INDEPENDENT STUDY
English 111
Spring 2009
Mrs. N. Stairs

Project Description
This independent study is a one-month project that culminates with a seminar presentation and formal research essay. The purpose of the seminar is to showcase the process of your learning in a field that you are passionate about. You will also be required to develop a “product” that represents a significant element of your learning.
Rationale for Project
The purpose of this independent study is to provide an enriching experience for English 111 students. The advantage of this format is it provides for differentiation in pace, process and product as well as allowing students to focus on their individual learning style. All three strands of the English Language Arts
Curriculum are represented in this study.
This endeavor is an opportunity for you to challenge yourself as well as push yourself to reach your fullest potential (in the scope of the time allowed for the project).
Work Schedule
You must submit a proposal on April 22 nd that includes your purpose, your rationale, work schedule, research plan and your justification of the actual process (the project is worthy of a month-long endeavor).
Each week you will have two to three classes to work on your independent study. The days provided will be at the end of the week. You must come to class with materials “in hand” each work day, and view it as an opportunity to work on your own learning.
Seminar presentations will begin the week.

Outside of the time granted in class, it is expected that students will spend a minimum of two hours per week on this project.
INDEPENDENT STUDY CHECKLIST
Submission of Proposal by April 22nd, 2009
Mr. Paynter of AMEC to speak to students on proposal writing on
April 14 th .
Work Log- A work log detailing the date, time, and type of work completed on your project is to be completed and passed in with your project. It will be checked at the end of every week in class.
An entry should be made in your log every time you complete work toward your study.
See sample.
Works Cited Page must be completed for your independent study.
You must properly reference every source of information you consult using MLA format. A minimum of seven valid sources should be documented. This will be included with your research essay. Should you have videos, visuals, etc that go with your seminar, an additional works cited page will be required.
Weekly Reflections should document what you have done to prepare for your study this week, what you have learned, and what your goals are for next week. It might be wise to use part of your in class time to this, or to do it the evening before your final week day of work.
See sample.
Self-Assessment and Peer Responses will be completed following the seminar presentation. This will be provided on your presentation date.

Date
April 24/09
Etc.
Etc.
Independent Work Log (Sample)
Time
9:15PM-
11:30PM
April 25/09 5:30PM-
7:00PM
April 26/09 10:00AM-
12:30PM
April. 28/’09 2:00PM-
3:00PM
Work Completed
Read eight sample articles from different
Canadian sources on world issues to gain
an understanding of and take notes on common elements in the various pieces, and assess grade level of vocabulary used. Grade level scale was obtained from Methods and Resource department at LHHS.
Prepared interview questions for editor
The Gleaner for tomorrow.
Met with Peter Haggert, editor of The
Daily Gleaner, and recorded an interview.
Listened to interview again, and made notes of the key points I learned. I have decided to change my focus to journalistic reporting of local events because there are many more primary sources of information I can access in this area, and this is the field I think I
might work in.

Weekly Reflections (Sample)
Weekly Reflection #1 (Week of April 24 th -29th)
I wasn’t sure where to begin with my independent study. I have chosen to focus on journalism because that is the career path I intend to follow. I initially intended to focus on “world event” reporting and began by reading several Canadian pieces and assessed what grade levels the various articles were at. I think this was worthwhile and gave me insight into the amount of objectivity/subjectivity in world news reporting.
On Saturday I interviewed the editor of The Daily Gleaner.
I learned a lot from this, but realized that a lot of “World News” in our paper comes from The Associated Press. The number of career opportunities in this specific field is limited as compared to local reporting. My eyes have been opened to the demands of the journalist’s job, the opportunities for employment nationally, and the type of journalistic reporting that I want to pursue.
For not knowing where to begin, I have certainly learned a lot already. I have a better sense of my long-term goals for this study. Next week I want to contact some local journalists and have a meeting set up with at least one person to walk me through the process of finding newsworthy information, seeking sources and planning, and the writing process. I know this is a big task, but I at least want to have this set up because I think I will learn more from this hands on experience than anything else. I also want to call some publishers of various provincial papers and have some samples of papers sent to me if possible. If they can’t send archived papers, then perhaps they can direct me to on-line versions.

CATEGORY 9-10 7-8
Class Effort
6 5 and below
Student maximizes use of
Student effectively uses class time is class time and is extremely focused. focused.
Student is somewhat prepared but lacks focus.
Student is prepared but does not use time effectively.
Work Log Student demonstrates an appropriate amount of time on task as well as progress toward the final goal.
Student does not demonstrate appropriate amount of time on task and is not moving toward a final goal.
Weekly Reflections
Note-
Making/Documentation
Reflections display critical thinking in
Reflections display a thoughtful what they have done, what they have learned, and what their goals are. response in what they have done, what they have learned, and what their goals are.
Reflections display Reflections take a summary of what the form of a listing quality. they have done, what they have learned, and what their goals are.
Student displays an adequate process of documenting information that is organized and efficient.
Student displays a process for documenting that appears inefficient

CATEGORY 9-10 7-8 6 5 and below
Aesthetic Appeal Product is presented in an effective, creative manner that
Product is presented in an effective, is suitable to the topic. appropriate manner that is suitable to the topic.
Product is presented in an effective, adequate manner that is suitable to the topic.
Product lacks effectiveness and therefore is not suitable.
Effectiveness of
Product Choice
Choice of product is insightfully connected to the original topic.
Choice of product is thoughtfully connected to the original topic.
Choice of product is connected to the original topic.
Product choice is loosely tied to the original topic.
Time/Effort Product displays exceptional work and effort.
Product displays very good work and effort.
Product displays some work and effort.
Product displays little to no work and effort.

CATEGORY 9-10 7-8 6
Engagement/Enthusiasm Speaker demonstrates strong interest and enthusiasm which is relayed to the audience.
5 and below
Speaker sometimes demonstrates interest and enthusiasm which is relayed to the audience.
Speaker displays interest in the topic but is unable to engage the audience.
Did not generate much interest or enthusiasm in topic being presented.
Content Demonstrates vast knowledge of subject and it is evident that thorough study has been completed.
Demonstrates knowledge of subject and it is clear that some study has been completed.
Shows a good understanding of parts of the topic.
Does not seem to understand the topic very well.
Time-Limit (~10 minutes) Presentation is a minimum of 8 minutes and a maximum of 11.
Presentation is a minimum of 6 minutes and a maximum of 8.
Presentation is a minimum of 5 minutes and a maximum of 6
Presentation is less than 5 minutes.
Organization
Voice
Student is completely prepared, has rehearsed, has considered pace and has a coherent presentation.
Student seems fairly prepared, some time has been spent
The student is somewhat prepared, rehearsal was rehearsing, the pace is adequate and the lacking, pace is too slow and the presentation is presentation flows well. weak.
Speaker demonstrates a confidence in their presentation that is genuine and appropriate for purpose and audience.
Speaker is selfassured in their presentation and is aware of what is appropriate for purpose and audience.
Speaker demonstrates some passion for subject and is somewhat aware of purpose and audience.
Student does not seem at all prepared to present.
Knowledge is limited therefore affecting confidence and little awareness of purpose and audience displayed.

BRAINSTORMING

PROPOSAL
This independent study is a one-month project that culminates with a seminar presentation and formal research essay. The purpose of the seminar is to showcase the process of your learning in a field that you are passionate about. The purpose of your essay is to demonstrate your ability to read, select, interpret, evaluate and synthesize information as well as write for an academic purpose and audience with accurate documentation of sources.
Because this is a one-month unit, you will be expected to submit a proposal worthy of such an undertaking. The scope of your study should fit the time you are given to complete this project. Not too big and not too small. Proposals are to be typed and submitted by April 22nd for approval. If the focus of your study were to change, another proposal must be submitted. An entire topic switch will not be considered.
Your formal proposal must include: o A specific topic choice with a tentative thesis. o A brief explanation stating the reason for your topic choice. o A justification of how the scope of your project’s thesis fits the time period for the project. o The outcomes that you will target with your study as well as the activities you will be using to reach them. o A goal for each week of the study and a tentative weekly work plan. o Your anticipated product to showcase your learning/process. o A justification stating why your project choice is worthy of an enrichment opportunity that goes beyond the classroom.
SEE GUIDELINES FOR WRITING A PROPOSAL

PROPOSAL WRITING
BEFORE YOU WRITE
The most common mistake that student or novice writers make is to start writing at the beginning of the planning process rather than at the end.
Having a good story, a great plan, and proper preparation before you write is key.
For example, you may initially think that you want to do your independent study on Egyptians. Before you start writing, though, look more closely at the priorities, timeline, and other guidelines. Most likely, your emphasis is on the topic whereas mine is on what are you going to learn and what skills are you going to gain. For me, it is about skill acquisition and outcomes met— choosing your topic provides you with a purposeful experience and directed learning — in other words, work out some of the details of your project before writing your proposal. Think it over, envision your goals and timeline and come up with a topic of interest with a narrow scope.
Find evidence to support your proposal
With today's emphasis on data-driven decision making, it's important to scan the research and obtain facts that support your project. Use statistics and other evidence from a source or two, and answer questions about project specifics with specifics. An occasional quote can be very effective; remember, people give to people. I will provide you with passwords to a few academic search engines. Do not simply use Google.
Plan the project
Before writing, divide the project into its various tasks, map out a timeline
(see your Schedule of Events for April/May and times allotted to the project), note the benchmarks (weekly), and identify the evaluation plan
(rubrics). Creating a clear graphic timeline to refer to will help you write more clearly. It will also show you whether your timeline and planning are realistic.

Consider your Evaluation and Assessment
Effective project evaluation can be challenging. Be thoughtful. Take a good look at each of the project’s objectives (reading, viewing, speaking, listening, writing, and other ways of representing) and think about ways you might represent all three strands in addition to specific skills in each strand.
BEGIN WRITING
At this point, with your ideas outlined, your supporting research (some of it) in hand, your project-planning timeline completed, and your evaluation plan designed, the proposal will almost write itself. Put yourself in the place of your teacher. What are my expectations, priorities, and goals for you?
What am I looking for?
By the time you have completed your first draft, you will probably be too close to the copy to identify weaknesses and catch errors. Find an objective partner who can edit your proposal. This will provide you with a huge boost, just when you are tired of the process. You also should ask one or two trusted friends to critically examine the near-final proposal and the scoring rubric. Ask them to judge each section and your writing as a whole.
Finally, be sure to proofread everything carefully. Your goal is to give your teacher no possible reason to reject your proposal, and all kinds of reasons to award you outstanding marks.
THE FINAL TEST
Now reread the proposal. If you had a to entrust students with their own learning, would you permit an investment of learning devoted to your project based on what is written? Are you convinced that the project will succeed
and will make a huge difference for you? If the answer is a definite yes, then pat yourself on the back, cross your fingers, and wish for luck.
Susan Bonaiuto plans and writes grants for the Needham Public Schools in Needham, Massachusetts. She also
writes grants for TI:ME and is the former director of the New Hampshire State Council on the Arts. I have only slightly adapted her advice on proposal writing for educational grants to proposal writing for our purpose and audience. The formality, requirements and goals in terms of proposal writing seemed to mirror one another. The link for her original is http://metmagazine.com/mag/proposal_writing_3/

Rubric For Written Expression
Your written expression in your proposal and your formal research essay will both be evaluated using the District 18 Rubric for Formal Writing that was developed this year and will be fully implemented next year. The focus remains on awareness of purpose, audience, and the six traits of writing: content/ideas, organization, voice, word choice, sentence fluency and paragraphing, and conventions of writing.
The proposal will also include a grade for adhering to the specifications of the listed criteria.
The essay will also include a grade for proper documentation of sources in the text (parenthetical citations), at the end on a
Works Cited page, and adherence to all other MLA formatting specifications.

MLA Style Documentation Guide
General Rules
 Follow punctuation, capitalization, and italics provided in examples.
 Underline or italicize titles of books, magazines, and scholarly journals (consult your professor for preference.) Enclose title of articles, essays, poems, and short stories in quotation marks.
 Indent 5 spaces or ½" on all but the first line of each entry.
 Double-space throughout.
 Use a shortened form of the publisher's name: "New York: Morow, 2004" rather than William Morrow & Company, 2004.
 For pages that are not consecutive, such as newspapers, use a plus sign: "192+." If you have only the starting page number of an article's original print publication, give the number followed by a hyphen, a space and a period: "192- ."
 Make sure there is only one space after punctuation.
 When listing an online source originally printed in a book, journal, or other printed format, use the general guidelines you would use to cite the printed form, followed by the online citation.
 Web Sites [MLA 5.9.1, 5.9.2] should have author (if given), title underlined, date of publication or update (if available) originator (if available), date of access, and the
URL (electronic address).
 Articles from library subscription services (databases) [MLA 5.9.7] are cited just like the print version with the addition of the name of the database underlined, the name of the service, the library, the date of access, and URL if known.
 Alphabetize entries by author. If no author is given, begin with the title.
Parenthetical Documentation (THIS IS WHAT YOU DO THROUGHOUT THE
BODY OF YOUR WORK—AFTER PARAPHRASING OR DIRECTLY QUOTING)
 All sources cited in the text should be listed in the Works Cited.
 Use the first part of your citation for parenthetical documentation. Usually, that will be the author or authors' last names. Follow with the page number. (Brown and
Proper 17).
 The author's name may be included in the text and only the page numbers in parenthesis. "As Blackmore asserts (97), the..." Many instructors prefer this method. Be sure to check.
 Use as little information as possible while making a unique identification. If there are two books by the same author, you must include part of the title. (Blackmore,
Consciousness 97).
 If you have no page numbers, it usually flows better to include the reference in the text. "According to Blackmore, the..."

PAPER REFERENCES
[Remember to double space and indent all but first lines]
BOOK, ONE AUTHOR MLA 5.6.1
Blackmore, Susan. Consciousness: An Introduction. New York: Oxford UP, 2004.
BOOK, TWO OR THREE AUTHORS MLA 5.6.4
Brown, Nathan, and Sheryle A. Proper. The Everything Paying for College Book. Avon, MA:
Adams, 2005.
BOOK, MORE THAN THREE AUTHORS. MLA 5.6.4
Gilman, Sandra, et al. Hysteria Beyond Freud. Berkeley: U of California P, 1993.
BOOK, NO AUTHOR MLA 5.6.11 and 5.7.9
Texas Almanac: 2004-2005. Dallas, TX: Dallas Morning News, 2004.
BOOK, AN EDITOR MLA 5.6.2
Lopate, Philip, ed. The Art of the Personal Essay: an Anthology from the Classical Era to
the Present.
New York: Doubleday, 1994.
BOOK, CORPORATE AUTHOR MLA 5.6.6
Public Agenda Foundation. The Health Care Crisis: Containing Costs, Expanding Coverage.
New York:
McGraw, 1992.
BOOK, AN EDITOR IN ADDITION TO AN AUTHOR MLA 5.6.12
Chaucer, Geoffrey. The Works of Geoffrey Chaucer. Ed. F. W. Robinson. Boston: Houghton,
1957.

ESSAY WRITTEN BY ONE PERSON IN A BOOK EDITED BY ANOTHER MLA 5.6.7
Weyler, Karen A. "Captivity Narratives." The History of Southern Women's Literature. Ed.
Carolyn Perry
and Mary Louise Weaks. Baton Rouge: Louisiana State UP, 2002. 25-31.
BOOK, A SECOND OR SUBSEQUENT EDITION MLA 5.6.14
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 6th ed. New York: MLA,
2003.
ARTICLE IN A REFERENCE BOOK MLA 5.6.8
Coulter, Ellis Merton. "John Adair." Dictionary of American Biography. Ed. Allen Johnson.
Vol. 1. New
York: Scribner's Sons, 1964.
ENCYCLOPEDIA ARTICLE, SIGNED MLA 5.6.8
Epps, Helen H.. "Textiles." World Book Encyclopedia. 2003 ed.
ENCYCLOPEDIA ARTICLE or DICTIONARY ENTRY, UNSIGNED MLA 5.6.8
"Onomatopoeia." Merriam-Webster's Collegiate Dictionary. 11th ed. 2003.
PREVIOUSLY PUBLISHED SCHOLARLY ARTICLE REPRINTED IN A COLLECTION OF
ESSAYS MLA 5.6.7
Frye, Northrop . "Literary and Linguistic Scholarship in a Postliterate Age." PMLA 99
(1984):990-95.
Rpt. in Myth and Metaphor: Selected Essays, 1974-88. Ed. Robert D. Denham.
Charlottesville: UP of
Virginia, 1990. 18-27.
EXCERPTED SOURCES FROM MULTIVOLUME CRITICAL ANTHOLOGIES MLA 5.6.7
(includes Contemporary Literary Criticism, Twentieth-Century Literary Criticism, etc.)

Daches, David. "W. H. Auden: The Search for a Public". Poetry 54 (1939): 148-56. Rpt. in
Poetry
Criticism. Ed. Robyn V. Young. Vol. 1. Detroit: Gale, 1991. 332-33.
BOOK IN A SERIES MLA 5.6.16
(like Opposing Viewpoints, Taking Sides, and Contemporary World Issues)
Wexler, Barbara. Violent Relationships: Battering and Abuse among Adults. Information Plus
Reference
Series. Detroit, Gale, 2005.
ARTICLE FROM A MONTHLY MAGAZINE MLA 5.7.6
Hitchens, Christopher. "A Breath of Dust." Atlantic Monthly Jul-Aug 2005: 142-46.
ARTICLE FROM A WEEKLY MAGAZINE MLA 5.7.6
Boyce, Nell. "A Law's Fetal Flaw." U.S. News and World Report 21 July 2003: 49-51.
ARTICLE FROM A WEEKLY NEWS SERVICE (such as CQ Researcher or Issues and
Controversies on File) MLA 5.7.6
Jost, Kenneth. "Independent Counsels Re-examined." CQ Researcher 7 May 1999: 377-84.
NEWSPAPER ARTICLE MLA 5.7.5
Feder, Barnaby J. "For Job Seekers, a Toll-Free Gift of Expert Advice." New York Times
22 Mar. 1994, late ed.: A1+.
ARTICLE IN A SCHOLARLY JOURNAL WITH CONTINUOUS PAGINATION MLA
5.7.1
Warner, Megan B., et al. “The Longitudinal Relationship of Personality Traits and Disorders.”
Journal of Abnormal Psychology 113 (2004): 217-27.
ARTICLE IN A SCHOLARLY JOURNAL THAT PAGES EACH ISSUE SEPARATELY MLA
5.7.2
Garrett, Laurie. "The Next Pandemic?" Foreign Affairs 84.4 (2005): 3-23.
ARTICLE WITH NO AUTHOR MLA 5.6.11 AND 5.7.9 (Note: Begin with the title if a
source has no author.)

"A Painful Tradition." Newsweek 5 July 1999: 32.
FILM OR VIDEO RECORDING MLA 5.9.1
Balanchine . Dir. Merrill Brockway. 1984. DVD. West Long Branch, NJ: Kulter, 2004.
GOVERNMENT PUBLICATION MLA 5.6.21
"Deaths by Major Causes: 1960 to 2002." United States. Census Bureau. Statistical
Abstract of the United States: 2004-2005. 124th ed. Washington, DC: GPO, 2004.
IMAGE FROM A BOOK
Exekias. The Suicide of Ajax. C. 540 B.C.E. Chateau-Musee, Boulogne-sur-Mer, France. Art
History. By Marilyn Stokstad. New York: Harry N. Abrams, 1995. Plate 5-29.
WEB SITES
[MLA 5.9.1. to 5.9.4] Use any of the information from the basic entry that you have.
Author. "Article Title." Publication information for a print source. Site Name. Site Editor.
Electronic publication date. Subscription information for databases. Pages only
if numbered. Sponsoring Institution, City, ST or Country.
Date site accessed <url>.
BASIC ENTRY MLA 5.9.1
Sutton, Bettye, et al. "1800-1810." 19th Century Cultural History. Ed. Peggy Whitley. 2003.
Kingwood College Library, Kingwood, TX. 28 July 2005
<http://kclibrary.nhmccd.edu/19thcentury1800.htm>.
NO AUTHOR MLA 5.9.2
Dutch Recipes. 9 Jun. 1998. 16 Sept. 2003
<http://www.fortunecity.com/victorian/verona/190/eten.htm>.

AUTHOR, NO DATE MLA 5.9.1
Dawe, James. The Jane Austen Page. 16 Sept. 2003 <http://jamesdawe.com/austen.html>.
ONLINE PERIODICAL MLA 5.9.4. a-b
Bardwell, S. K.. "Sketch Released of McDonald's Attacker ." Houston Chronicle 3 Aug. 2005.
8 Aug. 2005
<http://chronicle.com/prm/weekly/v49/i27/27b01001.htm>.
ONLINE GOVERNMENT PUBLICATION MLA 5.9.3c
United States. Dept. of Justice. Natl. Inst. of Justice. Prosecuting Gangs: A National
Assessment. By Claire Johnson, Barbara Webster, and Edward Connors. Feb. 1995.
20 Oct. 2003 <http://www.ncjrs.org/txtfiles/pgang.txt>.
DATABASES
[MLA 5.9.7]
The first part of your citation should follow the rules for paper journals, above . Follow with the database information listed below . Some examples:
Scholarly Journal that Pages Each Issue Separately in a Subscription Database
Marsh, Kelly A.. “Contextualizing Bridget Jones.” College Literature 31.1 (2004): 52-72.
Academic Search Premier. EBSCOhost. Kingwood Coll. Lib., Kingwood. 13 July 2004
<http://www.epnet.com>.
Online Periodical in a Subscription Database
Katel, Peter. "Identity Theft." CQ Researcher 10 June 2005. Congressional Quarterly.
Kingwood Coll. Lib.,
Kingwood. 28 July 2005 <http://library.cqpress.com>.
Newspapers in a Subscription Database MLA 5.7.5 and 5.9.7
Lichtblau, Eric. "Administration Plans Defense of Terror Law." New York Times 19 Aug.
2003, late ed.
(East Coast): A1. ProQuest Newspapers. ProQuest. Kingwood Coll. Lib., Kingwood. 15

Sept. 2003
<http://www.proquest.com>.
Journal Article Reprinted in a Reference Book then Reproduced in a Subscription
Database MLA 5.7.5 and 5.9.7.
Kiskis, Michael J. "Mark Twain and Collaborative Authority." Studies in the Literary
Imagination 29:2
(1993): 29-44. Rpt. in Nonfiction Classics for Students. Vol. 4. Literature Resource
Center.
Thomson Gale. Kingwood Coll. Lib., Kingwood. 3 Aug. 2003
<http://infotrac.galegroup.com>.
Abstract in a Non-Subscription Database MLA 5.7.8 and 5.9.7
Neumann, P. J., et al. "Can We Better Prioritize Resources for Cost-Utility Research?"
Medical Decision
Making 25.4(2005):429-36. Abstract. PubMed. 28 July 2005
<http://www.ncbi.nlm.gov/entrez/query?db+PubMed>.
E-Book MLA 5.7.3 and 5.9.7
Bloom, Harold. Mark Twain's Adventures of Huckleberry Finn: Bloom's Notes. Broomall, PA:
Chelsea,
1996. NetLibrary. Kingwood Coll. Lib., Kingwood. 14 Sept. 2002
<http://www.netlibrary.com>.
Image from a Database
Duccio. Crucifixion. 1311. Museo dell'Opera del Duomo, Siena, Italy. Grove Dictionary of Art
Online. 2006.
Oxford. Kingwood Coll. Lib., Kingwood. 15 Feb. 2006 <http://www.groveart.com>.
DATABASE PUBLICATION INFORMATION
MLA 5.9.1 and 5.9.7
Subscription databases include the subscribing library. Databases available to the public have only the publisher.

Academic Search Premier. EBSCOhost. Kingwood Coll. Lib., Kingwood. Access date
<http://www.epnet.com>.
BiographiesPlus Illustrated. H. W. Wilson. Kingwood Coll. Lib., Kingwood. Access date
<http://hwwilsonweb.com>.
Britannica Online. Encyclopedia Britannica. Access date <http://www.eb.com>.
Business & Company Resource Center. Thomson Gale. Kingwood Coll. Lib., Kingwood. Access date
<http://infotrac.galegroup.com>.
Business Source Premier. EBSCOhost. Kingwood Coll. Lib., Kingwood. Access date
<http://www.epnet.com>.
CINAHL. EBSCOhost. Kingwood Coll. Lib., Kingwood. Access date <http://www.epnet.com>.
Columbia Granger's World of Poetry. Columbia U. P. Kingwood Coll. Lib., Kingwood. Access date
<http://www.columbiagrangers.org/grangers>.
Communication & Mass Media Complete. EBSCOhost. Kingwood Col. Lib., Kingwood. Access date
<http://www.epnet.com>.
Country Watch. Country Watch, Inc. Kingwood Coll. Lib., Kingwood. Access date
<http://www.countrywatch.com>.
CQ Researcher. Congressional Quarterly. Kingwood Coll. Lib., Kingwood. Access date
<http://library.cqpress.com>.
ERIC. U. S. Dept. of Educ. Access date <http://www.eric.ed.gov>.
Gallup Brain. Gallup. Access date <http://institution.gallup.com>.
The Grove Dictionary of Art Online. Grove Art. Kingwood Coll. Lib., Kingwood. Access date
<http://www.groveart.com>.
Handbook of Texas Online. Texas St. Hist. Assoc. Access date
<http://www.tsha.utexas.edu>.
Health Reference Center - Academic. Gale. Kingwood Coll. Lib., Kingwood. Access date
<http://infotrac.galegroup.com>.
History Study Center. ProQuest. Kingwood Coll. Lib., Kingwood. Access date

<http://www.proquest.com>.
InfoTrac Custom Newspapers. Gale. Kingwood Coll. Lib., Kingwood. Access date
<http://infotrac.galegroup.com>.
Issues & Controversies. Facts.com. Kingwood Coll. Lib., Kingwood. Access date
<http://www.2facts.com>.
JSTOR Arts and Sciences 1. JSTOR. Kingwood Coll. Lib., Kingwood. Access date
<http://www.jstor.org>.
Literature Resource Center. Gale. Kingwood Coll. Lib., Kingwood. Access date
<http://infotrac.galegroup.com>.
Medline Plus. Nat. Lib. of Medicine. Access date <http://www.nlm.nih.gov/medlineplus>.
NAXOS Music Library. NAXOS. Kingwood Coll. Lib., Kingwood. Access date
<http://naxosmusiclibrary.com>.
NetLibrary. Kingwood Coll. Lib., Kingwood. Access date <http://www.netlibrary.com>.
Opposing Viewpoints Resource Center. Gale. Kingwood Coll. Lib., Kingwood. Access date
<http://infotrac.galegroup.com>.
Project Muse. Johns Hopkins. Kingwood Coll. Lib., Kingwood. Access date < muse.jhu.edu>.
ProQuest Newspapers. ProQuest. Kingwood Coll. Lib., Kingwood. Access date
<http://www.proquest.com>.
ProQuest Research Library. ProQuest. Kingwood Coll. Lib., Kingwood. Access date
<http://www.proquest.com>.
PubMed. Nat. Lib. of Medicine. Access date
<www.ncbi.nlm.gov/entrez/query.fcgi?db=PubMed>.
Research Library. ProQuest. Kingwood Coll. Lib., Kingwood. Access date
<http://www.proquest.com>.
Science Resource Center. Gale. Kingwood Coll. Lib., Kingwood. Access date
<http://infotrac.galegroup.com>.
Stat!Ref. Teton Data Systems. Kingwood Coll. Lib., Kingwood. Access date
<http://online.statref.com/Splash.aspx>.
Westlaw Paralegal. West. Kingwood Coll. Lib., Kingwood. Access date <h

Leo Hayes High School Research Resources and Databases
Your school has bought you some incredible research resources! Now you need to learn to make use of them. Don’t simply use google if you want to guarantee your sources are valid and reliable. Poor research will result in poor grades as your ideas will be supported by questionable resources.
Make use of the following online resources:
 E-library Canada


Username: nbed
Password: bigchalk
 Click on “My Products Page”
 EBSCO Searchable Database
 Username and password same as above
 Microsoft Encarta Academic Online
 http://encarta.nbed.nb.ca
Remember to keep track of all of the copyright information of all of the sources you consult. Also, remember that although you are using the internet to access this research, when you cite your source, you do not give the website in your text, but the publishing information. See your
MLA guide for further information.