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English II Research Paper PacketThere are 10 steps involved in writing a research paper:
Step 1: Select a subject
Step 2: Narrow & select the topic
Step 3: State the tentative thesis
Step 4: Research your topic & start taking notes
Step 5: Form a preliminary bibliography
Step 6: Prepare a working outline / Organize your material
Step 7: Outline the paper
Step 8: Write a rough draft
Step 9: Organize Works Cited page
Step 10: Type, proofread, and correct and write the final draft
REQUIREMENTS:The length of the research paper must be no less than 4 pages, with the Works Cited page counting as one page.
• The research paper must follow the current MLA format and guidelines to pass.
• 12 point Times New Roman Font
• Double Spaced
• 1 inch margins
• Works sited formated correctly
• The research paper may be literary or non-literary.
• Five source minimum. One source must be in book form, or a printed periodical. At least four sources must be cited in the body of the essay.
• Students will generate a minimum of 20 note cards or notes from their sources.
• Students must create an outline of their essay including a thesis, concrete details, and commentary.
• Students will include a works cited page at the end of their essay.
RESEARCH MATERIAL OPTIONS:• Books
• Internet Sites
• Interviews
• Educational Publications
WHAT IS A RESEARCH PAPER?A research paper is a document in which you prove or defend a thesis with the opinions, ideas, facts, and/or statements of others.
WHAT IS A THESIS?A thesis is a statement that can be proved. Do not confuse a thesis with a fact.
For example: The families of Romeo and Juliet were enemies. This is a fact about Shakespeare‘s play. A thesis could be: Friar Laurence is often portrayed as a bumbling fool; however, he is really a wise man trapped by the same forces as his two impulsive lovers.
MLA FORMAT FOR RESEARCH PAPERSPrinting or Typing:1. Research Papers must be typed
2. Times New Roman Font Only
3. 12 point font
4. Use only one side of the paper (do not print on the back)
Margins:1. One inch margins throughout the entire paper
2. Indent the first word of a paragraph on half inch (five spaces or one Tab space)
3. Indent long format quotations one inch (ten spaces) from the left margin
Spacing:1. Double Space throughout the entire paper including quotations, notes, heading, and list of works cited.
Heading, Header, and Title:1. No title page
2. Follow the formatting below as an example of the first page of an MLA format essay.
• Magazines
• Newspapers
• Documentaries
• Encyclopedias
• CD-ROM/DVDs
• Literary Critiques
• Pamphlets
• Videos/Movies
PLAGIARISMPlagiarism: use of another person’s ideas, words, or opinions as if they were your own. Any undocumented information from a source is considered plagiarism. Plagiarism can be intentional or unintentional. Plagiarism is passing off the work of someone else as your own. Common knowledge is not plagiarism and can be used without citation.
What you need to know:
Material is probably common knowledge if . . .
• You find the same information undocumented in at least five other sources
• You think it is information that your readers will already know
• You think a person could easily find the information with general reference sources
Need to Document No Need to Document• When you are using or referring to somebody
else’s words or ideas from a magazine, book,
newspaper, song, TV program, movie, Web page,
computer program, letter, advertisement, or any
other medium
• When you use information gained through
interviewing another person
• When you copy the exact words or a "unique
phrase" from somewhere
• When you reprint any diagrams, illustrations,
charts, and pictures
• When you use ideas that others have given you
in conversations or over email
• When you use any statistic
• When you are writing your own experiences, your
own observations, your own insights, your own
thoughts, your own conclusions about a subject
• When you are using “common knowledge” —
folklore, common sense observations, shared
information within your field of study or cultural
group
• When you are compiling generally accepted facts
• When you are writing up your own experimental
results
What should you always document (or give credit for)? Everything that you borrow, from direct quotations and paraphrases to information and ideas.
What do you NOT have to document? Familiar proverbs and sayings (“You can’t judge a book by its cover”), well-known quotations (“We shall overcome”), or common knowledge (“George Washington was the first president of the United States”).
EXAMPLESLevel 1: using another’s words without giving proper credit while paraphrasing
Original Source: Everyone uses the word language and everybody these days talks about culture […]. “Languaculture” is a reminder, I hope, of the necessary connection between its two parts […]. (Michael Agar, Language Shock: Understanding the Culture of Conversation [New York: Morrow, 1994] 60).
WRONG: At the intersection of language and culture lies a concept that we might call “languaculture.” [With no credit given to Mr. Agar, this is plagiarism.]
RIGHT: At the intersection of language and culture lies a concept that Michael Agar has called “languaculture” (60).
Level 2: using another’s idea(s) without giving proper credit
The following passage is from an essay by Wendy Martin in Columbia Literary History of the United States, “Some of Dickinson’s most powerful poems express her firmly held conviction that life cannot be fully comprehended without an understanding of death” (625).
WRONG: Emily Dickinson strongly believed that we cannot understand life fully unless we also comprehend death. [With no documentation in the above, the writer has plagiarized Ms. Martin.]
RIGHT: As Wendy Martin has suggested, Emily Dickinson strongly believed that we cannot understand life fully unless we also comprehend death (625).
Level 3: using words and phrases verbatim or slightly altered
Original Source: “Transportation did not stop crime in England or even slow it down. The ‘criminal class’ was not eliminated by transportation, and could not be, because transportation did not deal with the causes of crime” (Hughes 168).
WRONG: Transportation did not stop crime in England or even slow it down. Criminals were not eliminated by transportation because transportation did not deal with the causes of crime. [Words, phrases, and ideas belong to Mr. Hughes; this is plagiarism.]
RIGHT: Hughes argues that transporting criminals from England to Australia “did not stop crime. . . . The ‘criminal class’ was not eliminated by transportation, and could not be, because transportation did not deal with the causes of crime” (168).
You MUST give the source for any borrowed material that readers might mistake for your own. IF YOU HAVE ANY DOUBT ABOUT WHETHER OR NOT YOU ARE COMMITTING PLAGIARISM, CITE YOUR SOURCE OR SOURCES.
Research Paper Due DatesTopic Selection: Due:____________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Controlling Idea: Due: ____________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Bibliography Cards Due: ____________
Note cards or Notes Due:____________
Thesis Statement: Due:____________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Outline Due:____________
Works Cited Due:____________
Rough Draft Due:____________
Final Draft Due:____________
Step 1: Select a subject/topicChoose your subject carefully. Think about the following: how much time you have, the length of the paper, and your intended audience.
To write a research paper, you must use the note cards to prove a point, win an argument, or analyze a topic, NOT simply recopy every note card into essay format.
When you choose a topic for your research paper, keep in mind that you must be able to argue or have an opinion about your topic.
Remember: The more specific, the better. Too general and you will find yourself with information overload and either
a) an overly simplistic essay, or
b) an impossibly long essay that you are unable to finish before the due date!
For example:A general topic would be “Women during World War II”.A more specific and manageable topic would be “Women’s Land Army in Britain during World War II”.Writing the paper will be much easier if you will be able to later form an opinion or view point about your subject.
Choose a topic that interests you. In the beginning of your research paper process, your topic can be general. However, after you complete some research, you should be able to narrow your topic and perhaps develop a preliminary thesis. In choosing a suitable topic, ask yourself the following questions:
1. Is there enough material on my topic?
2. Do I have time to contact all the sources I need?
3. Will I be able to narrow this topic?
4. Will I be able to develop a thesis?
5. Is this topic interesting enough to work on for two months?
6. Will I be able to cover the topic in the assigned length of the paper?
Broad topic:
Narrowed topic:
Specific area:
Shakespeare‘s plays
Romeo and Juliet
Friar Laurence
Step 2: Narrow & select the topicThe topic of the paper is what you want to say about the subject. To narrow the topic, you will need to do some background research. No need for detailed notes at this time, just jot down some big ideas you’re noticing.
Some questions to consider:• Who are the important people involved?• What are the major issues?• What are my opinions regarding the topic?• Why is this an important (controversial, interesting) subject?• How has the problem (or issue) developed? When? Where?The answers will help you narrow your topic.
Example: Women’s Land Army in Britain during World War 2.• Began in WWI to cope with 3 million men away to fight• Government wanted to increase amount of food grown in Britain• Many came from industrial cities and London• Lady Gertrude Denman• Topic- Women’s Land Army in Britain further advanced women’s rights in Britain after• World War 2 because: _______________________ (to be decided next!)
Peel the Onion:1. Choose a “depth of complexity” item that is affected by your topic2. Create a chain reaction graphic organizer for each depth of complexity you chose
a. Think of as many starting points for each depth of complexity as possibleb. Go as far as possible from each starting point.
3. Repeat for each new depth of complexity.
Thesis: the Point of View or opinion you have about your topic. It is an argument. You must takea side. Make a defensible statement.
Topic Sentences: the topic of each body paragraph. This is the first sentence in each body paragraph.1. Simply state what the paragraph will be about and how it helps prove your thesis2. Simple and clear is okay.
Step 3: State your thesisBefore you begin your research for your paper, you need to compose a thesis statement that describes the viewpoint you are going to express and support in your paper. Since your purpose in the rest of the paper is to prove the validity of your thesis, your thesis statement provides a controlling idea which will help you choose the resource materials you will use and will limit your note taking.Example:Thesis Statement- “The Women’s Land Army in Britain further advanced women’s rights in Britain during World War 2 and beyond by expanding the role of women in the work place and teaching them skills they could use to lives independent of men.”
Controlling idea- “Further advanced women’s rights”- the writer will look for material that describe women’s roles before, during, and after WW2; background of WLA, etc.
There are several common errors that students make when composing thesis statements. Some of these are listed below, with examples.
1. A thesis cannot be a fragment; it must be expressed in a sentence.Poor: How life is in a racial ghetto.Better: Residents of a racial ghetto tend to have a higher death rate, higher disease rates, and higher psychosis rates than do any other residents of American cities in general.
2. A thesis must not be in the form of a question. (Usually the answer to the question could be the thesis.)Poor: Should eighteen-year-old males have the right to vote?Better: Anyone who is old enough to fight in a war is old enough to vote.
3. A thesis must not contain phrases such as “I think.” (They merely weaken the statement.)Poor: In my opinion most men wear beards because they are trying to find themselves.Better: The current beard fad may be an attempt on the part of men to emphasize their male identity.
4. A thesis must not contain elements that are not clearly related.Poor: All novelists seek the truth; therefore some novelists are good psychologists.Better: In their attempt to probe human nature, many novelists appear to be good psychologists.
5. A thesis must not be expressed in vague language.Poor: Bad things have resulted from religion being taught in the classroom.Better: Religion as part of the school curriculum should be avoided because it is a highly personal and individual commitment.
6. A thesis must not be expressed in muddled or incoherent language.Poor: In Act One of Othello, to cause them to feel fury against Othello, Iago fuels Brabantio, Othello, Roderigo, and Cassio with deceit by telling them lies.Better: In Act One of Othello, Iago deceives several characters in order to further his plot to destroy Othello’s life.
7. A thesis should not be written in figurative language.Poor: Religion is the phoenix bird of civilization.Better: As long as man can conceive the idea of a god, religion will rise to give man a spiritual reason for existence.
Peel the Onion:1. Choose a “depth of complexity” item that is affected by your topic2. Create a chain reaction graphic organizer for each depth of complexity you chose
a. Think of as many starting points for each depth of complexity as possibleb. Go as far as possible from each starting point.
3. Repeat for each new depth of complexity.
Thesis: the Point of View or opinion you have about your topic. It is an argument. You must take a side. Make a defensible statement.
Topic Sentences: the topic of each body paragraph. This is the first sentence in each body paragraph.1. Simply state what the paragraph will be about and how it helps prove your thesis2. Simple and clear is okay.
HOW TO WRITE A THESISA thesis statement is:• a single sentence stating your opinion on the research topic without using the phrase “I think”.• an argument or idea you intend to support in your paper.• simply a concrete detail (your topic) followed by a commentary (your opinion/argument).• ALWAYS a sentence and NEVER a question.
Thesis Checklist• Is your thesis statement focused on a single limited topic?• Is your thesis a clear direct sentence? (Does it make a STATEMENT?)• Does your thesis convey your point of view or attitude about the topic without using “I think...”?• Does the thesis suggest a pattern of development? (for example- compare/contrast, cause/effect,
argumentative, exemplification, division/classification)
Reminder:A manageable topic + a specific feeling/opinion = an effective thesis statement
Step 4: Research your topic & start taking notesNotes should relate in some way to one of the topics on your working outline. Label each section with the appropriate topic; each should also include the title of the source of information. This is very important because you must cite all material even if you have not used the exact words of the text.
Be sure to write the note in your own words; use direct quotes only when the information is worded in a particularly unusual way.
Two Steps to Research Annotating:1. Highlight any passage that you believe to be important
a. Statisticb. Sentencec. Paragraphd. Anything you think you could use to prove your point.
2. Annotate (make a note in the margin) indicating one or more of the following:a. How the text supports your thesisb. Which Depth of Complexity the text relates toc. Why the text is important
SOURCE QUALITY CHECKEvery book, periodical article, or other resource should be evaluated to determine its quality and its relevance to your topic and the nature of your assignment. Use the criteria below to help you evaluate resources.
• What are the author’s education and experience? Look for information about the author in the publication itself.
• Who is the audience for the publication (scholarly or general)?• Does it provide general background information or in-depth information on a specific topic? • How extensive is the bibliography? Can you use these references to find more information?• What is the publication date?• How up-to-date are the citations in the bibliography?• How current do you need for your topic?Determine whether the information is fact, opinion or propaganda.• Are there footnotes to show the source of the facts or quotes?• Does the publisher have a particular bias?• Are opinions or propaganda easy to recognize?• Do the words and phrases play to your emotions or bias the content?
Questions to ask:1. Where do you commonly find the publication date in a book?2. How do you determine who the “audience” is for this book?3. What is a bibliography?
How to Efficiently and Effectively Conduct ResearchThere are many different sources you may use to find information for your research paper. Your goal is to choose resources that will provide reliable, accurate, and current information on your topic. The three most commonly used sources for the high school research paper are:
• Print sources Print sources are “hard copies” of texts, such as books, newspapers, magazines, and journals. Because these sources are subject to an editorial process before they are published, they are reliable.
• Online databases because databases are accessed through the Internet, students often confuse them with “free” Internet sources, but they are very different. Online databases are usually created by companies that specialize in publishing informational resources, or educational resources. The contents of these databases usually consist of articles that originally appeared in magazines, journals, newspapers, or reference books. Therefore, database articles are also subject to an editorial process, making them reliable. Databases are not accessible to the general public; you must purchase a subscription to use them.
You can use an Internet search engine such as Google or Yahoo. As you look for relevant and reliable websites, remember that URLs ending in .gov, .edu, and .org are usually more reliable than those ending in .com or .net. In evaluating Internet resources, use the acronym RADCAB*:
Relevancy Is the information important to my topic?
Appropriateness Is the information suitable to my age/grade level?
Detail How much information do I need? Is the depth of coverage adequate?
Currency When was the information published or last updated?
Authority Who is the author? What are his or her qualifications and credentials?
Bias Why was this information written? Is its purpose to inform, persuade, entertain, or sell something?
• Websites. While there are many reliable sites on the World Wide Web, websites are not subject to an editorial process. Websites may be created by anyone, including individuals who have no idea what they are talking about. In order to persuade you to adopt a particular point of view, a website creator might not include all relevant information on a topic. Therefore, if your teacher allows you to use websites, you must critically evaluate them to be sure that they are accurate, reliable, and current. Do not use Wikipedia!!!
How to Read a Web Address:Domain NameThe domain name can give you a good idea about the accuracy and reliability of the information you will find at that web address. The domain is found after the http:// and www. to the first forward slash /.
Extensions: Examples: .com and .net. You probably know quite a few already. Extensions are intended to show the type of establishment that owns and publishes the domain.• .edu Educational organization .k12 US school site• .sch School site .mil military institution• .com Company .org organization• .gov Government agency .net Network
New extensions to look for are: .biz, .name, .pro, .info. All are used for commercial purposes. Extensions can also include country codes such as .uk, .ca, .za, etc. Personal Web Pages: A personal page is a Web site created by an individual. The Web site may contain useful information and links to important resources and helpful facts, but often these pages offer highly biased opinions and are not recommended. The presence of a name in the URL such as bsmith and a tilde ~ or % or the word users or people or members frequently means you are on a personal web site. Even if the site has the extension, .edu, you still need to look out for personal pages. Ask yourself “who is the author and what are their credentials?”
Questions:1. Which of he above sites are more likely to have the most reliable information?2. Which ones may present information with a bias?3. Which sites may be trying to sell you a product?4. How can you use this information to evaluate the information on the web site?5. What are clues in the URL that help identify the site as a personal web page?
Step 5: Form a preliminary bibliography/note cardsA preliminary bibliography is a list of potential sources of information. Evaluate the potential sources as you go along, keeping in mind how well they relate to your topic, how up-to-date they are and how available they are. As you select articles and books, record your sources as you go. Using flash cards, Word, sticky notes, etc. is a good method. Later, when you format and complete your final bibliography, you will just arrange this information in alphabetical order.
Careful research is important since you must prove the thesis of your paper with facts, ideas, opinions, and/or statements of others. During the research of your term paper, two types of cards are used: bibliography cards and note cards. Start documenting your sources and notes now so you can reference your information throughout the writing process.
BIBLIOGRAPHY CARDSA bibliography is a list of the works of a specific author or publisher. For each source you look at, a bibliography card must be completed. These cards list all the information needed to create the Works Cited page. Below are five examples:
BOOK:
Jorgesen, Paul A.
William Shakespeare: The Tragedies.
Boston: Twayne Publishers, 1985.
REFERENCE WORK:
Muir, Edwin
“T.S. Eliot”
The Nation 121 (1925) 162-164
Rpt. In Contemporary Literary Criticism. Vol. 24Eds. Sharon R. GuntonDetroit: Gale Resource Co., 1983.
INTERNET SOURCE:
Williamson, Marilyn L. “Romeo and Death”
Shakespeare Studies: An Annual Gathering of Research, Criticism, and Reviews. Vol. XIV. 1981129-137. rpt. EXPLORING Shakespeare. Farmington Hills, Michigan: Gale Research, 1997. Gale Group. December, 2009.
<http://www.galenet.com/servlet/SRC/>.
MAGAZINE/JOURNAL:
Avi, Mary. “Romeo and Juliet Together (and
Alive!) at Last.”
English Journal January 1989. pp. 75-87
FILM:
It’s a Wonderful Life.
Dir. Frank Capra.
With James Stewart,Donna Reed, Lionel Barrymore, and Thomas Mitchell.
RKO, 1946.
NOTE: “Rpt.” Stands for “Reprinted”
Notice the date of access
NOTE CARDSAfter completing a bibliography card for the work you have chosen and reading the material, you are ready to take notes on note cards. When you are faced with starting a research paper, the most important part of researching and beginning to write is ORGANIZING the information. If you are not organized it will take you longer to write and your paper. To make it easier, use the note-card system as you gather your information. For each topic you can have a number of cards from several different sources. Later, as you write your paper, each index card becomes a body paragraph (supporting idea) in your paper.
As you find interesting facts to support your thesis, you should write them down. Each idea or sentence should be paraphrased in your own words and written on a card. This is to keep your ideas in order and to reference where you found your information. You need to document your information as below.
SAMPLE NOTE CARD
Topic Source #
“
“
Page # -
KEEP IN MIND:1. Card TOPIC is the title you make up yourself. It is the main idea of the information on the card.
2. The SOURCE name or # can be documented to reference on you list of sources, which source this information is in reference to. You can give it a number or write out the name. If you give it a number you will need to number your sources on a separate sheet.
3. The center section is for the paraphrased information. Be detailed and write it out in your won words. This will help you build your outline and access topic quickly. Notate if it is a quotation if you reference a specific quote or article you want to include.
4. Be sure to list the page number of the information and not the page number in your paper. This is to help you catalog where in the document the information was pulled from.
EXAMPLE NOTE CARDSDIRECT QUOTATION & QUOTE WITHIN A QUOTE:
Friar‘s Awareness of Danger Source # 1
“he is well aware, long before the crisis initiated by Tybalt‘s death, of the dangers that Romeo invites: ‘Wisely and slow; they stumble that run fast‘ [II.3.94].” p. 142
PARAPHRASE:
Friar – Precise and Practical Source # 1
Friar Laurence is not a hermit with no insight to the real world. He is accurate in his evaluation of Romeo‘s mental and emotional condition in the third scene of Act II when he says that young men love with their eyes rather than with their hearts, thus able to move on to another quickly. p. 142
INTERNET SOURCE:
Friar- Argument Against Source # 2 Romeo‘s Rash Reaction to Banishment
“During this scene [Act III, scene iii], Friar Laurence‘s arguments show that Romeo‘s reaction to his banishment does not make sense, even when it comes from a young love, who might be partially mad anyway…It is only the presence of the Friar and the Nurse which prevents Romeo‘s taking his life before the consummation of his marriage to Juliet.”
NOTE CARDS
Topic Source #
“
“
Page # -
Topic Source #
“
“
Page # -
Topic Source #
“
“
Page # -
Topic Source #
“
“
Page # -
SOURCE LOGListed below is the information you will need for the most common research sources. This information is needed for your bibliography cards AND for your WORKS CITED page.
BOOKAuthor (last name, first) ________________________________________________________________Title (underlined) _____________________________________________________________________City of publication (first one listed) ________________________________________________________Publisher (full name of company) _________________________________________________________Copyright date (if more than one indicated, use the most recent one) ______________________________
PERIODICALSAuthor _____________________________________________________________________________Title of article (within quotation marks) _____________________________________________________Title of periodical (underlined) ___________________________________________________________Volume _____________________________________________________________________________Date of publication ____________________________________________________________________Page(s) ____________________________________________________________________________
INTERNETAuthor/Editor (last name, first) ___________________________________________________________Title of article (within quotation marks) _____________________________________________________Title of work (book, journal, other – underlined) ______________________________________________City of publication (books) ______________________________________________________________Publisher (books) _____________________________________________________________________Copyright date (books) _________________________________________________________________Volume (periodicals) ___________________________________________________________________Date (periodicals) _____________________________________________________________________Name of organization or institution ________________________________________________________Date of access (followed by a comma or period) _____________________________________________URL <within brackets> _________________________________________________________________
REFERENCE BOOKAuthor _____________________________________________________________________________Title of article (within quotation marks) _____________________________________________________Title of reference book (underlined)________________________________________________________Editor (ed. first name, last name) _________________________________________________________Edition _____________________________________________________________________________Volume _____________________________________________________________________________City of publication (first one listed) ________________________________________________________Publisher ___________________________________________________________________________Copyright date _______________________________________________________________________Page(s)_____________________________________________________________________________
Organize your material
Step 6: Prepare a working outline / Organize your materialThe next step is to organize your paper. At this point, you should develop an outline.
DEVELOP AN OUTLINEYour note cards should already be arranged in piles according to the subjects. Now arrange the note cards in the order in which you intend to use them. The first item in your outline is your thesis statement.
The subjects could become a main point in your outline. Under each point, summarize the note cards related to that topic. Keep the note cards in the same order in which they appear in your outline. You may also include your own ideas in the outline.
The next step is to develop an outline, which consists of the following:1. INTRODUCTION • Thesis Statement • Main Points2. BODY – consists of paragraphs to prove your thesis. Each paragraph has: • Main Point• Supporting Details3. CONCLUSION• Restate the thesis statement. • Summarize the main points.
Example:Women’s role in Britain before WW2
- Role in societyo Beliefs about women’s placeo Reasoning
- Jobs women were allowed to doo Types of jobso Statistics
Creation of Women’s Land Army- Why was it created? Background- Changing lives of the participants
o Move from industrial to ruralo Learned new skills
After World War 2- New opportunities
o Changed overall make up of work force- Women without husbands
o Many women lost their husbands during the warYour final outline also should reflect the organizational format you have chosen for your paper. This will depend on the topic of your paper and your thesis statement.
Step 7: Outline the paper OUTLINE
INTRODUCTION
Grabber: __________________________________________________________________________
Thesis: ____________________________________________________________________________
___________________________________________________________________________________
Main Points:
I. _______________________________________________________________________________
II. _______________________________________________________________________________
III. ______________________________________________________________________________
IV. ______________________________________________________________________________
V. ______________________________________________________________________________
BODY
Main Point I. ______________________________________________________________________
Details: A. ________________________________________________________________________
B. ________________________________________________________________________
C. _______________________________________________________________________
D. _______________________________________________________________________
Main Point II: _____________________________________________________________________
Details: A. ________________________________________________________________________
B. ________________________________________________________________________
C. _______________________________________________________________________
D. _______________________________________________________________________
Main Point III: _____________________________________________________________________
Details: A. ________________________________________________________________________
B. ________________________________________________________________________
C. _______________________________________________________________________
D. _______________________________________________________________________
Main Point IV. _____________________________________________________________________
Details: A. ________________________________________________________________________
B. ________________________________________________________________________
C. _______________________________________________________________________
D. _______________________________________________________________________
Main Point V: _____________________________________________________________________
Details: A. ________________________________________________________________________
B. ________________________________________________________________________
C. _______________________________________________________________________
D. _______________________________________________________________________
CONCLUSION
Restate Thesis: _____________________________________________________________________
___________________________________________________________________________________
Sum up each main point: _____________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Step 8: Write a rough draft After you have completed your final outline, you can begin to write your rough draft. It is important to remember that this rough draft will be revised. Therefore, at this time, you do not need to worry too much about spelling or punctuation. Instead, you should concentrate on the content of the paper, following your outline and expanding the ideas in it with information from your notes.
Your paper should consist of three parts: the introduction, the body of the paper and the conclusion.
The introduction should state the thesis, summarize the main ideas of the paper and capture the reader’s interest.
The body of the paper should develop each section of the outline into separate paragraphs.
The conclusion should summarize your findings and restate the thesis.
INTRODUCTION: catches the reader’s attention and tells the reader what the paper is going to be about.You are now ready to write your introductory paragraph.1. Your paper should begin with a ―hook, “a general statement that attracts the reader‘s attention and is related to the thesis. Notice how in the sample literary paper the writer introduces the paper with some background that explains why there might be a variety of interpretations of the character Friar Laurence; there were no stage directions included in the scripts. Therefore, actors and directors have individually interpreted the part: most portrayed him as foolish; some, as a wise man.
2. Follow your hook with the thesis and the main points related to that thesis.
3. Once you have your introductory paragraph written, then you will begin to write the body of the paper. The body paragraphs and their order depend on the number and arrangement of the main points in the introductory paragraph.
Intro Parts Practical Advice1. Hook • Catches the readers attention
• Don’t mention the topic
2. Connecting Info • Connects the Hook to the Thesis• Mention the topic, but not the point of view
3. Thesis • Tells the reader what the paper is about• Mention the topic and the point of view
Example Introduction:Imagine arriving at college, the next big life step. You enter your first class, listen to your first lecture, and receive your first college assignment. You can’t believe it as you realize in horror that you don’t know how to complete the assignment. This is what could happen to you if you don’t complete a research paper in high school. Even though it is a challenge, the research paper is a vital part of high school student’s education because of the many benefits s/he will attain upon dutiful completion.
BODY PARAGRAPHS: Just as in any other essay, paragraphs in a research paper contain these elements: TS, CD, CM, CS. The number and pattern of the support will vary according to topic and preference, but the basic uses remain the same.
A Topic Sentence…• is the first sentence in each body paragraph.• is sort of like a “mini-thesis” for each paragraph.• will have a subject and an opinion about the subject and introduce the point that you will argue or
support in that particular body paragraph.
A Concrete Detail (CD)…• is specific relevant information about the subject found during research and recorded on note cards.• is almost always followed by internal documentation to identify the source of the information.
Commentary (CM)…• is analysis and explanation accompanying a concrete detail.• shows why that CD matters or what that CD reveals about the subject.
Argument Paragraph Counter-Argument Paragraph
I. Topic Sentence*A. Concrete Detail*
i) Commentary*ii) Commentary
B. Concrete Detaili) Commentaryii) Commentary
C. Concrete Detaili) Commentaryii) Commentary
D. Closing Sentence
I. The turn againstA. Concrete Detail*
i) Commentary*ii) Commentary
B. The Turn backC. Concrete detail
i) Commentaryii) Commentary
D. Concrete detaili) Commentaryii) Commentary
F. Closing Sentence
RHETORICAL TERMSRhetoric Defined: the art of using words to persuade in aerating or speaking; and good writers and spacers seek to persuade and convince their intended audience through sound logic and clear reasoning. This process of rhetorical theory is often referred to as “argumentation” or “persuasion,” and it is a process that requires logical reasoning in order to sway the thinking of the audience.
Common Rhetorical Devices: devices that enhance the logic of the argument.1. Emotional appeal: appeal the emotions of the audience such as love, fear, etc.
2. Ethical appeal: appeal to the sense of moral values (right and wrong) of the audience.
3. Concession: to concede (give in) to a point of the other side or to allow the reader to make up his or herown mind. You will typically follow this by explaining why the concession is not as important as the otherside would have the reader believe, which is called the counterargument.
4. Counterargument: defensive tactic in which the writer addresses and neutralizes points they think the other side will make. You will “turn against” your side for a moment only to “turn back” to explain why theother side is wrong (“Counter-Argument”).
5. Loaded words: words with strong positive or negative connotations.
6. Analogy: Reasoning or arguing from parallel cases [using similar situations as examples to prove yourpoint; teachers use them all the time]. A simile is an expressed analogy; a metaphor is an implied one.
7. Anecdote: telling a story that helps bring the argument to life.
8. Deduction: method of reasoning wherein a conclusion is derived from comparison of general to particularpremises.
-”Sherlock Holmes and John Watson were on a camping and hiking trip. They had gone to bed and were lying there looking up at the sky. Holmes said, ‘Watson, look up. What do you see?’‘Well, I see thousands of stars.’‘And what does that mean to you?’‘Well, I guess it means we will have another nice day tomorrow. What does it mean to you, Holmes?’‘To me, it means someone has stolen our tent.’” (“Glossary of…”)
9. Hyperbole: exaggeration to prove a point.
10. Understatement: to deliberately make a situation seem less important or serious than it is.
11. Parallelism: repetition of structure to emphasize key points, statements, or words.
12. Rhetorical Questions: the answer is obvious, and therefore, the question itself is inherently persuasive, yet the writer or speaker may answer the rhetorical question for emphasis.
Logical Fallacies: errors in reasoning that the writer should avoid because they make his/her argument invalid. Writers can generally avoid fallacies by…1. Not claiming too much – keep arguments focused on specific topics.2. Not oversimplifying complex issues – most often easy solutions don’t work.3. Supporting arguments with concrete evidence and details.
How to Integrate QuotesAfter you have organized your research paper in outline form and have written your introduction, you are now ready to begin writing your rough draft. Follow the order of ideas in your outline.
1. All material quoted or paraphrased must be cited. Remember that you must use quotation marks if you use someone else‘s words, even within the paraphrased material. If you use a quotation within a quotation, enclose the inside quote in single quotation marks.
GOOD Example: “Evans stated that ‘[t]he image of Night as ‘a rich jewel in an Ethiop‘s ear‘ perfectly captures Romeo‘s infatuation with Juliet” (74).
2. Longer quotations (five or more typed lines) do not require quotation marks if they are double-spaced and indented ten spaces from the left margin. This is called block format. The in-text citation should follow the period at the end of the indented material. Place the citation within a parenthesis with no other punctuation following it.
GOOD Example: Friar Laurence is a model of righteous anger, followed by practical advice. It is noticeable that his words to Romeo for the greater part of the scene are delivered in short clear sentences. He does not sermonize to his blubbering young man but is unequivocal in what he says; and when he does essay a long speech in this scene, it is not merely well-meaning, but a passionately rational series of points. (Evans 142)
3. When citing two books by the same author, list the last name of the author first, and abbreviated version of the title, and the page.
GOOD Example: “Shakespeare loved twists of fate” (Frye, Myth, 62).
4. Quotations that are not accompanied by the author‘s name in the text must be cited in the following manner:
GOOD Example: “He is purposeful in committing himself to helping the two lovers, though the possible consequences are clear to him” (Evans 142).
5. Paraphrases of one sentence must also be cited.
GOOD Example: As a human being he can understand that love exists between Romeo and Juliet; as a priest he realizes he must sanction that relationship with marriage (Evans 142).
6. Paraphrases of more than one sentence should begin with the mention of the author‘s name.
GOOD Example: Granville-Barker felt that Friar Laurence could not handle his affairs. He married Romeo and Juliet and could not prevent their deaths (41).
NOTE: Do not place two quotations back to back. Write your own transitional phrase that will show the relationship between the two quotations, or paraphrase one of the two quotations.
Notice the2 tab
spaces.
Concrete details (CDs) CANNOT “stand alone”. This means that they must be incorporated into one of your own sentences and woven into your paper, rather than just dropped in. Therefore, as you write your paper, you will want to add CM to lead into the direct quotes. Several effective strategies exist to accomplish this task.
1. Include information about the author. Give the author’s name and brief information about his/her authority (Why should the reader believe him/her?). When you include the author’s name in the sentence, you do not place it in the internal documentation.
GOOD Example: Hubie Brown, Turner Sports analyst and former NBA head coach, attributes Michael Jordan’s importance to the fact “he set the bar of excellence at such a high level that in our immediate future, his status is unlikely to ever be challenged” (93).
2. Provide the context of the quote. Identify when and where the quote was given.
GOOD Example: In reviewing his success in basketball, Michael Jordan reflects, “I’ve missed more than 9000 shots in my career. I’ve lost almost 300 games. 26 times, I’ve been trusted to take the game winning shot and missed. I’ve failed over and over and over in my life. And that is why I succeed” (Brown 103).
3. Use short phrases and powerful words from the text. DO NOT settle by quoting several lines of text. To avoid interrupting the flow of your writing, place the internal documentation where a pause would naturally occur as near as possible to the material documented. Though sometimes a “natural pause” may not occur until the end of the sentence, it may be at the end of a clause or phrase as seen below. It should always be placed before the punctuation that concludes that clause, phrase, or sentence.
GOOD Example: In Lord of the Flies, Golding uses the weather to symbolize the changing attitudes of the stranded boys. Therefore, after “an expression of pain and inward concentration altered the pale contours” of Piggy’s face (124), thunder erupts.
4. Use signal words/introductory phrases AND commentary to transition into a quote.
GOOD Example: After describing Heathcliff’s courageous, though unrewarded actions, Bronte makes a sense of injustice evident to the reader: “It hurt me to think the master should be made uncomfortable by his own good deed” (231).
In general, internal documentation…
• is the information you listed at the bottom of the note card, which is the author’s last name and page number inside parentheses with no comma separating them.
• occurs at the end of the sentence before the period.• clearly corresponds to a specific source on the Works Cited page.
CONCLUSIONA conclusion starts out specific and ends with general statement about your topic applied to life. Briefly restate your point. Avoid repeating exactly what you already said in the paper. Make the end relevant to the topic and today.
CHECKLIST FOR REVISING THE ROUGH DRAFT
When the rough draft is finished, you are ready to reread and revise.
Checklist:
________ Correct all errors in grammar, spelling, and punctuation.
________ Make sure that each paragraph has a topic sentence which presents the main point which will be developed and proved in this paragraph.
________ Quotations must be carefully integrated.
________ Use transitions between quotations. Avoid placing quotations back to back.
________ Papers must be double-spaced and should have one inch margins at the top, bottom, and sides of the page.
________ Number all pages consecutively starting with page 1.
________ Do you have a hook?
________ Do you have a clear thesis?
________ Are your main points clearly stated in the introduction?
________ Quotations connect to what you are trying to prove.
________ Check format of heading and pagination.
________ Are the in-text citations properly formatted and written?
Step 9: Organize Works Cited page When you have finished your research paper, arrange your bibliography cards in alphabetical order according to the author‘s last name. If no author is indicated, use the first important word of the title, excluding the following: a, an, the. Include only works that have been specifically mentioned in your in-text citations.
1. Start a new page for the Works Cited. This will appear at the end of the paper.
2. Works Cited entries begin flush with the left hand margin using the author‘s last name or the first important word of the title.
3. The second line, if needed, should be indented five (5) spaces, beginning at space six (6). 1 Tab space
4. Double space between entries. Double space within each entry.
5. Lengthy URLs must be manually separated at the right margin for the sake of formatting. This is best done at a slash mark.
6. You may use a citation maker. Be sure to select the MLA option and have all of the necessary information.
WORKS CITED – SAMPLE ENTRIES
Jorgensen, Paul. William Shakespeare: Tragedies. Boston: Twayne Publishers, 1985.
Owens, Louis. John Steinbeck’s Re-Vision of America, 100–106. Athens: University of Georgia Press,
1985. Quoted as “Of Mice and Men: The Dream of Commitment” in Bloom, Harold, ed. John
Steinbeck, New Edition, Bloom’s Modern Critical Views. New York: Chelsea House Publishing,
2008. Bloom’s Literary Reference Online. Facts On File, Inc. http://www.fofweb.com/activelink2.
aspItemID=WE54SID=5iPin/ MCVJS003&Singl Record=True (accessed January 26, 2009).
ONE AUTHOR
Harbage, Alfred. William Shakespeare: A Reader‘s Guide. New York: The Noonday Press, 1963.
Kirschbaum, Leo. Character and Characterization in Shakespeare. Detroit: Wayne State University Press,
1962.
Shakespeare, William. The Tragedy of Romeo and Juliet. Ed. Richard Hosley. New Haven: Yale University
Press, 1954.
TWO OR THREE AUTHORS
Durelli, A.J. and W.R. Riley. Introduction to Photomechanics. Englewood Cliffs, New Jersey: Prentice-Hall,
1985.
MORE THAN THREE AUTHORS
Jenson, Jorgan, et al. Design Guide to Orbital Flight. New York: McGraw-Hill, 1962.
TWO OR MORE BOOKS BY THE SAME AUTHOR
Frye, Northrop. Anatomy of Criticism: Four Essays. Princeton: Princeton University Press, 1957.
---, ed. Design for Learning: Reports Submitted to the Joint Committee of the Toronto Board of Education
and the University of Toronto. Toronto: University of Toronto P, 1962.
---, The Myth of Deliverance: Reflections on Shakespeare‘s Problem Comedies. Toronto: University of
Toronto P, 1983.
ANONYMOUS BOOK
Encyclopedia of Photography. New York: Crown, 1984.
WORK IN AN ANTHOLOGY OR A CASEBOOK
Stauffer, Donald. “The School of Love: Romeo and Juliet.” Shakespeare The Tragedies: A Collection of
Critical Essays. Ed. Alfred Harbage. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.,
1914. 132-40.
BOOK WITH EDITION
Lous, Michael, ed. The Complete Works of Joyce. 6th ed. New York: Alter, 1991.
MULTIVOLUME WORK
Granville-Baker, Harley. Prefaces to Shakespeare. Vol. 2. Princeton: Princeton University Press,
1946. 2 vols.
ARTICLE IN A REFERENCE BOOK
Tillyard, E.M.W. “John Milton.” Chambers Encyclopedia. 1986 ed.
PAMPHLET
American Chemical Society. Plasticization and Plastercizer Processes. Advances in Chemistry Series
No. 48, Washington D.C.: The Society, 1985.
Hoffman, Frederick. Gertrude Stein. Minneapolis: Lund Press, Inc., 1961.
GOVERNMENT PUBLICATIONS
New York State. Committee on State Prisons. Investigation of the New York State Prisons.
New York: Arno, 1974.
NEWSPAPER ARTICLE
Fuerbringer, Jonathan. “Budgetary Rhythms.” New York Times 20 March 1987, late ed.: A8.
“Antitank System Designed by Bonn.” New York Times 16 August 1970: A3.
JOURNAL
Avi, Mary. “Romeo and Juliet Together (and Alive!) At Last.” English Journal 78 (January 1989): 82-93.
SIGNED MAGAZINE ARTICLE
Pizer, Donald. “Frank Norris‘ Definition of Naturalism.” Modern Fiction Studies, 8 (Winter 1963), 408-410.
UNSIGNED MAGAZINE ARTICLE
“Change and Turmoil on Wall Street,” Time. 24 August 1970, 52-57.
FILM
It‘s a Wonderful Life. Dir. Frank Capra. With James Stewart, Donna Reed, Lionel Barrymore, and
Thomas Mitchell. RKO, 1946.
AUDIO OR VIDEO TAPE
Frank Lloyd Wright - Architect of Vision. Audio Tape. New York. Board of Education, 1961.
BIBLE
John XX: 1-6 Holy Bible. Revised Standard Edition. Toronto: Religious Publications, Inc., 1958.
REVIEW
Anderson, Jack. Rev. of Don Quixote. American Ballet Theater. Metropolitan Opera House, New York.
New York Times 30 May 1987, late ed.: 13.2.
RECORD
Sondheim, Stephen. Sunday in the Park with George. With Mandy Patinkin and Bernadette Peters.
Cond. Paul Gemignani. RCA, HBC1-5042, 1984.
INTERVIEW
Pei, I.M. Personal Interview. 27 July 1983.
Morrison, Toni. Interview. All Things Considered. Natl. Public Radio. WNYC, New York. 16 Feb. 1986.
Kundera, Milan. Interview. New York Times. 18 Jan. 1982, late ed., sec. 3:13+.
A BOOK WITH A TITLE WITHIN ITS TITLE
Basinger, Jeanine. The It’s a Wonderful Life Book. New York: Knopf, 1986.
Danzig, Allan, ed. Twentieth Century Interpretations of “The Eve of St. Agnes.” Englewood Cliffs,
New Jersey: Prentice-Hall, 1971.
ARTICLE IN A COLLECTION OF PREVIOUSLY PUBLISHED WORKS
Muir, Edwin. “T.S. Eliot.” The Nation 121 (1925): 162-64. Rpt. In Contemporary Literary Criticism.
Ed. Sharon R. Gunton. Vol. 24. Detroit: Gale ResearchCo., 1983. 1958-9.
INTERNET SITES WORKS CITED – SAMPLE ENTRIES
ARTICLE IN A SCHOLARLY JOURNAL
Gordon-Tennent, Jennifer. “In a While Crocodile: My Safari Adventure.” The Union Journal 20 (2001):
131-33. June, 28 2002. <http://www.gtsenior.com.ed>.
BOOK CHAPTER
Ambrosio, Vincent. “Surf‘s Up.” The New Wave in Powerpoint Presentation. Pipeline Reading Center.
2002. June 25, 2002. <http://www.pipeline.com/wave/wipeout.html>.
DATABASE ARTICLE – LIBRARY ONLINE SERVICE
Merges, Brian. “Successfully Managing a Student Publication.” Studies in Newspaper Imagination 242
(1998): 109-23 Abstract. May 14, 2002. <http://www.clipper.schsd.hfc>.
ENCYCLOPEDIA ONLINE
“Gray, Dire.” Encyclopedia Writanica Online. Vers. 99.1. Encyclopedia Writanica. May 6, 2002. <http://
graymatter.com/streetcarnamedDire=scel>.
FILM OR VIDEO
“Avtechs: We Need ‘em: Video on the Importance of Audio/Visual Technicians.” Mass Media. 1998. GoBrian
Online. June 24, 2002. <http://www.d‘amico.org/massmed/online videos.html>.
INTERVIEW
Shapiro, Inna. ”Voice to be Heard.” Interview with John Ferrara, author of Loud and Clear. Class Files.
Book Talk 1998. March 28, 2000 <http://www.nhp.com>.
MAGAZINE ARTICLE
Tsolekas, George. “Teacher by Day/Rock Star by Night.” Spinning. July 2, 2002. 3 June 2002 <http://
www.spinning.shs/2000>.
NEWSPAPER ARTICLE
Morrato, Dante. “Rock Rapper at Dante‘s Inferno.” Esquire Inquirer June 3, 2002
<http://www.lightthefire.nhp.org>.
NOVEL
O‖Leary, Patricia. “Chapter 3.” A Flair for Owin‘ Feeny. 1998. May 28, 2002 <http://apenglish12.com/
fictin/pol.html>.
POEM, SONG, STORY
Dehler, Kathy. “Ode to the Chicadees.” Poetical Works. 1954. Project Dehler. 2000 Sewanhaka Books
Online. July 2, 2002. <http://www.tagchickadee.shs/131.html>.
SOUND CLIP OR RECORDING
Pierce, Alan. “Five Follies with Alan Pierce.” Drama Club. SHS Online. July 2002. Audio transcript.
Mar 25, 2002. <http://www.shsfolies.shs/programs>.
Step 10: Type, proofread, correct and edit, then write the final draftWhen you have finished the rough draft, read through it again and revise it. Pay particular attention to the content and organization of the paper:
• Does each paragraph have a topic sentence that relates to the thesis?
• Is each idea supported by evidence?
• Are there clear transitions from one section to another, from your words to quotations?
• Are there clear transitions to indicate to the reader when one idea is ending and another one is beginning?
Revision often requires many readings, each with its own purpose.
The final draft of your paper should be typed and must include citations and a bibliography; some paper
might require a title page, depending on the formatting style. The bibliography is simply a list of your
sources in alphabetical order; use easybib.com MLA formatting to help. The OWL Purdue website is also
helpful. Before handing in your paper, be sure to proofread it for any mechanical errors.
FORMATTING THE FINAL COPY• 12 point - Times New Roman Font - Double Spaced• Page numbers with last name in top right corner of every page• 1 inch margins - Centered Titles• Tab indent all paragraphs - Do not double return between paragraphs• Works cited in paragraphs are in “ “ and followed by ( )
TITLE PAGE
Name Smith 1
Teacher
Class
Date
Title Goes Here
Start your paper here. Notice the heading is double spaced. Double space above and
below the title, too. Center the title. In Word, go to “Format”, then select “Paragraph”, then
choose “Line spacing” then “Double,” then click OK. Use Times New Roman 12 point font.
Do not force justify the text to line up the right margin. All margins—top, bottom, and both
sides—are one inch. Do not include a cover page. Go to “File,” and “Page Setup” to set up
margins. To create headers, go to “View,” then “Header and Footer.” Choose right justify,
then type in your last name. Leave one space, then hit the # choice to insert page numbers so
that each of your pages will be numbered automatically.
Do not hit “Enter” twice to start a new paragraph. If you include a quote that is longer
than four lines, you will need to indent each of the lines 10 spaces (2 tabs) like this. Joseph
Gibaldi points out:
Quotations are effective in research papers when used selectively.
Quote only words, phrases, lines, and passages that are particularly
interesting, vivid, unusual, or apt, and keep all quotations as brief as
possible. Overquotation can bore your readers and might lead them
to conclude that you are neither an original thinker nor a skillful
writer. (80)
1 In margins
1 In margins
1 In margins
Centered Title
last name & page number on every page
only on the first page
tab
tab
long quotes
get 2 tab spaces
on every line
Josephine McCarthy McCarthy 1
Teacher‘s Name
Class
Day/Month/Year
Friar Laurence: Fool or Wise Man?
Stage directions assist in the production of the play, enabling the actor and director to
present faithfully the playwright‘s vision of character. That luxury, however, is not afforded
the actor and director of a Shakespearean play and has led to many differing presentations of
such characters as Friar Laurence in Romeo and Juliet. Friar Laurence is often portrayed as a
bumbling fool; however, he is really a wise soul trapped by the same forces as his two impulsive
young friends. Critics have often presented Friar Laurence as a simpleton who is responsible for
the deaths of Romeo and Juliet. This interpretation of his character, however, ignores the fact
that he really was aware of the difficult situation he was dealing with, and he was acting as an
intelligent adult and not a meddlesome fool. What is more, he cannot be blamed for events over
which he had no control.
Critics have rarely been kind in their presentation of Friar Laurence. Granville- Barker
felt that Friar Laurence “[a]s a man of affairs…proved deplorable” (41). After all, he married
Romeo and Juliet and could not prevent their deaths. It was a terrible price to pay to stop two
families, the Montagues and the Capulets, from killing each other. Furthermore, Friar Laurence
offers questionable advice and acts as “a ghostly confessor, a refuge for Romeo, Paris and Juliet
alike, existing – as in their youthful egoism we may be sure they thought – in their interests
alone” (Granville-Barker 68). This unflattering portrait of the Friar is a commonly accepted one.
There are a few critics, however, who believe that Friar Laurence is often underestimated
and that he really was aware of the difficult situation he was in. Gareth Lloyd Evans felt that this
underestimating has happened often, and he directs the reader to look at the Friar‘s speech while
collecting herbs (142). The Friar captures the situation of the city when he states: “Two such
EXAMPLE PAPER
hook
thesis
main point 1
main point 2
main point 3main
point 4
First Body paragraph
dealing with Main
pt. 1
Second body
paragraph dealing
with main pt. 2
McCarthy 2
opposed kings encamp them still/ In man as well as herbs – grace and rude will” (Rom. 2.3.27-
8). This speech is vital and “prepares us for the Friar‘s offer of a potion for Juliet to take and for
the poison which Romeo buys” (Evans 142). His wisdom is shown by the fact that he is “well
aware, long before the crisis initiated by Tybalt‘s death, of the dangers that Romeo invites”
(Evans 142). As he says, “Wisely and slow; they stumble that run fast” (Rom. 2.3.94).
Friar Laurence is also not a meddlesome fool but acts as an intelligent individual. “He is
purposeful in committing himself to helping the two lovers, though the possible consequences
are clear to him” (Evans 142). He censures Romeo for killing Tybalt, and his words are:
a model of righteous anger, followed by practical advice. It is noticeable that his
words to Romeo for the greater part of the scene are delivered in short, clear
sentences. He does not sermonize to this blubbering young man but is
unequivocal in what he says; and when he does essay a long speech in this scene,
it is not merely well-meaning, but a passionately rational series of points. It is
altogether correct, psychologically, that he should make a long speech just after
Romeo has attempted to stab himself, for what Romeo needs at this point are the
home truths that the Friar hurls at him. He is not less direct and practical when
Juliet visits him after being told that she must marry Paris. (Evans 142)
Thus Friar Laurence functions as an intelligent adult: he scolds Romeo when he needs it, and as
Donald A. Stauffer noted, “even in a love affair which he approves he will counsel Romeo” (30)
to “Love moderately: long love doth so/ Too swift arrives as tardy as too slow” (Rom. 2.5.14-15).
Friar Laurence should not be blamed that “events turn all his well-made plans awry.
Standing between two worlds, the Friar represents what the ideal solution could have been-an
acceptance of the love of the two young people and its legal sanction” (Evans 142). As a human
being he can understand the love that exists between Romeo and Juliet; as a priest he realizes he
must sanction that relationship with marriage. This, however, cannot be done (Evans 143). After
all, Romeo and Juliet are tagged a “death- mark‘d” couple in the opening speech of the play
Third body paragraph
dealing with main
pt. 3
Fourth Body
paragraph dealing
with main pt.4
McCarthy 3
when the Chorus says they are a “Pair of star-cross‘d lovers” who “take their life, / Whose
misadventur‘d piteous overthrows/ Doth with their death bury their parents‘ strife” (Prologue,
6-8).
Friar Laurence could not change the course of fate, but he could be a good friend to the
youths; and that is just what he is. He “risks his calling by agreeing that the hasty marriage may
do some good” (Williamson). When he learns that Romeo‘s love is “the fair daughter of a rich
Capulet” (Rom. 2.1.54), he sees this alliance as bringing the two families together and agrees
to assist Romeo in his quest: “In one respect I‘ll thy assistant be, / For this alliance may so
happy prove/ To turn your households‘ rancor to pure love” (Rom. 2.2.86-88). Without a doubt,
goodness was Friar Laurence‘s motivation; he should not be charged with the tragedy.
Friar Laurence is bound to fail because he is involved in a tragedy (Northrop Frye 31).
The letter he sends to Friar John in Mantua does not get to him, and “another hitch starts with
Juliet‘s sleeping potion” (Northrop Frye 31). All of these twists of fate doom his effectiveness,
not his weakness of character. Perhaps had more stage directions been recorded in the play, there
would have been no question as to the wisdom of the man. Never did his celibate life as a priest
render him naïve when dealing with the impulsive lovers. If wit is a sign of intelligence, then
Friar Laurence truly is a scholar; if concern is the sign of a friend, then Friar Laurence is truly
that as well. His advice is sound and his feelings genuine. Too bad he often gets a “raw deal”
from critics.
The conclusion
The clincher
McCarthy 4
WORKS CITED
Evans, Garreth Lloyd. The Upstart Crow: An Introduction to Shakespeare‘s Plays. Ed.
Barbara Lloyd Evans. London: J.M. Dent and Sons Ltd., 1982.
Granville-Barker, Harley. Preface to Shakespeare. Vol. 2. Princeton: Princeton University
Press, 1946. 2 vols.
Northrop Frye on Shakespeare. Ed. Robert Sandler. New Haven: Yale University Press, 1986.
Shakespeare, William. The Tragedy of Romeo and Juliet. Ed. Richard Hosley. New Haven: Yale
University Press, 1954.
Stauffer, Donald. “The School of Love: Romeo and Juliet.” Shakespeare The Tragedies: A
Collection of Critical Essays. Ed. Alfred Harbage. Englewood Cliffs, New Jersey:
Prentice Hall, Inc. 1964.
Williamson, Marilyn L. “Romeo and Death.” Shakespeare Studies: An Annual Gathering of
Research, Criticism, and Reviews. Vol. XIV.129-137. rpt. Exploring Shakespeare.
Farmington Hills, Michigan: Gale Research, 1997. Gale Group. December, 2009.
<http://www.galenet.com/servlet/SRC/>.
Research Paper ChecklistHeadingHave you correctly structured the heading on your paper according to MLA/teacher guidelines?Do you have a creative, relevant title for your paper?
PaperDo you have an introductory paragraph (minimum of three sentences)?Do you have a thesis that argues a point?Is the thesis included in the introductory paragraph (usually the last sentence)?Do you have internal documentation within your paper to credit the source of the information?Is your internal documentation in MLA format? (author’s last name page #) Example: (Haynes 24)Does each of your body paragraphs begin with a topic sentence that provides a specific focus forThe paragraph and supports/ties in with the thesis in your introduction?Do you have a conclusion that reiterates but does not restate your thesis?
ProofreadingHave you run spell check and grammar check?Have you read through your paper at least once and looked for typos?Is your paper double-spaced and typed in a readable font such as Times New Roman 12 pt. size?Have you checked for complete sentences and avoided fragments and run-ons?Have you checked that your verb tenses are consistent?Have you eliminated the words “you” and “I” unless they are part of a quote?Have you eliminated passive voice (checked use of “to be” verbs)?Are all of your quotes integrated into sentences and not just “dumped” into the paper?Have you completed additional revision/editing steps required by your teacher?
Works CitedIs “Works Cited” centered across the top of the page?Are the sources in alphabetical order?Have you double checked the format for each source and made sure that you have all the necessary information?Do your sources have the correct punctuation (periods, colons, commas, and underlining)?Is everything double-spaced?Is each entry on the Works Cited page reverse indented?Are all of the sources you used in your paper included on the Works Cited page?Are all sources listed on the Works Cited page cited within the body of your paper?
Final CheckHave you assembled all the drafts and research materials required by your teacher for submission?Have you double checked to be certain that all ideas and statements that are the work of another person are cited through internal documentation to avoid plagiarizing?
