English 102 Research Paper Common Assignment
Task:
Using the research rubric for assessment, students will write a persuasive/argumentative research
paper.
Outcomes:
 Students experience and learn how to write/persuade effectively within the academic
research genre.
 Students choose a topic of interest to them, one which is persuasively manageable within
6-8 pages. i
 Students read and respond to the written work of fellow students in order to aid and
facilitate revision at both a global and local level. ii
 Students gain experience in choosing and using scholarly sources, both online and
traditional texts.
Required Components:
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6-8 pages
In MLA citation style
With at least 5 scholarly resources, from both online and traditional texts
With at least 3 submitted drafts, utilized throughout the writing process (timing at the
discretion of the instructor) iii
Teaching Focus:
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Choosing a Topic
Thesis Statements
Argumentation Structure and Organization
Introductions and Conclusions
Finding/Utilizing Effective Scholarly Sources
Citing Sources, both in-text and within Works Cited page
Revision, both global (the big picture of the paper) and local (more specific editing and
proofreading)
Sources:
 Ballenger, Bruce. The Curious Researcher. Longman Publishing. (Any edition works
well. I still use the 2nd. I think they’re up to a 7th edition now.)
This text is really my research teaching Bible. Within a five week span, Ballenger walks through his plan
of teaching research papers with activities and resources for students to learn effective research writing
skills. I’ve never required this text for each individual student, but rather, I use the information that works
within my own schedule and alongside my own resources. Ballenger especially focuses on how to get
students interested (and curious!) in research through topic choices and questions.
 Graff, Gerald and Cathy Birkenstein. They Say, I Say: The Moves That Matter in
Academic Writing. W.W. Norton and Company, 2009.
This text uses templates to helps students better understand how to assert their own opinion alongside the
opinions of scholars and experts. The chapter on thesis statement writing is especially helpful.
 Purdue’s Online Writing Lab – http://owl.english.purdue.edu/owl/
I no longer require students to have an MLA handbook. Instead, we utilize this online source as a
handbook and resource which includes sample MLA papers and formats.
Others?
For more questions, ideas, etc.:
Laurie Zum Hofe
Laurie.ZumHofe@cune.edu
(402) 643-7478
i
Students are always more engaged when they get to choose their own research topic. In the topic choice stage, I
talk often about how they need to choose a topic that is manageable for 6-8 pages. For example, it is difficult to
argue about issues related to abortion or immigration within 6-8 pages, because those topics are so expansive. I
rarely deter them from these choices if they are passionately adamant, but they usually soon discover that there is
too much information to effectively cover with that quantity in mind. This idea of topic management also pushes
them to find an intriguing topic. Some of my most interesting research paper reads have been on such topics as how
focus on injury changes professional sports, how divorce affects children long-term and how the subtraction of arts
from an elementary education influences generations. It’s not essential that I agree with students’ arguments. The
important thing is that they learn to argue effectively, backed by legitimate scholarly sources.
ii
While workshopping research drafts may add to what I’m sure is an already packed curricular schedule, students
often remark to me that this workshop time is the most helpful tool to learn how to write research. By seeing the
argumentative methods of others, students can attempt to use similar strategies. I often use a simple workshop
response form including “Praise, Question, Polish.” These three components – here’s what I can praise about your
work, here’s what I can question about your work, and here’s what I see you need to polish – lend an easy, but
productive task to the workshop time.
iii
When students enter my college class, they are most often concerned with local errors, usually focused on
proofreading. By helping students focus also on the big picture of the paper through multiple drafts, how it flows,
and how the argument works throughout it, students gain experience in more than just locating a missing comma or
period, experience that will be helpful throughout their college writing tasks.