Research Essay Writing Guide
INDEX
2) Requirements
3) Topic Focus
4) Source Materials
5) Source Citations
6) Note Cards
7) Organization & Topic Sentences
8) Thesis Statement
9) Introduction
10) Body
11) Conclusion
12) In-text Citations
13) MLA Format / Formal Writing Conventions
14) Essay Example (condensed)
16) Works Cited
1
REQUIREMENTS
Format:

Proper MLA formatting. 1 inch margins. Double space throughout paper. 12 point, Times New
Roman font. Do not bold anything, and do not change the font size at anytime.

MLA heading

Insert page number and last name, in the header, on the right side.

Include a creative and engaging title. (follow standard MLA format rules)
Introduction: The introduction needs:

A creative and engaging hook to grab the reader’s attention

A detailed summary/overview of the background, important issues, etc.

An effective thesis with a focused topic and a specific statement about that topic.
Body: Each body paragraph needs:

A topic sentence that introduces the paragraph’s topic and shows its relevance to the thesis.

1-2 properly cited pieces of evidence per body paragraph with appropriate lead-in/tie-in and
identifier.

Insightful analysis of each piece of evidence used, explaining the importance of the evidence.

A concluding sentence that ties the evidence and analysis back to the thesis.
 If you do not properly cite your evidence, quotes, paraphrases and/or summaries, it is
considered plagiarizing and you will earn a zero for the assignment.
Conclusion: The conclusion needs:

Restated thesis. (make the same point you made in your thesis, using different wording)

Summary/overview of the main points, arguments or ideas presented in the essay.

Final thought. In a sentence, or two, sum up what you want your reader to know, understand or
think about after reading your essay.
Research

Utilize 4-6 credible sources throughout the essay. (Wikipedia and related sources do not count)

All sources used, but only those used, must be listed on a separate Works Cited page.

All evidence used in the essay must be properly cited.
2
TOPIC FOCUS
Directions: To begin writing your research paper, first think of a topic that you would be
interested in exploring and researching. Your topic shouldn’t be so broad that you could cover it
by writing only in generalities. On the other hand, your topic shouldn’t be so narrow that you
can’t find adequate resources. To narrow a topic, develop an idea pyramid. First pick a general
topic that interests you; it will be the top of the pyramid. Then think of subtopics of that general
topic to put under the general topic. Finally, for each subtopic, generate focused topics.
Topic:
The Environment
Subtopic:
Subtopic:
Pollution
Focused Topic:
Toxic Waste
Natural Resources
Focused Topic:
Oil Spills
Focused Topic:
Strip Mining
Focused Topic:
Drilling for Oil
Directions: After thinking of a limited topic, a writer must also check whether it is appropriate
for a genuine scholarly inquiry. To find out if your topic is suitable, answer the following
questions.
1. Is your topic one that you would expect to be written about or mentioned in encyclopedias and
in other respectable publications—or in supermarket tabloids? (If your topic is sensational, it’s
not scholarly.)
2. If you had to write about your topic right now, how much could you write about it? A
paragraph? An essay? (If a topic is one which you and your readers already know about, it’s not a
scholarly inquiry because you won’t learn anything. Topics such as “drinking and driving is
dangerous” and “planets orbit the Sun” won’t provide much new information.)
3. Can you be objective about your topic? Why or why not? (If you have strong preconceived
notions about the topic, you probably can’t be objective. If you are personally involved with the
topic, you probably can’t be objective.)
4. Why do you want to learn more about your topic? (If you’re not genuinely interested in your
topic, you will have difficulty writing an interesting paper.)
5. After finding a topic for which there appear to be adequate resources, think of three questions about
your topic for which you hope to find answers. Consider: who, what, when, where, why and how.
6. What one idea will control your research? In other words, what is the goal or the point of your
research?
3
SOURCE MATERIALS
Follow these instructions to obtain source materials for your research essay.
SIRS Issues Researcher
1) Go to the Linn-Mar home page
2) Click: Additional Links, toward the right on the top grey strip
3) Select: Grant Wood AEA
4) Click: Online Resources, in the upper right hand corner
5) Click: Iowa AEA Online, from the top middle
6) Click: SIRS Issues Researcher, from the left hand side menu
7) Sign in: username = 3715lmhs Password = aea10
8) Click: SIRS Knowledge Source
9) Preview articles to find one that supports your topic. (Aim for a Lexile level of 900-1200.)
10) Click: Print View, on the top of the page, and then click: Print, on the top of the page
EBSCO Host
1) Go to the Linn-Mar home page
2) Click: Additional Links, toward the right on the top grey strip
3) Select: Grant Wood AEA
4) Click: Online Resources, in the upper right hand corner
5) Click: EBSCO Host
6) Sign in: username = 3715lmhs Password = aea10
7) Select: High School Magazine Collection (Should be 1st option)
8) Scroll down and click on the following boxes on the left hand side:
MAS Ultra-School Edition & Middle Search Plus
9) Click: Continue at the bottom of the page
10) Enter your topic and click: Search
11) On the left select: Full Text & change the starting publication date to 4 years ago. Click: Update
12) Preview articles to find one that supports your topic.
13) Click: HTML Full Text, on the left
14) Click: Print, on the right
15) Click: Citation Format, then select: MLA (Modern Language Assoc.)
16) Click the orange Print button
NetTrekker
1) Go to the Linn-Mar home page
2) Click: Additional Links, toward the right on the top grey strip
3) Select: Grant Wood AEA
4) Click: Online Resources, in the upper right hand corner
5) Click: NetTrekker (scroll down)
6) Sign in: username = 3715lmhs Password = aea10
7) Enter your topic and click: Search
8) Preview articles to find one that supports your topic.
9) Print procedures will vary depending on site
4
SOURCE CITATIONS
Create a source card for each one of your source materials: articles, essays, etc. Write the required
information on a 3x5 note card, and then number the card. first source = #1, second source = #2, etc
Required Information & Formatting
Book
Example
Author (last, first). Title of Book. City of
Bishop, David S. Effective Communication. Cleveland,
Publication: Publisher, Copyright Date. Print. TN: Pathway, 1977. Print.
Book With 2 or 3 Authors:
Author (last, first), Author (first last), and
Author (first last). Title of Book. City of
Publication: Publisher, Copyright Date.
Print.
 List names in the order they appear on the title
page.
Romano, Tony, and Gary Anderson. Expository
Composition: Discovering Your Voice. St. Paul: EMC
Pub., 2008. Print.
Essay from Anthology (book of essays)
Essay Author (last, first). "Essay Title." Title
of Book. Ed (First Last). City of Publication:
Publisher, Copyright Date. Page Range.
Print.
McCarthy, Ann. "Talking to the Walls." Great Science
Fiction Tales. Ed. Harry Green, Moe Black, and Maggy
Brown. New York: Doubleday, 1985. 177-188. Print.
Article from Online Database
 SIRS & EBSCO will create this for you!!!
Author (last, first). "Article Title." Title of
Publication. Date of Publication: Page
Range. Name of Database. Web. Date
Accessed.
Marcus, Caroline. “A Surge in Cases of Eating
Disorders.” Daily Telegraph (Surry Hills). 11 Dec.
2012: 10. SIRS Issues Researcher. Web. 11 Mar. 2013.
Web Site
Author (last, first). "Article Title." Website
Title. Publisher/Sponsor, Date Created or
Last Updated. Web. Date Accessed.
Source Card:
Gibson, Christine. "Radio: A Christmas Gift to the
World." American Heritage People. American Heritage,
24 Dec. 2005. Web. 11 Mar. 2013.
Source # 1 Source: Each
new source card
must have its
Bishop, David S. Effective Communication. Cleveland,
own unique
TN: Pathway, 1977. Print.
number.
5
NOTE CARDS
Write each new piece of information on a separate 3x5 note card and indicate the number of the source it
came from. For the majority of your notes you will want to summarize your source information. Use
quotes sparingly and only if the author offers a truly unique perspective.
Source: #
Which source
is this note
from?
Source: #
Page: #
Here is the note itself. If it is a direct quote, be sure to put
quotation marks around it. Otherwise PARAPHRASE or
SUMMARIZE! Only one piece of information per note card.
Page: #
The page the
information is
from.
(from Stolen Words: Forays into the Origins and Ravages of Plagiarism by Thomas Mallon, page 121)
... Dr. Robert Michels, of Cornell University Medical College, says that when those [writers] lacking in
self-esteem “finally achieve a great success, they devalue or even undermine it.... Their success is
destroyed because it had built into it the seeds of defeat.” And Peter Shaw, you remember, says that the
criminal to whom the plagiarist compares most closely is the kleptomaniac [a person with an obsessive
impulse to steal], “both in his evident wish to be detected and in the circumstance that what is stolen
may not be needed. (With kleptomania, lack of need, we are told, is absolutely central.)”
Paraphrase:
A detailed restatement of
the source information in
your own words. Does
not greatly condense the
author’s idea, but retells
the information.
Source: 2
Summary:
Restate and condense the
source information. You
might condense a chapter
into a short paragraph or
a paragraph into a single
sentence.
Source: 2
Quote:
Record the source
information word for
word. Put quotation
marks around this
information.
Source: 2
Page: 121
Robert Michels of Cornell attributes a plagiarist’s
apparent self-destruction to lack of self-esteem, and Peter
Shaw suggests that plagiarism resembles kleptomania in
that both show an evident wish to be detected and what is
stolen may not be needed.
Paraphrase:
To clarify
complex ideas
or technical
information.
Page: 121
Summarize:
To reduce the
source
information
and show the
main point.
Page: 121
Quote:
When the
author presents
a unique point
of view.
Plagiarists are criminals.
“And Peter Shaw . . . says the plagiarist compares most to
the kleptomaniac, ‘both in his evident wish to be detected
and in the circumstances that what is stolen may not be
needed. . . .’”
6
ORGANIZATION and TOPIC SENTENCES
Organization
1. Read through your notes and identify 6 main ideas/reasons within these notes that support your
position on your topic. The 6 ideas will be the 6 topics for your paper. You may find more than 6 topics.
Based on the information provided in your sources, you should be able to write at least one paragraph on
each main idea.
2. Sort your note cards into stacks, so that all the cards in any one stack relate to one main idea. Identify
the main idea each stack represents.
3. Next, arrange your card stacks into a sequence of main ideas that seems logical for the development
of your paper. Describe the organization of your major ideas (for example, cause and effect,
comparison/contrast, major influences, chronological order, or order of importance). Why is the method
of organization that you chose logical for the content of your paper?
4. Consider other methods by which you could organize your main ideas. Then identify the
organizational method you believe will be most effective. List the order in which you would present
main ideas if you use this method.
Topic Sentences:
Directions: For each of the main ideas you identified from your notes, write a complete sentence
exampling how it illustrates/supports your position on the topic.
Topic: sleep deprivation in teens
Position: schools needs to start later
Topic Sentences - Reasons/Support for Position:
1. Early high school start times are more than just harmful to a teen’s learning abilities; research
has shown that sleep deprivation caused by these early start times can also result in severe
consequences for an adolescent’s health.
2. The teenage mind has many difficulties functioning early in the morning.
3. The communities that have changed the school start time to a later school start time have noticed
many positive changes in the wellbeing of their teens.
4. Many studies have supported that a later start time will positively impact a teen’s learning
experience.
Thesis Statement: All of the topic sentences must connect to your thesis statement.
Sleep deprivation in teens is a serious problem, and it is imperative that steps are taken to change high
schools to a later start time to meet the needs of the students.
7
THESIS STATEMENT
What is a Thesis Statement?
A thesis statement is usually a single sentence toward the end of the introduction. An effective thesis
statement contains a limited topic plus a specific opinion, feeling or attitude about that topic. The
purpose of your essay will be to support and prove your thesis.
Steps toward Developing an Effective Thesis
 Begin with a general topic, and then narrow it to a more manageable subject.
Health  sleeping during class
 Think of a question that you want to answer concerning your topic. This question will guide your
research and the answer to this question will become your thesis statement.
Why is it so hard to stay awake and focus during class?
 Do research to answer your question by finding a variety of source materials and reading a lot of
information.
 Throughout the research process continue to refine and reformulate your research question based on
your findings. This will help to further narrow and focus your topic.
 Based on your research findings develop a hypothesis and formulate a strong thesis statement that
answers your research question.
Formula for writing an effective thesis statement:
Limited Topic
+ Specific Opinion about the Topic
= An Effective Thesis Statement
Sleep deprivation in teens is a serious problem,(limited topic)
and it is imperative that steps are taken to change high schools
to a later start time to meet the needs of the students. (specific
opinion about the topic)
 The following examples illustrate some common problems with thesis statements and some
suggestions to improve them.
Weak: Baseball is a great game.
A thesis that is too general suggests an attempt at covering all areas of the topic. Such a thesis
could barely be covered in a book, let alone an essay.
Better: Baseball is superior to other professional sports because of its unique demands for strategy.
Even though the field has been narrowed to professional sports and specific skills, this is still too
much information to cover in an essay.
Best: Professional baseball players are superior to professional football players because of their
knowledge of strategy.
Checklist for an Effective Thesis Statement:
 My thesis is stated in a clear, direct sentence.
 My thesis statement focuses on a single, limited topic.
 My thesis clearly conveys my point of view or attitude about the topic.
8
INTRODUCTION
The introduction is the first paragraph of the paper. It contains a hook, background information about the
topic, what the reader will learn in the paper, and will end with a thesis statement.
Hook
The beginning sentence/s of the introduction that catches the reader's interest. This should relate to the
theme you will be discussing in your essay. Add relevant commentary when necessary.
Avoid asking a question or talking to the reader.
Some Effective Hooks Include:
1) Observation: An interesting observation that lends insight into the topic.
 Plagiarism is a crime that even physiologists have a difficult time explaining.
2) Quotation: An outstanding, peculiar or especially well stated phrase.
 Hillary Rodham Clinton once said that “There cannot be true democracy unless women's voices
are heard.”
3) Startling Conclusion or Fact: Material used to shock the reader.
 A teenager's sleepiness in the morning is more than just detrimental to their mood, new studies
have proven that sleep deprivation in teens can affect everything from test scores, to the
likelihood of getting in a car accident.
 Some examples of bad hooks: quotations from a book of quotations; starting with the phrase "Did
you ever wonder ...?” and starting with a vague, general statement, such as "Change is inevitable."
Overview/Summary
After the hook explain the topic’s importance, background information, key issues, and/or relevance.
Make sure the reader knows why the issue is important. Why should they care?
 Despite the fact that people believe that students who start and get out of school later have less
time, schools with later start times have more attendance of after school activities, and students
report being happier and more alert throughout the day. As a principal of a school with a later
start time, Mrs. Manderfeld states in her interview, "The most important benefit of a late start
time is that high school students function better with more sleep" (Manderfeld).
Thesis
The thesis statement is the last sentence of the introduction. The thesis statement will tell your reader
exactly what the topic is and your position on the topic.
 Sleep deprivation in teens is a serious problem, and it is imperative that steps are taken to change
high schools to a later start time to meet the needs of the students.
9
BODY
The body of the paper provides support for the thesis statement. Each paragraph should contain a clearly
defined topic sentence, quotes/paraphrase that supports your thesis, and commentary explaining the
importance or relevance of the quote. Use transitions to build upon previous ideas.
Topic Sentence
Topic sentences are ALWAYS the first sentences of your body paragraphs. They state what you are
going to discuss in each paragraph. Topic sentences MUST directly connect to your thesis. Topic
sentences MUST answer a "How?" or "Why?" question related to your thesis statement.
 Early high school start times are more than just harmful to a teen's learning abilities; research has
shown that sleep deprivation caused by these early start times can also result in severe
consequences for an adolescent's health.
Evidence Quote/Paraphrase/Summary
You should try to use at least two pieces of concrete evidence for each body paragraph. Each piece of
evidence must have a lead-in/tie-in and an identifier to indicate who is stating the information. Your
quotations should be well-integrated and flow smoothly.
Quotation and Summary with Lead-In
 One news reporter explains, "Thanks to new systems developed for major insurance companies,
parents are able to track every move their children make behind the wheel" (Riback 68).
 One news reporter explains that new technology allows parents to monitor their children's
whereabouts when driving and is available through insurance companies (Riback 68).
Quotation and Summary Integrated into Sentence
 Parents who are concerned about their teenagers' will appreciate a new GPS technology which
allows parents to "track every move their children make behind the wheel" (Riback 68).
 Parents who worry about their teenagers' whereabouts will appreciate new GPS technology
which allows them to monitor the location of their children when driving (Riback 68).
Commentary
Commentary tells the reader how the research supports the topic sentence and explains its relevance to
the topic. Commentary may include interpretation, analysis, argument, insight, and/or reflection.
 Since teenager's biological clocks are set to fall asleep later and wake up later, the early start
times dramatically reduce the amount of REM sleep they will actually receive. Requiring teens
to attend school so early in the morning decreases the chance they will have gotten a good night's
sleep and jeopardizes their performance at school.
Clincher/Concluding Sentence
The last sentence of the body paragraph. It concludes the paragraph by tying the quotes and commentary
back to the thesis.
 Clearly a minor change in our school system can have a long lasting positive impact on student
performance.
10
CONCLUSION
The conclusion is the last paragraph in the essay. Revisit the thesis without repeating it word for word,
summarize key points from the paper, and provide a clincher.
Your conclusion must never contain new information.
Restate Thesis
Restate the thesis without repeating it word-for-word.
 Evidence from studies, sleep experts and communities with later school start times, have
suggested that it is imperative that schools change start times to adapt to the needs of the
students.
Summarize Main Points
Briefly summarize the main points covered in the essay.
 Our sleep deprived teens are putting their mental and physical health at stake. By simply
changing school start times, we can expect to see, happier and healthier teens.
Clincher
Answering the reader’s, “So what?” question. This is the place where you get to tie up the essay by
connecting back to the creative hook in the introduction.
Some Effective Final Thoughts:
1) Offer A Solution
 If schools want to maintain their competitive edge, they should consider changing their current
start time based on the compelling research about adolescent sleep.
2) Call to Action
 Schools must address this very real issue to keep their students safe, engaged, and competitive.
3) End With a Warning:
 Until schools begin to address the needs of their students by creating later start times they will
continue to see students who are unhealthy and unmotivated.
 One of the most common errors in the conclusion is to use second person “you” to make general
statements. While second person should always be avoided in academic writing, the most important
reason not to use it in the conclusion is that it almost always changes the focus of the paper.
11
IN-TEXT CITATIONS
Any evidence that you use in your essay: quote, paraphrase, summary, must be properly cited. All
evidence must have an appropriate lead-in/tie-in and identifier.
 If you do not properly cite your evidence, quotes, paraphrases and/or summaries,
it is considered plagiarizing and you will earn a zero for the assignment.
Author is not mentioned in the sentence: Use the author’s last name and page number/s.
 A former general believes “There are many advantages in this line of defense” (Robertson 3-4).
Author's name appears in the same sentence as the cited material: Only include the page number(s).
 Robertson sees “many advantages in this line of defense” (3-4).
The author is unknown: Use the source title and page number, if available. If the source title is long, use
key words from the title. (The first 2 or 3 words.)
 Economists feel that building a strong defense is good for the economy: “Defense is a money
making business” (“War is Good”).
More than one work by the same author is cited: Use the author's last name, key words from the title,
and page number(s) in parentheses.
 “Some people may feel depressed when away for too long” (Smith, Journey Home 145).
Quoting someone else’s quote: Your parenthetical citation must indicate where the statement was
originally quoted. (qtd in …) Place 3 quotation marks around the statement.
 In regard to the GPS tracking devices, Emily Tsen, a 17-year-old driver, asserts, "'I think that it
shows major distrust'" (qtd. in Riback).
 "'I think it's great for getting her from the permit stage to where she is out on her own,'" explains
Guy Thompson when discussing the use of GPS for his 16-year-old daughter (qtd. in Riback).
Use [brackets] if you add a word or words in a quotation.
Use ellipsis marks (. . .) preceded and followed by a space, to indicate deleted word/s.
 In an essay on urban legends, Jan Harold Brunvand notes that "some individuals [who retell
urban legends] make a point of learning every recent rumor or tale . . . and in a short time a lively
exchange of details occurs" (78).
 Avoid quotations which are longer than 2 or 3 typed lines of your paper.
Notes on Quotes:
Avoid ending paragraphs or essays with a quote.
Wrap quotes with your own words explaining their significance.
12
MLA FORMAT
Throughout:
 Set the margins to 1 inch on every side.
 Use 12-point, Times New Roman font.
 Double-space the entire paper. Avoid extra spaces around title, between paragraphs, etc.
 Every paragraph should be indented 1⁄2 inch.
 Set page numbers in the header of the paper on the top right-hand corner along with your last
name.
Heading: (Only on the first page)
 Your Name
 Teacher’s Name
 Course Title
 Due Date (23 Nov 2013)
Engaging Title:
Consider the theme of the paper, and your approach to the topic, when creating a title. Center the title
and follow the formatting of the rest of the paper. Do not underline, bold, italicize, etc.
 Wake Up Woes
 A Call to Action: Regulate Cell Phone Use on the Roads
FORMAL WRITING CONVENTIONS

Do not use personal pronouns: I, we, us, you, your, let’s, our, my, mine

Do not use contractions: don’t, let’s, I’m, it’s, won’t

Avoid using “replacement” pronouns: its, thing(s), something, them, those, that, and etc.

Avoid long summaries or rambling sentences.

Avoid using clichés. “I put two and two together.” “Believe it or not.”

Watch verb tense. Choose one tense and stay with it for the entire paper - preferably the present.
 She said she loved the horse, and he says he hates the horse.

Introduce the author by his or her complete name first. Then address the author by his or her last
name; never use just his or her first name.

Italicize book & periodical titles. Put “quotations” around articles, short stories and essays.
 Walden, “Economy”
 Wall Street Journal, “Federal Budget Deficient Figures Due”

Do not talk to the reader.
 “In this essay I will…” “This proves the thesis because…” “When I am done you will…”
13
Hibbert 1
David Hibbert
Mrs. Webb
English
3 Jan 2007
Wake Up Woes
A teenager's sleepiness in the morning is more than just detrimental to their mood, new studies have
proven that sleep deprivation in teens can affect everything from test scores, to the likelihood of getting in a car
accident. Despite the fact that people believe that students who start and get out of school later have less time,
schools with later start times have more attendance of after school activities, and students report being happier
and more alert throughout the day. As a principal of a school with a later start time, Mrs. Manderfeld states in her
interview, "The most important benefit of a late start time is that high school students function better with more
sleep" (Manderfeld). Sleep deprivation in teens is a serious problem in our own community, and it is imperative
that we take the steps to change our high schools to a later start time to meet the needs of the students.
The communities that have changed the school start time to a later school start time have noticed many
positive changes in the wellbeing of their teens. "Influenced by sleep studies, Minneapolis changed its high
schools' starting times from 7:15 to 8:40 five years ago. Dr. Kyla Wahlstrom, a sleep researcher at the University
of Minnesota, notes that tardiness is down by nearly 5 percent" (Diconsiglio). Allowing teens to sleep in later
makes it less difficult for them to get up in the mornings, thus increasing the chance they will get to school on
time. "In Minnesota, Wahlstrom found that SAT scores rose more than 100 points since area schools began
starting later" (Diconsiglio). The more rested teens are, the more likely they are to do well in class, thus increasing
their chance of getting higher test scores. "Dropout rates have declined by more than 10 percent" (Diconsiglio).
Teens who receive more sleep are happier and healthier, the later school start time enhances their ability to learn
and reduces the chance they will decide to leave school. "Crash rates in one county in that state dropped nearly 16
percent when high school class hours were pushed later" ("Sleepy"). Teens who get more sack time are also more
likely to be alert, and less likely to get into car accidents. The communities with later school start times have
14
Hibbert 2
noticed their teens have improved attentiveness, learning capabilities, and alertness to complex tasks such as
driving a car. By doing something as simple as moving their start times, several high school communities around
the country have noticed drastic improvements in the lives of their teens.
Evidence from studies, sleep experts, and communities with later school start times, have suggested that it
is imperative that we change our start times to adapt to the needs of the students. Our sleep deprived teens are
putting their mental and physical health at stake. By simply changing our start times, we can expect to see,
happier, and healthier teens in our community. If the Poway Unified School District wants to maintain its
competitive edge, it should consider changing the current start time of its high schools based on the compelling
research about adolescent sleep.
15
WORKS CITED

The Works Cited page is the last page of the paper. It is a separate page.

“Works Cited” is centered.

It includes only the sources you use in your paper, but it must include all sources you used.

Entries must be alphabetized by author’s last name or, if the author is unknown, by the title.

Follow standard MLA formatting rules.

If an entry takes more than one line each addition line must be indented.

Pay attention to all mechanics: periods, commas, etc.
www.easybib.com
Hibbert 3
Works Cited
Bishop, David S. Effective Communication. Cleveland, TN: Pathway, 1977. Print.
Gibson, Christine. "Radio: A Christmas Gift to the World." American Heritage People. American
Heritage, 24 Dec. 2005. Web. 25 Jan. 2012.
Marcus, Caroline. "A Surge in The Case of Eating Disorders." Daily Telegraph 11 Dec. 2013: 26-28.
SIRS Issues Researchers. Web. 19 Mar. 2013.
McCarthy, Ann. "Talking to the Walls." Great Science Fiction Tales. Ed. Harry Green, Moe Black, and
Maggy Brown. New York: Doubleday, 1985. 177-88. Print.
Romano, Tony, and Gary Anderson. Expository Composition: Discovering Your Voice. St. Paul: EMC
Pub., 2008. Print.
16