8TH GRADE RESEARCH PROJECT
Name: _______________________________
TABLE OF CONTENTS
W1: Write arguments to support claims with clear reasons and relevant evidence
W1a: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claim(s), and organize the reasons and evidence logically
W1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text
TIME LOG
th
8 Grade Research Project
Name: _____________________________
Date: Sources Used
1.
Information Classification
2.
3.
Date: Sources Used
1.
Information Classification
Information Classification
Information Classification
Information Classification
Parent Signature
1-2-3-4-5
Usefulness Time
1-2-3-4-5 Allocated
Parent Signature
1-2-3-4-5
Usefulness Time
1-2-3-4-5 Allocated
Parent Signature
1-2-3-4-5
Information Classification
2.
3.
Date: Sources Used
1.
1-2-3-4-5
Usefulness Time
1-2-3-4-5 Allocated
1-2-3-4-5
2.
3.
Date: Sources Used
1.
Parent Signature
1-2-3-4-5
2.
3.
Date: Sources Used
1.
1-2-3-4-5
Usefulness Time
1-2-3-4-5 Allocated
1-2-3-4-5
2.
3.
Date: Sources Used
1.
Parent Signature
1-2-3-4-5
2.
3.
Date: Sources Used
1.
Usefulness Time
1-2-3-4-5 Allocated
1-2-3-4-5
Usefulness Time
1-2-3-4-5 Allocated
Parent Signature
1-2-3-4-5
Information Classification
1-2-3-4-5
Usefulness Time
1-2-3-4-5 Allocated
2.
1-2-3-4-5
3.
1-2-3-4-5
Parent Signature
Language Arts Department
8th Grade
Ms. Blaylock’s Class
Dear Parents:
Starting on Monday, November 5, your son or daughter will be working on a Research Paper. It is our
objective as the Language Arts Department that this project will introduce our students to the correct process for
writing a research paper as well as to increase their reading of nonfiction materials. We will spend several days
in the library, time in the computer lab, and time in class practicing research strategies, analyzing argumentative
writing, and applying the steps of the writing process.
Each student will choose a topic (which he/she is interested in) from the “Topics to Consider” and will write a
thesis statement (purpose for writing the paper). I will provide each student with a calendar, stating when items
such as notes, thesis statement, sources (Citations Worksheet), and the final copy are due. Please ask your
son/daughter to show you all this information.
It is extremely important that you sign the “Topics to Consider” sheet as well as the “Graded
Activities/Requirements for Research Paper” sheet. Finally, I am asking that you sign your name to the
“Time Log Sheet for 8th Grade Research Project” every night, so that I know that your child is doing at least
30 minutes of research as homework for this very worthwhile project.
Thank you for your continued support in our educational endeavors!
Ms. Blaylock
Parent Signature _______________________________________________________
Scoring Criteria
Historiography
10 points
Claim
20 points
Counterclaim
15 points
Organization 15
points
RESEARCH PAPER GRADING RUBRIC
8th Grade Research Paper Rubric
Exemplary
Proficient
Emerging
The historiography presents
clear background information
that supports presentation of
the issues debated.
The claim presents a
convincing position on a
debatable issue, thoroughly
supports the claim with
accurate research, and
effectively persuades the
reader with substantial support
and compelling commentary.
The counter-claim
presents a convincing
position on a debatable
issue, thoroughly supports the
claim with accurate research,
and effectively persuades the
reader with substantial support
and compelling commentary.
The essay is coherent and
exceptionally well written. It
includes an introduction with
an effective hook, a
thesis that clearly states
the position on the issue,
persuasive body paragraphs
that provide extensive support,
and a compelling conclusion.
The writer deliberately uses
persuasive language and
appeals for a particular
audience and purpose.
The historiography
presents background
information that supports
presentation of the issues
debated.
The claim presents a
position on a debatable
issue, is supported by
appropriate research, and
effectively persuades the
reader with support and
commentary.
The historiography presents
some background information
that supports presentation of
the issues debated.
The counter-claim
presents a position on
a debatable issue, is
supported by appropriate
research, and effectively
persuades the reader with
support and commentary.
The counter-claim
presents a position on
a debatable issue, that is not
supported by appropriate
research, and does not
effectively persuades the
reader with support and
commentary.
The essay is focused and
shows purpose. It includes an
introduction but lacks either a
strong hook and thesis, body
paragraphs that support the
thesis, or an effective
conclusion.
The essay is focused and
well written. It includes an
introduction with a strong
hook and thesis, body
paragraphs that support
the thesis, and an effective
conclusion.
The claim presents a position
on a debatable issue, that is
not supported by appropriate
research, and does not
effectively
persuades the reader with
support and commentary.
Works Cited
10 points
All sources are cited using
proper format within the
body of the text and in the
Works Cited page.
Annotation is thorough and
thoughtful.
Although all sources are
cited using proper format
format within the body of
the text and in the Works
Cited Page. Minor errors
may exist. Annotations are
clear and detailed.
Some sources are not cited
and/or cited inaccurately
either within the body of the
text or in the Works Cited
page. Significant errors in
format may exist; annotations
may be unclear or missing
Evidence of
Writing Process
10 points
Grammar
Conventions- 10
points
There is extensive evidence
that the essay reflects the
various stages of the writing
process.
There is evidence that the
essay reflects the various
stages of the writing
process.
There is little evidence that
the essay has
undergone stages of the
writing process.
The writer attempts to use
persuasive language
and/or appeals for a
particular audience and
purpose, but the attempt
may be forced, vague,
and/or repetitive.
Most sources are not cited
and/or are cited
inaccurately either within
the body of the text or in
the Works Cited Page.
Significant errors in format
may exist; annotations
maybe unclear or missing
There is no evidence that
the essay has undergone
stages of the writing
process.
1-3 errors
4-6 errors
7-9 errors
10 or more errors
Use of
Language
10 points
The writer uses persuasive
language and appeals for a
particular audience and
purpose.
The writer uses some
persuasive language but has
poor correlation to a
particular audience and
purpose.
Minimal
The historiography
presents minimal
background information
that supports presentation
of the issues debated.
The claim does not present
a clear position on an issue
and/or presents an issue
that is not debatable. The
research, support, and
commentary are missing
and/or
inappropriate.
The counter-claim
does not present a clear
position on an issue and/or
presents an issue that is
not debatable. The
research, support, and
commentary are missing
and/or inappropriate.
The essay is unfocused
and difficult to follow. Some
or all of the following are
missing: an introduction, a
clear thesis, supportive
body paragraphs, and/or
an effective conclusion.
Point Totals
Final Grade:
Name: __________________________________ Block: ______________ Date: ______________
W1: Write arguments to support claims with clear reasons and relevant evidence
TOPICS TO CONSIDER
Parent Signature: __________________________________________
1.



2.
Legal age for drinking
Smoking in public places
Legalization of marijuana
ANIMAL RIGHTS

3.

ALCOHOL—TOBACCO – DRUGS
Medical experimentation
9.
Internet
ENVIRONMENTAL ISSUES

Global warming
10. ENVIRONMENTAL ISSUES

**Alternative energy sources (Nuclear, Solar, Wind,
etc.)
CIVIL LIBERTIES
11. SPORTS





4.
**Affirmative action
Racial profiling
**DNA testing of suspects
**Patriot Act: the right of the individual vs.
suspicions of terrorism
School issues: locker searches, uniforms, dress code,
pledging the flag, school prayer, bullying




12. SOCIETAL RESPONSIBILITIES
CRIME & CRIMINALS





Gun control
Death penalty/Capital punishment
Juvenile offenders
Steroid use/Random drug testing of athletes
Violence
Salary cap
Gender equity
**Government or private responsibility towards the
homeless problem in America
**U.S. responsibility to protect human rights
throughout the world
13. MISCELLANEOUS
5.
IMMIGRATION


6.
SCIENCE – TECHNOLOGY





7.
**Cloning
Genetically engineered food
**Stem cell research
Space exploration
Artificial intelligence
MEDICAL






8.
**Impact on U.S. economy
English as official language of U.S.
**Mandatory vaccinations
Cosmetic surgery for teens
Teen dieting
**Organ transplants
**Euthanasia
**Alternative medicine
CENSORSHIP OF THE MEDIA



**Book banning
Violence in television and movies
Music lyrics & Music videos (i.e. MTV)



**Evolution vs. creationism
Use of the atomic bomb
Nuclear weapons
W1: Write arguments to support claims with clear reasons and relevant evidence
W1a: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claim(s), and organize the reasons and evidence logically
W1c: Use words, phrases and clauses to create cohesion and clarify the relationships among claim(s), counterclaim(s), reasons, and evidence
PRO/CON QUESTIONS WITH ISSUES TO EXPLORE
1. ALCOHOL—TOBACCO—DRUGS
Should the legal age for drinking be 18 or 21 years
old?
 Parent/Guardian involvement
 Drunk driving
 Abuse of alcohol at colleges
Should smoking be banned in public places?
 Health effects of second-hand smoke
 Rights of the smoker
 Economic effects
Should marijuana be legalized in the US?
 Medical uses of marijuana
 Impact on crime
 Privacy rights
2. ANIMAL RIGHTS
Should animals be used for medical
experimentation?
 Rights of animals
 Health benefits to humans
 Alternatives to animal testing
3. CIVIL LIBERTIES
**Should affirmative action continue to exist in the
United States?
 College admissions
 Hiring in the workplace
 Discrimination
Should law enforcement agencies be allowed to
practice racial profiling?
 Constitutional rights
 Discrimination
 Public safety
**Should DNA testing of criminal suspects be
allowed?
 Accuracy of testing
 Public safety
 Privacy rights of the suspect
Should prayer be allowed in public schools? (see
other school issues)
 Constitutional issues
 Individual rights
 Diversity
Should public schools be able to impose a dress code
on students? (see other school issues)
 Economic effect on families
 Impact on student behavior and academic
performance
 Freedom of expression
**Does the threat of terrorism give the government
the authority to restrict Constitutional rights of the
individual?
 Constitutional rights/Patriot Act
 Public safety
 Discrimination/Profiling
4. CRIME & CRIMINALS
Is gun control unconstitutional?
 Individual right to bear arms
 Impact on crime rate and school shootings
 Types of weapons
Should the death penalty be allowed in the US?
 Impact on crime rate
 Prisoner rehabilitation
 Racism
Should juvenile offenders be tried as adults?
 Death penalty
 Rehabilitation as an alternative
 Effect of imprisonment with adults
5. IMMIGRATION
**Does illegal immigration impact the United States
economy?
 Impact on employment
 Healthcare and public education of
immigrant children
 Cost of border protection
Should English be the official language of the
United States?
 Advantages of bilingual education
 Diversity
 Communication
6. SCIENCE—TECHNOLOGY
**Should cloning be allowed in the US?
 Medical uses
 Animal cloning
 Ethics
Should genetically engineered food be allowed in
the United States?
 Health risks
 Environmental impact
 World hunger
**Should stem cell research be allowed in the
United States?
 Medical applications
 Ethics
 Alternatives
Should the federal government spend money on
space exploration?
 More pressing needs
 Advances in science, medicine, and
technology
 Space shuttle accidents
Will advances in artificial intelligence benefit
society?
 Impact on employment
 Uses for artificial intelligence (i.e. medical,
entertainment, etc.)
 Human vs. machine intelligence
7. MEDICAL
**Should public schools be allowed to require
vaccinations as a condition for admission to school?
 Safety of vaccines
 Right of the parent/guardian to decide
 Cultural/Religious considerations
Should teens be allowed to have cosmetic surgery
for reasons not related to injury or illness?
 Self-esteem
 Role of the parent/guardian
 Psychological counseling
Is teen dieting healthy?
 Body image/Media influence
 Eating disorders
 Nutrition
**Should an individual be allowed to sell his/her
organs for transplantation?
 Limited supply vs. High demand
 Ethical/Health concerns
 Ability to pay for organs
**Should euthanasia be legal in the US?
 Rights of the patient
 Religious/Cultural issues
 Who decides?
**Is alternative medicine as effective as traditional
medicine?
 Safety regulations/Licensing
 Uses throughout history
 Health effects
8. CENSORSHIP OF THE MEDIA
**Do public libraries and public schools have the
right to ban books?
 Freedom of speech
 Age appropriateness
 Importance of discussing “controversial”
ideas
Does violence in television and movies cause
violent behavior in society?
 Parental supervision
 Age guidelines
 Freedom of speech
Do music lyrics and music videos have a negative
impact on young adults?
 Stereotyping
 Warning labels
 Violence
Do the benefits of the Internet outweigh the
problems?
 Safety/Security
 Regulation
 Communication
9. ENVIRONMENTAL ISSUES
Does global warming threaten life on Earth?
 Climate/Weather
 Pollution
 Health of humans and animals
10. ENVIRONMENTAL ISSUES
**Should alternative energy sources be developed
to meet future needs?
 Cost effectiveness
 Environmental effects
 Supply & Demand
11. SPORTS
Should athletes be subject to regular drug testing for
steroids and other banned substances?
 Abuse of steroids
 Individual privacy rights
 Role models
Should there be a criminal penalty for violence in
professional sports?
 Role models
 Fans
 Role of the media
Does money corrupt sports?
 Salary cap
 College athletes: paid or not paid?
 Gambling
Should males and females have equal opportunities
in sports?
 Salary
 Discrimination
 Anatomical differences
12. SOCIETAL RESPONSBILITIES
**Should the homeless problem in America be
eliminated?
 Responsibility: government vs. private
 Reasons why?
 Children and families
**Does the US government have the responsibility
to protect human rights around the world?
 Military intervention
 History
 United Nations
13. MISCELLANEOUS
**Should public schools teach evolution and/or
creationism?
 Scientific evidence
 Religious beliefs
 Separation of church and state
Was the use of the atomic bomb by the United
States justified in World War II?
 Death toll
 Military strategy
 Consequences
Should the worldwide production and use of nuclear
weapons be banned?
 Alternatives
 Unstable governments currently in
control
 Environmental impact
W1: Write arguments to support claims with clear reasons and relevant evidence
W1a: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claim(s), and organize the reasons and evidence logically
W1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text
EXAMPLE TOPIC
(write the definition)
RESEARCH PLANNING
SEARCH TERMS (use the index)
WHAT DO I NEED TO KNOW?
(write three questions)
1.)
1.)
2.)
3.)
WHAT IS THE ISSUE?
(write one question)
2.)
4.)
3.)
TOPIC #1
(write the definition)
5.)
SEARCH TERMS (use the index)
WHAT DO I NEED TO KNOW?
(write three questions)
WHAT IS THE ISSUE?
(write one question)
1.)
1.)
2.)
3.)
2.)
4.)
3.)
5.)
TOPIC #2
(write the definition)
SEARCH TERMS (use the index)
WHAT DO I NEED TO KNOW?
(write three questions)
1.)
1.)
2.)
3.)
2.)
4.)
5.)
3.)
WHAT IS THE ISSUE?
(write one question)
W1: Write arguments to support claims with clear reasons and relevant evidence
W1a: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claim(s), and organize the reasons and evidence logically
W1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text
DECIDING YOUR ISSUE
Graphic Organizer
Issue: __________________________________
PRO
CON
Issue: _________________________________
PRO
CON
W1: Write arguments to support claims with clear reasons and relevant evidence
W1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text
RESOURCES & WORKS CITED INFORMATION
BOOKS
 300s Social Issues
 600s Health & Technology
 Public Library
_________________________________________________________________
PRINT REFERENCE/ENCYCLOPEDIAS
 World Book
 Encyclopedia Americana
 Various subject encyclopedias (health, science, crime, environmental, etc.)
_____________________________________________________________________________________
PRINT MAGAZINES/ NEWSPAPERS


Charlotte Observer
Newsweek, Discover, Popular Science,
Sports Illustrated, National Geographic
 Folders in media center with various articles.
____________________________________________________________________________________
WEBSITES

Multnomah County Library: Social Issues
http://www.multcolib.org/homework/sochc.html
 ProCon.org http://www.procon.org/
 Santa Ana College: Controversial Topics
http://www.sac.edu/students/library/nealley/websites/controversial.htm
 Internet Public Library http://www.ipl.org/
 Factmonster http://www.factmonster.com/
 Clusty http://clusty.com/
__________________________________________________________________
ONLINE REFERENCE/ ENCYCLOPEDIAS
 NC WISEOWL: http://www.ncwiseowl.org/zones/middle/index.htm
 Click on “Grolier Online” and type in search term
 Click on “Student Research” and choose “Books & Encyclopedias”
 Click on “Junior Reference” and click on “Reference” under Basic Search
___________________________________________________________________
ONLINE MAGAZINES & NEWSPAPERS




NCWISEOWL: http://www.ncwiseowl.org/zones/middle/index.htm
Click on “Newspapers” and enter search term
Click on “Student Research,” choose “Magazines” & “Newspapers,” and enter search term
Click on “InfoTrac Junior” and type in search terms
INTERNET PUBLIC LIBRARY: Click on “Newspapers & Magazines” http://www.ipl.org/div/news/
W1: Write arguments to support claims with clear reasons and relevant evidence
W1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text
TOP OF NOTEBOOK PAGE
Directions: You will be taking notes in your notebook. Use a clean page for each new source that you use to take notes. Here is the
Works Cited information that you need to write at the top of the page.
If you are taking notes from a book, you will
need to write down:
Author(s):
Title:
City of publication:
State of publication:
Publisher:
Year of publication:
Print Encyclopedia
Author(s) of article or editor:
Title of article:
Name of encyclopedia:
Year of publication:
Print Newspaper
Author(s) of article:
Title of article:
Name of newspaper:
Date of publication (day/month/year):
Page number(s):
Print Magazine
Author(s) of article:
Title of article:
Name of magazine:
Date of publication (day/month/year):
Page number(s):
Online Encyclopedia
Author(s) of article or editor:
Title of article:
Name of online encyclopedia:
Year of publication:
Publisher:
Date you accessed online encyclopedia:
(day/month/year)
URL: (http://www...)
Online Newspaper
Author(s) of article or editor:
Title of article:
Name of online newspaper:
Date of publication: (day/month/year)
Date you accessed website:
URL: (http://www...)
Online Magazine
Author(s) of article or editor:
Title of article:
Name of online magazine:
Date of publication: (day/month/year)
Date you accessed website:
URL: (http://www...)
Website
Author(s):
Title of webpage with information:
Title of homepage:
Date of webpage posting: (day/month/year)
Organization:
Date you accessed website: (day/month/year)
URL: (http://www...)
WORKS CITED (MLA): http://citationmachine.net/index.php?reqstyleid=1
W1: Write arguments to support claims with clear reasons and relevant evidence
W1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text
NOTE TAKING
Effective Note Taking:





Do not record material unrelated to your topic.
Make sure that summaries and paraphrases
accurately express the ideas in your sources.
Be accurate. Make sure to copy direct quotations
word for word, with capitalization, spelling and
punctuation precisely as in the original. Make sure
that every direct quotation begins and ends with
quotation marks.
Double check statistics and facts for accuracy.
Distinguish between fact and opinion by labeling
opinions as such:
o Dr. Graves thinks that…
o According to Grace Jackson…





Quote only the important parts of a passage.
Indicate words left out by using points of ellipsis
(…)- a series of three spaced dots enclosed in
brackets.
Use only the three dots when cutting material within
a sentence.
Use a period before the dots when cutting a full
sentence, a paragraph, or more than a paragraph.
Use a period after the dots when you cut material
from the end of a sentence.
Use brackets ([ ]) to enclose any explanatory
information that you add within a quotation
When to Quote, Paraphrase, and Summarize:
Direct quotation:
 Use a direct quotation when an idea is especially well-stated in a source-that is, when a passage is very clear,
beautiful, funny, or powerful.
 Use direct quotation when the wording is historically or legally significant.
 Use direct quotation when reproducing a definition.
Paraphrase:
 Use paraphrase as your basic note form.
 Paraphrase unless you have a good reason to quote or summarize your source.
Summarize:
 Summarize when a passage is too long to be quoted or paraphrased.
Quotation plus summary or paraphrase:
 Use this kind of note when you want to quote a source but need to give more explanation to make the quote.
EXAMPLES OF PARAPHRASING
Original Text (From a definition of color blindness)
visual defect resulting in the inability to distinguish colors. About 8% of men and 0.5% of women experience some difficulty in color
perception. Color blindness is usually an inherited sex-linked characteristic, transmitted through, but recessive in, females. Acquired
color blindness results from certain degenerative diseases of the eyes. Most of those with defective color vision are only partially
color-blind to red and green, i.e., they have a limited ability to distinguish reddish and greenish shades. Those who are completely
color-blind to red and green see both colors as a shade of yellow. Completely color-blind individuals can recognize only black, white,
and shades of gray. (Columbia Encyclopedia, 6th ed.)
Paraphrase : Color blindness, affecting approximately 8% of men and .5% of women, is a condition characterized by difficulty in
telling one color from another, most often hereditary but in some cases caused by disease. The majority of color-blind people cannot
distinguish some shades of red and green, but those who cannot perceive those colors at all see red and green objects as yellow. There
are people who cannot see color at all and perceive all objects in a range of black through gray to white. (Columbia Encyclopedia, 6th
ed.)
Summary : Color blindness, usually a sex-linked hereditary condition found more often in men than women and sometimes the result
of eye disease, involves limited ability to tell red from green, and sometimes complete inability to see red and green. In a much rarer
form of color blindness, the individual sees no colors at all.
Quotation, integrated : Color blindness is a "visual defect resulting in the inability to distinguish colors" (Columbia Encyclopedia,
6th ed.). Most often it is a hereditary condition that involves only some shades of red and green, but people with complete red-green
color blindness see yellow instead, and some people have no color perception at all. (Columbia Encyclopedia, 6th ed.).
W1: Write arguments to support claims with clear reasons and relevant evidence
W1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text
KEEP FROM PLAGIARIZING
Action during the writing
process:
When researching, notetaking, and interviewing.



When paraphrasing and
summarizing.


When quoting directly.


When quoting indirectly.


Appearance on the finished
product:
Mark everything that is
someone else’s words with big
quotation marks.
Indicate in your notes which
ideas are taken from sources
(S) and which are your own
insights (ME).
Record all of the relevant
documentation information in
your notes.
First, write your paraphrase
and summary without looking
at the original text, so you rely
on your memory.
Next, check your version with
the original for content,
accuracy, and mistakenly
borrowed phrases.

Keep the person’s name near
the quote in your notes and in
your paper.
Select those direct quotes that
make the most impact in your
paper-too many direct quotes
may lessen your credibility and
interfere with your style.

Keep the person’s name near
the text in your notes and in
your paper.
Rewrite the key ideas using
different words and sentence
structures than the original
text.






Proofread and check your notes
to make sure that anything
taken from your notes is
acknowledged in some
combination of the ways listed
below:
 In-text citation
 Bibliography
 Quotation marks
 Indirect quotations
Begin your summary with a
statement giving credit to the
source. According to Jonathon
Kozol,…
Put any unique phrases or
words that you cannot change,
or do not want to change, in
quotation marks: …found that
“savage inequalities” exist
throughout our educational
system (Kozol).
Mention the person’s name
either at the beginning of the
quote, in the middle, or at the
end.
Put quotation marks around the
text that you are quoting.
Indicate added phrases in
brackets ([ ]) and omitted text
with ellipses (…).
Mention the person’s name
either at the beginning, in the
middle, or at the end of the
information.
Double check to make sure that
your words and sentence
structures are different than the
original text.
W1: Write arguments to support claims with clear reasons and relevant evidence
W1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text
W1c: Use words, phrases and clauses to create cohesion and clarify the relationships among claim(s), counterclaim(s), reasons, and evidence
GUIDELINES FOR PARENTHETICAL DOCUMENTATION
What are parenthetical citations?
 Parenthetical citations are short references included in the text of your paper or project to show your reader where you found
each piece of information that you have paraphrased, summarized, or quoted.
Why do I need to include parenthetical citations?
 Parenthetical citations direct your reader to the source in your alphabetical list of works cited. This allows your reader to
locate the exact source for further study. You need to give credit to the original source of information; otherwise, you will be
plagiarizing or stealing another person’s work.
When do I need to use parenthetical citation?
 Whenever you paraphrase, summarize, or quote information from a source and include it in your work.
How do I create proper citations?
 Usually the author’s last name and a page reference are enough to identify the source and the specific location from which
you borrowed material. However, if your source has no author, generally you will use the first word in the title from your
works cited list. Se specific examples below.
Where do I place parenthetical citations?
 Citations are placed in parentheses at the end of the sentence following the borrowed material.
Remember:
 For each entry in your list of Works Cited, you must have at least one corresponding parenthetical citation within the body of
your paper. The purpose of a parenthetical citation is to point your reader to referenced work in the list of Works Cited.
Parenthetical Predicament
Author in Reference
When you do not mention the author’s name in your sentence, the
author’s name and page number are placed in parentheses at the end
of your sentence followed by a period.
Author in Text
When you mention the author’s name in your sentence, the page # is
placed in parentheses at the end of the sentence followed by a
period.
Two or More Works by the Same Author
When you cite more than one work by the same author , you need to
include a word from the title to distinguish between resources. Place
a comma between the author’s name and the title.
Two or Three Authors
When the work has two or three authors, give the last name of each
person listed.
More than Three Authors
When the work has more than three authors use the Latin term “et
al.” which means “and others” after the first author’s last name.
Work Listed by Title
When the work has no author, begin the word by which the resource
is alphabetized in your works cited list. If the work is mentioned in
your text, simply give the page reference.
Anonymous Books whose Titles Begin with the Same Word
When you have two or more books or articles with no author and the
same first word in the title, you need to include as many words as
possible to distinguish between them.
Indirect Source
When you quote or paraphrase a quotation from a book or an article
that appeared somewhere else.
Example
The sinking of the Titanic has been called one of the greatest
disasters of all time (Benton 28).
Benton asserts that the Titanic has been called one of the
greatest disasters of all time (28).
Baseball players and wrestlers have traditionally been heavy
users of chewing smokeless tobacco (Nardo, Drugs 68).
“Pro wrestling’s transformation from a sport into a form of
entertainment caused major newspapers and serious sports
journalists to lose interest” (Nardo, Wrestling 75).
Others like Lord and Padfield (310), stated that the Titanic
really was not unsinkable as first believed.
Others stated that the Titanic really was not unsinkable as first
believed to be true (Lord and Padfield 310).
(Smith et al.23)
International espionage was as prevalent as ever in the 1990s
(“Decade” 26).
As discussed in “Decade of the Spy,” international espionage
was as prevalent as ever in the 1990s (26).
The mid-1960s saw a great revival of interest in the folk blues,
leading to the rediscovery of many talented performers
(History of Blues 52).
“The last years of the Babylonian Empire witnessed farreaching changes” (History of the Jewish 164).
As Alexander Solzhenitsyn once said “One word of truth
outweighs the world” (qtd. In Roy 381).
Direct Quote
 To indicate short quotations enclose the direct
quote within double quotation marks, and
provide the author and specific page citation.
 If you incorporate the author’s name in your
text, simply provide the page reference.
 Punctuation marks such as periods, commas,
and semicolons should appear after the
parenthetical citation
 Question marks and exclamation points
should appear within the quotation marks if
they are part of the quoted passage but after
the parenthetical citation if they are part of
your text.
Long Quote
When you cite a long quotation (four lines or more)
that is a set off from the text, omit the quotation marks.
Generally, a colon introduces a long quotation. Your
parenthetical citation should come after the closing
punctuation mark.
Shortened Quote
Whenever you omit a word, phrase, sentence or more
from a passage, use ellipsis points to indicate the
missing portion of the original quotation. Use three
periods with a space before each and a space after the
last.
Web Site
When you cite information form a web document.
Page numbers of a printout should not be cited.
Personal Interview
When you include information from a personal
interview cite the last name of the person interviewed.

It may be true the “Poe’s ghost stories are among the most famous
in the world” (Sheldon 9).

It may be true, as Sheldon maintains, that “Poe’s ghost stories are
among the most famous in the world” (9).

According to some, dreams express “profound aspects of
personality” (Foulkes 184), though others disagree.

Is it possible that dreams may express “profound aspects of
personality” (Foulkes 184)?
Nelly Dean treats Heathcliff poorly and dehumanizes him
throughout her narration:
They entirely refused to have it in bed with them, or even
in their room and I had no more sense, so I put it on the landing
of the stairs, hoping it would be gone on the morrow. By chance,
or else attracted by hearing his voice, it crept to Mr. Earnshaw’s
door, and there he found it on quitting his chamber. Inquiries were
made as to how it got there; I was obliged to confess, and in
recompense for my cowardice and inhumanity was sent
our of the house. (Bronte 78)
In surveying various responses to plagues in the middle ages,
Barbara W. Tuchman writes, “Medical thinking…stressed air as the
communicator of disease, ignoring sanitation or visible carriers” (101-02).
In surveying various responses to plagues in the middle ages,
Barbara W. Tuchman writes, “Medical thinking Trapped
in the theory of astral influences, stressed air as the
communicator of disease… ” (101-02).
The history of roller coasters can be traced back to
the times of Catherine the Great of Russia (”Century”).
“A Century of Screams: The History of the Roller Coaster.”
The American Experience Coney Island Ed. David Lindsay.
2000. PBS. 27 Feb.
2004http://www.pbs.org/wgbh/amex/coney/sfeature/history/html.
“Private duty nursing affords me the opportunity to
tailor my work schedule around my family’s needs: (Jones).
Works Cited Page:
For information on preparing a works cited list, see pages 488 and 497 in your language network textbook.
W1: Write arguments to support claims with clear reasons and relevant evidence
W1a: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claim(s), and organize the reasons and evidence logically
W1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text





EVALUATING WEBSITES
Accuracy: _______________________________________________________________________________
Validity: _________________________________________________________________________________
Authority: _______________________________________________________________________________
Currency: ________________________________________________________________________________
Coverage: ________________________________________________________________________________
Website
Strengths
Weaknesses
Author Bio
(Credibility and Qualifications)
Site #1
Site #2
Site #3
Site #4
Site #5
WEBSITE DOMAINS AND TYPES OF ADDRESSES












.aero: an organization in the air-transport industry
.biz: a business
.coop: a cooperative association
.com: generally a commercial organization, business, or company
.edu: a US higher-educational institution
.gov: a US government organization
.info: an informational site for an individual or business
.int: an international organization
.mil: a US military organization
.net: suggested for a network, but used for a variety of sites
.org: suggested for a noncommercial community, but used for a variety of sites
.pro: a professional; such as lawyers
Rank
(1 is best)
W1: Write arguments to support claims with clear reasons and relevant evidence
W1a: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claim(s), and organize the reasons and evidence logically
W1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text
W1c: Use words, phrases and clauses to create cohesion and clarify the relationships among claim(s), counterclaim(s), reasons, and evidence
W1d: Establish and maintain a formal style
THE THESIS STATEMENT
Some defining features of a thesis:
 For most student work, it’s a one- or two- sentence statement that explicitly outlines the purpose or point of
your paper. A thesis statement is to a paper what a topic sentence is to a paragraph.

It should point toward the development or course of argument the reader can expect your argument to take.

Because the rest of the paper will support or back up your thesis, a thesis is normally placed at or near the end of
the introductory paragraph.

It is an assertion that a reasonable person could disagree with if you only gave a thesis and no other evidence.
It is not a fact or casual observation; it must beg to be proved. And someone should be able to theoretically argue
against it (how successfully will depend, of course, on how persuasive you are.)

It takes a side on a topic rather than simply announcing that the paper is about a topic (the title should have
already told your reader your topic.)
Don’t tell your reader about something; tell them what about something. Answer the question “how?” or “why?”

It is sufficiently narrow and specific.

It argues one main point and doesn’t squeeze three different theses for three different papers into one sentence.

Most importantly, it passes the “So What? Test” – What does it matter? Why should I read your paper?
Your turn: Choose the best working thesis for the proposed research papers.
Research Paper 1:
Thesis A: Business practices in former Soviet Union countries.
Thesis B: Business practices in the countries of the former Soviet Union have changed drastically since the break-up.
Thesis C: Since the break-up of the former Soviet Union, business practices in those countries have changed most in the
fields of marketing and customer service, reflecting the changes in government and political philosophy.
Research Paper 2:
Thesis A: Shakespeare intended the audience to question the existence of Hamlet’s father’s ghost.
Thesis B: The appearance of Hamlet’s father’s ghost raises an important psychological as well as dramatic dilemma in the
play.
Thesis C: Critics through the ages have debated the significance of Hamlet’s father’s ghost.
W1: Write arguments to support claims with clear reasons and relevant evidence
W1a: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claim(s), and organize the reasons and evidence logically
W1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text
W1c: Use words, phrases and clauses to create cohesion and clarify the relationships among claim(s), counterclaim(s), reasons, and evidence
W1d: Establish and maintain a formal style
W1e: Provide a concluding statement or section that follows from and supports the argument presented
HOW TO WRITE AN OUTLINE
An outline breaks down the parts of your paper in a clear, hierarchical manner. Most students find that writing
an outline before writing the paper is most helpful in organizing one’s thoughts. If your outline is good, your
paper should be easy to write. The basic format for an outline uses an alternating series of numbers and letters,
indented accordingly, to indicate levels of importance. In this outline guide, each Roman numeral represents a
section of the paper and each capital letter an individual paragraph.
I.
Introduction
A. Introductory Paragraph
i. Hook (Anecdote, Statistic, Quote, etc.)
ii. Thesis (Introduce the claim)
B. Background of the Issue
C. History of the Debate Surrounding the Issue
II.
Supporting the Claim
A. Argument #1
i. Support with research and text citation
ii. Support with research and text citation
B. Argument #2
i. Support with research and text citation
ii. Support with research and text citation
C. Argument #3
i. Support with research and text citation
ii. Support with research and text citation
III.
Addressing the Counterclaim
A. Counterargument #1
i. Explanation of counterargument (supported by research and text citation)
ii. Rebuttal of counterargument (supported by research and text citation)
B. Counterargument #2
i. Explanation of counterargument (supported by research and text citation)
ii. Rebuttal of counterargument (supported by research and text citation)
IV.
Conclusion
i. Final Discussion of Thesis
ii. Call to Action
V.
Works Cited
W1: Write arguments to support claims with clear reasons and relevant evidence
W1a: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claim(s), and organize the reasons and evidence logically
W1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text
SAMPLE NOTEBOOK PAGE
Website___________________
_________
Author or Organization: MADD
Title of Web Page with information: “Alcohol and the Teen Brain”
Title of the Homepage: Get the Truth about the 21 Law
Date of webpage posting: 2007
Organization: MADD
Date you accessed website: 02/02/2009
UTL: http://why21.org/teen/
Brain
Development
Claim
Level I Abstract Thinking: 10-20 yrs. old
 develop ability to relate functions (combining honesty or dishonesty
with kindness to explain "social lie")
Level II Abstract Thinking: 14-15 yrs. old
 develop ability to understand contrasts, ability to combine complex
thinking with social interactions and emotions (combining kindness
and tact at the same time to offer constructive criticism)
Level III Abstract Thinking: 18-20 yrs. old
 develop ability to hold several issues, events, circumstances, etc.
in mind at same time-compare/interrelate them
Effects of
Alcohol on
The brain
Claim
 alcohol may change course of mental, emotional, cognitive, social
development—altering opportunities for success
 alcohol selects receptors in brain at random
 damage possibly irreversible
 adolescents more vulnerable than adults to effects of alcohol on
learning and memory
 alcohol affects sleep cycle impairing learning, memory, growth,
maturation
 all parts of brain affected: coordination, emotional control, thinking,
decision-making, hand-eye movement, speech, memory.
 causes poor school performance, social problems, depression, suicidal
thoughts, violence

greater risk for developing alcoholism
W1: Write arguments to support claims with clear reasons and relevant evidence
W1d: Establish and maintain a formal style
Holzer 7
WORKS CITED
Asimov, Isaac. The Birth of the United States, 1763-1816. Boston: Houghton, 1974.
“The Battle of Washington D.C.” War of 1812-1814. 7 Apr. 2000
<http://members.tripod.com/~war1812/batwash.html>.
Bartlett, John. Familiar Quotations. 9th ed. Boston: Little, 1901. 10 Apr. 2000
<http://www.bartleby.com/99/281.html>.
Carter, Alden R. The War of 1812: Second Fight for Independence. New York: Watts, 1992.
“Causes of the War.” The War of 1812. 6 Apr. 2000 <http://www2andrews.edu/~downm/causes.html>.
Elting, John R. Amateurs to Arms!: A Military History of the War of 1812. Chapel Hill: Algonquin, 1991.
Gallagher, James. “Impressment of American Seamen: The Main Reason for the War of 1812.” Old Dominion
University
Historical Review 1.1 (1994). 7 Apr. 2000 <http:// www.odu.edu/~hanley/history1/Gallagr2.htm>.
Marrin, Albert. 1812, the War Nobody Won. New York: Atheneum,1985.
Morris, Richard B. The War of 1812. Minneapolis: Lerner, 1985.
Nardo, Don. The War of 1812. San Diego: Lucent, 1991.
“Treaty of Ghent.” War of 1812. Galafilm. 10 Apr. 2000
http://www.galafilm.com/1812/e/events/ghent.html
RESEARCH PAPER REFLECTION
Now you are going to have the opportunity to share what you have learned with some of your classmates.
Before you get into your groups, take a few moments to think about how you will explain your topic to your
peers by answering the following questions.
1. What is your topic?
2. What was the most surprising fact or statistic that you found in your research?
3. Did you have a strong opinion on the issue before you began your research? Briefly explain.
4. What facts or opinions helped you to begin to see the other side of the issue?
5. Did you change your viewpoint in any way throughout this process?
6. In bullet format, share the pros and cons of your issue (your classmates may learn something from
this).
Pros
Cons








7. What was the most difficult part of this paper in your opinion?
8. Was there any part of this research process you find at least semi-enjoyable?
9. Share something you are proud of accomplishing with this paper. Be specific.