AP English IV Research Paper
Spring 2016
Overall objective: Research a specific symbol or theme and its impact on literature in a universal
way.
TIMELINE
1/5 & 1/6
Paper assigned/guidelines and requirements given
1/11 & 1/12
Topic (symbol) selected; Statement of Purpose/Topic Proposal
1/15 & 1/19
Library research day
1/22 & 1/25
Working thesis; 10 sources with “Analysis Worksheets” –
summary/annotation of each source (make a copy of each outside source)
1/26 & 1/27
minimum of 25 note cards divided into approximately 6 each of quotation,
summary, paraphrase, & idea cards
2/1 & 2/2
minimum of 25 more note cards divided the same as above
2/5 & 2/8
Library research day
2/16 & 2/17
Outline due
2/18 & 2/19
Rough Draft for peer edit and submitted to www.turnitin.com
2/24 & 2/25
Library research day
3/1 & 3/2
Final Draft (hard copy turned in at the beginning of class & submitted to
www.turnitin.com)
NOTE: All due dates MUST be met on time; if you are late with one, the next portion due cannot be
submitted as “on time” until the previous step has been submitted. Therefore, being late on
one step of the process could create a snowball effect and cause future assignments to be late.
NO RESEARCH PAPER FINAL DRAFT WILL BE ACCEPTED WITHOUT EACH
OF THE PELIMINARY STEPS BEING COMPLETED.
ALL preliminary work will be submitted again with the final draft in a large, sealable envelope.
Note cards may be 3 X 5 or 4 X 6 index cards.
AP English IV Research Paper
The Rationale:
The research paper is an essential part of the AP English Literature curriculum. The overall goal
and objective of the project is for students to learn the research process and how to synthesize
primary and secondary sources using MLA documentation and format. Many college courses
require students to conduct research and present the results in a paper. Therefore, the knowledge
of the research process and paper development can be an invaluable tool for success after high
school. Furthermore, research and citation processes (as well as the analytical process of
examining literature) will be addressed on the AP exam. In other words, these are skills that
students will be using again.
The Assignment:
Students will demonstrate their understanding of the research process by submitting an 11 to 15
PARAGRAPH research paper written in MLA format on a topic selected from those listed later
in this handout. Students will adhere to MLA style with proper citations and a “Works Cited”
page. Students will use at least 10 sources: two poems, two plays, two short stories or novels
and a required four acceptable outside and academic sources. Acceptable outside sources
include: books, valid internet sites (usually end in .edu), editorials, political cartoons, charts,
graphs, tables, images & photos, newspaper articles, Op-Ed pieces, and television/film
documentaries. Sources NOT acceptable would be most .com internet sites, Wikipedia, random
blogs—in other words, anything that would not be considered academic in nature.
Students will construct an argument about the use of their symbol and then synthesize the
information from their collected sources to construct a well-supported argument. The argument
may focus on such topics as the impact of the symbol, the universal impact of the symbol, the
reasons for the symbol, the relevance of the symbol in analysis, etc.
Students will annotate/analyze each source using the most appropriate technique for the source
(DIDLS, PELIDS, SOAPSTone, OPTIC). These “Analysis Worksheets” will be part of the
preliminary analysis done prior to actually writing your paper and will be turned in/graded as
part of the writing process. For your outside sources, please provide a copy of the actual source.
In addition to presenting a sound argument, your writing should also reflect STYLE. An “A” paper
will present a strong, reasoned argument that includes your use of counter-argument, rhetorical
appeals, rhetorical devices, figurative language, vivid diction, sentence variety, & voice.
The Method:
We will approach the research project in stages spanning approximately six weeks, and students
will be required to submit evidence of the successful completion of each stage. Due dates are
listed on the attached timeline. We will devote portions of class to discussion of research
methods and techniques, citation, plagiarism, and paper formulation and organization.
The Topics:
Select a topic from one listed below.
Topics:
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Circle
Light
Dark
Flowers
Sea/Water
Birds
Cats
Sleep
Sun
Blood
Children
Food
Friendship
War
Peace
Government
Class/Society/Station
Virginity/Purity/Innocence
Triangles or the number 3
Motherhood
Lead-ins/Attribution Tags
For quotations, refer to early handouts I have given you on how to embed a quotation.
Remember that ALL quotations MUST have LEAD-ins. The FIRST TIME you are using a
source, your lead-in should include an attribution tag.
An attribution tag tells your reader why he/she needs to take your research seriously. These tags
must include a name and that person’s profession or how he/she is important to that field of
study. The attribution tag informs the reader of the credibility of your source.
Examples:
Without tag:
He announced, "The French people have conferred a mandate on me. I will scrupulously fulfill
it" (“Sarkozy Sworn in as President of France”).
The pronoun “he” is not enough. Who is HE? In this case, it would be France’s president,
Nicolas Sarkozy.
With tag:
French president Nicolas Sarkozy announced, “The French people have conferred a mandate on
me. I will scrupulously fulfill it” (“Sarkozy Sworn in as President of France”). This is
correct!
Or, another example:
Without tag:
Denis Burges explained, “Understanding the basics of morphemic clusters and syntax ladders
are extremely important to understanding language” (81).
So, why do we care what Denis Burges has to say? Make him credible with an attribution tag:
Dr. Denis Burges, professor of linguistics at Stanford University, explained, “Understanding the
basics of morphemic clusters and syntax ladders are extremely important to understanding
language” (81).
If you do not know the title/profession of your author, in the context of your understanding
of the author’s work, you can EXPLAIN who the person is.
Arnold Saga, a graduate student who did extensive research on X, emphasizes that “insert quotation” (page).
A well-structured research paper will include all of the following:
• TITLE: Catchy, well-written title that gives the reader a sense of topic and argument
•FUNNEL INTRODUCTION: Shows attention to audience and hooking the reader; clearly establishes
topic and argument; ends with the thesis statement
• THESIS STATEMENT: Clear, precise, and well-defined; sophisticated in both statement and
insight, connecting to a larger issue; has a controlling idea and a “so what”
• ARGUMENT: Underlying argument developed in the paper matches thesis statement; paper
delivers on the “promise” of the thesis; avoids tangents and digressions; does not fall into logic fallacies;
author’s argument is clear and sophisticated—it is showcased and drives the paper, rather than evidence
driving the paper (your argument is foremost and the sources support your argument.)
• BACKGROUND & DEFINITION: Provides effective background into the topic; defines any
important terms that are specific to the topic.
• EVIDENCE:
Strong, effective use of specific forms of evidence to support the argument; uses a variety of source types;
synthesizes multiple arguments from different types of sources appropriate to topic; strong sense of the
conversation about the topic & evidence of rigorous research
--INTEGRATION & ANALYSIS: Effective use of summary, paraphrase, and direct
quotations to support claims; (each body paragraph needs at least 2 uses of evidence); polished
use of signal phrases, lead-ins, and attributions; consistently and effectively comments on, adds
to, qualifies, and critiques source material (commentary)
--ETHICAL USE: Ethical use of source material; provides context and appropriate
citation/documentation
--VISUAL EVIDENCE: Uses visuals as evidence to support argument rather than as
decoration; includes image source citations on works cited page
• STRUCTURE:
– COHERENCE & FLUIDITY: Well-constructed, purposeful coherent structure;
arrangement of paragraphs leads the reader through argument effectively; each paragraph has a
coherent, cohesive purpose
• TRANSITIONS: Fluid transitions between paragraphs and ideas (external & internal transitions);
demonstrates conceptual relationship between paragraphs/ideas; develops, reinforces or builds on central
claim
• ETHOS: Clearly establishes the ethos of the author as a writer and researcher
• STYLE/CRAFTING: Clear, consistent, and engaging; appropriate to topic and audience; avoids bias;
shows attention to crafting language and structure through word choice (diction), sentence structure
(syntax), voice, and effective use of rhetorical appeals/devices
• CORRECTNESS: Demonstrates mastery of grammar, punctuation, MLA format
• CONCLUSION: Ties the paper together; resists relying exclusively on summary; demonstrates attention
to crafting of language; works in conjunction with intro to bookend the argument
Sample ways to introduce ideas:
INTRODUCING POSITIONS IMPLIED OR ASSUMED:
Although X does not say so directly, she/he apparently assumes that __________________.
While they rarely admit as much, _______________ often take for granted that ______________.
INTRODUCING AN ONGOING DEBATE:
In discussions of X, one controversial issue has been ________________. On the one hand,
____________ argues _______________. On the other hand, ______________even contends
__________________.
When it comes to the topics of _____________, most people will readily agree that
________________. Where this agreement usually ends, however, is on the question of
_______________. Whereas some are convinced that __________________, others maintain that
_________________.
As suggested earlier, defenders of ___________ cannot have it both ways. Their assertion that
____________ is contradicted by their claim that_____________.
CAPTURING AUTHORS’ POSITIONS
(ways to avoid using “says”)
X acknowledges that ______________.
X agrees that ____________________.
X argues that____________________.
X complains that _________________.
X demonstrates that _______________.
X emphasizes that ________________.
X believes that ___________________.
X claims that _____________________.
X concedes that __________________.
X insists that ____________________.
X observes that __________________.
X questions whether ______________.
X refutes the claim that ____________.
X reminds the reader that ___________.
X reports that _____________________.
X suggests that ____________________.
X urges people to __________________.
X states that “_____________________.”
According to X, “__________________.”
X writes, “________________________.”
In her/his (book, essay, report, memoir) _________,
X maintains that “___________”
In X’s view, “_____________.”
X agrees when she/he writes, “____________.”
X disagrees when she/he writes, “___________.”
X complicates the matters further when she/he
writes, “_____________.”
Source Cards/Analysis Worksheet
This should be one typed page that contains both the bibliographic information and the
annotation/analysis of the source. Place a letter in the upper right hand corner to identify the source.
You will need one source card for every book, essay, article, etc., you use for your paper in order to make
your Works Cited page as well as your parenthetical citations.