Biographical Research Project
8th Grade Language Arts
Canton Middle School
Biographical Research Project
During the following weeks you will be reading a historical fiction novel and completing a research
paper based on a significant person from that time period. As you might guess, this will be one of your
most important assignments as an eighth grade student. Writing a research paper is a process and
requires a lot of time and effort but if you complete one step at a time, the process will be almost
painless. Each step will have a deadline and each step in the process will receive a grade in addition to
a grade for the completed paper. This packet contains detailed steps of the research process, a calendar
with due dates of steps in the process, and an explanation of how things will be graded.
The paper that you will be writing is not just a report where you copy the information you find. The
process requires you to take the bits of information that you find and use it to create an original
product. In completing this assignment, you must not plagiarize. What does plagiarize mean? As
defined in Webster’s Collegiate Dictionary, “v: to steal and pass off (the ideas and words of another) as
one’s own (source: Webster’s Collegiate Dictionary, copyright 1986 Merriam-Webster, Inc.)
I will be checking papers using an internet source to verify that a student’s work is his or her own.
PLAGIARISM WILL RESULT IN A ZERO ( 0 ) ON THE PAPER.
Research Paper Requirements – The Biography
1. Length 7-8 pages. This includes the following: title page, outline, body of paper, and works cited
pages.
2. Number of sources A minimum of FIVE. At least 2 books from the library, a reasonable
number of electronic sources from the McCoy Media Pathfinder. (only 1 encyclopedia source)
3. Format Final draft must include: title page, outline, biography, works cited page, and
parenthetical documentation ( minimum of 6 citations and a maximum of 10, one must be
longer than 5 lines.
4. Number of note cards minimum of 30.
5. Mechanics a minimum penalty of one (1) point will be assessed for each spelling, capitalization,
or punctuation error.
6. All work must be kept in the classroom and completed at school unless special circumstances
arise.
7. Final copies will not be graded until the following are turned in:
a. A rough draft that has been edited by a peer and a parent.
b. The research folder containing ALL research information.
8. Students will receive grades on each step of the process in addition to a grade for the final paper.
See the rubric and grade sheet for a detailed list of possible grades. The grade for content,
structure, and writing style will be based on teacher judgment.
9. Hand written rough draft due November 22 and the final copy due December 7th.
This research process model is adapted from the “Biography Maker” and a model from The
College School.
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The Process
A great biography is driven by great questions.
Boring questions produce boring answers.
Boring answers put readers to sleep.
Simple lists of facts are a bit like dry cereal . . .
no milk . . . no fruit . . .
no taste!
Creating an exciting and well-written biography will require you to complete the following
phases of the research process: I. Questioning, II. Learning, III. Synthesis, IV. Story-Telling, and
V. implementing the Six Traits of Effective Writing
I. Questioning
Step One Decide whose biography you will write.
By now you have been introduced to people, places, and events in the historical period you are
studying in your social studies class. In addition, you have been introduced to several historical
figures using Safari Montage in language arts class. Listed below are the possibilities to choose
from to write a biography. Using ONLY the Pathfinder provided to you through the Media Center,
do some quick general research to learn more about the possible subjects you are interested in
researching. Learn enough about one person to make a wise choice. You will be spending a good
deal of time on this person, so his or her life better be pretty intriguing. You may want to see if
there is any good information readily available on your person and look ahead on this page to the
questions to see which ones might be interesting to explore.
Ethan Allen
Penelope Barker
Nathanael Green
John Paul Jones
Deborah Sampson
Abigail Adams
Benjamin Banneker
Nathan Hale
Thomas Paine
John Stark
John Adams
George Roger Clark
Alexander Hamilton
Molly H. McCauley
Samuel Adams
Margaret Corbin
John Hancock
Francis Marion
George Washington
Benedict Arnold
Benjamin Franklin
Patrick Henry
Paul Revere
Phillis Wheatley
Crispus Attucks
Horatio Gates
Thomas Jefferson
Betsy Ross
Prudence Wright
Evaluate your subject by asking the following questions. If you can answer yes to each one, you
probably have a subject worth exploring.
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Am I truly interested in the subject or person?
Does it meet the requirements of the assignment?
Do I have access to enough information?
Is the subject focused/limited enough?
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Step Two Decide what you want to learn about the person.
1. Browse through the following questions of import to see which ones seem worth pursuing.
2. Identify the 4-5 questions you wish to research.
3. Copy your questions on to a 5 x 7 index card.
Biography Questions of Import
1.
2.
3.
4.
In what ways was the life remarkable?
In what ways was the life despicable?
In what ways was the life admirable?
What human qualities were most influential in shaping the way this person lived and influenced
his or her times?
5. Which quality or trait proved most troubling and difficult?
6. Which quality or trait was most beneficial?
7. Did this person make any major mistakes or bad decisions? If so, what were they and how would
you have chosen and acted differently if you were in their shoes?
8. Some people say you can judge the quality of a person's life by the enemies they make. Do you
think this is true of your person's life? Explain why or why not.
9. Many people act out of a "code" or a set of beliefs which dictate choices. It may be religion or
politics or a personal philosophy. To what extent did your person act by a code or act
independently of any set of beliefs? Were there times when the code was challenged and
impossible to follow?
10. What do you think it means to be a hero? Was your person a "hero?" Why? Why not? How is a
hero different from a celebrity?
Step 3 Writing a Thesis Statement
Purpose: An effective thesis statement informs readers of the specific subject and focus of your paper.
It also serves as a checkpoint for keeping all of your ideas and content connected to the overall subject.
A thesis statement usually expresses a particular stand, feeling, or feature about your subject.
Thesis:
A specific subject / person / event
+ a particular stand, feeling, or feature
= an effective thesis statement
Points to Remember:

You should write several possible versions of your thesis statement until you create the one
that sets the right tone for your paper.
· You will need to revise your thesis statement to fit your purpose after researching (i.e. your thesis
will change somewhat during the writing process).
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Step 4 The Inquiry Outline
Purpose: The inquiry outline consists of a series of questions about your topic that you would like to
address in your paper. Its design will give you direction as you begin your research by helping you
organize your reading and note taking. As you continue researching, the inquiry outline serves as a
working outline that will need to be revised as you learn more and draft the paper. You are expected to
revise this outline throughout the research process and bring it to school when working on research in
class.
Initial Inquiry Outline:
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Brainstorm a list of general questions.
Organize these questions into an outline format that creates order and a flow of ideas.
Consider additional and/or more specific questions that may serve as subtopics, and add them
to your outline.
Working Inquiry Outline:
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Conduct your research to find answers to these questions.
As you create note cards, label each card with the question or other appropriate heading.
As you explore the information you discover through research, new questions may arise; add
these questions to your outline and continue researching.
You may also find new information that changes the direction of your research; add these
changes to your outline.
Moving to the Formal Outline:

Convert your working inquiry outline to a formal outline (see "Formal Outline" section).
II. Learning about the Person
Step One: Search through the following sources for the answers to the questions you
want to answer.
Now that you have determined the questions you will explore, it is time to consult several different
sources in order to gather and develop answers. As you research your topic, you will need to take
accurate notes and keep up with your sources. Your information must come from at least five sources
with documentation made on 3 x 5 index cards and at total of 30 note cards recorded on colored 4 x 6
index cards. It is at this point that your Inquiry Outline will be a Working Inquiry Outline. To do a
careful, thorough job, you will want to consult all of the following:
A Book
If you can, find one or more printed books in the school library devoted to your person. When it comes
to a biography, books are often better sources that digital resources. They tend to provide more detail
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and more depth. These books are often written by real scholars rather than fans and amateurs. Enter
findings in your research file under the appropriate question.
An Encyclopedia
Do a keyword search (not topic search) for your person and read more than the main article. See where
they are mentioned in other articles. Summarize key findings and type them into your research file.
The Internet
Visit sites on the Internet (ONLY those provided in the Pathfinder created by our Media Center) and
add to your research file when you find information that casts light upon your questions.
If you have a computer at home you may do a Google search. Use the advanced version of Google to
narrow your search, taking advantage of the exact phrase search, for example, to find specifics about
your person, such as the navigational skill of Captain Cook.
You might try putting your person's name in the exact phrase box and other items such as "biography"
or "failures" or "achievements" or "disappointments" in the main search box.
Be careful because amateurs and students write many of the biographies posted on the Internet. How
will you know which ones to trust? Wikipedia is NOT to be used.
Step Two: Gathering the information from the sources
Creating the Note Cards
Purpose: Note cards are used to record all the information you gather from your reference materials.
This system permits rapid location of information plus easy organization and reorganization of
material when writing the rough draft. The more information you gather and summarize on your note
cards, the easier your research paper will be to organize and write.
How many note cards will you need? You will need a minimum of ten to twelve note cards per
page of writing with a minimum of 30 cards.
Format: An effective note card contains:
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The corresponding outline number, letter, and question on the first line of the card.
Brief information; main ideas, facts, statistics written in your own words.
Record a source letter and page number in the upper right corner. By assigning each source a
letter, you will only have to record the copyright information one time on the 3x5 source card.
Your initials on the upper left hand corner of each card.
Points to remember:
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Use lined, colored 4x6 index cards. Each question should have a specific color index card.
Use only the front side of your note cards.
Focus on only one idea or concept per card.
Select the main ideas from your resources and summarize them in your own words.
Be sure to cite the source letter and page number on every card.
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Sample 4x6 Note Card:
Student Initials
D/p.58
II A 1Topic/Question _______________________________________________
Where this note
Card fits in the
paper’s outline
Source letter and
page number
Notes:____________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Card #_____
Step Three: Recording the information you find on the note cards
Paraphrasing: When you paraphrase, use your own words to restate someone else's ideas. To
paraphrase, follow these steps:
1. Skim the selection first to get the overall meaning.
2. Read the selection carefully, paying attention to key words and phrases.
3. List the main ideas on a piece of paper or index card.
4. Write your paraphrase; restate the author's ideas in your own words. Remember to focus on only one
idea or concept per note card.
 Stick to the essential information.
 State each important idea clearly and concisely.
 Put quotation marks around words taken directly from the source.
5. Check your paraphrase for accuracy:
 Do the facts and statistics match the text?
 Have I quoted where necessary?
 Have I cut out enough of the original?
 Could another person understand the author's main idea by reading my paraphrase?
Using Quoted Material: When you quote directly, you include the exact words of the author and put
quotation marks around them.
 A quotation can be a single word or entire sentences.
 Choose quotations carefully, keep them as brief as possible, and use them only when they are
necessary.
 Be sure that the capitalization, punctuation, and spelling are the same as that in the original
work.
Points to Remember:
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When using a writer's idea, credit the author by listing the source and page number on the upper
right corner of the note card.
Cite everything you borrow unless you're sure that the information is common knowledge,
whether paraphrased or quoted directly.
Step Four: Creating the Source Cards for the Works Cited page
Purpose: Source cards will help you keep track of all your sources of information. Every book,
magazine article, encyclopedia article, web site, or other reference that provides information or
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background for your research will require its own source card to create your works cited page. After
you take a note from a source, go to Citation Machine and enter the information to create the citation.
Copy and paste each source on to a blank document and save that document in your H drive folder and
on your flash drive. The information MUST the be written on 3x5 index cards. You MUST have these
and it is crucial that all required information is recorded on them. By noting where you found specific
information, you avoid plagiarism that results in a zero on your paper.
How many source cards will you need?
You will need at least FIVE 3x5 source cards – two book sources, one encyclopedia source, and two
Internet sources. You can vary the combination of sources but you must get teacher approval.
Format: You are required to follow MLA documentation style. Refer to The Language Network for
correct citation format specific to each type of reference material used. Note: use reverse indentation
when recording the source on your card; the first line begins at the left margin; all other lines are
indented.
Student Initials
Source Letter
 Use lined 3x5 cards
 Write your initials in the upper left
Williamson, Christopher James. The Amazing Life and
corner of each card.
Times of George Washington. New York: Random
 Letter your source cards in the
upper right corner for easy reference
House Publishing, 1974. 26-34.
 It is very important to remember to include _____________________________________________________________
the page numbers. You may need to look
_____________________________________________________________
back to add more information.
_____________________________________________________________
_____________________________________________________________
CITING SOURCES
Refer to the chart for the works cites page in this booklet for the most common sources you will use.
For an extensive list, refer to the Language Network pages 662 thru 669. You may also go online to
citationmachine.net. You can enter the information and it will give you the correct format for a specific
source.
And then you will. . .
III. Put it All Together: Synthesis
Once you have collected many good pieces of information about your person, the next step is to
combine those pieces in such a way as to cast light upon your questions.
Have you been "culling" the information as you went along?
Have you been sorting your findings so they are lined up under the questions you posed at the
beginning?
Now that you have gathered your files . . .
Which information will help support new insights?
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Which information has potential?
Which information will be thrown away?
Which bits and pieces can be combined?
Synthesizing is like moving puzzle pieces about until a picture emerges. Instead of cardboard pieces,
you are moving ideas and facts that are written on your note cards.
Step One: Edit and/or Revise Thesis Statement
Now that you have gathered your information, you must check your thesis statement. The information
you gathered and must support your thesis statement.
Step Two: Completing the Formal Outline
Purpose: Whenever you write a paper, story, or essay, it is necessary to first organize your thoughts
and ideas. The outline allows you to do this. Your note cards should correspond directly with your
outline. The more thorough and specific an outline is, the easier the paper is to write.
Once you have researched thoroughly and have 30 quality note cards, use your inquiry outline and
your note cards to write your formal outline.
Points to remember:
1. It is easiest to change your paper's structure during the outline phase.
2. Thorough outlines make for easy writing.
3. Be careful about notation, spacing, lettering, and numbering.
4. Except for thesis, topics do not need to be written in sentence format.
5. Outlines should be double-spaced.
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Outline
Title of Paper
I. Introduction
A. Grabber
B. General information about topic
C. Thesis Sentence; written out in complete sentence
II Main Idea #1 1st question
A. Reason / Detail / Fact #1
1. Supporting Detail #1
2. Supporting Detail #2
B. Reason / Detail / Fact #2
1. Supporting Detail #1
2. Supporting Detail #2
C. Reason / Detail / Fact #3
1. Supporting Detail #1
2. Supporting Detail #2
III 2nd Question
Same Format as above
IV 3rd Question
Same Format as above
V Conclusion
A. Restate thesis in a new way
- Review major points made in paper
- Close out paper, leaving with a final thought
VI Appendices
- Title of Appendix 1
- Title of Appendix 2
VII Bibliography
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IV. Telling the Life Story
Some biographies present a long list of details strung out like pants, shirts, and sock on a line. Your job
is to take the insights you created in the previous section – Synthesis – and blend them together into a
series of well crafted paragraphs which tell the really important stories.
A good story offers drama, excitement, human interest, passion and suspense. Tell this person's story
so your audience will be at the edge of their seats wanting to learn more.
Citing Sources: Parenthetical References or In-text citations
Purpose: Whenever you use information from a source, whether paraphrased or quoted directly, you
are responsible for giving credit to the source within the body of your report. This allows the reader to
know where you found the information, which gives you more authority and also allows the reader to
know were to find additional information. The reader can then check the works cited to get the detailed
listing of the resource.
Format:
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Insert the appropriate information (usually author and page number) in parentheses after the
words or ideas borrowed from another source.
Place the parenthetical reference at the end of a sentence where a pause would naturally occur
to avoid disrupting the flow of your writing.
Do not place any punctuation within the parentheses.
Place a period at the end of the sentence after (outside) the parenthetical reference.
The basic guidelines are to use (author’s last name page#), but there are variations if you are using the Internet
or do not have an author. Here are some tips:
 Use in-text citation with all sources (Early 12).
 Always put a period after the last parenthesis (McCracken 29).
 “If you are using a direct quotation, put the citation after the quotation mark and before the period”
(Drury 37).
 If you have a page number, include it (Squires 49).
 No page number is needed for Internet sources (Simmons).
 If the Internet site has no author, begin with the page title (“Web Research”).
 If you do not have an author, use the book title (Quick Access 39).
 Margiotta states, “If you use the author in the sentence, you only need the page number in parenthesis”
(14).
 If using more than one source in a sentence, use a semi-colon between authors (Brown 35; Eggers 2).
 Everything you cite must be in your works cited. (Battle 7).
After the completion of your story, you will need to revise or look for ways to improve your writing.
Improving your writing may include reordering your sentences or paragraphs, improving word choice,
or increasing sentence variety. To help you accomplish this, you will want to employ the Six Traits of
Good Writing.
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V. Six Traits of Good Writing to Improve Your Story
In this final stage we consider how we can add to the impact of our writing by reviewing each of the
following: 1. Ideas and Content, 2. Organization, 3. Voice, 4. Word Choice, 5. Sentence Fluency,
And Conventions. We can now safely apply critical judgment to our efforts, having moved well
beyond the idea generation stage.
Take a new look at your writing with the following questions as your guide . . .
Questions to Ask about the Six Traits
Ideas and Content
How can I . . .
Change the way I write my sentences so that the main ideas stand out more clearly?
Add evidence or examples so that my ideas stand with enough support?
Add details, testimony or information which will make my paper more convincing?
Explain my reasons for not agreeing with opposing ideas and possibilities?
Improve the logic of my argument?
Strengthen the connections between ideas, examples and illustrations?
Organization
How can I . . .
Rearrange the order of the ideas and their supporting evidence to provide a stronger foundation for the argument
I am making?
Make sure each section of the paper does what it is meant to do? Is the introduction inviting? Does it state the
issue clearly? Does the conclusion pull together the whole piece? Does it end with some power?
Pace the flow of the paper so that it slows down and speeds up at the right times?
Build smoother and clearer transitions and bridges between sections of the paper as well as between the ideas
being explored?
Voice
How can I . . .
Strengthen my own personal identity in these words and sentences so the reader will hear my strong feelings and
beliefs?
Modify the words so that my passion and caring both shine through with conviction and strength?
Change the piece so that I anticipate the questions, needs and concerns a reader might have?
Write with fresh and original insights which I have built and discovered myself without simply borrowing the
ideas of others?
Word Choice
How can I . . .
Substitute stronger words where they are needed?
Tone down words where they are too strong?
Replace words which are "overdone" or "over-ripe" or "inflated" with language which is just right?
Change tired and worn expressions into something new, fresh and original?
Insert language which appeals, awakens the senses and strikes the fancy of the reader?
Deepen and sharpen meaning by checking the thesaurus or dictionary for just the right word?
Eliminate needless repetitions and the flabby use of words?
Sentence Fluency
How can I . . .
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Re-write sentences to improve their flow from one to another so that my writing has cadence much like a piece
of music?
Introduce variety to the length and type of sentence in ways which seem natural and pleasing rather than forced
and awkward? Can I combine some short sentences? Can I replace clauses with phrases?
Insert bridging words such as adverbs both at the beginning and also within the body of my sentences to avoid
stringing overly simple clauses together in a choppy manner?
Change the words within sentences to eliminate "deadwood" and clarify meaning?
Conventions
How can I . . .
Place paragraph breaks where they will help to put my message across?
Employ punctuation that helps the reader know where to pause and how to read my material?
Check to make sure all rules for grammar, spelling and capitalization have been followed?
VI. Works Cited Page
Purpose: Whenever you write a paper, story, or essay, you need to document the sources of your
information. As mentioned previously, sources are first cited within your text when appropriate. The
full bibliographic information is then provided at the end of the paper in the works cited list. The
works cited page lists all of the sources you have cited in your paper. It does not include sources you
may have read but did not cite in your paper.
Format:
1. Works Cited page should have the page number, just as text pages.
2. Center the title "Works Cited" at the top of the page.
3. Double-space everything.
4. Entries should be reverse indented: begin each entry flush with left margin (not indented). If the
entry runs more than one line, additional lines must be indented.
5. List each entry alphabetically by author's last name. If there is no author, use first word of the title.
6. Copy information directly from your bibliography cards.
7. Double check the format and punctuation.
Books
Example
Author’s Last name, Author’s First Name.
Book Title. Place of Publication:
Publishing Company, year. Page numbers.
Roberts, Chris. Life and Times of
Shakespeare. New York: Random House,
1974. 34-65.
Magazines and Newspapers
Example
Author’s Last Name, Author’s First Name.
“Article title.” Magazine Title/month/year:
Page Numbers.
Warden, Jane. “Migration! The Great
Spring Event.” Peterson’s Photographic
Magazine/April/1992: 22-25.
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Encyclopedias
Example
“Article Title.” Encyclopedia Title. Year:
Page Number.
“Canada Goose.” The World Book
Encyclopedia. 1999:35.
Websites
Example
Author’s Last Name, Author’s First Name.
“Title.” Date of Publication. Date you
accessed the material. <URL>.
Dreemer, Chris. “The Sky’s the Limit.”
1994. 4 Nov. 2003.
<www.theskysthelimit.com>
VII. PAPER PRESENTATION
Purpose: Part of completing a formal research project is properly presenting and formatting the entire paper,
including fonts, page order, title pages, and artistic covers.
Page Order:
Title Page
Outline
Paper
Works Cited
Title Page: Should have the following information.
Paper Title
Paper subtitle
Author Name
Teacher Name
Name of Class
Date –
Title Reminders:
1. Title should also appear at the top of the first page of text.
2. Remember that titles are the first grabber for your paper. They should attract your reader's attention,
as well as give a general description of the paper's content.
3. Even titles are in Times 12 font.
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Directions for Typing Your Research Paper
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1.
2.
3.
4.
Read all directions before you begin typing. Re-read them before you ask me a question
about typing your research paper.
 Save frequently as you work.
Type your title page and paper.
 Type in 12 point, Times New Roman font (no exceptions)
 Double space your entire paper
 Do not forget to type your introduction paragraph
 Bold your thesis statement
 Insert numbers beginning with first page of text. Numbers should be located in upper right
corner with your last name. e.g. Early 1
 Do not forget your citations and use them correctly
 Underline all book titles
 Spell check, grammar check and proofread before going to the next step.
Complete the Works Cited page.
 Open the document you saved as you were researching.
 Center the title “Works Cited” at the top of the page.
 After the title, enter twice and left justify your cursor
 Set this page in double space.
 Go to “Format,” then “Paragraph.” Under “Indention” go to the “Special” box and
choose “Hanging”
 Be sure your bibliography has every source that you used in your paper.
Type your cover page.
o Cover sheet should include:
 Author
 Book
 Your name
 My name
 Date
 Clip Art
Save each part of your paper onto the H: Drive or Jump Drive and then get permission to
print.
Final Drafts: Papers must include all of the above, plus note-cards, rough drafts, and inquiry / working
outlines. Please be sure all contents are well contained and neatly presented.
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Student Name ____________________
Grade Sheet
Research Deadlines
Topic to be turned in – 11/08/11
_____
Inquiry Outline Started- 11/14/11
_____
Thesis statement developed- 11/15/11
_____
3 Internet sources found -11/14/11
_____
2 Book sources found – 11/16/11
_____
10 note cards w/source letter & page #-11/16/11
_____
10 note cards w/source letter & page #-11/30/11
_____
15 note cards w/ source letter & page #-11/28/11
_____
Handwritten Rough Draft- 12/1 & 2/11
_____
Typed, Peer Edited Rough Draft – 12/07/11
_____
Formal Outline- 12/08/11
_____
Typed, Parent Edited Paper – 12/12/11
_____
Completed Paper - 12/ 14/11
_____
Total process points _______ out of 100
Process Grade= _____
Final draft due: December 14, 2011
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