Mr. Greenberger
English 11
Name: ________________________________
Date: _______________________
THE FOUNDING FATHERS: RESEARCH WRITING OVERVIEW
Essential Question: How would a Founding Father respond to a current American political issue?
Assignment: Analyze and synthesize sources in order to construct an argument proposing the Founding Father’s
response to a current American issue.
Three-Step Process:
Step One
 Review reputable sources
 Review plagiarism
 Build background knowledge of a Founding Father
 Determine the importance of the Founding Father’s life
Step Two
 Analyze a primary source written by the Founding Father
 Determine the importance and relevance of the primary source
Step Three
 Choose a current issue that would be of interest to the Founding Father
 Gather balanced information on the current American issue
 Propose the stance that the Founding Father would take on the current issue
Guiding Questions for Outlining Your Research:
I.
Step One
II.
Introduction
What about this Founding Father’s life shaped his ideals and beliefs prior to and during the
founding of a New Nation?
Step Two
III.
Why was this man involved in the founding of a New Nation?
IV.
What does the primary source reveal about the Founding Father’s beliefs?
V.
Step Three
VI.
VII.


How did this document contribute to the birth of a New Nation?
About what current issue would this Founding Father have an interest or opinion?
If he were alive today, how would this Founding Father respond to this current issue?
VIII.
Conclusion
IX.
Works cited
Student Materials:
Holt Elements of Literature, Fifth Course, “From the Autobiography: The Declaration of
Independence,” pp. 140-148.
Research Module: http://www.bcps.org/offices/lis/models/declaration/student.html
THE FOUNDING FATHERS: RESEARCH WRITING RUBRIC
Exemplary
Ideas
Organization
Voice
Word Choice
Sentence Fluency
Conventions
Proficient
Emerging
 Cites strong and thorough textual evidence analyzing the text
explicitly and implicitly
 Determines an author’s purpose in a text in which the rhetoric
is particularly effective analyzing the power, persuasiveness or
beauty of the text
 Evaluates reasoning in seminal U.S. texts; applies
Constitutional principles in public advocacy
 Integrates multiple sources from different media formats,
including quotations, paraphrases, and summarizations
 Assesses the strengths and limitations of each source
 Uses relevant and sufficient evidence and reasoning
 Correctly and effectively cites all sources
 Cites textual evidence analyzing the text explicitly and
implicitly
 Determines author’s general purpose; analyzes explicit
language of text
 Evaluates seminal U.S. texts; loosely applies
Constitutional principles to public advocacy
 Integrates multiple sources from similar media formats;
includes similar types of citations
 Assesses the strengths of each source
 Uses evidence and reasoning
 Avoids plagiarism
 Chooses and develops an organizational pattern that enhances
the development of the topic and purpose
 Creates an effective, logical sequence
 Uses natural transitions
 Chooses and writes to an appropriate audience
 Includes a relevant, concise, and effective conclusion
 Establishes an objective tone that advances the purpose
 Establishes consistent style, tone, voice, and mood
 Writes arguments to support claims in an analysis of
substantive topics or texts
 Uses domain-specific vocabulary
 Uses an organizational pattern that helps develop the
topic and fits the purpose
 Uses inconsistent sequencing
 Uses transitions that connect ideas
 Connects with audience
 Includes a functional conclusion
 Establishes a clear tone
 Establishes an inconsistent style, voice, and mood
 Writes arguments to support unclear claims
 Cites irrelevant details; applies unrelated principles
that do not impact advocacy
 Integrates one or no sources; includes inaccurate
citations
 Limits the use of the source used
 Uses insufficient evidence and reasoning
 Plagiarizes sources used
 Uses an organizational pattern that is inconsistent
or confusing
 Uses unclear, confusing sequencing
 Uses formulaic transitions between ideas
 Uses an inconsistent point of view
 Includes a repetitive conclusion
 Establishes a subjective or biased tone
 Establishes inappropriate tone, voice, or mood
 Writes arguments that support irrelevant claims
 Uses effective vocabulary
 Uses a limited vocabulary
 Uses varying sentence types to create and sustain interest
 Uses sentences that create cohesion and clarity
 Uses parallel structure effectively
 Uses a variety of sentence types
 Uses a limited variety of sentence types
 Uses effective sentences
 Uses parallel structure that does not advance ideas
 Uses correct spelling, capitalization, and punctuation
 Misspells some words
 Uses standard grammar when writing (subject-verb agreement,  Uses grammar inconsistently
pronoun-antecedent agreement, appropriate pronouns,
complete sentences, and shifts in verb tense)
 Uses a standard format appropriately for citations
 Uses inconsistent citations
 Cites weak textual evidence; cites text precisely as
it is written
 Incorrectly determines the author’s purpose in
secondary sources
 Lacks a variety of sentence types
 Uses inconsistent structure
 Misspells words that obstructs meaning
 Uses grammar in such a way that obstructs
meaning
 Uses inappropriate, inconsistent citations
SAMPLE BIOGRAPHICAL OUTLINE
I.
II.
The Founding Father is important in the past and the present. (Introduction)
The Founding Father’s life shaped his ideals and beliefs during the founding of a
New Nation.
III.
His life experiences led him to be involved in the founding of a New Nation.
IV.
The Founding Father’s writing reveals his beliefs.
V.
VI.
VII.
VIII.
His writing contributed to the birth of a New Nation.
This Founding Father would have an interest in a current issue.
If he were alive today, he would respond to the current issue.
We should use the Founding Father’s beliefs and writings today. (Conclusion)
Works Cited
Sample Biographical Outline: Thomas Jefferson
I.
Thomas Jefferson is important in the past and the present. (Introduction)
Thomas Jefferson’s life shaped his ideals and beliefs during the founding of a New Nation.
II.
A. Jefferson inherited land and slaves from his wealth parents (Malone).
B. Jefferson is said to have fathered the children of Sally Hemings, his slave (Malone).
III.
His life experiences led him to be involved in the founding of a New Nation.
A. He sympathized with French and American revolutionaries seeking equality
(“Thomas”).
B. He drafted Declaration proclaiming inherent rights for all people (Malone).
The Founding Father’s writing reveals his beliefs.
IV.
V.
VI.
VII.
VIII.
His writing contributed to the birth of a New Nation.
This Founding Father would have an interest in a current issue.
If he were alive today, he would respond to the current issue.
We should use the Founding Father’s beliefs and writings today. (Conclusion)
Works Cited
Malone, Dumas. "Brief Biography of Thomas Jefferson." Thomas Jefferson’s Monticello. n.p., n.d. Web.
31 July 2012. <http://www.monticello.org/site/jefferson/brief-biography-thomas-jefferson>.
"Thomas Jefferson." The White House. n.p., n.d. Web. 31 July 2012.
<http://www.whitehouse.gov/about/presidents>.
ANALYSIS OF DEVICES IN A SEMINAL DOCUMENT
Directions: Identify the Founding Father and the document that you reference. Using a seminal
document written by the Founding Father, find examples of each device in the text. You may use a
portion of the quotation if is it lengthy, but be sure that the portion reflects the indicated device.
Founding Father: _________________________ Seminal Document: __________________
Device
Syntax
Diction
Example/ Quotation from Text with
citation
How does this device effectively advance the
purpose of the document?
“When, in the course of human events… a
decent respect to the opinions of mankind
requires that they should declare the causes
which impel them to the separation” (Holt,
141).
This long sentence strengthens the impact of the
argument and expresses a cause-effect
relationship—it links the natural rights of all
people and the need for independence to the
writing of the Declaration. Expressing these ideas
in one long sentence shows how inextricably
linked they are.
Device
Tone (state your
tone word)
Rhetorical Devices
(repetition, parallel
structure, rhetorical
questions, allusions,
alliteration, etc.)
Example/ Quotation from Text with
page number/ line number
How does this device effectively advance the
purpose of the Declaration?
So what?
1. What is the overall purpose of the document you analyzed?
2. What is the relevance of this document in the life of the Founding Father?
3. What is the relevance of this document to America today?
EVALUATING SOURCES
First article about the current issue:
Article Title:
What are the strengths of the source? How does it provide information that would be interesting
or significant to the Founding Father?
What are the limitations of the source? What parts of the article would be uninteresting or
irrelevant to the Founding Father?
Second article about the current issue:
Article Title:
What are the strengths of the source? How does it provide information that would be interesting
or significant to the Founding Father?
What are the limitations of the source? What parts of the article would be uninteresting or
irrelevant to the Founding Father?
Third article about the current issue:
Article Title:
What are the strengths of the source? How does it provide information that would be interesting
or significant to the Founding Father?
What are the limitations of the source? What parts of the article would be uninteresting or
irrelevant to the Founding Father?
SAMPLE OUTLINE: THOMAS JEFFERSON
Thesis: As one of the Founding Fathers, Thomas Jefferson delivered the “Inaugural Address
1805” expressing his view on economic liberty and financial accountability therefore showing
that he would support Social Security with stipulations.
I.
Introduction: Thomas Jefferson is important in the past and the present.
A. Thomas Jefferson was third President of the United States.
B. His second “Inaugural Address” focused on domestic issues.
C. Thesis: Jefferson’s “Inaugural Address 1805” expressed his support of Social
Security.
II.
Thomas Jefferson’s life shaped his ideals and beliefs during the founding of a New
Nation.
A. Jefferson inherited land and slaves from his wealth parents (Malone).
B. Jefferson is said to have fathered the children of Sally Hemings, his slave
(Malone).
III.
His life experiences led him to be involved in the founding of a New Nation.
A. He sympathized with French and American revolutionaries seeking equality
(“Thomas”).
B. He drafted Declaration proclaiming inherent rights for all people (Malone).
IV.
The Founding Father’s Inaugural Address (1805) reveals his beliefs.
A. Those who could not pay taxes would be adopted by State authorities (Inaugural
Address).
B. Reserved income should be used to extend services (Inaugural Address).
V.
His Inaugural Address (1805) contributed to the founding of a New Nation.
A. He stated his responsibilities in order to retain confidence of Americans
(Inaugural Address).
B. He recognized inherent equality for all people, including minorities (Inaugural
Address).
VI.
Social security would have been an interest of Thomas Jefferson.
A. In the United States, Social Security provides benefits to those in need (“Social
Security”).
B. Demands for benefits place increased strain on the supply of tax revenue (“Social
Security”).
VII.
If Thomas Jefferson were alive today, he would respond to the issue of social
security.
A. Jefferson treated his slaves with more care than other contemporary slave owners
(Bacon).
B. Jefferson believed that those who were financially able should give “cheerfully”
through taxes to support those in need (Inaugural Address).
C. Jefferson would advocate for Social Security because it requires the majority to
protect the rights of the minority.
VIII.
We should use the Founding Father’s beliefs and writings today. (Conclusion)
A. Jefferson’s “Inaugural Address 1805” expressed his support of Social Security.
(Thesis)
B. Jefferson’s life and writing echoed his personal convictions and perspectives on
current events.
C. As our country faces new challenges the Founding Fathers never imagined,
Americans must return to the beliefs and ideals that formed our democracy.
Works Cited
Bacon, Edmund. "The Slaves' Story: Mr. Jefferson's Servants." Frontline" Public Broadcasting Service.
n.d. Web. 2 Aug. 2012. <http://www.pbs.org/wgbh/pages/frontline>.
Inaugural Addresses of the Presidents of the United States. Washington, D.C.: U.S. G.P.O.: for sale by
the Supt. of Docs., U.S. G.P.O., 1989; Bartleby.com, 2001. www.bartleby.com/124/. Web 2 Aug
2012.
Malone, Dumas. "Brief Biography of Thomas Jefferson." Thomas Jefferson’s Monticello. n.p., n.d. Web.
31 July 2012. <http://www.monticello.org/site/jefferson/brief-biography-thomas-jefferson>.
"Social Security." Current Issues: Macmillan Social Science Library. New York: Macmillan Reference
USA, 2003. Opposing Viewpoints Critical Thinking. Gale. Baltimore County Public Schools.
Web 2 Aug. 2012
"Thomas Jefferson." The White House. n.p., n.d. Web. 31 July 2012.
<http://www.whitehouse.gov/about/presidents>.
Evaluating Sources: Weighing the
Evidence
Why evaluate your sources? The Internet is a virtual library where anyone can publish
anything. Websites are created for a variety of purposes: to inform, persuade, sell, or change
an attitude or belief. Many sites are not monitored, edited, regulated or approved. A website
URL alone gives the reader no indication of the credibility or accuracy of the information.
The key to credibility of a source is trust. What is the author’s expertise regarding the
subject? Why should a reader believe this source over another?
How to evaluate web documents:
Authority?
Factual Accuracy?
Currency?
Coverage?
Objective?
Reviewed?
Is there an author?
Is the author qualified? How do you know?
Does the website have a reputable sponsor?
Is there a link to biographical information
about the author?
(Look at the domain: if the URL is .gov or
.edu the website is probably reliable.)
Is the information reliable and error-free?
Is there evidence that an editor or someone
checks the information?
What are the credentials of the author?
Why do you think the document was
produced?
When was the website first published?
Is it updated frequently?
Are links all current, or are some dead ends?
Do links complement the contents of the main
documents?
Is there a reasonable balance of text and
images?
Are there options for user-friendly use, such
as text only, easy downloads, etc.?
Does the information presented show a
minimum of bias?
Is the page designed purposely to sway
opinion?
Have experts endorsed the website?
See “Using the Internet,” Write for College: A Student Handbook, pp.393-399.
Plagiarism: Just Say No!
Plagiarism is the intentional or unintentional copying of ideas, words, groups of words,
sentences, or even whole paragraphs or pages from another source without giving credit to the
original author.
A source includes
1. Published or printed material such as books, magazines, TV programs, scripts,
software, electronic mail, Internet websites, and student essays.
2. Excessive help from other people.
Plagiarism can occur in several ways:
1. Copying any part of another person’s writing word for word and calling it your own
writing is plagiarism.
2. Taking parts of several people’s writings, putting the parts together, and calling the
writing your own is plagiarism.
3. Taking another person’s writing, substituting some words of your own, and calling the
writing your own is plagiarism.
4. Taking “excessive” help on your own writing from another person is plagiarism.
“Excessive” help is difficult to define. If the ideas, organization, sentences, and/or words
in your paper are primarily those of the person helping you, you are receiving
“excessive” help. If you could not write a similar paper on your own and achieve the
same results, you are receiving “excessive” help. Someone who is really helping you will
give you suggestions and choices about your paper.
5. You may include the ideas and words of other sources in your writings, but give the
original writer or thinker credit for the ideas and words by documenting your source. If
you are quoting someone’s words exactly, simply state who said the words. If you are
putting someone’s ideas into your own words, you still need to tell whose idea it is. Give
credit to whom it is due!
6. You must save back-up material such as notes and drafts of all your work in case there is
a question about the originality of your work.
Find a full discussion of what plagiarism is and how to avoid it:
Writers Inc: A Student Handbook for Writing and Learning, pp. 275-277.
Write for College: A Student Handbook, pp. 328-329.
Write responsibly and take pride in your work.
Grade 11 Research Writing Process Rubric
Common Core Standards: Writing
W7 CCR Anchor Standard: Conduct short as well as more sustained research projects
based on focused questions, demonstrating understanding of the subject under
investigation.
W7 Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
 Define problem and narrow or broaden focus. (Ideas)
 Locate and evaluate resources.
 Record and organize relevant information. (Organization)
 Analyze information.
 Apply appropriate format to organize information. (Presentation)
 Evaluate the product and process.
W8 CCR Anchor Standard: Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source, and integrate the information
while avoiding plagiarism.
W8 Gather relevant information from multiple authoritative print and digital sources
using advanced searches effectively; assess the strengths and limitations of each source in
terms of the task, purpose, and audience; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and
following a standard format for citation.
 Locate and evaluate resources.
 Record and organize relevant information.
 Apply appropriate format to organize and present information.
(Organization)
 Use ethical standards for finding and presenting information.
W9 CCR Anchor Standard: Draw evidence from literary or informational texts to
support analysis, reflection, and research.
W9 Draw evidence from literary or informational texts to support analysis, reflection,
and research.
W.9aApply grades 11-12 Reading standards to literature (e.g. “Demonstrate
knowledge of eighteenth-, nineteenth-, and early-twentieth-century foundational
works of American literature, including how two or more texts from the same period
treat similar themes or topics”).
 Use grade-level print, non-print, and digital literary text(s) to compose
essay.
W.9b Apply grades 11-12 Reading standards to literary nonfiction (e.g. “Delineate
and evaluate the reasoning in seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case
majority opinions and dissents] and the premises, purposes, and arguments in works
of public advocacy [e.g., The Federalist, presidential addresses]”).
 Use grade-level print, non-print, and digital literary text(s) to compose
essay.
 Apply information to create knowledge.
 Use ethical standards for finding and presenting information.
W10 CCR Anchor Standard Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes, and audiences.
W10 Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
 Reflect purpose, task, and audience.
THEME ANALYSIS IN HISTORICAL/INFORMATIONAL TEXT
Step One
Step Two
The first step in
completing a rhetorical
analysis is to determine
the rhetorical form. A
rhetorical form is the
shape that a writer
chooses to share his/her
message. Common
historical document forms
would include:
Style: The way a writer
expresses him/herself is a
matter of style. The
questions below can help
to identify a writer’s style.
 Legal/Case briefs
 Constitutional
amendments
 Supreme Court
majority and
opinions
 Speeches
(including
inaugural
addresses)
 Declaration of
Independence
 Preamble to the
Constitution
 Bill of Rights
Step Three
Rhetorical Devices:
These are tools writers
use to add depth and
power to their
statements. In addition
to the traditional
rhetorical devices seen
in literary documents,
historical documents
also make use of the
following rhetorical
devices:
 Are there headings
 Ethos, logos,
that introduce
and/or pathos
different sections of
 Repetition of key
the work?
words or phrases
 Is the diction mostly
for legal
formal or informal?
purposes
 Is the diction
 Legal jargon
scholarly, patriotic,
 Patriotic jargon
legal, or scientific?
 Periodic
 What is the level of
sentences
vocabulary?
 Loaded language
 Is the language
direct and
straightforward or
flowery and
descriptive?
 Is the tone serious
or playful?
Emotional or
neutral?
THEME ANALYSIS IN HISTORICAL/INFORMATIONAL TEXT
“I thought I knew what theme meant!”
Consider the following definitions when looking for THEME in an
informational/historical text:
-
A subject of discourse, meditation, or composition; topic
A unifying or dominant idea
An idea or topic expanded in a discourse
In summary: informational text definition of theme = the subject of a work
V. literary text definition of theme = what the work says about a subject