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Name __________________________________________ Period ________ Lewis
Research Paper Guidelines—English IV—Fall 2016
Due Date: TUESDAY, November 1, 2016 in the Electronic Classroom in the library
by the end of class (Do NOT email it to me.)
10% off for one day late or turned in at our classroom door on Wednesday, November 2;
20% off for two days late or turned in at the beginning of class on Thursday, November 3;
30% off for three days late or turning in at the beginning of class on
Friday, November 4.
No papers accepted on or after Monday, November 7.
If you are absent on the days we go to the computer lab/library and/or work on your paper in
class, your paper is still due on the assigned due date for full credit.
In other words, you will not be given an extension.
If you are absent on the due date, your paper must still be turned in to me
by 4PM on the first due date for full credit,
or it will be considered late and receive the penalties as described above.
Unexcused absence on due date = 0 for 2 MG
How to access the textbook to find your short story: Short Stories:
http://my.hrw.com
p. 1128—“A Cup of Tea” by
Katherine Mansfield
Username: dps(your computer log in)
p. 1140—“The Duchess and
the Jeweller” by Virginia
Woolf
Password: dps(your computer password)
p. 1342—“Six Feet of the
Country”—Nadine Gordimer
Book Pages (upper left corner)
p. 1364—“A Devoted Son”—
Anita Desai
Enter the first page number of your story (upper
center)
We will NOT be meeting in the library on the following days.
They all fall on Thursdays.
October 13, 20, 27
Meet in OUR classroom on those days.
First, summarize your story. This way, you’re familiar with it and won’t have to
go back and re-read the entire story. You must write at least to the asterisk.
Your short story’s title: “_________________________________________________”
*
Second, take notes below on your story like we did in class. Find literary
elements in the story (“Text” column), and explain the significance of each and add
commentary (“Details/Definitions” column). Don’t forget to cite where you found each literary
element. Later, you will choose ONE of the literary elements to explore. Don’t just annotate
about ONE literary element; otherwise, you’re limiting yourself, and if you’re having difficulty
later on.
Text
(The literary element)
Details/Definitions
(Your commentary)
Citation
Third, let’s organize your thoughts and write your thesis.
Write at least TWO themes from your short story. You will NOT use both. One is merely a back-
up. (THIS IS WHAT YOU’RE TRYING TO PROVE!)
1.
2.
Using your “Notes Chart,” choose TWO literary devices (from the “Text” column) that you think
the author uses best to convey the themes above. Again, you will NOT use both. One is merely
a back-up.
Literary Device #1 for Theme #1:
_______________________________________
Literary Device #2 for Theme #2:
_______________________________________
Looking back again at your “Notes Chart,” choose five of your examples/commentaries for
both of the literary devices above and write them below. Once again, you will not use all of the
information below. You will choose one column or the other, and you will use only three of the
five examples/commentaries below.
Literary Device #1:
__________________________________________
Literary Device #2:
______________________________________________
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
Last, write your thesis in this order: Author, genre, title, three examples, theme.
Plagiarism
Definition of Plagiarism: “In an instructional setting, plagiarism occurs when a writer uses
someone else’s language, ideas, or other original (not common knowledge) material without
acknowledging its source.” This information can be accessed at this site:
http://wpacouncil.org/files/wpa-plagiarism-statement.pdf. If a student plagiarizes any part of
his or her paper, TWO Major Grade zeros will result.
Using Quotes
NOTE: WHEN YOU USE QUOTES, USE NO MORE THAN FOUR OF THE AUTHOR’S WORDS AT A TIME!!!!!!
Example: Surprisingly, smokers’ lungs are still used as donor organs because of an “sudden,
unforeseen, unprecedented shortage” of donor lungs (Jones 23).
Requirements for Your Paper
Typed, 12 font, Times New Roman, double-spaced (Make sure that your computer is set to
double-space BEFORE you start typing!); ½-inch margin at top; 1-inch margin bottom and
sides
Minimum 800 words; maximum 1,200 words—this does not include graphics (Tip: Highlight
ONLY the body of your paper and look at the word count at the bottom left of your
screen.)
You must have MLA-style parenthetical documentation (Smith 238) and a Works Cited
page—these are worth SEVERAL points
If I cannot find your project on the server, you will lose FIVE points.
FOUR sources minimum (one of these four is the short story itself; two MUST come from the
library’s database; one MUST come from the internet; minimum of THREE QUOTES per
body paragraph Unacceptable Sites:
Any Wiki sites
“Homemade” sites (from individuals not professionally associated with an academic institution)
Sites from student projects (not even if it came from a college student!)
ehow.com, about.com
Library/Computer Lab Rules
No Passes Sheet = no leaving the library/lab
Push your chair under your table as you leave.
LOG OFF of your computer before leaving!
Researching!
Look up words you don’t know from your story on the website www.m-w.com.
How to get to sources:
www.dpisd.org
Our Schools
South
Resources
Library
English Resources
Change Your Thesis if Needed
If you don’t like your thesis, then rewrite it! You might find that you have to “match up” your thesis
statement to what you have written. That’s OK. Changing your thesis to correlate with your paper after it
is written is fine.
Saving your Paper
You should do ALL of these to make sure your paper is safe:
Save onto a flash drive
Save onto the Student Drive
Email it to yourself as a message as well as in an attachment
Print everything you’ve typed every day
(If you don’t do all of them and your paper “disappears,” I will not be able to help you recover something
that you could have easily saved. Therefore, you will have to start over.)
DON’T FORGET! Last First—Lewis #—Research Project
Common Problems Found in Research Papers
Avoid:
1st and 2nd person (I, me, my, myself, mine, our, ours, ourselves; you, your, yours, yourself)
Contractions (NC)
“It is said” “It has been said”
“I found out in my research that”
“You can see now that” “I would say that”
“After doing my research, you can see that”
Words like “dumb,” “bad,” “good,” “a lot,” “OK”
Questions (rhetorical or otherwise) for the title or within the paper: “Does Profiling Make Sense?”
Personal stories
Turning in Your Paper
Staple it in this order in the upper left corner: Typed research essay; typed “Works Cited” page;
“Research Paper Rubric” with your name, period, and essay title.
Velasquez 1
Rosa Velasquez
Ms. Lewis
English IV—Period 2
2 December 20xx
Personality and Birth Order: First-Borns and Later-Borns
Birth order has a dramatic effect on personality. Some scholars argue that research on birth order
effects has been remarkably inconsistent and inconclusive with regard to various personality and
behavioral outcomes (Zinger 361). Historian Frank Sulloway disagrees. In his book, Born to Rebel, he
offers proof of the relationship between birth order and personality (62). Examining case studies
comparing birth order to personality indicates an even stronger relationship than once previously thought.
Researching the lives of historical figures, Sulloway observes that later-borns tend to champion
liberal or unconventional ideas while first-borns do not: "Later-borns were more likely than first-borns to
support each of the 61 liberal causes . . . surveyed, from the Protestant Reformation to the American civil-
rights movement" (79). Rule-breaking later-borns include Susan B. Anthony, Mahatma Gandhi, Martin
Luther King, Jr., and Charles Darwin (Cowley). In contrast, first-borns defend the status quo (Seff 221).
Naturalist Louis Agassiz fits this mold. The most influential naturalist of his day, first-born Agassiz
staunchly argued that people often blah blah blah.
Velasquez 14
Works Cited
Cowley, Geoffrey. "First Born, Later Born." Newsweek 7 Oct. 1996: 65+. Expanded Academic ASAP.
Info Trac. Chaffey Coll. Lib., Rancho Cucamonga, CA. 23 Feb. 2012
<http://infotrac.galegroup.com>.
Seff, Monica A., Gecas, Viktor, and Frey, James H. "Birth Order, Self Concept, and Participation in
Dangerous Sports." The Journal of Psychology 127.2 (1993): 221+. Expanded Academic
ASAP. Info Trac. Chaffey Coll. Lib., Rancho Cucamonga, CA. 23 May 2013
<http://infotrac.galegroup.com>.
Sulloway, Frank J. Born to Rebel. New York: Pantheon, 2010.
Zinger, John. The Wonder and Mystique of Birth Order. New Jersey: Super-Dee-Duper Publishers,
2009.
(NOTE THAT THE SOURCES ARE ALPHABETIZED, DOUBLE-SPACED, INDENTED FIVE SPACES
STARTING ON THE SECOND LINE OF EACH ENTRY, WITH A PERIOD AT THE END.
REMEMBER THAT THESE ARE THE EXACT ENTRIES THAT MAGICALLY APPEARED FROM
WWW.CITATIONMACHINE.NET AND/OR WWW.EASYBIB.COM. HOWEVER, IF A CITATION IS
PROVIDED AT THE END OF THE SOURCE, COPY AND PASTE IT INTO YOUR WORKS CITED.)
Checklist
_____ Times New Roman, 12 font
_____ Minimum 800 words; maximum 1,200 words
_____ Double-spaced (Make sure that your computer is set to double-space BEFORE you start typing!)
_____ ½” margin at top of every page, even your Works Cited page (your last name and page number will be at the top margin of
every page!)
_____ 1-inch margin at bottom and sides of every page
_____ Left-justified
_____ Remove space before paragraph on home tab
_____ THREE sources minimum—these sources must match up with the sources you list on your Works Cited page—one must be a
print source
_____ You must have MLA-style parenthetical documentation and a Works Cited page—these are worth SEVERAL points from the
TWO Major Grades this paper is worth.
_____ If I cannot find your project on the server, you will lose 10 points on these two Major Grades. Your project needs to be
called Last First—Lewis #—Research Project
_____ If you will hold this sheet up to the light with your paper underneath it, all of the spacing should match. Do this for your
entire paper as well as for your Works Cited page.
Research Paper Rubric
Here’s a BONUS OPPORTUNITY:
TURN IN ONE DAY EARLY (BY THE END OF CLASS ON MONDAY, OCTOBER 31) = +10 POINTS
Name ___________________________________ Period _______ Lewis
Title of essay:
________________________________________________________________________________________
TOTAL POINTS: _________ (2 MG)
Category 16-20 points 11-15 points 6-10 points 0-5 points
Conventions/
Documentation
Style
(MLA Style)
_______ points
Your paper has
very few
mechanical/
documentation
errors in it
A few problems
with
mechanics/
documentation
sometimes
make me
stumble and
pause
Several
mechanical/
documentation
errors cause
confusion in
understanding
what you’re
saying
Too many
mistakes!
Content
_______ points
Your writing is
full of the kinds
of details that
keep my
attention
Some parts will
be better if you
tell more about
what’s
important
My imagination
and attention
are not
captured
It’s difficult to
understand what
you mean
Organization
_______ points
The direction of
your paper
works well and
makes me
want to find
out what’s next
Your paper
makes sense
most of the
time
Your paper
makes sense
only some of the
time
The order in the
paper is jumbled
and scrambled
Word
Choice/Voice
_______ points
Your paper has
lots of your
personality and
individuality;
you chose just
the right words
for just the right
places
What you are
thinking and
feeling only
shows up
sometimes
You seem to be
uncomfortable
letting your
personality show
It’s unclear what
you meant by
many words and
phrases
Sentence
Fluency
_______ points
Your paper
flows and is
easy and
enjoyable to
read
Some
sentences are
choppy or
awkward
It’s hard to
follow where
you’re going
Your paper is
difficult to read
DO NOT WRITE IN THIS BOX
DATE TURNED IN TO MS. LEWIS:
_________________
Name _____________________________________________________ Period _______ Lewis
Research Paper Format (Sentence-by-Sentence Using Quotes)
The following is the MINIMUM number of sentences you should have per paragraph.
INTRODUCTORY PARAGRAPH—1st Paragraph
1st sentence: A hook to get your reader “involved” in the topic
Luck is based in superstition; however, some people are adamant about its power
over their lives and how it can bring them money, love, and happiness.
2nd – 4th sentences: Brief summary of the piece of literature you are writing about EXAMPLE: In D.H. Lawrence’s “The Rocking-Horse Winner,” luck is a constant element in the story in that the mother, Hester,
believes that luck will bring money. She claims that if you are born lucky that you will be happy because you will have money.
Her son, Paul, thinks of himself as lucky; he makes a large sum money by betting on horses, but he pays the ultimate price in that
his life extinguished simply because he loves his mother and wants her to be happy (Lawrence 1154-1170).
5th sentence: Thesis statement
EXAMPLE: In D. H. Lawrence’s short story “The Rocking-Horse Winner,” Lawrence utilizes the symbols of
Hester’s constant fixation with money, Paul’s showing his mother that he loves her by trying to win more
money to help her escape her debt, and the gloominess of the whispering house as constant reminders
that happiness is simply an emotion that should be allowed to occur naturally, not by forced means.
BODY PARAGRAPH #1—2nd Paragraph
Minimum three quotes per paragraph; maximum five quotes per paragraph
(one or more from the primary source; two or more from the secondary sources)
It contains one or several of these elaboration techniques, as needed:
define/describe/details/examples/facts.
1st sentence: TOPIC SENTENCE with first part of your position and your first example
(leads into your first point)
(Write about money—Hester’s obsession with it)
2nd sentence: Leads up to the quote—Use transitions (However, Also, For example,
etc.)
For example, (Hester claims that if someone is born lucky he or she will have money.)
3rd sentence: Quote from a source
She claims that if someone is born rich, he or she could lose his or her fortune, so it’s
better to “be born lucky” instead of wealthy (Lawrence 1156).
(This is a quote from your primary source.)
4th and 5th sentences: COMMENTARY/EXPLANATION (This should be your overall
thoughts on the above information and how the quote proves your thesis.)
6th sentence: Transition from your first quote to your second quote
In addition,
7th sentence: Quote from a source At one point, Paul asks his mother, “What is luck?” (Lawrence 1156). This dialogue is the most crucial part of the
short story in that Paul says that “God told me” which horse to choose (Lawrence 1156), implying that luck has
nothing to do with his winning money at the horseraces (Smith). His mother then laughs cynically at him (Lawrence
1157) indicating that she still believes in absolute luck.
(The above are quotes from one of your secondary sources.)
8th and 9th sentences: COMMENTARY/EXPLANATION (This should be your overall
thoughts on the above information and how the quote proves your thesis.)
10th sentence: Transition from your last quote
11th sentence: Quote from a source
(This is a quote from one of your secondary sources.)
12th and 13th sentences: COMMENTARY/EXPLANATION (This should be your overall
thoughts on the above information and how the quote proves your thesis.)
14th sentence: CONCLUDING SENTENCE (This sentence should conclude what you are
writing about in this paragraph and also serve as a transition to your next paragraph.)
BODY PARAGRAPH #2—3rd Paragraph
Maximum three quotes per paragraph
(one from the primary source; two from the secondary sources)
It contains one or several of these elaboration techniques, as needed:
define/describe/details/examples/facts.
1st sentence: TOPIC SENTENCE with first part of your position and your first example
(leads into your first point)
2nd sentence: Leads up to the quote—Use transitions (However, Also, For example,
etc.)
3rd sentence: Quote from a source
4th and 5th sentences: COMMENTARY/EXPLANATION (This should be your overall
thoughts on the above information and how the quote proves your thesis.)
6th sentence: Transition from your first quote to your second quote
7th sentence: Quote from a source
8th and 9th sentences: COMMENTARY/EXPLANATION (This should be your overall
thoughts on the above information and how the quote proves your thesis.)
10th sentence: Transition from your last quote
11th sentence: Quote from a source
12th and 13th sentences: COMMENTARY/EXPLANATION (This should be your overall
thoughts on the above information and how the quote proves your thesis.)
14th sentence: CONCLUDING SENTENCE (This sentence should conclude what you are
writing about in this paragraph and also serve as a transition to your next paragraph.)
BODY PARAGRAPH #3—4th Paragraph
Maximum three quotes per paragraph
(one from the primary source; two from the secondary sources)
It contains one or several of these elaboration techniques, as needed:
define/describe/details/examples/facts.
1st sentence: TOPIC SENTENCE with first part of your position and your first example
(leads into your first point)
2nd sentence: Leads up to the quote—Use transitions (However, Also, For example,
etc.)
3rd sentence: Quote from a source
4th and 5th sentences: COMMENTARY/EXPLANATION (This should be your overall
thoughts on the above information and how the quote proves your thesis.)
6th sentence: Transition from your first quote to your second quote
7th sentence: Quote from a source
8th and 9th sentences: COMMENTARY/EXPLANATION (This should be your overall
thoughts on the above information and how the quote proves your thesis.)
10th sentence: Transition from your last quote
11th sentence: Quote from a source
12th and 13th sentences: COMMENTARY/EXPLANATION (This should be your overall
thoughts on the above information and how the quote proves your thesis.)
14th sentence: CONCLUDING SENTENCE (This sentence should conclude what you are
writing about in this paragraph and also serve as a transition to your next paragraph.)
CONCLUSION: 5th Paragraph
You should restate your thesis but not repeat it word-for-word.
TEACH your reader something.
Your conclusion should be no longer than six sentences.
1st sentence: Revisit your thesis, but not word-for-word.
2nd sentence: Wrap up your argument (first topic revisited)
3rd sentence: Wrap up your argument (second topic revisited)
4th sentence: Wrap up your argument (third topic revisited)
5th sentence: Make an impact with your last sentence—TEACH the reader something
The elements of luck, living in style, and money are dominant throughout the short
story; they are constant reminders that happiness is simply an emotion that should be
allowed to occur naturally and not forced to exist by using artificial or external means.
Name _______________________________________________ Period _________ Lewis
How-To’s/Tips/Etc.
How to Write a Literary Analysis Essay
A literary analysis essay discusses a particular aspect of a work of literature.
It essentially presents an argument or an interpretation about that work.
Developing a clear, concise thesis for a literary analysis essay is extremely
important in guiding the reader through the essay and expressing your
interpretation of the work.
DON’Ts:
Do not announce what you will be writing about. For example, do not write: "This
essay will discuss symbolism in 'A Rose for Emily.' "
Do not ask a question. For example, do not write: “What if the rose in ‘A Rose for
Emily’ symbolized enduring love?”
Do not summarize the story or its ending in your thesis. For example, do not write:
"In reading William Faulkner's ‘A Rose for Emily,’ you can see that Emily killed
Homer and kept his body for years.”
Basically, you are finding evidence in other authors’ works to SUPPORT
WHAT YOU ARE TRYING TO PROVE IN YOUR THESIS (YOUR THEME).
Grading Criteria
This is a long-term assignment with different deadlines and grades. You cannot
simply show up with a research paper the day it is due and receive credit. It is a
PROCESS. On the due date, you must turn in all elements of it if they are
completed. If you only have part of it completed, you will turn in all completed
elements of it late for a penalty.
Tips for Writing Your Literary Analysis
1. Write in the present tense.
DO: In Faulkner's "A Rose for Emily," the townspeople visit Emily Grierson's house
because it smells bad.
NOT: In Faulkner's "A Rose for Emily," the townspeople visited Emily Grierson's
house because it smelled bad.
2. Write in 3rd person—keep yourself out of your analysis (no “I” or “you”).
DO: The narrator in "Sonny's Blues" is a dynamic character who
changes his attitude toward and relationship with Sonny as the story
progresses.
NOT: I believe that the narrator in "Sonny's Blues" is a dynamic character
because I read many details about the changes in his attitude toward and
relationship with Sonny.
DO: At the end of "Everyday Use," Mama realizes that Maggie is like her
but has not received enough attention to build self-esteem.
NOT: At the end of "Everyday Use," Mama realizes that Maggie is like her but has
not received the attention you should give your daughter to help her attain self-
esteem.
3. All quotes must be “embedded” in a sentence.
DO: Because Janie’s image for romantic happiness comes from nature, she
thinks one’s existence ought to be similar to a “pear tree in bloom” when she is
unhappy in her relationship (Smith 67).
NOT: Janie’s images for romantic happiness come from nature. “Life should be
more like a pear tree in bloom,” she thinks. She thinks this when she is unhappy in
her relationships (Smith 67).
4. Be sure your commentary is NOT repetitive.
DO: When Carlton and Darnay first meet at the tavern, Carlton tells him that he
doesn’t cherish anyone in this world, and no one “cares for me” (Dickens 105).
Carton makes this statement as if he were excusing his rude behavior to Darnay.
Carlton, however, is only pretending to be polite, perhaps to amuse himself. With
this seemingly off-the-cuff remark, Carlton reveals a deeper cynicism and his
emotional isolation.
NOT: When Carlton and Darnay first meet at the tavern, Carlton tells him, “I care
for no man on this earth, and no man cares for me” (Dickens 105). Carlton is
telling Darnay this because he feels that no one cares for him and so he doesn’t
care.
5. Use transition words to move from one idea to the next.
In addition, Although To demonstrate
Not only . . . but also . . . Otherwise, Specifically,
Conversely, However, For instance,
Usually, Nevertheless, Consequently,
Again, In other words, Therefore,
Moreover, For example, In conclusion,
Furthermore, In particular, Overall,
Sign-up Sheet for Research Paper Short Story—K. Lewis, page 1
2nd period—p. 1128—“A Cup of Tea” by Katherine Mansfield
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Sign-up Sheet for Research Paper Short Story—K. Lewis, page 3
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Sign-up Sheet for Research Paper Short Story—K. Lewis, page 4
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Sign-up Sheet for Research Paper Short Story—K. Lewis, page 5
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Sign-up Sheet for Research Paper Short Story—K. Lewis, page 7
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Sign-up Sheet for Research Paper Short Story—K. Lewis, page 8
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