can’t look up the answer to a guiding question. SUPPORTING QUESTIONS: However, you CAN look up the answers to other questions that will help you form an answer to your guiding question. These other questions are called supporting questions. These are questions you CAN answer by doing research. ? Guiding Question: can’t find an answer by looking it up. Usually begins with the word “should.” You will have ONE of these. ? Supporting Questions: can find answers by looking up. Usually begin with the words “who, what, when, where, why, and how.” You will have FOUR of these. HOW YOUR QUESTIONS WILL HELP ORGANIZE YOUR RESEARCH PAPER ? The introduction of your paper will pose the guiding question and then describe the supporting questions you will need to answer in order to answer the guiding question. ? The body of your paper will be broken into four (or maybe three or five) sections, each of which will answer one of the supporting questions. ? The conclusion of your paper will answer the guiding question, based on the information you found to answer your supporting questions. STEP ONE: First, make a list of all of the possible questions you can think of (see next page). Then, figure out which of them are actually re-searchable. Could you look up information in a book, article, or video to find information to answer that question? If not, then it’s not a good research question. If it’s not a good research question, then you have two options: rewrite it or eliminate it. STEP TWO: Write your Guiding Question at the top of a giant Post-It. You will be assigned a number and a marker color. You will circulate around the room, read each classmate’s guiding question, and leave your number and a question you have about that topic in your marker color. You will visit every classmate’s poster. Then you will return to your own poster to see the list of questions generated about your topic. Adapted from the work of Lobitz, L. and Host, W. 14 STEP ONE: FACTUAL QUESTIONS: These questions ask: Who? What? When? Where? How? Why? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. INTERPRETIVE QUESTIONS: These questions require you to analyze and apply your research. They will be the basis for your “should” question. Hypothetical: (Ex. How would things be different today if something in the past had been different?) My Question: _________________________________________________________________________ Prediction: (Ex. How will something look or be in the future, based on the way it is now?) My Question: _________________________________________________________________________ Solution: (Ex. What solutions can be offered to a problem that exists today?) My Question: _________________________________________________________________________ Comparison or Analogy: (Ex. Find the similarities and differences between your main subject and a similar subject, or with another subject in the same time period or place.) My Question: _________________________________________________________________________ Judgment: (Ex. Based on the information you find, what can you say as your informed opinion about the subject? This must be framed as a should question) My Question: _________________________________________________________________________ STEP TWO: You may want to revisit this page after you see what classmates have written on YOUR Post-It. Adapted from the work of Lobitz, L. and Host, W. 15 Assignment Eight: Research Questions Main Ideas Proposal and Color Identification Assignment Nine: Conference Completed (Needs to be initialed) My Topic: ________________________________________________________________________ ? So far, my guiding question is: _____________________________________________________________________________________ _____________________________________________________________________________________ ? My first supporting question is: _____________________________________________________________________________________ _____________________________________________________________________________________ And I will assign it the color: _________________________________ ? My second supporting question is: _____________________________________________________________________________________ _____________________________________________________________________________________ And I will assign it the color: _________________________________ ? My third supporting question is: _____________________________________________________________________________________ _____________________________________________________________________________________ And I will assign it the color: _________________________________ ? My fourth supporting question is: _____________________________________________________________________________________ _____________________________________________________________________________________ And I will assign it the color: _________________________________ ? My fifth supporting question is: (This is only needed if I see something interesting, important, or relevant that does not fit into any of my other questions.) _____________________________________________________________________________________ _____________________________________________________________________________________ And I will assign it the color: _________________________________ My Conference Notes (Mrs. Host’s or Mrs. Gregg’s concerns/comments/suggestions about my topic): Adapted from the work of Lobitz, L. and Host, W. 16 Required Sources for Your Research Paper VIDEO: “What are online databases and why you need them?” You will need at least TEN sources for your research paper source citation. You will need the following sources for your research paper: ______ At least one BOOK or eBOOK (You should look for this first in case it needs to be ordered!) § eLibrary PATH § District catalog • District Webpage § Mrs. Host’s “magical network of books from far away” • PHS • Library ______ At least three ONLINE DATABASE articles • “Use the § SIRS Student Resources Databases” § eLibrary • Note: No password is § Facts on File needed at school. Get § Science or history databases? the password sheet from the library desk to access at home. ______ At least one REFERENCE article § Library • Look at the call number from your book source. Look for the same call number in the reference section of the library. § PHS Library Website • “Student Resources” Search your topic. Click on the REFERENCES section. • “Facts on File” ______ One INTERVIEW or BLOG from a credible source § Interview: • This includes but is not limited to: o Interviews (on video or audio): at least fifteen minutes in length o Interviews you conduct o Podcasts of an interview that is at least fifteen minutes in length • You might begin this search by going to www.npr.org § Blog: • You must find a blog that has been written by someone who blogs for a reputable organization, rather than an individual who is blogging for free in their basement in the middle of the night J • You should begin this search by going to the following websites of reputable news publications. o New York Times o Newsweek Magazine o The Los Angeles Times o The New Yorker o The Washington Post o Time Magazine o U.S. News & World Report • and finding their “Blog” section ______ The remaining sources for your source citation can be WEBSITES that have passed the CRAAP test or additional sources from the categories listed above. • EasyBib “Reference” tab • WebPath Express Adapted from the work of Lobitz, L. and Host, W. 17 Citing Sources Using MLA Format How to Cite A Source Using MLA Format The correct way to use other writer’s ideas and words when doing research is to give the authors credit by citing their source in your “Works Cited” page of your research paper. You must give credit to the person whose ideas you are using. This includes both direct quotes or the paraphrased ideas of the author. Here is a guide from the 7th Edition of the MLA Handbook: 1. For each source listed, begin the first line at the margin, and indent each line that follows. (Hint: If your entire entry tabs over, go to the end of your first line, hit return/enter and then the tab key!) 2. Follow punctuation of the examples exactly. (Hint: EasyBib or Noodle Tools will do this for you!) 3. Arrange all sources in one list, alphabetically by first word, which will generally be either the author’s last name or the first important word of the title. (Hint: Ignore A, An, The as the first words in the title when alphabetizing your list.) 4. Each citation must indicate what type of source was used: print, web, etc. Most of the time this will appear at the end of the citation. For web entries, this will appear just before the date you used the website. 5. For website sources, you must include the date you accessed the site. Date format is: Day Month Year (Example: 29 March 2016). 6. Double space ALL lines. Adapted from the work of Lobitz, L. and Host, W. 18 Assignment Ten: Source Citation for Sources 1-5 • • • • Go to the PHS Library Webpage Click Online Databases Click on NoodleTools Create an account • • Go to www.easybib.com Click on the tab matching your source type Click “Cite This” Click “Create Citation” Click “Copy & Paste” Paste into your document. SAVE! Programs that will create your Works Cited entries! • • • • My Sources 1-5 Source 1: ___ book ___ online database ___ reference Title: _________________________________________________________________ Author: _______________________________________________________________ Copyright Date: __________________________________ Database Used? ________________________________________________________ Source 2: ___ book ___ online database ___ reference Title: _________________________________________________________________ Author: _______________________________________________________________ Copyright Date: __________________________________ Database Used? ________________________________________________________ Source 3: ___ book ___ online database ___ reference Title: _________________________________________________________________ Author: _______________________________________________________________ Copyright Date: __________________________________ Database Used? ________________________________________________________ Source 4: ___ book ___ online database ___ reference Title: _________________________________________________________________ Author: _______________________________________________________________ Copyright Date: __________________________________ Database Used? ________________________________________________________ Source 5: ___ book ___ online database ___ reference Title: _________________________________________________________________ Author: _______________________________________________________________ Copyright Date: __________________________________ Database Used? ________________________________________________________ Conference Completed Adapted from the work of Lobitz, L. and Host, W. My sources are good to go! (Needs to be initialed) 19 Where else can I search to find information about my topic? “I Googled my topic and got 6,000,000,000 hits. Now what?” Specify how far back to search for the most recent information. Google “Search Tools” TAB Caution! You still need to look at the website’s validity! PATH • • • • • • • District Webpage PHS Library Online Resources RTM Library Catalog PHS Webpath Express Adapted from the work of Lobitz, L. and Host, W. 20 Easybib “Research” TAB Adapted from the work of Lobitz, L. and Host, W. 21 Assignment 11, Part 1 Criteria for Evaluating a Web Site Does the website pass the CRAAP test? Choose a website to check the validity. Scan the QR code with QR Reader on your iPad. Then complete the CRAAP checklist (above) using evidence from the website. Use your phone for this one. http://www.buydehydr atedwater.com Adapted from the work of Lobitz, L. and Host, W. www.dhmo.org www.zapatopi.net/tr eeoctopus/ 22 Assignment 11, Part 2 Criteria for Evaluating a Web Site Does your website pass the CRAAP test? For the CRAAP test activity, why did I choose three websites that could pass the CRAAP test? How will this impact your research as you look for websites on your topic? Evaluating an Internet Site Use EasyBib, WebPage Express, or Google to investigate three websites on your topic. For each of the websites, score/complete the following criteria. Then total the scores. 1. Domain Ending: What is the domain ending? _______ Is it appropriate for the information you need to find? Why or why not? o Website 1 Score: _______ o Website 2 Score: _______ 3 pts. = Best possible domain ending for information 2 pts. = OK domain ending 0 pts. = Inappropriate domain ending o Website 3 Score: _______ .gov = Government Agency .edu = Higher Education ~ = (“tilde”) Personal site* .net = Internet Service Provider .com = Commercial site * .mil = Military site .org = Organization* *CAUTION: Double check these types of sites! 2. Authorship: Who is responsible for creating this page? If a person, is there evidence that he/she is an expert in the field? If company/organization, does it exist someplace other than on the Internet? Is it an authority on the subject? o Website 1 Score: _______ o Website 2 Score: _______ 4 pts. = Author’s name given AND evidence of expertise 2 pts. = Author’s name only 0 pts. = No author or obviously not an expert o Website 3 Score: _______ 3. Documentation: Are there references within the text? A bibliography of sources? (A list of books to purchase online does not count.) o Website 1 Score: _______ o Website 2 Score: _______ o Website 3 Score: _______ 3 pts. = Includes well-documents references/sources 2 pts. = Some references 0 pts. = No references or bibliography/source citation 4. Presentation: Is the layout neat and easy to navigate? Is the site professional looking, or is it flashy? Are pictures and graphics of good quality and do they go with the text? o Website 1 Score: _______ o Website 2 Score: _______ o Website 3 Score: _______ 3 pts. = Easy to navigate, neat, professional-looking, good quality graphics 2 pts. = Good, but one or two things could be better 0 pts. = Difficult to navigate, sloppy, unprofessional, rude, or “gushy” 5. Credibility of Homepage: Examine the index page of a database, or the homepage of an individual website. Is the “starting” page credible and appropriate? Are these real, professional people who tell you who they are and how to contact them? Reject hype and flashiness. o Website 1 Score: _______ 3 pts. = Definitely credible 1 pt. = Seems like it may be credible o Website 2 Score: _______ 0 pts. = Inappropriate o Website 3 Score: _______ Adapted from the work of Lobitz, L. and Host, W. 23 6. Type of Site: (database, professional/business website, personal homepage, “fan” site) Use the home page/index page to help determine this. o Website 1 Score: _______ o Website 2 Score: _______ o Website 3 Score: _______ 3 pts. = Page is part of a database or professional website 1 pt. = Personal homepage 0 pts. = “Fan site” or can’t tell 7. Currency/Date: When was this site last updated? _________________Is that appropriate for the information you are trying to find? Is there a copy write date? o Website 1 Score: _______ 2pts. = Timely date 0 pts. = Too old or don’t know the date o Website 2 Score: _______ o Website 3 Score: _______ 8. Advertising: What does a company have to gain through this site? Is it selling something, or just providing information? Does it slander or put down another product? What kiinds of advertisers were chosen to sponsor this site? o Website 1 Score: _______ o Website 2 Score: _______ 3 pts. = Information only with high quality sponsors or no advertising 1 pt. = Sells a product by informing, has quality sponsorship 0 pts. = Flashy, hyped-up sponsorship, or any slander/bias o Website 3 Score: _______ 21-24 pts. = Excellent 16-20 pts. = Very Good 11-15 pts. = Proceed with Caution 0-10 pts. Evaluating a Website—The Results: 1. Website Title: _________________________________________________________________________ Full Internet Address:____________________________________________________________________ How did you find it? ____ Google ____ EasyBib ____ WebPath Express ____ Other Score: _____________ Rating: ______________ 2. Website Title: _________________________________________________________________________ Full Internet Address: ____________________________________________________________________ How did you find it? ____ Google ____ EasyBib ____ WebPath Express ____ Other Score: _____________ Rating: ______________ 3. Website Title: _________________________________________________________________________ Full Internet Address: ___________________________________________________________________ How did you find it? ____ Google ____ EasyBib ____ WebPath Express ____ Other Score: _____________ Rating: ______________ Adapted from the work of Lobitz, L. and Host, W. 24 Assignment Twelve: Note Cards 1 & 2 Assignment Thirteen: Note Cards 3-25 Remember! Color-code your card to match the supporting question it is answering. There are three ways to pull information from the text: using a direct quote, paraphrasing by putting the information in your own words, or summarizing and condensing the information. The three samples below were all created from the same piece of text. Notice the difference between the three different kinds. Write how you’re using the source: Direct Write the Early ideas - Italy and Sicily Quote, Paraphrase, or Direct Quote 3. main idea of Each source gets the card, so you Summary. its own number, so that have to don’t “The vividly fictional characteristics of the story have not you don’t have to write read the whole the title of the source card to know prevented critics, past and present, from seeking to place it in a on every notecard. That subject the every notecard from matter. specific geographic context. Hesiod, who wrote later than Homer, way, one place has the same number here. believed that Odysseus and his ships sailed around in the general area of Italy and Sicily, to the west of ” -pg 36 Write the page number so you can find it Write the information from again if you need it. the source here. Early Ideas - Italy and Sicily Paraphrase 3. Paraphrasing is re wording a direct quote in a different way, so that it becomes Although The Odyssey includes many fantastic your own. Changing a word or creatures and events, people throughout history have two, or rearranging the order of the words, is not enough to tried to identify a real setting for the tale. Hesiod, a make it your own. Be careful writer who came after Homer, thought that when you change the wording to your own that you do not Odysseus’ journey took him around Italy and Sicily. change the author’s meaning or lose anything in the translation. -pg 36 Early Ideas - Italy and Sicily Summary 3. A Summary relays only the main points of a passage. It should be shorter than the actual text because it omits details and inessential materials. It only tells an overview of what The early writer Hesiod believed that The Odyssey the original author says. took place near Italy and Sicily. IMPORTANT! When finished, you should -pg 36 have FEWER summary cards and MORE Direct Quote and Paraphrase cards. Creating Note Cards A. B. Adapted from the work of Lobitz, L. and Host, W. C. D. E. 25 Assignment Fourteen: Metacognition 1 SOURCES (Circle your response) 1. I feel I can use at least seven of my sources. yes maybe no because _____________________________________ ____________________________________________ 2. My book source is: very useful somewhat useful not really useful not at all useful because ______________________________________________________________________________ 3. My first database article source is: very useful somewhat useful not really useful not at all useful because ______________________________________________________________________________ 4. My second database article source is: very useful somewhat useful not really useful not at all useful because ______________________________________________________________________________ 5. My third database article source is: very useful somewhat useful not really useful not at all useful because ______________________________________________________________________________ 6. My reference source is: very useful somewhat useful not really useful not at all useful because ______________________________________________________________________________ 7. My first website source is: very useful somewhat useful not really useful not at all useful because ______________________________________________________________________________ 8. My second website source is: very useful somewhat useful not really useful not at all useful because ______________________________________________________________________________ 9. My third website source is: very useful somewhat useful not really useful not at all useful because ______________________________________________________________________________ 10. My interview / blog is: very useful somewhat useful not really useful not at all useful because ______________________________________________________________________________ 11. My video / documentary is: very useful somewhat useful not really useful not at all useful because ______________________________________________________________________________ Adapted from the work of Lobitz, L. and Host, W. 26 12. Overall, my ten sources of information _____ have provided me with enough information. _____ have mostly provided me with information, but I need to find a few more sources. _____ have provided me with some information, but not really enough so I need to find more. _____ did not provide me with enough information, so I have already found more. QUESTIONS / CATEGORIES OF INFORMATION 1. At this point, how satisfied are you with your questions/categories of information? Answer each of the following questions: a) You will need to write approximately two pages per category. With the information you have right now, can you do that? • Category 1: yes no • Category 2: yes no • Category 3: yes no • Category 4: yes no • Category 5: yes no 1. Do you think you need to remove or replace any of your categories? If yes, which ones? 2. Do you need to break any into two smaller categories? Which ones? 3. Do you need to create new categories based on the information you have found? 4. Identify the order in which you will place the categories in your paper. Do you need to reorganize? • Category 1: ______________________________________________ • Category 2: ______________________________________________ • Category 3: ______________________________________________ • Category 4: ______________________________________________ • Category 5: ______________________________________________ 5. How many cards do you have for each of your categories? • I have __________ cards for Category 1 (Color:_____________________________). • I have __________ cards for Category 2 (Color:_____________________________). • I have __________ cards for Category 3 (Color:_____________________________). • I have __________ cards for Category 4 (Color:_____________________________). • I have __________ cards for Category 5 (Color:_____________________________). Adapted from the work of Lobitz, L. and Host, W. 27 2. As of right now, I feel like I… _____ have enough information and am ready to start outlining my paper _____ need some more information but am close to ready to outlining my paper _____ need to change my categories, but feel ready to do so with very little new research _____ need to change my categories and will need to conduct a lot more research to do so MOVING FORWARD FROM HERE… 1. At this point, how are you feeling about the overall status of your paper? Do you feel like you need to perform major reconstructive surgery, or are you moving along nicely as planned? 2. Will you plan to use a combination of direct quotes and paraphrases when you draft your paper? 3. The first page of your paper will be a personal narrative in which you will explain your stake in this topic. Why does it matter to you? Will you be able to do that? Do you have a personal connection to your topic? 4. What comments, concerns, or questions do you have that I can answer for you? 5. What GOALS do you need to set for yourself? Next Steps? 6. Overall, I am feeling: confident somewhat confident not really confident panicked 7. On a scale of 1-10 (10 being the most helpful), how would you rate the TICKET OUT Checklists? Explain why. Adapted from the work of Lobitz, L. and Host, W. 28 Assignment Fifteen: Sources 6-10 You should have at least TEN sources for your source citation. List how many of each source type you are including in your source citation. ______ BOOK or eBOOK (need at least one) ______ ONLINE DATABASE articles (need at least 3) ______ REFERENCE (need at least one) ______ INTERVIEW or BLOG from a credible source (need 1) ______ WEBSITES ______ Total number of sources Assignment Sixteen: Works Cited Document Final Checklist (Refer to p. 18): ______ I used NoodleTools or EasyBib, so I know my formatting is correct. ______ My Works Cited page is its own separate page. ______ I have centered my title “Works Cited” at the top of the page. ______ I began the first line at the margin, and indented each line that followed. ______ I arranged all entries alphabetically by first word. ______ I have used the correct date format for website source access. Ex. 18 April 2016 ______ I have double-spaced the entire document. Assignment Seventeen: Note Cards 26-50 Card Check-In: • Date: ________ Additional 7 cards—total of 32 o Total # cards per category as of today: o Cat. 1 ______ Cat. 2 ______ Cat. 3 ______ Cat. 4 ______ Cat. 5 ______ Current%Score:% Is%your%note%card%format%correct?% • Date: ________ Additional 7 cards—total of 46 o Total # cards per category as of today: o Cat. 1 ______ Cat. 2 ______ Cat. 3 ______ Cat. 4 ______ Cat. 5 ______ • Date: ________ Additional 4 cards—total of 50 o Total # cards per category as of today: o Cat. 1 ______ Cat. 2 ______ Cat. 3 ______ Cat. 4 ______ Cat. 5 ______ SORT)YOUR)CARDS) Cards%in%this%pile%need%to%be% fixed%or%will%not%receive%credit.% ! A.%Main%Idea% (top%left%of%card)% ! B.%Source% Information% (middle%of%card)% ! C.%DQ,%Par,%or% Sum.%(top%right% of%card)% ! D.%Source%(top% right%corner%of% card)% ! E.%Page%or% paragraph% number% (bottom%right% corner%of%card)% % • Each%card%contains%all% information%correctly%A,%B,%C,%D,% E% % Date: ________ Additional 7 cards—total of 39 o Total # cards per category as of today: o Cat. 1 ______ Cat. 2 ______ Cat. 3 ______ Cat. 4 ______ Cat. 5 ______ Name%________________________________% % Assignment)17) 50%points%possible% 0%points%if%not%fixed% Adapted from the work of Lobitz, L. and Host, W. 29 % Adapted from the work of Lobitz, L. and Host, W. 50%points%possible% Each%card%contains%all% information%correctly%A,%B,%C,%D,% E% Name%________________________________% % Assignment)17) Is%your%note%card%format%correct?% ! A.%Main%Idea% (top%left%of%card)% ! B.%Source% Information% (middle%of%card)% ! C.%DQ,%Par,%or% Sum.%(top%right% of%card)% ! D.%Source%(top% right%corner%of% card)% ! E.%Page%or% paragraph% number% (bottom%right% corner%of%card)% SORT)YOUR)CARDS) 0%points%if%not%fixed% Cards%in%this%pile%need%to%be% fixed%or%will%not%receive%credit.% Current%Score:% Check format on all 50 cards: One point per card but ONLY if format is correct! _____Question (color) _____Note Format Label (d.q./par./sum.) _____ Source Number _____ Main Idea _____ Page or par. # % Now is the time to fix your card(s) so you don’t lose points! 30 Assignment Eighteen: Box Outline You are now ready to organize your cards into your BOX OUTLINE. 1. Get one box outline to match each one of your color categories. • Write your blue question on the blue card, pink on pink, yellow on yellow, etc. 2. For each color category, sort the cards for that category into three piles/sub categories. • Your main ideas in the upper left corner of each card should help with this. • You should have approximately the same number of cards per pile/section. 3. If you don’t have at least three cards per section, you have a hole in your research that you need to patch with more research, OR you need to reorganize your sub categories. 4. Clip your cards to the sections of your box outline. 5. Number your box outline sheets to the order you will put them in your paper. WRITE ONE OF YOUR RESEARCH QUESTIONS HERE… (LOOK%AT%THE%CONTENT%OF%YOUR%CARDS%AND%SORT%THEM%INTO%THREE%LOGICAL%CATEGORIES)% ! SUB CATEGORY ONE SUB CATEGORY TWO SUB CATEGORY THREE PUT%CARDS%IN%THIS%PILE% IN%A%LOGICAL%ORDER% PUT%CARDS%IN%THIS%PILE% IN%A%LOGICAL%ORDER% PUT%CARDS%IN%THIS%PILE% IN%A%LOGICAL%ORDER% NOTE CARD NOTE CARD NOTE CARD NOTE CARD NOTE CARD NOTE CARD NOTE CARD NOTE CARD NOTE CARD 31 Adapted from the work of Lobitz, L. and Host, W. Assignment Nineteen: Formal Outline WHAT IS AN OUTLINE? An outline is your paper’s blueprint. It includes your major topics –or categories of information - that support the thesis, and the specific points that you will use to explain or exemplify your main points. WHY OUTLINE? • • The outline will serve as a ROAD MAP for the reader, like a table of contents, and therefore must accurately reflect the content and organization of your paper. A thorough and organized outline will ensure a successful, easy to follow paper. o The more time and effort you put into the outline, the less challenging the actual writing of the paper will be. • The outline can also help you manage your information: o You may discover connections between pieces of information that you weren’t aware of when you first conceived the plan of your paper. o It can help you identify holes, or gaps, in your information. o It can also make you weed out material that is not really relevant to the purposes of your paper or material that you have covered before and should therefore be removed. Basically, your outline will look like this: I. II. III. IV. V. Formal Outline Category One (first color—box outline 1) A. Supporting Idea One (first color—box outline 1—pile 1) 1. Specific Example or Explanation (pile 1—card 1) 2. Specific Example or Explanation (pile 1—card 2) 3. Etc, (each card from pile 1 gets its own list number) B. Supporting Idea Two (first color—box outline 1—pile 2) 1. Specific Example or Explanation (pile 2—card 1) 2. Specific Example or Explanation (pile 2—card 2) 3. Etc, (each card from pile 2 gets its own list number) C. Supporting Idea Three (first color—box outline 1—pile 3) 1. Specific Example or Explanation (pile 3—card 1) 2. Specific Example or Explanation (pile 3—card 2) 3. Etc, (each card from pile 3 gets its own list number) Category Two (second color—box outline 2) A. Supporting Idea One (second color—box outline 2—pile 1) 1. Specific Example or Explanation (pile 1—card 1) 2. Specific Example or Explanation (pile 1—card 2) 3. Etc, (each card from pile 1 gets its own list number) B. Supporting Idea Two (second color—box outline 2—pile 2) 1. Specific Example or Explanation (pile 2—card 1) 2. Specific Example or Explanation (pile 2—card 2) 3. Etc, (each card from pile 2 gets its own list number) C. Supporting Idea Three (second color—box outline 2—pile 3) 1. Specific Example or Explanation (pile 3—card 1) 2. Specific Example or Explanation (pile 3—card 2) 3. Etc, (each card from pile 3 gets its own list number) Category Three (third color—box outline 3) A. Supporting Idea One (third color—box outline 3—pile 1) 1. Specific Example or Explanation (pile 1—card 1) 2. Specific Example or Explanation (pile 1—card 2) 3. Etc, (each card from pile 1 gets its own list number) B. Supporting Idea Two (third color—box outline 3—pile 2) 1. Specific Example or Explanation (pile 2—card 1) 2. Specific Example or Explanation (pile 2—card 2) 3. Etc, (each card from pile 2 gets its own list number) C. Supporting Idea Three (third color—box outline 3—pile 3) 1. Specific Example or Explanation (pile 3—card 1) 2. Specific Example or Explanation (pile 3—card 2) 3. Etc, (each card from pile 3 gets its own list number) Category Four (fourth color—box outline 4) Follow the same format. Category Five (fifth color—box outline 5) If you have a 5th box outline, follow the same format. Adapted from the work of Lobitz, L. and Host, W. 32 Assignment Twenty: Metacognition 2 (End of Research) At this point, how satisfied are you with your questions/categories of information? Answer each of the following questions. How many cards do you have for each of your categories? List your categories in the order they will appear in your paper. Do you need to reorganize? Category 1: _____________________________________________________ = __________ cards Category 2: _____________________________________________________ = __________ cards Category 3: _____________________________________________________ = __________ cards Category 4: _____________________________________________________ = __________ cards Category 5: _____________________________________________________ = __________ cards You will need to write roughly two pages per category. With the information you have right now, can you do that? Category 1: Category 2: Category 3: Category 4: Category 5: yes yes yes yes yes no no no no no When you completed your box outline, you mapped out the “big picture” of your paper. o Are there any “holes” or weak spots in your information? yes no o Did you have a section of your box outline with a low number of note cards? yes no o Do you need to do more research? yes no o Do you need to change any of your categories? yes no New category: ____________________ o Do you need to break any categories into two smaller categories? yes no o Do you need to combine and rework two smaller categories? yes no At this point, how satisfied are you with your sources of information? o Will you be able to cite at least six sources in your final paper? yes no o Can you reference your book in your paper? yes no o Can you reference your video/documentary in your paper? yes no o Do you need to go back and find page numbers for your book quotes? yes no o Will you use a balance of direct quotes/paraphrases in your final paper? yes no IMPORTANT! o At this point can you answer your guiding question or do you need more information? o Remember: • If the source is in your citation, it MUST appear in your paper in the form of a quote or paraphrase. • If the quote or paraphrase from a source appears in your paper, it MUST appear in your source citation. • These statements must both be true in order for you to receive credit in your paper. Adapted from the work of Lobitz, L. and Host, W. 33 Assignment Twenty-one: Narrative Introduction Why bother writing a good introduction? You never get a second chance to make a first impression. The opening paragraphs of your paper will provide your readers with their initial impressions of your argument, your writing style, and the overall quality of your work. An engaging, and well-written introduction will start your readers off thinking highly of your writing skills and your paper in general. This strong first impression for your audience (in this case your teacher) is most important since they will be grading your work. Your introduction is an important road map for the rest of your paper. Your introduction conveys a lot of information to your readers. You can let them know what your topic is, why it is important, and how you plan to proceed with your discussion. Your introduction contains (1) your thesis that will assert your main argument. It will also give the reader (2) a sense of the kinds of information you will use to make that argument. Finally it will show your reader (3) the general organization of the paragraphs and pages that will follow. After reading your introduction, your readers should not have any question about what they will read in the main body of your paper. Ideally, your introduction will make your readers want to read your paper. The introduction should capture your readers’ interest, making them want to read the rest of your paper. Opening with a compelling story, a fascinating quotation, an interesting question, or a stirring example can get your readers to see why this topic matters. Adapted from http://writingcenter.unc.edu/handouts/introductions/ Sample introduction from “When an organic egg is not just an egg, but a life saver” Washington Post 27 July 2015 In 2006, Michael Cox, a chicken farmer in northwest Arkansas, faced a choice that many farmers do: Expand the business or die. His family had been raising chickens for three generations, first for agriculture company Cargill and then for themselves. Even with 800,000 hens laying eggs, Cox was not big enough to compete. "We were planning our funeral," he said. Cox, who was 25 at the time, switched some of the family's production to organic, which allowed them to charge more money. Then, in 2009, he heard about a Texas startup business called Vital Farms that wanted to produce pasture-raised eggs from chickens that are allowed to wander widely and eat whatever they find. The goal was to sell them across the country. "Here were guys doing something completely different," Cox remembers. "It was just crazy enough to work." So he signed on to raise 5,000 chickens for Vital Farms. Sample anecdote from “Disney defends character anonymity policy to preserve park fantasy” Orlando Sentinel 12 June 2015 There is a special sense of magic when it comes to Disney characters at theme parks. They can seem real in a unique way that is filled with fantasy. Part of the reason is that Disney employees who dress as characters in the theme parks are forbidden from revealing online or to reporters who they portray. A group representing Walt Disney World performers is now challenging this policy. Some people feel this could have an impact on the spirit of the theme parks and the Disney brand. Disney discourages its entertainers from advertising which princesses or animated animals they portray in the company's theme parks. Adapted from the work of Lobitz, L. and Host, W. 34 What is a “Narrative Introduction”? PARAGRAPH 1: Tell a small story. The story can be humorous, serious, or shocking, but regardless of its nature, it should directly address or relate to your connection to the topic of your paper. • Anecdotes can be true or fictional. They can also be personal or about someone else. • Think back to why you chose this topic. What was your personal connection? Use this connection as part of your anecdote. What stake did you have in this topic? Go back to p. 13 to see what you wrote. PARAGRAPH 2: Bridge into the topic. After you tell the story, briefly explain why you told it and why the reader should care. • What is your personal stake in this topic, as well as its importance to others and the world around you. What stake did you have in this topic? Go back to p. 13 to see what you wrote. PARAGRAPH 3: State your guiding question. Using the template below, write your guiding question that introduces the overall topic and then list the questions that tell the reader what he/she should expect to read in your paper. Put your research questions in the order they will appear in your paper. By doing this research, I hope to discover ______________________________________________________ ______________________________________________________________________________________________ _______________________________________ (fill in your guiding question). In order to answer this guiding question, I will research the following questions: • _____________________________________________________________________________________ _____________________________________________________________________________________ • _____________________________________________________________________________________ _____________________________________________________________________________________ • _____________________________________________________________________________________ _____________________________________________________________________________________ • _____________________________________________________________________________________ _____________________________________________________________________________________ • _____________________________________________________________________________________ _____________________________________________________________________________________ Open a new Word document or a Google Doc. Name it YourLastName_Comp11_Spring2016 • Type your MLA heading • Size 12 font • Double-­‐spaced Adapted from the work of Lobitz, L. and Host, W. 35 The TIQCA(T) Format How to write body paragraphs in a research paper • • TIQCA (T) The TIQCA format for writing body paragraphs makes writing your research paper a much more manageable task. If you attack your paper one paragraph at a time using this format, your paper will come together in an organized manner. Each body paragraph will have an idea, which is supported by a piece of research (quote or paraphrase), which is introduced, cited, and then explained. Each of your note cards is a TIQCA paragraph. The Acronym: TIQCA (Please note the use of different fonts throughout this document. It will help to keep the parts straight.) T—Topic Sentence: This sentence might be copied directly from your outline; it contains the idea of your paragraph. It NEVER contains an actual quote or paraphrase from a note card. I—Introduction to the quote or paraphrase: The information from the note cards should be introduced. Use your own words to introduce the quote. This is usually brief and indicates to the reader that you are about to interject researched material from a cited source. Q—Quotation: This is the information from the note card. It may be a direct quote “Use quotation marks!” If it is a paraphrase or a summary, you do not need quotation marks. Make sure your quotation supports the idea in the topic sentence. C—Citation: Cite the source of the research, using parenthetical citations. (See example on next page.) This serves as an indication that the researched material (direct quote or paraphrase) has come to an end. A—Analysis: Discuss the research you just interjected. Do not restate what the quote says or means. You need to analyze the information within the quote. Apply the quote to your main idea, explain how the quote supports your main idea, or give your opinion about it. This should be at least one sentence but may be as many as four or five. T—Transition: Signal to your reader that you are moving into your next piece of evidence and presenting the next topic. Connect the ideas; don’t just jump to the next idea without connecting it to the previous paragraph. This might come at the end of the paragraph or at the beginning of the next one. Topic and Analysis represent your ideas; Introduction, Quotation, and Citation represent somebody else’s. IQC always go together. 36 Adapted from the work of Lobitz, L. and Host, W. Sample TIQCA Paragraph One of the most significant reasons the death penalty does not deter crime is the fact that criminals are not able to connect their actions to the effects of those actions. According to the book Criminal Psychology, “Incensed and even cold-blooded criminals do not consider the consequences of their actions. When one is committing heinous acts such as murder, rape, and acts of terrorism, hatred, rage, and psychosis take over while logical thinking vanishes” (Jankowitz 12). Jankowitz suggests here that murderers and other violent criminals do not and cannot think at all about what their punishment will be before or while they are killing people. They do not think, “Hey, I should stop because I might get the death penalty for this.” Instead, they are solely and sickly focused on their emotions, such as satisfying their anger or need for revenge. Interviews with those sentenced to the death penalty support the idea that the death penalty did not and would not have stopped them from committing crimes. In fact, Texas woman Karla Faye Tucker, who was executed in 1998 for the pickaxe murder of two people, stated in an interview, “No, I wasn’t even thinking ‘bout the chair when I killed them people. I never even thought I would be caught, and at the time, I didn’t even care. All I felt was my rage” (“Interviews with Inmates”). Ms. Tucker’s brutal action was not deterred by the possible consequence of the death penalty. Her rage had taken over. Clearly, criminals are ruthless as she do not even consider the consequences of their atrocious actions even when they know the consequences. Assignment Twenty-two: TIQCA Paragraphs The TIQCA(T) Format: You Try It! For now, fill in each of the individual components, line by line below, using one of the quotes on your note cards and following your outline. Eventually this will become an actual body paragraph in your paper. T—Topic Sentence: I—Introduction to the quote or paraphrase: Q—Quotation: C—Citation: A—Analysis: T—Transition: T If you have two really good quotes to incorporate into the same body paragraph, by all means do so. If you do, it might look like this: Adapted from the work of Lobitz, L. and Host, W. I Q C A Transition I Q C A 37 Inappropriate Paraphrase The “Copyright Perspectives” video (QR Code) describes a more subtle type of plagiarism which is the “inappropriate paraphrase.” This is where quoted text is altered only slightly from the original and no acknowledgment of the original author is given. Here is another example of an inappropriate paraphrase. Original Text The minds of children are “wired” to acquire language automatically (undergoing exactly the same stages, no matter what the language is). From ages 1-5, kids can acquire any possible language (from English to Chinese to Hawaiian), and acquiring multiple languages is no problem, provided children have enough exposure. From 5-10, kids still have an easy time, but once adolescence hits, most people lose the ability to pick up languages easily. — Pyatt, 2000 Inappropriate Paraphrase ([bold text] = altered text) The minds of [infants] are [“configured”] to acquire language automatically (undergoing exactly the same [processes],[regardless of language]). From ages 1-5, kids can acquire any possible language (from English to [Tibetan] to[Navaho]), and acquiring multiple languages is [not difficult], provided children [are exposed to them enough]. From 5-10, kids still [can learn languages easily], but once adolescence [begins], most people lose the ability to [acquire] languages easily. Even though the second paragraph is not a direct quote, it is still a form or plagiarism because the re-edited paragraph preserves the same ideas in exactly the same sequence. The second paragraph is merely inserting some synonyms without expressing a new idea. How do I paraphrase without plagiarizing????? It’s simple….INCLUDE THE SOURCE! QUICK…EASY…LEGAL! The key to avoiding an inappropriate paraphrase is to acknowledge the source of your material as in: Acceptable Paraphrase According to Pyatt (2000), the ability to acquire new languages is strong in childhood but weakens by adolescence thanks to the way the young brain is inherently “wired” Pyatt (2000). Ruuskanen (2003) further elaborates that “there appears to be a ‘window’ of language learning” which Ruuskanen further notes “opens at about 10 months.” The items make this paraphrase acceptable: (1) the paragraph specifically identifies the sources of information with the citations “(Pyatt 2000)” and “Ruskaanen (2003)” (2) passages that are copied from the original are put in quotation marks and (3) the remaining content is phrased in the writer’s own words as much as possible. Final Tips Here are some other suggestions to consider when transferring your research information to a final written assignment. • Be sure that your written work includes your own analysis or synthesis of the topic. Closely paraphrasing multiple paragraphs, even when properly cited is not acceptable work. Every paraphrase needs a citation! • If it is not your concept or fact, include a citation to the source in your paraphrase. If in doubt, more citations are better than fewer. • Read the academic articles you use in your research to determine how information from other sources is cited and how it is phrased. • To avoid unintentional copying, try writing passages with your own words first, and then review the passage to add key quotes and citations based on your notes. • If you like a quote from an article and want to use it highlight it or write it in quotation marks in your notes so you remember it’s a quotation later and cite it properly. That’s why you labeled it a direct quote on your index card! • For many assignments, it may be better to minimize direct quotes to the most compelling words or phrases as “too many direct quotes from sources may weaken your credibility.” Your paper should be mostly your words not direct quote, direct quote, direct quote… Adapted from the work of Lobitz, L. and Host, W. 38 Parenthetical / In-text Citations from http://content.easybib.com • • • Researchers place brief parenthetical descriptions to acknowledge which parts of their paper reference particular sources. Generally, you want to provide the last name of the author and the specific page numbers of the source. If such information is already given in the body of the sentence, then exclude it from the parenthetical citation. Place the parenthetical citation where there is a pause in the sentence – normally before the end of a sentence or a comma. The in-­‐text citation will differ depending on how much information you provide within the sentence. Ø Example with author’s name in text: Johnson argues this point (12-13). or This point had already been argued (Johnson 12-13). • If there are two or three authors of the source, include their last names in the order they appear on the source: • If there are more than three authors, you can cite all the authors with their last name, or you can cite the first author followed by “et al.” Follow what is shown the works cited list. Example: (Smith, Wollensky, and Johnson 45). Example: (Smith et al. 45). Ø Citing sources without an author • • • Some sources do not have authors or contributors – for instance, when you cite some websites. Instead, refer to the name of the source in your parenthetical citation in place of the author. Shorten / abbreviate the name of the source but ensure that your reader can easily identify it in your works cited (abbreviate the title starting with the same word in which it is alphabetized). Punctuate with quotations or italicize as you would in its works cited form (a book is italicized; an article is in quotes). Examples: Double agents are still widely in use (Spies 12-15, 17). With prices of energy at new highs, bikes have been increasingly used (“Alternative Transportation” 89). Ø Article in a periodical Example: Allen claims there is an inverse correlation between higher taxes and patriotic feelings worldwide (B2). • When citing a specific page(s) of a multivolume work, precede the page number by the volume number and a colon. Do not separate by a comma. It was arguably the most innovative period in history (Webster 4:12-15). • Use “par.” or “pars.” when referring to specific paragraphs. The marketing dollars of big studio films has overshadowed good indie movies (Anderson, pars. 12-34). Ø Citing group or corporate authors • In your parenthetical citation, cite a corporate author like you would a normal author. Preferably, incorporate the corporate author in your text instead of the parenthetical citation. Example: Facial transplants pose significant risk to the autoimmune system (American Medical Association 12-43). As noted by the American Medical Association, facial transplants pose significant risk to the autoimmune system (12-43). 39 Adapted from the work of Lobitz, L. and Host, W. Ø Citing multiple works by the same author • If you reference more than one source by the same author, distinguish the parenthetical citations by including the name of the source. Use a comma to separate the author from the source. Example: Wars can be economic catalysts (Friedman, World 77-80). Industrialized nations are better equipped to rebound from recessions (Friedman, “High Tides” 56). Ø Citing literary / classic and religious works • For works such as novels, plays and other classic works, it’s helpful to provide further identifying information along with the page information. Do this by adding a semicolon and then the identifying information following the page number. Example: (Tolstoy 5; pt. 2, ch. 3). • When citing classic poems and plays, replace page numbers with division numbers (part, book, scene, act). The below refers to book 10 line 5. Bear in mind the divisions and the way they are written can vary by source. Example: Fear plays a role in Homer’s Odyssey (10.5). • The title of books in the Bible and other famous literary works should be abbreviated. (New Jerusalem Bible, Gen. 2.6-9). Ø Placing parenthetical citations in direct quotations • When directly quoting a source, place the parenthetical citation after the quote. • Place the parenthetical citation at the end of an indented quotation. There should be no period after the parenthetical citation. The last sentence of the indented quote should look like: Example: Sanders explains that economic woes are due to “the mortgage crisis and poor risk assessment” (20). Example: It’s unclear whether multilateral tariffs are disruptive to bilateral talks. (Evert 30-31) Ø Citing online sources • Generally, follow the same principals of parenthetical citations to cite online sources. Refer to the author, and if possible, a permanent identifier that would be the same for any reader. Examples: The economy will rebound with the new monetary policies (Smith). Solar power will become the primary source of energy (Williams 2). Ø Citing online sources with no author • • • If there is no author, use the title that begins the citation, either the article or website title. Be sure it also takes the same formatting, i.e. articles are in quotes and website titles are italicized. Shorten / abbreviate the name of the source but ensure that your reader can easily identify it in your works cited (abbreviate the title starting with the same word in which it is alphabetized). Examples: Elephants are thought to be one of the smartest mammals (“Smart Elephants”). Nineteen men and women were convicted (Salem Witchcraft Trials). Note: Ideally, when citing online sources, try to reference the source within your sentence, with either the author or the title to avoid writing a parenthetical citation. Where to put the parenthetical citations: • Place parenthetical citations at the end of the sentence you are paraphrasing and quoting. Example: The destruction of the Argentine is due to many socioeconomic factors (Taylor 33). • Even when quoting, place the parenthetical citations after the quotations. NOTE THE PUNCTUATION! Example: “Mamma always said stupid is as stupid does” (Gump 89). Adapted from the work of Lobitz, L. and Host, W. 40 Assignment Twenty-three: Printed Rough Draft Pages 2-4 Name!________________________________________________! ! An A paper has…! Criteria: 30 points possible Class!Period:!____________! A B paper has…! ! !!!!!!!!!!!!!!!Rubric!for!Research!Paper!Pages294! A C paper has…! 3 points each An E paper has…! 2 points each Length A total of at least 2 to 4 full pages (narrative introduction and pages of content.) Paper has fewer pages than the assignment requires. Format Typed, double-spaced, Times New Roman size 12 font, one-inch margins, MLA format; Name on page Paper format is not specifically followed. Focus, Content, & Organization: 200 points possible Purpose 3 points each The writer’s central purpose or argument is readily apparent to the reader. The writing is clear and concise. Readability Topic Focus Thesis / Claim Narrative Introduction Supporting Ideas / Evidence Analysis of Supporting Ideas / Evidence Support Sections and Transitions Organization The topic is focused narrowly enough. The thesis statement (overarching question) provides direction for the paper. An exceptional introduction that includes a thesis (overarching question), its context, and a preview of the essay body. Exceptional ideas and evidence, that support your thesis, make logical sense. Exceptional explanations that connect the ideas / evidence to the thesis. Supporting ideas with exceptional topic sentences, supporting sentences, and concluding sentences. Exceptional transitions between and within supporting ideas. Information is very organized with well-constructed paragraphs. Ideas flow smoothly from one to another and they are clearly linked to each other. The reader can follow the line of reasoning. 2.5 points each The writer has a clear purpose or argument, but may stray from it. The writing is generally clear, but unnecessary words are occasionally used. Meaning is sometimes unclear. The topic is focused but lacks direction. The paper is about a specific topic, but the writer has not established a position. An effective introduction that includes a thesis (overarching question), its context, and a preview of the essay body. Effective supporting ideas / evidence that make logical sense. Effective explanations that connect the ideas / evidence to the thesis. Supporting ideas with effective topic sentences, supporting sentences, and concluding sentences. Effective transitions between and within supporting ideas. The ideas are arranged logically to support the overarching question. They are usually clearly linked to each other. For the most part, the reader can follow the line of reasoning. 2 point each 1.5 point each The central purpose or argument is not consistently clear throughout the paper. The writing is inconsistent; occasionally clear, but often hard to follow; confusing. The topic is too broad for the scope of this assignment. The purpose or argument is generally unclear. A somewhat effective introduction that includes a thesis (overarching question), its context, and a preview of the essay body. Supporting ideas / evidence, which somewhat makes sense. No introduction or an introduction without a thesis (overarching question), context, or preview of the essay body. Either very few or no supporting ideas / evidence which do not make sense. Ineffective or no connection of ideas / evidence to the thesis. Somewhat effective explanations that connect the ideas / evidence to the thesis. Supporting ideas with somewhat effective topic sentences, supporting sentences, and concluding sentences. Somewhat effective transitions between and within supporting ideas. Information is organized but paragraphs are not well-constructed. Occasionally, ideas fail to make sense together. It is difficult to understand what the writer is trying to express. The topic is not clearly defined. Supporting ideas with ineffective or no topic sentences, supporting sentences, or concluding sentences. Ineffective or no transitions between or within supporting ideas. The information is disorganized. The writing is not logically organized. Frequently, ideas fail to make sense together. Make REVISIONS based on where you scored on the rubric. If you DON”T fix it, your score stays the same. 41 Assignment Twenty-four: Printed Rough Draft Pages 5-9 This count does not include the Works Cited or the Formal Outline. Make REVISIONS based on where you scored on the rubric. If you DON”T fix it, your score stays the same. 42 Assignment Twenty-five: Narrative Conclusion ? This part of your paper allows you to “come full circle” from your narrative introduction and provides closure for your paper. ? As with your introduction, your conclusion will be written in first person as well. Be sure to include all of the following sections: Ø An answer to your guiding research question o o o Based on the research you completed, write your opinion/answer to your question. Explain your opinion. Why is this your opinion/answer? This section is at least one “longish” paragraph. Ø Your reaction to/reflection on the process of researching and writing o o o o o What did you learn about yourself as a researcher, writer, and thinker? Write about the entire process, from topic selection, through the research and note-taking phase, and ending in the writing phase. What was easy? What was hard? What was helpful? What was not? Look back through this packet to help you remember the steps. This section should be two or three paragraphs. Ø Your reactions to the information you learned o o o o What surprised you? What raised new questions for you? How has it informed or influenced your personal stake in this topic? Include the most interesting thing(s) This section should be two or three paragraphs. Ø End by suggesting further implications that this research may have on you personally, or on society. o o Refer back to the introduction. Think about why you wanted to write about this topic. Did you meet your own expectations? Why or why not? Assignment Twenty-six: Metacognition 3 “The Final Checklist” Today you will be assembling your final paper in the correct format. After that, you will be making any final revisions before printing out your final draft. Follow these steps and check them off as you complete them. Yes, check them off. Trust me. This will ensure that you earn all the possible points for format! 1. ______Open a new Word document. Click on “Save as…” Name it “Your LAST name Research Final Draft.” Check to make sure you typed your own last name, not “Your LAST name.” Save it to your account—not the computer itself! 2. ______ Copy and paste each section of your paper into this one Word document: Narrative Introduction + Box Outline Sections + Narrative Conclusion + Works Cited + Formal Outline 3. ______ Highlight your entire document (Edit—Select All). Select size 12, Times New Roman. 4. ______ While your paper is still highlighted, select double-space (2.0). You will double-space your entire document from beginning to end. 5. ______ Make sure that there are no extra spaces between paragraphs and that each paragraph is indented. 6. ______ Set the margins of your document to one inch throughout. (You will need to do this manually by clicking within the blue margin.) Adapted from the work of Lobitz, L. and Host, W. 43 7. ______ Set up the page numbers: ? On the top right-hand corner, ½” from the top, “Insert” a page number that has your last name, a single space and the number. Set it up so that the page numbers continue to increase throughout your paper. 8. ______ Set up the correct heading: ? In the upper left-hand corner of just the first page, one inch from the top and double-spaced: o List your name o My name (Mrs. Gregg) o The course (Composition) o and the date the paper is due (23 May 2016) 9. ______ After the date, hit enter/return, then switch to “center text.” Create a title. Center it. Do NOT underline, italicize, or place your title in quotation marks; Capitalize your title but NOT IN ALL CAPS. 10. ______ Then switch to “Align Text Left” and make a section heading. ***When writing a research paper for another teacher, check with them first; they may not want your headings like this, but I DO!*** Section One: Narrative Introduction 11. ______ Add your research questions as headings for each subsequent section. Like this: (Note that it is capitalized like a title because it is a heading.) Section Two: What Background Information is Necessary to Understand this Topic? 12. ______ Go through your entire paper. Find all quotes, whether they are direct quotes or paraphrases. Highlight your quotes or paraphrases in your paper. • Almost every paragraph should have a quote/paraphrase. • Every paraphrase needs a source introducing the quote/paraphrase OR a parenthetical citation. 13. ______ Now count your parenthetical citations. Are there at least 18 parenthetical citations in the body of your paper? That seems like the bare minimum. You should have at least one quote in just about every or every other paragraph. And if you have a quote or paraphrase, it has to be introduced and cited every time. 14. ______ Now count the sources you used. Your citations must come from at least seven different sources. And if the source appears in your citation, it must appear in your paper and vice versa. Go through the sources. Every time you come across a new source in your paper, draw a box around it. When you come to a source you have already boxed, do not box it again. Highlight that source in your Works Cited. 15. ______ Count your boxes. Compare them to your source citation. Is there a direct match for each box? Does every source appear in your paper? *SAMPLE FIRST PAGE* Gregg 1 Pam Gregg Mrs. Teacher Composition 23 December 2015 Why Research Papers Matter Section One: Narrative Introduction Adapted from the work of Lobitz, L. and Host, W. 44 45 Date+Due Date+ Completed Points+ Available 1 Topic'Selection:'Speed'Date'Journaling 3/8 10 2 Topic'Selection:'Pro/Con'Issues'Journaling 3/9 10 3 Topic'Selection:'Personal'Connection'Journaling 3/10 10 4 Topic'Selection:'Three'Topics'&'Wikis/Bracket 3/10 20 5 Topic'Selection:'2'Topics'and'Personal'Stake 3/14 20 6 Parent'Letter'Signature'(topic'locked'in) 3/18 10 7 3x5'Index'Cards'(Colored) 3/18 10 8 Research'Qustions 3/17 10 9 Conference'Worksheet 3/18 10 10 Sources'1O5 4/1 20 11 Website'CRAAP'Test'(Parts'1'&'2) 4/5 20 12 Note'Cards'1'&'2 4/6 20 13 Note'Cards'3O25 4/11 30 14 Metacognition'1 4/14 20 15 Sources'6O10 4/15 40 16 Typed'Works'Cited 4/18 30 17 Note'Cards'26O50 4/22 50 18 Box'Outline 4/27 50 19 Formal'Typed'Outline 5/2 50 20 Metacognition'2 5/3 20 21 Narrative'Introduction 5/5 20 22 TIQCA'Practice 5/6 30 23 Rough'Draft'Pages'2O4 5/12 50 24 Rough'Draft'Pages'5O9 5/17 50 25 Narrative'Conclusion 5/18 20 26 Metacognition'&'Checklist 5/24 20 TOTAL'DEADLINE'POINTS'AVAILABLE 5/25 5/25 650 350 FINAL+REVISED+DRAFT TOTAL+PROJECT+POINTS 1000 Points+ Earned Please&note:&Deadlines&are&firm,&even&for&those&who&are&absent.&&These&deadlines&will&be&posted&on&the&website.&&Email&your&work&if&necessary.&&Have&a&back&up& plan.&&Come&prepared.&&Assignments&are&due&AT&THE&BEGINNING&OF&CLASS.&&Assignments&will&be&accepted&one&day&late&for&1/2&credit.&If&due&dates&are&moved,& those&changes&will&be&made&available&on&my&website.&If&you&are&absent&you&can&email&work&to&pgregg@rtmsd.org&or&share&with&me&at&pgregg@rtmsd.net.& & Assignment 46
