English Language Arts Research Paper

Name: Period:

1

REQUIREMENTS

Subject: An informative or persuasive topic or issue from the suggested list Purpose: To be familiar with and learn the process and technique of writing a research

paper. Voice: Formal (No contractions, slang, or first person pronouns!) Process: Each stage has a specific deadline (refer to SCHEDULE/PROCESS

SCHEDULE). o The paper is written in stages before the final paper is due. o Each stage must be completed before a student may move on to the next stage.

Acceptable Research Material: Use the online databases (library) and books. Websites should not be used for this project unless they have been approved by teacher/librarian.

Lateness: If the paper is not turned in on the assigned date, you will lose 15% off of the final grade for each day late.

Format: o Typed and double-spacedo 12-point Times New Roman font o 1” margins o MLA style documentation

RESEARCH PAPER – SCHEDULE/PROCESS POINTS COMPONENT DUE DATE POINTS TOPIC PROPOSAL (in class) Explains the topic that is to be

researched and presented_____/ 5

WORKS CITED (created in class on _____/ 5

RESEARCH DATES:

2

PHASE # OF PAGES

MINIMUM # OF

SOURCESCP 3-5 4H 4-6 5

Noodle Tools) Must include the minimum number of sources; sources may be removed later if not used in final draftTHESIS STATEMENT (in class)Thesis statement should be one concise sentence that includes the main point and three subpoints to be covered in the paper.

_____/5

NOTES (on your own) Must be organized by SUPPORTING

POINT, SOURCE, or FACT. Must have at least 8 facts per

supporting pointMust include citation information (linked to source cards or labeled in some other way)

_____/5 (S1)_____/5 (S2)_____/5 (S3)

INTRODUCTION (in class)Must be typed and include correct parenthetical citations and follow the correct format

_____/5

OUTLINEMust be typed following outline format _____/10

BODY PARAGRAPH Select one paragraph to have

critiqued by your classmates_____/5

ROUGH DRAFT WITH UPDATED WORKS CITED (on your own) Organized properly and complete in

thought, using at least the minimum sources required as research

Includes works cited that includes only sources used

_____/10

ADD ALL POINTS AND RECORD: FINAL PAPER DUE: _________________________

Research Topic Ideas

60

3

Should there be a ban on advertising in schools?

Should homework be abolished?

Are standardized tests the best way to measure

how well a school is doing?

Do helicopter parents help or hurt their

children?

Are single-sex classrooms beneficial?

Should the school day start later?

Should minors be charged as adults for

certain crimes?

Do smartphones benefit classroom learning?

Do privileged children become troubled adults?

Do violent video games lead to violent behavior?

Are gun laws tough enough?

Are there benefits to arranged marriage?

Should there be a national curfew for

people under age 18?

Should student-athletes in college be

compensated?

Are online classes as beneficial as face-to-face

instruction in a traditional classroom?

If you are interested in a topic that is not listed, please see me!

RESEARCH TOPIC BRAINSTORMING

Please list three topics from the topic list that you may want to research. List in order of interest:1.

4

2.3.

The first topic you listed is the topic you will research. The other two topics will be your backup topics in case you find that you cannot find enough information on your first topic.

What supporting points of this topic could you research further? Using the web below to brainstorm a list of supporting points related to your topic. Brainstorm as many as possible, so that you have many areas to research when you go to the library. Include what you know, what you have heard, things that you want to understand more clearly, etc. Also, please make sure to include the opposition's point of view, as you will be tackling that in your paper.

SUPPORTING POINTS

Now that you have established a topic and have done some brainstorming, it will be a good idea to organize your thoughts into supporting points. You may write down simple ideas now and your research will provide you with additional information as well as specific facts to prove your thesis (which you will write soon).

Example of Supporting Point ideas:Topic: There are many harmful consequences to raising a generation of privileged children.

5

Supporting Point #1: More children are not being raised with coping skillsSupporting Point #2: More children are depressedSupporting Point #3: More children are turning to drugs and alcohol

Now it’s your turn…create an overview of your paper to help you organize your thoughts before going to the library to complete research. You may have more than three supporting points, but you need a minimum of three. (Note: It is possible that your supporting points may change after conducting research; however, the supporting points listed below show me that you have clear direction as to how you will use your library time.)

Topic:

Supporting Point #1:

Supporting Point #2:

Supporting Point #3:

Wikipedia falsely reports comedian Sinbad's deathBy Kelli Kennedy, Associated Press

6

MIAMI — Actor-comedian Sinbad had the last laugh after his Wikipedia entry announced he was dead, the performer said Thursday. Rumors began circulating Saturday regarding the posting, said Sinbad, who first got a telephone call from his daughter. The gossip quieted, but a few days later the 50-year-old entertainer said the phone calls, text messages and e-mails started pouring in by the hundreds.

"Saturday I rose from the dead and then died again," the Los Angeles-based entertainer told The Associated Press in a phone interview.

The St. Petersburg-based company, which describes itself as "the free encyclopedia that anyone can edit," leaves it to a vast user community to catch factual errors and other problems. Apparently, someone edited it to say Sinbad died of a heart attack. By the time the error was caught, e-mail links of the erroneous page had been forwarded to hundreds of people.

A note on Sinbad's Wikipedia page Thursday night said the site has been temporarily protected from editing to deal with vandalism.

Wikipedia was created in 2001 as a Web research tool. It has more than 1.6 million articles, contributed by members of the public.

A telephone call and an e-mail left for Wikipedia were not immediately returned Thursday night.

When asked if he was upset about the mix-up, Sinbad, whose real name is David Adkins, just laughed.

"It's gonna be more commonplace as the Internet opens up more and more. It's not that strange," the Los Angeles-based entertainer told the Associated Press in a phone interview.

Sinbad, who is currently on the road doing stand up, said he hasn't received an apology from the Internet site. He has appeared in the films, Houseguest, and Jingle All the Way.

Copyright 2007 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

Wikipedia: You Still Can't Trust ItBy Lance Ulanoff | January 14, 2011

Wikipedia, the world's largest user-generated online encyclopedia is 10. Sometimes it's hard to believe anything on the web could be 10 years old. In human years, 10 is

7

but a pup: a small, gangly thing with too large hands and feet. Old enough to sense the onset of teenage-dom, but still too young to see the world as it really is. Knowing the difference between fact and fiction, for instance, can be particularly difficult at this age--and in this one way, Wikipedia is still a lot like that prepubescent child.

Six years ago, I pondered whether Wikipedia was in fact dangerous. So much information, so many people using it as a source, and so much potential for misuse. When I wrote the story, the site was being roiled by a fresh controversy. One man had, as a joke, written a fake biography of journalist John Seigenthaler. The entry included nonsense about him and the John F Kennedy assassination. The post author lost his job and Wikipedia ended up with a black eye. Up until then, it seems as if no one realized how easy it was for anyone to enter virtually anything in the information Wiki.

Since then, I've continued to use Wikipedia for research, but always with some skepticism. I trust virtually nothing unless I can find a second, verifying source. Wikipedia has also improved since then, tightening its content posting guidelines and noting at the top of posts when information within needs verification or citations. Look today at the Seigenthaler Wikipedia entry and you'll find 27 references, three publication annotations and five links. Even so, the post says it needs more in-line citations for verification.

I heard a report recently that noted that you can find errors in physical encyclopedias too. I know there have been mistakes in, say, dictionaries, but I don't think I'd ever be able to notice one in "The Encyclopedia Britannica." Even so, the point that's being made is that no reference is 100% perfect.

That's fine. I get that. However, I think Wikipedia is probably light years away from 100% accuracy.

In the intervening years since I first wrote about Wikipedia, I was added to the site as an official entry. When this happened, I was kind of honored. On the other hand, the page was almost devoid of information about me. So I went in and edited it, adding details about my background and current activity. This was easy and the results of my efforts appeared on the live site immediately.

Later, someone else went into my Wikipedia page and added new detail about my life and background. I'd served in the French Foreign Legion. My hands are deadly weapons. I was a chef. I dated super models. The fresh content went on and on and was pretty funny--and also 100% false. I have no idea how long the false information was on Wikipedia. You have to be a registered user to create an entry watch list; I have not logging into Wikipedia in years (you do not have to log-in to edit entries, though, a fact I proved this morning when I again edited my entry). Within each post, you can view an extensive post history. Through it, you can see the life of a post. Mine appears to have been steadily tweaked (and sometimes grossly edited) since 2005. Based on my research, it looks like the Foreign Legion nonsense was added in 2009 by someone named "MrGuitar73". A click on that Wikipedia link leads to a user page not found page. Sometime that year, I fixed my post only to have it changed back again. Someone else fixed it, and it has been clean ever since.

Inaccuracy is one thing, but point of view is another. Search for Microsoft on Wikipedia and you'll find a voluminous entry, which starts with an unusual diatribe. It calls Microsoft an "American multinational corporation" which sounds oddly sinister (Apple is described the exact same way), talks about its dominant position in the OS and offices suite markets and then spends a paragraph talking about Microsoft's alleged monopolistic practices and troubles with U.S and European governments. The author is clearly trying to make a point about Microsoft. Is that the role of an encyclopedia?

Another knowledgeable reference source, The Merriam-Webster Dictionary defines encyclopedia thusly: 8

"a work that contains information on all branches of knowledge or treats comprehensively a particular branch of knowledge usually in articles arranged alphabetically often by subject"

Pretty dry stuff. While comprehensiveness is key, there's nothing in there about opinion.

Apple's Wikipedia entry starts almost the exact same way as Microsoft's but then follows a cleaner path, describing the company's work, foundation and growth. No front loading of controversy and hints and monopolistic practices.

When you read a physical encyclopedia, it sounds like it was all written by the same person; one voice, one perspective (which is to say, no perspective) and lots of dry information. Every page on Wikipedia is different and depending on who wrote the entry (and who edited it) it can read like an oral interpretation of the yellow pages, or like a Dashiell Hammett novel, full of intrigue and excitement.

My gut says this is a bad thing. Wikipedia at 10 is really no more trustworthy than it was at two, five, or eight years old. However, the reality is that this is how the world prefers its information now: interpreted through the prism of belief and self interest. We get our news from web sites, blogs and television networks that, whether stated or not, have a point of view. It's not "The Truth." It's "His Truth. Her Truth. Your Truth." Why should we expect our new primary source to be any different?

Wikipedia is unlike traditional encyclopedias in another way: It's non-profit. Go to the Encyclopedia Britannica site and you can search for free on any topic, but you'll only get a brief synopsis of the lengthy entry. You have to become a member and pay to read it all. The free Wikipedia is user funded, and they're constantly hosting surprisingly effective fund driving campaigns.

So this self-created, self-funded public interest information site isn't going away any time soon. Nor is the fact that you simply can't trust it.

Eight Ways to Tell if a Website is Reliable1. Look for Sites from Established InstitutionsThe web is full of websites that were started five minutes ago. What you want are sites associated with trusted institutions that have been around for awhile and have a proven track record of reliability and integrity.

2. Look for Sites with ExpertiseYou wouldn't go to an auto mechanic if you broke your leg, and you wouldn't go to the hospital to have your car repaired. I'm making an obvious point: Look for websites that specialize in the kind of

9

information you are seeking. So if you are writing a story on a flu outbreak, check out medical websites, and so on.

3. Steer Clear of Commercial SitesSites run by companies and business - their websites usually end in .com - are more often than not trying to sell you something. And if they are trying to sell you something, chances are whatever information they are presenting will be tilted in favor of their product.

4. Beware of BiasReporters write a lot about politics, and there are plenty of political websites out there. But many of them are run by groups that have a bias in favor of one political party or philosophy. A conservative website is not likely to report objectively on a liberal politician, and vice versa. Steer clear of sites with a political ax to grind and instead look for ones that are non-partisan.

5. Check the DateAs a reporter you need for the most up-to-date information available, so if a website seems old, it's probably best to steer clear. One way to check - look for a "last updated" date on the page or site.

6. Look at the Site's AppearanceIf a site looks poorly designed and amateurish, chances are it was created by amateurs. Steer clear. But be careful - just because a website is professionally designed doesn't mean it's reliable.

7. Avoid Anonymous AuthorsArticles or studies whose authors are named are often - though not always - more reliable than works produced anonymously. It makes sense: If someone is willing to put their name on something they've written, chance are they stand by the information it contains. And if you have the name of the author, you can always Google him or her to check their credentials.

8. Check the LinksReputable websites often link to each other. See which sites your website links to. Then go to Google and enter this in the search field:

link: http://www.yourwebsite.com

This will show you which sites link to the one you're on. If lots of sites are linking to your site, and of those sites seem reputable, then that's a good sign.

10

vs.

Taking Effective Notes

Who are they?

11

Step 1: Print out relevant articlesStep 2: Read and complete a talking to the text with the articles, pointing out information relevant to your three supporting points.Step 3: Review talking to the text and take organized and detailed notes; include all necessary and important information. You do not want to have to search for information later!

STEPS

ONE OF THE BIGGEST MISTAKES STUDENTS MAKE IS TAKING INEFFECTIVE NOTES!

THE BETTER YOUR NOTES, THE EASIER IT WILL BE TO WRITE YOUR PAPER

AND THE BETTER YOUR PAPER WILL BE!

EXAMPLE

Topic: There are many harmful consequences of helicopter parenting on children’s lives.

Supporting Points:1. Adult children have problems obtaining jobs

2. Children do not develop coping skills3. Children do not develop the necessary

independence needed in adulthood

12

13

14

15

Taking Notes by Supporting Points

1. Adult children have problems obtaining jobs “Helicopter parents don’t stop when their Millennial child gets a job.” –Hadyn Shaw, author and expert on

generational differences in the workplace. (B) Parents will contact jobs to ask why their children didn’t get the job; they call bosses to tell them their

child is sick; they come to job interviews. (B) The head of recruiting for an international pharmaceutical company stated it’s become so commonplace

for applicants to ask to bring their parents to interviews, they’ve had to create a standardized response to say no. (B)

Employers are looking for applicants with decision-making skills and who are competent and do not need hand-holding. Parents are destroying these traits in their children. (D)

2. Children do not develop coping skills Children are learning that only an instantaneous solution will solve their problems because they call or text

their parents who then go on and solve the problem for them. These children are losing their ability to stop and think. (A)

Children are learning that their parents are more capable than they are. (A) Quote: “When well-intentioned parents plow through obstacles, they often bury their child’s ability to

clear the path.” –Student Affairs Administrator Carolyn O’Laughlin (A) Adult children often do not pay rent to their parents, never teaching them how to cope with real financial

worries. (C 40) Some blame the recession for why children are living with parents longer. (C 40)

3. Children do not develop the necessary independence needed in adulthood Quote: “The everyday obstacles of living and learning in a college community – conflict, disappointment,

discomfort – are awkward and messy but necessary. Development of a person’s identity, confidence and competence requires the ability to deal with adversity.” Student Affairs Administrator Carolyn O’Laughlin (A)

Children used to become independent of their parents in adulthood. Not anymore. (A) Adult children often live in their parents’ homes, never developing independence away from their parents.

(C 40) Quote: “Parents used to let go when their children reached age 18. The idea was, if you can go to jail, I’m

no longer responsible for you.” –David Anderegg, Professor of Psychology at Bennington College in Vermont (C 40)

“Hyper-Investment” (C 40) Psychologists and sociologists agree that parents are hampering their children’s independence as well as

their own. (C 40) Quote: Parents are “making it hard [for children] to develop resilience, self-sufficiency and autonomy. If

[children] have not developed the resilience by their teenage years, we don't know if they will ever develop it.” –Child psychologist Aaron Cooper (D)

Taking Notes by Source16

A: “Give kids a chance to solve their own problems” Children are learning that only an instantaneous solution will solve their problems because they call

or text their parents who then go on and solve the problem for them. These children are losing their ability to stop and think.

Children are learning that their parents are more capable than they are. Quote: “When well-intentioned parents plow through obstacles, they often bury their child’s ability

to clear the path.” –Student Affairs Administrator Carolyn O’Laughlin Quote: “The everyday obstacles of living and learning in a college community – conflict, disappointment,

discomfort – are awkward and messy but necessary. Development of a person’s identity, confidence and competence requires the ability to deal with adversity.” Student Affairs Administrator Carolyn O’Laughlin

Children used to become independent of their parents in adulthood. Not anymore.

B: “Why the Millennials’ Parents Will Continue to Stay Involved…” “Helicopter parents don’t stop when their Millennial child gets a job.” –Hadyn Shaw, author and

expert on generational differences in the workplace. Parents will contact jobs to ask why their children didn’t get the job; they call bosses to tell them

their child is sick; they come to job interviews. The head of recruiting for an international pharmaceutical company stated it’s become so

commonplace for applicants to ask to bring their parents to interviews, they’ve had to create a standardized response to say no.

C: “The PermaParent” Adult children often do not pay rent to their parents, never teaching them how to cope

with real financial worries. (40) Some blame the recession for why children are living with parents longer. Adult children often live in their parents’ homes, never developing independence

away from their parents. (40) Quote: “Parents used to let go when their children reached age 18. The idea was, if

you can go to jail, I’m no longer responsible for you.” –David Anderegg, Professor of Psychology at Bennington College in Vermont

“Hyper-Investment” (40) Psychologists and sociologists agree that parents are hampering their children’s

independence as well as their own. (40)

S1

S2

S2

S3

S2

S3

17

Taking Notes by Fact

After you are finished taking notes, you organize your index cards into three piles

– one pile for each supporting point.

S2 A

Children are learning that only an instantaneous solution will solve their problems because they call or text their parents who then go on and solve the problem for them. These children are losing their ability to stop and think.

S3 AQuote: “The everyday obstacles of living and learning in a college community – conflict, disappointment, discomfort – are awkward and messy but necessary. Development of a person’s identity, confidence and competence requires the ability to deal with adversity.” -Student Affairs Administrator Carolyn O’Laughlin

S2 APsychologists and sociologists agree that parents are hampering their children’s independence as well as their own.

S1 B

“Hyper-Investment”

S3 CQuote: “Parents used to let go when their children reached age 18. The idea was, if you can go to jail, I’m no longer responsible for you.” –David Anderegg, Professor of Psychology at Bennington College in Vermont EXPERT

S1 BParents will contact jobs to ask why their children didn’t get the job; they call bosses to tell them their child is sick; they come to job interviews.

18

How do I order my supporting points?

Logical order: where there is a natural progression of points; where points move logically from one to the next; used mostly in informational pieces.

Emphatic order: where you build to the strongest point and end with it. The argument will grow in force rather than get weaker and your conclusion will have more impact on the reader.

Reverse-emphatic order: where the strongest argument comes first. This is especially useful when the writer’s argument rests primarily on one dominant point. All news articles are organized this way in order to maintain the reader’s attention.

Sandwich order: where a strong point opens, followed by a weak point, and ending with a strong point. Sandwich order may be effective when a writer has two strong points and one weak point.

My supporting points

1.

2.

3.

19

Name________________________________________________ Period___________

Your Research Paper Thesis Statement(Remember to include the what and why!)

Topic (Statement of what you will be proving or showing):

______________________________________________________________________________

______________________________________________________________________________

2. Three supporting points: because___________________________________ - supporting point 1

___________________________________

because___________________________________ - supporting point 2

__________________________________

because___________________________________ - supporting point 3

___________________________________

3. Simple Thesis Statement (one sentence): ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4. Revised, Sophisticated Thesis Statement:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Comments:

20

USING YOUR RESEARCH

Now that you have completed your research and are about to begin writing your research paper, you must first learn how to correctly use your research in your paper. From now on (in high school, college, and beyond), any information you use that comes from another source must be cited both in and after the paper. This means only including a works cited page at the end of the paper is not sufficient. You must also include parenthetical, or in-text, citations after each piece of information you reference.

MLA Parenthetical (In-text) Citation Cheat-Sheet

***PERIODS ALWAYS COME AFTER THE CITATION!!!

How would you cite?

Source

Parenthetical Citation

HARD COPY PRINT SOURCE ONLINE SOURCE

No Author (Book Title 123) or

(“Article Title” 123)

(“Title of Webpage”) or

(“Title of Database Article”)

1 Author (Smith 123) (Smith)

2 Authors (Smith and Jones 123) (Smith and Jones)

3 Authors (Smith, Jones, and Garcia 123) (Smith, Jones, and Garcia)

4+ Authors (Smith et al. 123) (Smith et al.)

Corporation or

Organization

(United States Department of

Education 554)

(United States Department of

Education)

Multiple Sources (Adams 11; Baker 21; Chavez 123) (Adams; Baker; Chavez)

Two Works by the

Same Author

(Adams, “Darfur” 8)

(Adams, “Africa” 9)

(Adams, “Darfur”)

(Adams, “Africa”)

Encyclopedia

(with no author)

(“Global Warming” 559) (“Global Warming”)

Indirect Quote (a quote

that is in a source)

(qtd. in Smith 92) (qtd. in Smith)

21

Jayson, Sharon. "Do Helicopter Parents Help Or Harm the Kids?" USA TODAY: D.4. Sep 25 2012. SIRS Issues Researcher. Web. 20 Feb. 2014.

O'Laughlin, Carolyn. "Give kids a chance to solve their own problems." Washington Post 22 Dec. 2013. Student Resources in Context. Web. 20 Feb. 2014.

"Parents Should Allow Children to Experience Unhappiness and Pain." Parenting. Ed. Roman Espejo. Detroit: Greenhaven Press, 2013. Opposing Viewpoints. Rpt. from "How to Land Your Children in Therapy." Atlantic (July-Aug. 2011). Opposing Viewpoints in Context. Web. 20 Feb. 2014.

Paul, Pamela. "The PermaParent Trap." Psychology Today. Sept./Oct. 2003: 40- 43. Print.

Shaw, Haydn. “Why the Millennials’ Parents Will Continue to Stay Involved in Their Kids’ Lives at Work… and Why That’s a Good Thing.” The Huffington Post Canada. 21 Jan. 2014. Print.

Universal Parenting Association. “The Harm of Helicopter Parenting.” Parents Today. 22 July 2011: n. pag. SIRS Issues Researcher. Web. 21 Jan. 2014.

Paraphrasing Practice

22

A paraphrase is…

• your own rendition of essential information and ideas expressed by someone else, presented in a new

form.

• one legitimate way (when accompanied by accurate documentation) to borrow from a source.

• a more detailed restatement than a summary, which focuses concisely on a single main idea.

Paraphrasing is a valuable skill because…

• it is better than quoting information from an undistinguished passage.

• it helps you control the temptation to quote too much.

• the mental process required for successful paraphrasing helps you to grasp the full meaning of the

original.

5 Steps to Effective Paraphrasing

1. Reread the original passage until you understand its full meaning.

2. Set the original aside, and write your paraphrase in your notes.

3. Check your rendition with the original to make sure that your version accurately expresses all the

essential information in a new form.

4. Use quotation marks to identify phrases that you have borrowed exactly from the source.

5. Record the source (including the page) in your notes so that you can credit it easily if you decide to

incorporate the material into your paper.

EXAMPLE

The original passage:Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in

the final research paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. Source: Lester, James D. Writing Research Papers. New York: Widener Publishers, 1976.

Found on page 46.

A legitimate paraphrase:In research papers students often quote excessively, failing to keep quoted material down to a desirable

level. Since the problem usually originates during note taking, it is essential to minimize the material recorded verbatim (Lester 46).

An acceptable summary:Students should take just a few notes in direct quotation from sources to help minimize the amount of

quoted material in a research paper (Lester 46).

23

1. What makes the summary different from the paraphrase?

A plagiarized version:Students often use too many direct quotations when they take notes, resulting in too many of them in

the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes.

2. What makes this plagiarized?

MORE PRACTICE

On a separate sheet of paper, write a paraphrase of each of the following passages. Please include the correct citation information. Try not to look back at the original passage except for the citation information.

1. “Three-quarters of all Americans recycle at home, making recycling one of the nation's most popular environmental activities. Skeptics argue that recycling does little to help the environment and often costs more than burying waste in landfills, but rising energy prices and concerns about climate change are strengthening the supporters' case. Making new goods from scrap metal, glass or paper uses less energy and generates fewer greenhouse gases than extracting and processing virgin materials. Today the U.S. recycles more than 30 percent of its municipal solid waste, and advocates say that figure could be much higher.” (from page 1033)Source: Weeks, J. (2007, December 14). Future of recycling. CQ Researcher, 17, 1033-1060.

2. The twenties were the years when drinking was against the law, and the law was a bad joke because everyone knew of a local bar where liquor could be had. They were the years when organized crime ruled the cities, and the police seemed powerless to do anything against it. Classical music was forgotten while jazz spread throughout the land, and men like Bix Beiderbecke, Louis Armstrong, and Count Basie became the heroes of the young. The flapper was born in the twenties, and with her bobbed hair and short skirts, she symbolized, perhaps more than anyone or anything else, America's break with the past. Source: Yancey, Kathleen. English 102 Supplemental Guide. Minneapolis: U of Minnesota P, 1989: 25.

3. Of the more than 1000 bicycling deaths each year, three-fourths are caused by head injuries. Half of those killed are school-age children. One study concluded that wearing a bike helmet can reduce the risk of head injury by 85 percent. In an accident, a bike helmet absorbs the shock and cushions the head. Source: "Bike Helmets: Unused Lifesavers." Consumer Reports May 1990: 348.

4. “Whether you have morning sickness, motion sickness, or nausea from chemotherapy or radiation therapy, help may be no farther than your refrigerator or kitchen pantry. There are several foods that can help the body mitigate mild to moderate nausea. Pectin is a dietary fiber that occurs naturally in plant cell walls. Fruits such as apples, peaches, plums, and currents are good sources of pectin, as are carrots and potatoes. Ginger, also known as ginger root, is another very powerful plant that works on the digestive tract. So the next time your stomach is feeling queasy, try reaching for a can of ginger ale, or nibbling a gingersnap cookie, an apple, or a carrot.” Source: Greening, Samantha M. “Natural Remedies for What Ails You.” Healthful Todays and Tomorrows 7 Apr. 2005: 21.

24

To Paraphrase or to Quote? That is the Question!Please read the examples from students’ papers below and decide if the material should be quoted or paraphrased. Use the photocopies of the articles from the notetaking section of the packet to help you determine if the people quoted are experts. Then, revise each section of text so that it is correctly quoted or paraphrased! Some of the citations may also be incorrect!

David Anderegg said, “Parents used to let go when their children reached age 18. The idea was, if you can go to jail, I’m no longer responsible for you.” (Paul, 40)

According to Hayden Shaw’s article said, “They phone or write the human resources department to argue that their child should have received the internship or promotion. They call the boss and explain why their child can’t come into work as they phoned when their kid missed a day in high school. They ask to come to job interviews.” (The Huffington Post).

“The everyday obstacles of living and learning in a college community – conflict, disappointment, discomfort – are awkward and messy but necessary. Development of a person’s identity, confidence and competence requires the ability to deal with adversity. When well-intentioned parents plow through obstacles, they often bury their child’s ability to clear the next path,” says university student affairs administrator Carolyn O’Laughlin. (O’Laughlin 1) From an article found using Gale

“Cooper attributes the growing phenomenon of over-parenting to a variety of factors. The first commonality is feelings of guilt that parents may have short-changed their children. This is particularly potent when the parents have had full-time careers and may feel that they never really spent enough time with the children as they grew up” (LeTrent). From a CNN.com article

Not doing so is "making it hard to develop resilience, self-sufficiency and autonomy. If they [children] have not developed the resilience by their teenage years, we don't know if they will ever develop it,” says Aaron Cooper. (LeTrent)

25

REMEMBER: Even if you are merely informing your audience, you still need to use persuasive skills. You are

persuading your audience to care about your topic!

Use Logos(AKA Logical Appeal):

Appeals to reason by using facts, statistics, research, and logical arguments.

Use Ethos (AKA Credibility Appeal): Appeals to credibility and

believability of the author and the people quoted.

Use Pathos (AKA Emotional Appeal):

Appeals to emotions, values, and beliefs to support the

author's feelings and passions about the topic (i.e. emotional words, phrases,

and stories).

Are aware of their audienceand spin their information so

that it is relevant to their

audience

Have apurpose and

make sure their audience knows

what the purpose is

(whether is be to persuade

them to believe something or

inform them on something)

GOOD WRITERS/SPEA K ERS:

26

Making assumptions or generalizationsDo not say "The conservatives believe this..." or "All Americans know..." or "All Christians believe..." You do not know your audience's political or religious beliefs and could easily offend them if you stereotype.

Using first personIt makes the argument seem like it's just your opinion and gives the reader the chance to say, “Well, I have a different opinion.”

Using “you,” unless they know with certainty what the reaction from the reader is going to be

27

You are not trying to persuade the opposing side to agree with you. That is extremely difficult and, with topics that have strong religious or political beliefs behind it, impossible. Your target is the people in the middle - those who are unsure of what they believe and can be swayed by a good, persuasive presentation.

A more effective approach than trying to persuade the audience that you are right is to persuade the audience that your opposition is wrong. You will then, by default, be right.

Example from the film Thank You for SmokingNick: OK, let's say that you're defending chocolate, and I'm defending vanilla. Now if I were to say to you: “Vanilla is the best flavor ice cream,” you'd say: : No, chocolate is. : Exactly, but you can't win that argument... so, I'll ask you: So you think chocolate is the end all and the all of ice cream, do you? : It's the best ice cream, I wouldn't order any other. : -Oh! So it's all chocolate for you is it? : Yes, chocolate is all I need. Nick: Well I need more than chocolate, and for that matter I need more than vanilla. I believe that we need freedom. And choice when it comes to our ice cream, and that Joey, that is the definition of liberty. : But that's not what we're talking about.: -Ah! But that's what I'm talking about. : ...but you didn't prove that vanilla was the best... : I didn't have to. I proved that you're wrong, and if you're wrong I'm right. : But you still didn't convince me.: It's that I'm not after you. I'm after them." ***Points into the crowd***

Most importantly, good persuasive writers know their opposing side

as well as they know their own. This way, you can anticipate the other side’s arguments and can squelch these opposing thoughts before they even enter the audience’s minds. You do not want to leave holes in your argument. You must tackle the opposition’s side.

Important things to note

about persuasion

28

HELP WITH WRITING

Support each argument with specific evidence (statistics, examples, studies, etc.)o Explain how each supports the topic and subtopic

Phrases and words to help you:o Of concession – it is said / assumed / widely believed that / nevertheless, etc.o Of contradiction – in reality / truly / although / in fact / however / on the other hand / on the

contrary, etc.o Transitioning:

A series: first, to begin with, next, last

Chronology: first, earlier, a few hours later, the next day Contrasting ideas: however, on the other hand, but, otherwise, yet, still, even though Comparing ideas: in the same way, likewise, like, similarly, as, also Degree of certainty: certainly, doubtless, perhaps Result: consequently, therefore, as a result, finally, all in all Physical proximity: above, across, among, along, beyond, below, inside, in the

distance, etc. Emphasize a point: for this reason, to emphasize, again, to repeat, in fact Clarify: in other words, for instance, that is, put another way

BODY PARAGRAPH TIPSWhile all your body paragraphs should support your thesis, each should focus on a separate part of your overall argument. (The three main points you highlighted in your introduction serve as the core points for each of your body paragraphs).

Your body paragraphs should not summarize your topics, mock the opposition, or just paraphrase the research articles. They are the place to provide your original interpretation of the logic and points made by the experts whose articles you have read. Remember: 1/3 (at the most) of your body paragraphs should be quotes; 2/3 of your body paragraphs should be clear and detailed analysis. Analysis means explaining not just what the quote means, but also why it is important, how it relates to the broader topic you are discussing, and most importantly, how it directly supports the thesis of your paper.

Common Body Paragraph Errors

Avoid back-to-back quotes. When you include one quote, and without discussing it, jump to another quote, it is called back-to-back quoting. This clearly signals that you are not following directions. Remember, each quote must be appropriately introduced and discussed.

Appropriately introduce each quote. This does not mean that each time you pull from an article you need to say, “Brown writes. . .” or “In “Title IX Blunders”, Brown describes. . .”. These things are implied; there is no need to reuse the author’s name or mention the story title again. (However, if you are including statistic be sure to provide some background information on where, when, and how the study was conducted. Depending on the variables of the study, it may or may not be reliable- and this could help/hurt your argument).

Provide necessary context. Regardless of where your quotes are pulled from, it is important to clue your reader in as to where this information came from. (If the quote was pulled from an interview, consider: What is the topic of conversation? Who is speaking? Why does he/she feel this way? OR If the quote was pulled from a critical article, consider: What is the main point of the article? What about the issue does this expert focus on?)

Use active verbs. Instead of always saying, “This article is about a men’s swimming team who lost funding due to Title IX”, use something a bit more spicy! “Brown details the intense struggle of fifteen committed student-athletes who had their scholarships ripped away due a rather questionable interpretation of Title IX requirements”.

NO-NO’S: No contractions No personal

pronouns

29

Integrating Quotes into Research Papers

Identify the source by his or her full name first and then by last name only. For practical and stylistic purposes, you should use a variety of approaches.

Jones argues that “teenagers need nine hours of sleep a night.”

Jones suggests that people would be more productive “if they were allowed to take a nap at work.”

According to Smith, “Sleep deprivation can affect your physical and mental health.”

It is difficult for teenagers to get enough sleep: “School, athletic practices, a job, and homework seem to take up all twenty-four hours of the day.”

Sleep deprivation can actually be dangerous: “[M]any traffic accidents are the result of drowsy drivers.”

Sleep deprivation can actually be dangerous: “[M]any traffic accidents are the result of drowsy drivers….”

These are partial quotes. They are not complete sentences within the original source. They have become part of the structure of these sentences. Some teachers may ask you to use an ellipsis (…) to clarify this point: “… if they were allowed to take a nap at work.”

The lead-in could be Smith argues, or Smith asserts, etc.Also, this sentence is taken directly from the article; therefore, it retains its capital letter.

This is a complete sentence lead-in to the quote. The colon links it to the quote.

The brackets indicate a change. In this case, the letter was originally a lower case m because it is a partial quote. If the word drivers were not the end of the original sentence, you should use an ellipsis (…) and the final period.

30

Practice QuizInstructions: First, read pages 27-31 in your research packet. Once you have finished reading, answer the questions below.

1. List two new words to use when transitioning between paragraphs.

2. What percentage of each body paragraph should be quotations? _____________

What percentage should be analysis? _____________

3. What are back to back quotes? How can you avoid them?

4. The first time you introduce a source, use the author’s ___________ name.

The next time you use that source, use the author’s ___________ name.

5. Look at the example on page 31. What could you say instead of “According to Smith” when introducing this quote?

6. What are brackets? Why would brackets be used in writing?

7. What is an ellipsis? Why would an ellipsis be used in writing?

8. Look at the information about good writers and speakers on pages 27-29. List 3 things that good writers and speakers should do.

9. Look at the information about good writers and speakers on pages 27-29. List 3 things that good writers and speakers should NOT do.

10. What is an active verb? Why would you use an active verb in your writing?

31

The Dreaded Introduction\Review the student introductions below. Jot down anything you notice about the introduction. For each introduction, please include both positive comments and critiques.

Helicopter Parents: Killing College SuccessShe walks onto the crisp college campus and breathes in the air filled

with enticing opportunity and adventure. Other students around her stand and marvel too, admiring the place where they will unlock the secrets of success, individuality and happiness. She sighs, wishing she could discover those treasures too, but she does not possess the same luxury as they do: the ability to choose her own life—and it is all because of her overbearing parents. They have sent her to become a doctor not realizing her true passion is music, and not realizing they are suffocating their daughter’s sense of self. Known as helicopter parents, these guardians are the managers of their children’s lives and are hitting hard on college campuses across the country. Because of helicopter parents’ excessive involvement, students are not able to become the people they would like to and instead are becoming puppets, controlled by the hands of their parents. These young adults are also not learning how to handle the everyday obstacles of life. Although with good intentions, helicopter parents ultimately may be jeopardizing their child’s prosperity. Young adults in college who have helicopter parents may struggle because they are not able to accept failure, have no sense of independence, and may face depression or increased stress.

Positive Comments:

Critiques:

Should cell phones be allowed in schools?For every 100 children that don’t have cell phones, 5 do not have them.

[Cell Phones in Schools] This causes problems such as, kids becoming jealous of not having one which leads to fights or stealing… Should cell phones be allowed in schools? There are many reasons that cell phones should be allowed in schools, but there are also many reasons why not to allow them in schools. If they are used appropriately, they can be a huge help to students, if used inappropriately, they can be a distraction and have more bad outcomes than good. Many students, parents and teachers believe cell phones can be a great advantage for students. Many other people believe this is bad. There are very many other opinions in other school districts everywhere. Cell phones are a controversial topic. There are many reasons to allow and to not allow cell phones in schools. Many different schools have many different opinions.

Positive Comments:

Critiques:

32

Perfectionism: The Imperfect LifeThe popular teenagers in high school walk flawlessly down the hall so

stylish, so beautiful, and so perfect. The star athlete moves swiftly up and down field to score the winning goal and watches the crowd go crazy for them. The honor students make high school seem easy with their collection of straight “A’s”. They all seem to have life easy and perfect but truth be told they are the ones who have the most hardships. Perfectionism is an unpleasant disorder, in which people feel that they are unable to achieve something. This may involve maintaining good grades or a certain appearance. Perfectionist puts so much stress on themselves that they end up feeling depressed. Star athletes, honor students and popular kids in high school appear to have it all but teen perfectionism leads to depression because perfectionists feel pressured to get good grades, feel self conscious about their looks and feel anxiety or extreme excitement.

Positive Comments:

Critiques:

Vulnerable Animals Need Your HelpImagine your dog or cat being locked in a cage that they can't move around in, with at least one other animal in there. The doctors coming around and injecting perfume into their eyes and making them smoke cigarettes. Meanwhile, they are helpless, and the doctors and other lab assistants are careless about the animals. When they accidentally kill your pet, they don't care and just move on to the next animal, one after one. Now imagine the millions of animals that go through this, and ask yourself, why do we let this insanity go on? Animals can be used to test products from your favorite Herbal Essences shampoo all the way to cancer drugs around the world. Animal testing has been going on for decades and the animals have to go through huge amounts of pain, suffering, and stress just so you can have your beloved Cover Girl eyeliner or your favorite Sally Hansen nail polish that will wear down in a week "Companies That Do Test on Animals". The worst part is, companies aren't required to write on their products if they test on animals or not. Some of the ones that don't proudly state on their products, "not tested on animals". Animal experimentation is cruel and wrong because animals have feelings, the animals suffer, they don't have the same anatomy as humans, and because there all alternatives.

Positive Comments:

Critiques:

33

Your Introduction

Please outline your introduction below:

Attention grabber

Overview of supporting

points

Thesis statement

34

Topic Sentences & Transitions

Example: There should be stricter gun control laws.

Supporting Points Topic/Transitional Topic Sentence Revised Sentence#1: There should be mandatory background checks on all guns sold, including private sales.

States have varying laws on the extent of background checks when buying a gun.

Because each state varies in what type of background check is performed on those purchasing guns, making it easy for potential criminals to obtain weapons in neighboring states, there should be a federal mandate making these safeguards the same throughout all states.

#2: Guns should not be sold to those with mental disorders.

Because many gun crimes are committed by the mentally unstable, if a background check shows a mental illness, the person should not be able to buy a gun.

Because several gun crimes are committed by the mentally unstable, if a background check demonstrates a record of mental illness, the person should be restricted from purchasing a gun.

#3: There should be a limit on the types of guns and ammunition sold.

While background checks can show a lot, it cannot show someone’s potential to commit a crime; therefore, there should be a limit on the types of guns and ammunition sold in order to prevent devastating crimes.

While scrutinizing one’s background can show criminal history or recorded mental instability, it cannot prove one’s ability to commit future crimes; therefore, limits should be placed on the types of guns and ammunition sold, preventing the more devastating crimes.

Practice: Juveniles should not be charged as adults for crimesSupporting Points Topic/Transitional Topic Sentence Revised Sentence#1: The impulse-control part of the brain does not develop until the mid-twenties.#2: The consequence-determining part of the brain does not develop until the mid-twenties.#3: Being given adult sentences do not allow minors time to grow up and learn from mistakes

35

Your Topic and Transitional Topic Sentences:

Supporting Points Topic/Transitional Topic Sentence Revised Sentence#1:

#2:

#3:

PLEASE REMEMBER TO INCLUDE THESE AS THE FIRST SENTENCES OF EACH SUPPORTING POINT SECTION IN YOUR PAPER.

36

Sample Research Paper Outline

1. Introduction: Please write your introduction in its entirety and include it before your outline

II. First Supporting Reason Topic Sentence: Because each state varies in what type of background check is performed on those purchasing guns, making it easy for potential criminals to obtain weapons in neighboring states, there should be a federal mandate making these safeguards the same throughout all states.A. States that have extensive background checksB. Private salesC. Gun showsD. Success of background checksE. Story about homicide that was committed by a man who had a criminal background and had

just purchased a new gun from a private sale

III. Second Supporting Reason Topic Sentence with Transition: Because several gun crimes are committed by the mentally unstable, if a background check demonstrates a record of violent mental illness, the person should be restricted from purchasing a gun.A. Law suggestedB. Success: The Automated Mental Health Background Check (MHBC) in New YorkC. Rhode Island’s proposalD. Opposing side: Medical privilegeE. Opposing side: Differences in state medical record reporting

1. Massachusetts vs. Delaware vs. IndianaF. Story where mental illness played a role in a crime, yet the criminal was able to purchase a gun

IV. Third Supporting Reason Topic Sentence with Transition: While scrutinizing one’s background can show criminal history or recorded mental instability, it cannot prove one’s ability to commit future crimes; therefore, limits should be placed on the types of guns and ammunition sold, preventing the more devastating crimes.A. Newtown school shootingB. Aurora movie theater shootingC. Types of weapons and ammunition rounds available for purchase

1. Oregon Ammunition LawD. Statistics on mass shooting and weapons used; how rounds of ammunition plays a roleE. Federal Ammunition Law

V. ConclusionA. Restated thesis: In order to prevent more gun-related homicides, there should be stricter

federal gun control laws in the areas of criminal background checks, including in the area of mental illness, as well as restrictions on the types of guns and ammunition sold to the public.

B. Final Thought: Perhaps wrap up with the same story used in the introduction

*** Works Cited page is the last page found in your paper. It is a page all by itself***

37

The STAR Method for Revising

Substitute Take things out Add RearrangeReplace:

Overused words Weak verbs with

strong verbs Weak adjectives with

strong adjectives Common nouns with

proper nouns “dead” words

Take out: Unnecessary repetitions Unimportant or

irrelevant information Parts that might belong

in another piece

Add: Detail Description New information Figurative language Development Clarification of meaning Expanded ideas

Rearrange: The sequences to

produce a desired effect

The order for a more logical flow

While peer editing, please comment on the following items (right on your peer’s rough draft):

Introduction The hook (Are you pulled in emotionally? Is your attention grabbed? Are you confused? Is it relevant

to the topic? What needs to be changed?) The transitions (Is there a smooth transition from hook to topic? From topic to thesis statement?) Something you liked in the intro or something that you think needs to be changed

Overall Is everything cited? (If your peer uses facts and does not cite them before moving on to a new

paragraph, please write “MISSING CITATION” next to the part where he/she needs to add a citation). Is there a good balance of logos, ethos, and pathos? Which persuasive element could he/she add

more of? Point out where your peer used logos and pathos effectively. Are there any holes in your peer’s argument? Think about what the other side would say in

opposition – does your peer tackle those arguments? Point out where your peer had holes in his/her argument.

There should be no contractions. There should be no use of “I.” No “I believe…” or “I think…” If your peer uses “you” is she including all audiences – females, males, etc.? Or does he/she only

speak to one audience? Is there only one reaction if he/she uses you?

Conclusion Is the final thought of the paper effective? Does it leave you thinking?

38

Common Errors that Drive Teachers Nuts Check off each error if you observe there are no problems

Common Citation ErrorsIn-text citations match sources in works cited [If the source is alphabetized by “Smith” in the works cited, it’s cited (Smith) in the paper]Every in-text citation has a source listed in the works citedThere are no page numbers in the citations unless the writer used an actual print source (book, magazine, etc. – not the computer) and no commas between last name and page numberThe writer used at least the minimum sources in his/her paper (in other words, the paper has at least 4 different in-text citations for CP or 5 different in-text citations for H)There are at least 3 citations per supporting point (more if needed)If the writer used several sources by the same author, each source is cited differently in the paperEvery fact is cited before the writer moves on to the next paragraphThe period is AFTER the citation. There are no periods or commas before the citation. [Example: (Smith). ]

Common Organizational ErrorsThere are no paragraphs longer than a pageThe paper has 1” marginsThe paper is written in 12-point Times New Roman fontThe paper is at least 3 FULL pages for CP or 4 FULL pages for HONORS (that means all the way to the end of the 3rd or 4th page!)You can tell what the supporting points are by reading the first few sentences of each body paragraph (and the topic sentences include transitions when needed)

Name of Editor:

39

WHAT I WILL BE LOOKING FOR WHEN I AM GRADING YOUR PAPER:

(Hint: You should probably read this.)

FOCUS/THESIS: Do you have a precise thesis statement that sets up your supporting points in the order in which you are going to

discuss them? Is each paragraph focused on the supporting point in which it discussing? Does the paper stay on topic? Does

each paragraph connect back to the main, overall point? Does the paper keep the audience in mind?

CONTENT: Do you have at least three clear, effective supporting points that support your overall claim? Do you provide specific, relevant examples from research to support these supporting points? Are they cited and

cited correctly? If you use quotes, are the quotes relevant? Are they set up correctly, meaning do they provide details about who

said the quote and how the quote is relevant to your point? Are the quotes cited and cited correctly? Do you mention possible counter arguments and demonstrate how they are wrong?

ORGANIZATION: Does your introduction include, in this order, an attention grabber, an overview of all three of your supporting

points, and a thesis statement? Are there transitions between these three parts? Do you have at least three body paragraphs? Do you use transitional words and phrases to connect your ideas together? Does the paper flow? Does your first body paragraph begin with a sophisticated topic sentence? Do you have transitional topic sentences at the beginning of the sections of your paper dedicated to your second

and third supporting points? Does your conclusion include, in this order, a restated thesis, a summary of your main points, and a relevant final

thought in which you want to leave your readers?

STYLE: Do you avoid contractions? Do you avoid using personal pronouns, such as I, you, and we? Do you use a variety of complex sentence structures? Do you use illustrative and sophisticated vocabulary? Does the tone of the paper match the subject?

CONVENTIONS: Is it clear that you edited and revised? Did you read your paper aloud while editing and revising? Is everything spelled and capitalized correctly? Is punctuation used correctly? Are there any sentence fragments or run-on sentences? Are all the words used correctly?

RESEARCH PAPERCHECKLIST

COMPLETE THIS CHECKLIST with checks in each circle when that step is completed!

40

Final Copy due on ____________________ at the BEGINNING of class.

Please be aware of the following: computer and printer problems are not acceptable excuses, emailed papers will be accepted only in case of emergency, and you will NOT be allowed to use my classroom printer or leave the classroom to print your paper on the day that your paper is due.

o My paper has an interesting title in the center of the page.o My heading (Name, date, and research paper) is on my paper in the upper right-hand corner.o My paper is Times New Roman font 12 point font.o My paper has 1 inch margins on all sides.o My paper is double-spaced.o My paper follows the minimum requirement of pages.o I have clear and strong detail in my paper and this detail serves a purpose to inform the reader about my

topic.o I have included the minimum number of quotes / paraphrases.

o These quotes are properly cited in my paper and reflected in my Works Cited page. o I have included the minimum number of sources in my paper and these are reflected in my Works Cited

page. o I have my Works Cited page prepared according to the format provided. o I have read over my paper:

o NO contractions (don’t, didn’t, can’t, won’t, etc. = should not, do not, did not, cannot, will not, etc.)o Numbers written numerically only over ten (11, 12, 13, 14, etc.) o NO run-on sentences or fragments or comma spliceso NO personal pronouns

o My paper is printed (single-sided) and stapled in the following order: rubric, checklist, paper, Works Cited page.

o I will turn my paper onto turnitin.com by _______________ AT 11:59 p.m. or I will lose 15% points off my paper / day late.

o I am aware that I will receive a 0 on my paper if any part of it is plagiarized.

NAME: DATE: PERIOD:

NOTE: The following points will be deducted from your paper, if necessary:

-5 points if printed in class on due date.-3 points if formatting instructions are not followed, such as heading, font, spacing, etc.-3 points if rubric or checklist is not attached.-1 point if stapled in class on due date.

-15% points per day late: paper copy. -15% points per day late: electronic copy (turnitin.com)

41

KEYSTONE PERSUASIVE/INFORMATIVE SCORING GUIDELINES -English Language Arts Research Paper

Scoring Doman Distinguished (5) Proficient (4) Apprentice (3) Novice (2) Incomplete (0)Thesis/Focus Establishes and sustains a

precise claim or position Displays a clear understanding of task, purpose, and audience

Establishes a claim or position Displays an understanding of task, purpose, and audience

Provides an inconsistent claim or position Displays a limited understanding of task, purpose, and audience

Provides vague or indistinct claim or position Displays a minimal understanding of task, purpose, and audience

Provides no evidence of claim or position Displays no understanding of task, purpose, and audience

Distinguished (15) Proficient (12) Apprentice (9) Novice (6) Incomplete (0)Content Provides relevant content

and specific and effective supporting details that demonstrate a clear understanding of purpose If persuasive, presents fair and relevant evidence to support claim or position If persuasive, considers possible counterclaims (alternate or opposing arguments)

Provides relevant content and effective supporting details If persuasive, presents relevant evidence to support claim or position If persuasive, acknowledges possible counterclaims (alternate or opposing arguments)

Provides insufficient content and ineffective supporting details If persuasive, presents insufficient evidence to support claim or position If persuasive, may not acknowledge possible counterclaims (alternate or opposing arguments)

Provides minimal content If persuasive, presents little or no evidence to support claim or position If persuasive, does not acknowledge possible counterclaims (alternate or opposing arguments)

Provides little to no content If persuasive, presents no evidence to support claim or position

Organization Chooses sophisticated organizational strategies appropriate for task, purpose, and audience Includes a clear and well-defined introduction, body, and conclusion that support or reinforce the argument Uses sophisticated transitional words, phrases, and clauses to link ideas and create cohesion

Chooses appropriate organizational strategies for task, purpose, and audience Includes a clear introduction, body, and conclusion that support the argument Uses transitional words, phrases, and clauses to link ideas

Displays some evidence of organizational strategies May not include an introduction, body, and/or conclusion May use simplistic and/or illogical transitional expressions

Displays little evidence of organizational strategies May not include an identifiable introduction, body, and/or conclusion Uses few or no transitional expressions to link ideas

Displays no evidence of organizational strategies Does not include an identifiable introduction, body, and/or conclusion Does not use transitions to link ideas

Distinguished (5) Proficient (4) Apprentice (3) Novice (2) Incomplete (0)Style Uses consistently precise

language and a wide variety of sentence structures Chooses an effective style and tone, and maintains a consistent point of view

Uses precise language and a variety of sentence structures Chooses an appropriate style and tone, and a point of view

Uses imprecise language and a limited variety of sentence structures May choose an inappropriate style or tone, and may shift point of view

Uses simplistic or repetitious language and sentence structures Demonstrates little or no understating of tone or point of view

Uses repetitious language and sentence structures Demonstrates no understating of style, tone or point of view

Conventions Writer makes few errors and errors do not interfere with reader understanding

Writer makes few errors and errors seldom interfere with reader understanding

Writer makes errors and errors may interfere with reader understanding

Writer makes errors and errors often interfere with reader understanding

Writer makes errors and errors consistently interfere with reading understanding

Demonstrates command of standard English grammar and usage Demonstrates command of standard English capitalization, punctuation, and spelling Demonstrates command of sentence formation

Demonstrates control of standard English grammar and usage Demonstrates control of standard English capitalization, punctuation, and spelling Demonstrates control of sentence formation

Demonstrates limited or inconsistent of standard English grammar and usage Demonstrates limited or inconsistent of standard English capitalization, punctuation, and spelling Demonstrates limited or inconsistent of sentence formation

Demonstrates minimal control of standard English grammar and usage Demonstrates minimal control of standard English capitalization, punctuation, and spelling Demonstrates minimal control of sentence formation

Demonstrates little or no control of standard English grammar and usage Demonstrates little or no control of standard English capitalization, punctuation, and spelling Demonstrates little or no control of sentence formation

WORKS CITED: Completed and correct (5 points) Completed with a few mistakes (2.5 points)

Incomplete or incorrect (0 points )= __________TOTAL: ______/50 =

COMMENT KEY FOR COMMON WRITING ERRORS

*P = 1st or 2nd person pronoun used COM = comma error R/O = run on sentence[ ] = unnecessary spacing CONT = contractions S/G = error in spelling/grammar + = more analysis needed FRAG = fragment SA= stand-alone quoteBBQ= back to back quotes FT = ineffective final thought TO? = missing topic sentenceC? = missing citation HK = ineffective hook TR? = missing transitionCE= citation error OF= off focus WC = word choice/phrasing

42