SECTION 2Research Paper

Web Evaluation Assignment & Rubric

Paper Proposal and Instructions Paper Proposal Rubric Research Paper Directions

Mapping the research Primary & Secondary Sources Benchmark Assignments

Assessment Procedures Peer Review Assignment Reader’s & Writer’s Checklist Minimum Standard Assessment Paper Rubric

Tutoring will run each week on Tuesday and Thursday from 2:45-4:15. During tutoring sessions, students can get assistance researching and writing their research papers as well as receive assistance in writing styles and source validity. Tutoring sites will be announced. Computers will be available for student use. Students may take the activity bus home.

Web Evaluation Assignment Objective: To determine the quality and validity of various website types.

Researchers begin by reading broadly about their area of interest to determine exactly how they will focus their final thesis. This is called “preliminary research.” Many students use the tremendous amount of information available on the “information highway” as a tool to conduct preliminary and specific research. A problem arises when students have no tools to determine the validity of Internet sources. Classroom instruction and a librarian presentation will present the tools you need to make important decisions about the validity of Internet sources.

What is a “valid” website?

A valid website is one that provides reliable information on your topic from a trusted source.

Much of the information on the Internet is either posted by individuals who have not formally researched the information they provide or is commercially sponsored, which can create bias. In order to find useful information for your research topic, you must be equipped with the knowledge needed to evaluate websites.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Assignment: Through web-based research, locate three (3) informative and valid sources

related to “area of study.” (Sources do not have to be “topic-related” at this point.)

Getting Started:

1. Review the evaluation criteria of accuracy, authority, objectivity, currency and coverage at http://olinuris.library.cornell.edu/ref/research/webcrit.html

For a full review of your class presentation, check out the slide show at http://www.widener.edu/Media/Website%20Resources/flash/How_to_Evaluate_9.swf

2. Download the Web Evaluation Assignment Form from the Graduation Project page on the SHS website. Save this document to your home computer or space on the SHS server.

3. Research – Start your web investigation. Steer clear from “.com” or “.net” sites. Wikipedia is NOT a valid source!

4. Evaluate – As you read through various websites, use the criteria of accuracy, authority, objectivity, currency and coverage to evaluate their validity. All five criteria must be satisfied for a website to be valid.

5. Respond – When you find a valid website, respond to the Web Evaluation questions on the form you already downloaded from the SHS website.

6. Print – Print out the pages from the website to attach to your assignment. These printed pages need to show that the 5 criteria have been met, in partnership with your Web Evaluation form.

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Web Evaluation Form

The complete Web Evaluation form is available through the Graduation Project link on the SHS webpage.

Directions: For each of your three (3) websites, respond to the questions corresponding to each of the five criteria for evaluating websites. The table will expand as you type. Be sure to copy and paste the complete URL (web address) for each of your sources in the table.

Print out and attach pages from each website to your completed assignment.

Source 1URL

Accuracy Who wrote the information? What contact information did they provide? Why did they write this information? Is the author qualified to write about this subject? How do you know?

AuthorityWhat credentials does the author have? What type of domain supports the site (ex: .org, .edu)? Is the publisher of the site and the author of the information the same person?

ObjectivityHow much advertising is on the site? Is the site trying to sell something? For what purpose was the information posted? Who is the target audience for this information? What opinions are expressed by the author? Does the author cite sources they have used as research? If so, what kinds of sources?

Currency When was the information written/published? When was it last updated? Do the links to other websites work? Do the internal links work?

CoverageIs there balance between text and images? Is there a cost for the information? Do you need special software to view the information? Are there links to other websites? If so, are those websites valid?

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Web Evaluation Assignment Rubric

Name________________________________________________Total______/60 pts

Source 1

_____/2 Complete, accurate URL provided

_____/5 Responses free of spelling and grammatical errors

_____/10 Criteria responses are thorough, accurate and prove validity of source

_____/3 Printed pages reinforce criteria responses & prove validity of source

Source 2

_____/2 Complete, accurate URL provided

_____/5 Responses free of spelling and grammatical errors

_____/10 Criteria responses are thorough, accurate and prove validity of source

_____/3 Printed pages reinforce criteria responses & prove validity of source

Source 3

_____/2 Complete, accurate URL provided

_____/5 Responses free of spelling and grammatical errors

_____/10 Criteria responses are thorough, accurate and prove validity of source

_____/3 Printed pages reinforce criteria responses & prove validity of source

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Research Paper Proposal

STUDENT NAME: ______________________________________________________

CLASS/PERIOD: ________________________________________________________

DATE: _________________________________________________________________

Purpose: The research paper portion of Graduation Project is an opportunity to explore a topic that is of interest. Think carefully, and select an interesting topic that has depth and will keep your interest throughout the research process.

Directions: Answer each of the following questions thoroughly, using complete sentences and paragraphs. This form must be word-processed. (Refer to Seneca Valley High School’s home page under “Graduation Project” for this form.) All sections must be completed, including signatures, and the proposal must be approved by the classroom teacher before the research process can begin.

1. What is the general area of study chosen for the research paper? Why was it chosen?

2. Explain any prior experience or knowledge of this subject.

3. List and explain three distinct paper topics that could be explored within the general area you selected. (The three paper topics need to be different from each other, and should reflect the depth of the general area.)

4. Of the three topics listed above, which will you chose for your research paper? (Keep in mind that the paper draft must be 1300-1900 words. Choose a topic that can be adequately addressed in 4-5 pages.)

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Refer to pages 23-25, “Working on the Research Paper”, before completing numbers 5, 6, 7, and 8. Directions and a model are provided.

5. What is the purpose for researching this limited topic? (Develop phrases that begin: To trace, To compare, To demonstrate, To define, To prove, To analyze, etc.)

6. What is the tentative thesis statement for the research paper? (Write one sentence that expresses the main message about the topic.)

7. What is the tentative organizational plan for the paper? (Think in terms of general subjects that will require research in order to support the tentative

thesis. The answer to this question may be completed using a numbered list, rather than paragraph form.)

8. Based on the purpose, thesis, and organizational plan, ATTACH an annotated bibliography of four possible sources for this research. Please use MLA format for the entries. Verifying availability of valid sources now will avoid problems later on in the process.**

**IMPORTANT NOTE: The sources selected should be varied. This means that the bibliography should include as many of the following types of sources as possible: text sources (books, magazines, newspapers, pamphlets, etc.), media sources (Internet, films, television programs, etc.), and primary sources (interviews, emails, surveys, autobiographies, etc.). This will help to avoid “over-using” one type source. The more variety in the sources, the less likely overuse of one or two sources occurs, and the more believable the research becomes. This is also true for the credibility of selected sources. Use the skills acquired from the Web Evaluation assignment to select the best source information possible.

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Engineering Certificate Program

I am interested in pursuing the Engineering Certificate Program (ECP), and would like to have my paper topic reviewed by the ECP coordinator. I acknowledge that the ECP coordinator must approve my paper topic in order for my paper to be considered as a

contributing element to my overall ECP requirements. I understand that I must complete the paper as proposed in order receive ECP credit for the paper.

Student Signature ______________________________ Date__________

I acknowledge that my child is interested in pursuing the Engineering Certificate Program, and that his/her senior project must be approved by the ECP coordinator in

order to be considered as a contributing element to my child’s overall ECP requirements. I understand that he/she must complete the paper as proposed in order receive ECP credit

for the paper.

Parent Signature ______________________________ Date __________

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SIGNATURES

I acknowledge that I have answered the above questions to the best of my ability, and I commit to completing the research paper as outlined above, realizing that slight changes

may have to be made as research progresses.

Student signature: _____________________________________ Date _____________

I acknowledge that I am aware of and approve of the topic my child has chosen for his/her research paper, and I agree to support him/her in his/her efforts to complete it.

Parent signature: _______________________________________Date _____________

TO BE COMPLETED BY CLASSROOM TEACHER:Paper topic approved:

_____ Yes _____ With reservation _____ No _____ Re-submit date

Teacher signature: _____________________________________Date _____________

Teacher comments/concerns, if any:

ECP Eligible _____ Yes _____ No

ECP Coordinator’s Signature ____________________________ _____ Date

Comments:

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Research Paper Proposal Rubric

Name ____________________________________________________ Period _____________

Overall Format _____/10 12 point, Times New Roman Free of spelling and grammatical errors Neatness

Question 1 (Area of study) _____/5

Question 2 (Prior experience) _____/5

Question 3 (Depth of subject) _____/10

Question 4 (Limited topic) _____/5

Question 5 (Purpose for research) _____/5

Question 6 (Tentative thesis) _____/10 Suitable for 4-5 pages Debatable topic Researchable/provable

Question 7 (Tentative organizational plan) _____/10 Suitable for 4-5 pages Shows logical plan of development Supports thesis with an appropriate number of subtopics

Question 8 (Annotated Bibliography: 4 sources, 10 points each) _____/40 Correct MLA format for citation Correct annotation format for each citation (paragraph form

Times New Roman, size 12, and contains zero grammatical/spelling errors)

Each annotation contains a brief summary of the source Each annotation identifies and assesses how the source is valid

and reliable Each annotation includes a reflection as to how the source

information may be used in research

Signature Page (Student and parent, 5 pts each) _____/10

TOTAL POINTS _____/110

Working on the Research Paper

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Review this section as you prepare your Research Paper Proposal and as you work on researching and writing your paper.

PAPER PROPOSAL The Research Paper Proposal requires the subject for study to be narrowed to a specific topic from

which a tentative thesis statement is generated. It is necessary to consider what particular subjects will need further research to support and illustrate the thesis statement. The following examples show a systematic way to prepare for the research by determining a purpose for the paper, a thesis, and a tentative organizational plan for the research.

The purpose of the paper might be to show cause-effect relationships; to analyze; to compare/contrast; or to demonstrate a general truth. The tentative thesis statement is a clearly written sentence or two stating the main message of the paper. Be careful that the thesis is not just a well known fact that is already commonly accepted. As additional information is acquired, the thesis will be revised to reflect the final thesis statement. Finally, a general organizational plan must be created. Take time to consider in what areas the research should be centered to support the tentative thesis. The “map” or “plan” can later evolve into a formal outline for information. The following examples should be used as a guide:

Example 1

General topic: PrisonsSpecific topic: Optimal prison

conditions for rehabilitation

Purpose: To show that prisons are most effective when they are neither too harsh nor too lenient in policies with and treatment of inmates

Tentative thesis: Prisons that strike a happy balance of firmness and flexibility are most successful in rehabilitating convicted criminals.

Tentative organizational plan (map):

1. Introduction2. Harsh prisons—

conditions and results

3. Lenient facilities—conditions and results

4. Model prisons—conditions and results

5. Conclusion

Example 2

General topic: Walt Disney

Specific topic: Disney’s animated characters as values-transmitters

Purpose: To show how Disney’s animated characters convey both social and personal values

Tentative thesis: Walt Disney’s animated characters provide more than entertainment; they introduce children to significant social and personal values.

Tentative organizational plan (map):

1. Introduction2. Disney’s array of

animated characters

3. Self-image values4. Friendship values5. Good vs. evil

values6. Values regarding

the individual and the group

7. Conclusion

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THESIS STATEMENTS A thesis is a clear statement of the writer’s position. It is a claim statement—it indicates what the writer will prove through research.

A thesis statement follows a basic formula:

Thesis = subject + position

Writers will often include three reasons for their position directly in the thesis statement. Three is the “magic number” for persuasive writing. Supporting an argument with three distinct reasons is highly persuasive because it adds variety to the argument, creates a balanced tone for the paper, and helps establish a clear system of organization.

An alternative formula:

Thesis = subject + position + 3 distinct reasons

Example 1:

Title 9 has significantly impacted women’s sports by creating opportunities for high school girls, offering equal scholarship money to girls, and developing a professional attitude toward women.

Example 1 – Dissected:

Subject Position Reason 1

Title 9 has significantly impacted women’s sports by creating opportunities for high school Reason 2 Reason 3

girls to play more types of sports, offering equal scholarship money to girls, and developing

a professional attitude toward women.

Example 2:

To create a more stable environment, the present generation must monitor the use of biotechnology, its possible effects on the breeding of animals and plants, and the possible unethical practices of genetic engineering.

Example 2 – Dissected:

Subject Position Reason 1

To create a more stable environment, the present generation must monitor the use of Reason 2

biotechnology, its possible effects on the breeding of animals and plants, and the possible Reason 3

unethical practices of genetic engineering.

ANNOTATED BIBLIOGRAPHY

Definition: An annotated bibliography is a two part assignment. A bibliography is another name for a work cited or reference page. It is a list of sources correctly identified using MLA format. An annotation is a summary and/or evaluation of each source that is placed directly under the citation.

Annotated Bibliography

Directions: 1. Conduct research through the Internet and/or library to locate six (4) informative and valid sources

related to your thesis statement.2. Read each source.3. Create a work cited page in MLA format utilizing www.noodletools.com or any other useful citation

tool discussed in class.4. Add an annotation below each citation that:

Summarizes information presented in the source Explains and assesses if the source is valid and reliable (refer back to lesson on source

evaluations) Reflects on how the source may be used and identifies some specific ideas for research

topics Is about 60 words in length (usually 3-5 sentences)

Example: Groden, Michael, and Martin Kreiswerth, Ed. “Oscar Wilde.” The John Hopkins Guide

to Literary Theory & Criticism (1997): n. pag. Web. 23 July 2005.

This article offers interesting insights into Wilde’s observations about contemporaries in the Victorian

Era. The article includes excerpts from many book reviews and articles written by Wilde. Notes and

bibliography are provided. The editors are professors from Johns Hopkins; the article is dated and

important links to JHU Press are included.

Siegel, Sandra F. “Oscar Wilde: The Spectacle of Criticism.” Arts & Sciences Newsletter (Spring 1996):

Vol. 17 No. 2. Web. 23 July 2005.

This site presents an overview of Wilde’s career. It lists the credentials of the author and is written

informatively without bias, relying on documented events. The coverage shows depth and includes

helpful photographs. All links on site are credible and provides a direct home link to Cornell

University.

Annotation:SummarizeAssessReflectParagraph formUsually 60 words in length

Bibliography:Source InformationMLA format

PRIMARY SOURCES Definition: Primary sources are the original words of an individual writer, for example, a speech, an

eyewitness report, a personal letter, or remarks in an interview. Primary sources may add depth and substance to research if appropriate materials close to the topic under investigation can be located.

Examples in specific fields are:Art: musical compositions, paintings, films, sculptures, artists’ sketchbooks, photographs, reproductions, and recordings.Education: studies, projects, tests and test data, surveys, interviews, observations, statistics, and films.Literature: novels, short stories, essays, poems, personal letters, autobiographical sketches, diary or journal entries and memoirs, films, videos, and recordings of performances.Social science: agency reports, historical documents, eyewitness accounts, speeches, case studies, results of surveys, presidential tapes, and market research.Science: results of experiments and tests, reports of observations, and discoveries by those conducting the experiments.

Additional information: Primary Source material: May be an original document such as the Magna Carta, the Declaration of the Rights of

Man and Citizen, or the Treaty of Ghent. Often provides direct knowledge of an historical period, for example, the diary of

someone who lived during the 1920s. Gives information that is first-hand but not necessarily free from bias

SECONDARY SOURCES Definition: Secondary sources are works about individuals and their work, for example, biographies,

histories, critical studies of novels, and discussions of scientific findings.

Examples in specific fields are:Art: critical and analytical articles, reviews, and biographies.Education: articles evaluating educational practices, reports, and books about educational issues and problems.Literature: articles, reviews, critical studies, and books about literary works and writers.Social science: articles and books about social issues or historical events, biographies, and newspaper and magazine reports.Science: discussion and interpretation of scientific experiments, observations, and controversies.

Additional information: Secondary sources: Include critical and analytical reviews and discussion of what may be your primary

source, for example, a novel, historical document, survey, or scientific experiment. May be primary sources in a different study, for example, the Washington Post may be a

primary source for a study of objective reporting in newspapers, but a secondary source for a paper describing life on Capitol Hill in the 1960s.

Require close examination to evaluate objectivity, depth, and timeliness, and to distinguish between fact and opinion

Summary: Primary sources are by the writer who did the work; secondary sources are about the person and his or her work. Some research papers use only one kind of source material while others require both. Make sure that the difference is understood before looking for sources for the research project.

Note: Encyclopedias and dictionaries may be used in your research paper and must be cited; however, these sources are NOT considered part of your 4 valid sources count.

Lester, James B., and James Lester, Jr. Writing Research Papers: A Complete Guide. 10th ed. New Yorr: Longman, 2002. Print.Spatt, Brenda. Writing from Sources. New York: St. Martin’s, 1983. Print.

BENCHMARK ASSIGNMENTS

EVIDENCE OF RESEARCH This assignment is a checkpoint to assess how much research has been completed, the

variety and number of sources referenced, and the organizational method used for note taking. The notes provided must directly support, illustrate, or explain the thesis statement The junior English teacher will review the Paper Proposal and compare this information to the actual research completed. (Note: highlighted articles are NOT an acceptable method of note taking.)

Although individual teachers may request additional information, bring all notes to class on the due date. It is also helpful to bring the actual source material and any drafts or partial drafts that have been completed. Different systems of note-taking may be discussed and reviewed by the English teachers. Below, information is provided about note-taking using a note-card system, which is a recommended format for note-taking for this assignment.

Source InformationA minimum of four valid sources is required. It is important to find information from varied

sources and never overuse one source or one type of source. Many students find one source that compliments their thesis and that source is over-cited in the paper. This is not valid research and often is no more than summarization of one source. Be careful to avoid this mistake by completing adequate research from varied sources.

SOURCE CARDS The first stage in research is locating sources of information and compiling a working bibliography (see p 23 for information about research). It is recommended that students use index cards – one for each source – when compiling a working bibliography. These cards are commonly called SOURCE CARDS.

A source card contains all of the publication information needed for the final works cited page. (Refer to the “Example Works Cited Entries” section of this handbook for this information.) Recording all of this information correctly will save time and prevent many problems when preparing the final works cited page. Also, the cards should be individually numbered.

In addition, information which will help one find the source is recommended. This information might be the call number, name of library, etc. The following example card can be used as a guide for creating your own source cards.

Example Source Card:Title of Book or Article

Author (Last name, First name) Source Number

City of Publisher

SourceLocation

Copyright Date NOTE CARDS

1

Kister,Chad. Arctic Quest: Odyssey Through a Threatened Wilderness. Monroe, ME: Common Courage Press, 2003. Print.

Publishing Company

Medium of Publication Consulted

Dependence on Foreign Oil 1

Current production of oil in Alaska has been steadily declining since 1988 thus increasing the dependency on other oil sources.

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Using note cards for research note-taking allows the student to record and sort the gathered information in order to best fit the purpose of the paper. Note cards are suggested, but not required for the Evidence of Research assignment.

The heading information—subtopic (one of the three reasons from thesis statement) The number to match the appropriate source card ONE complete thought The page number or numbers on which the information was found.

Heading/Subtopic Source Card Number

Organizational methods

(1-A; 1-1)

Information

Page # from source

PLAGIARISM

Careful documentation and analysis of the research will allow writers to use their own personal style in the writing of the paper and to avoid any plagiarism. Remember that plagiarism is more than just copying someone else’s words; it can be a paraphrase without documentation or using key words/phrases from the original document. Even complete rephrasing of someone else’s idea without documentation is plagiarism. If the reader of a paper believes that a student may have plagiarized, the student will simply be asked to produce his/her sources for the reader.

Research papers that contain plagiarism will receive no

credit.

Evidence of Research Assessment Rubric

Source #1

_______/2 Appropriate documentation information in MLA format recorded at least once per source _______/4 Neatly written notes of relevant information for topic_______/2 Clearly developed system of organization _______/2 Directly quoted material is clearly identified; page numbers included if applicable; clear

attempt to avoid plagiarism

Source #2

_______/2 Appropriate documentation information in MLA format recorded at least once per source _______/4 Neatly written notes of relevant information for topic_______/2 Clearly developed system of organization _______/2 Directly quoted material is clearly identified; page numbers included if applicable; clear

attempt to avoid plagiarism

Source #3

_______/2 Appropriate documentation information in MLA format recorded at least once per source _______/4 Neatly written notes of relevant information for topic_______/2 Clearly developed system of organization _______/2 Directly quoted material is clearly identified; page numbers included if applicable; clear

attempt to avoid plagiarism

Source #4

_______/2 Appropriate documentation information in MLA format recorded at least once per source _______/4 Neatly written notes of relevant information for topic_______/2 Clearly developed system of organization _______/2 Directly quoted material is clearly identified; page numbers included if applicable; clear

attempt to avoid plagiarism

Overall Research

______/20 Substantial, specific information to support a 4-5 page paper. Total of 40 note cards or 4 pages of written notes (5 points per page or .5 point per note card)

______/10 Variety of sources

Total: _________/70 points

OUTLINE with Introductory and Concluding Paragraphs

Outline: A formal topic outline of the body of the paper is required. After the topic outline is complete, each student must write full paragraph(s) of introduction and conclusion. This assignment must be word-processed.

Begin planning the outline by carefully reviewing all notes to see how strongly they will support the thesis. Delete everything that is irrelevant to the thesis statement or that might weaken an argument. Include only the ideas and information that will lead readers to understand the investigation, presentation, and conclusions.

Bring related material together under general headings, and arrange the headings so that one logically connects with another. Order the subjects under each heading so that they proceed logically. Common organizing principals are: chronological, cause and effect, process, and logical (deductive or inductive). A deductive line of argument moves from the general to the specific and an inductive one moves from the specific to the general. The development plan adopted will influence the way material is arranged, and should be evident in the outline. The more planning done now, the easier and more efficient the writing will be.

Introduction is one to two paragraphs in length, and it must accomplish the following:

Capture the reader’s attention and/or “engage” the reader so he/she wants to continue Clearly state the final thesis in one or two sentences. Thesis must be underlined or

highlighted! Include the organizational plan for the paper to preview the contents of the paper

Conclusion is one to two paragraphs, and it must accomplish the following:

Briefly summarize the main points used to build the argument Restate or "wrap" the thesis back around the information provided Extend the original thinking regarding the thesis based on research completed; a final personal

comment regarding the thesis. (Leave the reader something to think about.)

Rules for outlining:

Use subordination to show the logical relationship of ideas The headings/major points come first, numbered with Roman numerals I, II, III,

IV, V, and so on. Subtopics (support for headings/major points) are listed below each of these,

lettered with Capitals A, B, C and indented. Details or examples come next, numbered 1, 2, 3, and indented. Further details will come after each, indent and letter with lower case a, b, c. If there are even more after a, b, c, indent and use (1), (2), (3). Do not use a Roman numeral for the Intro, Thesis, or Conclusion. Indentations should be kept in vertical columns. If a sentence is too long for one

line, the second line should line up under the first word of the line above, not under the symbol.

Remember if there is an A, you must have a B, and if there is a 1 there must be a 2.

The divisions in any series should be of EQUAL importance and indicate levels of significance.

Outlining Format:

Thesis:Promoting and funding foreign language education in schools in the U.S. is necessary to allow children to become bilingual, to increase the bilingual population, and improve appreciation for diversity. For the above thesis statement, the outline would begin like this:

I. Learning a language from birth

A. Able to learn many languages at once

1. Children have a great capacity to learn languages without getting confused

a. Compartmentalize different languages in their brains

b. Associate different languages with environments around them

2. Children are able to separate languages

a. Code-switch in appropriate situations

(1). Pick a language to use based on their surroundings and needs

(2). Listen to others’ speech before selecting a language to use

b. Thinking in different languages

B. Learn languages easier and efficiently

1. Learned through music and stories

a. Repetition of songs commits words and meanings to memory

b. Story telling provides context for new words

2. Learned through immersion

a. Ability to pick up language through conversation

b. Model use of language to respond in conversation

OUTLINE RUBRIC

I. Outline Format ______/15Appropriate heading and centered title Balanced organizationDouble spaced, Times New Roman font, size 12Topic outline format with proper indentationsHeaders included

II. Introduction ______/15Thesis statement included and highlightedEffective attention getterPreview of paper’s contentsAppropriate styleCorrect grammar/conventions

III. Body Outline ______/15Information grouped appropriatelyLogical order evidentConnections and transitions used correctlyMethod of paper development evidentAll information supports thesis, adequate amount for 6-7 page paper

IV. Conclusion ______/15Restates thesisSummarizes/reviews paper contentsDraws final conclusion about importance of researchExtends thinkingCorrect grammar/conventions Total Points=______/60

Heading/Major Point – Roman Numeral

Subtopic –Capital letters Details –Numbering

Further Details - Lower Case Lettering

Very Specific Details – numbers in parentheses

Smith 1

Student’s Name

Teacher’s Name

Course Title

Day Month Year

Improving Foreign Language Education

Being fluent in a second language is in demand more than ever due to the ever growing

global world of today. There is a rising force of translators needed for all types of jobs and

Language is simply needed to communicate with others around the world. Promoting and

funding foreign language education in schools in the U.S. is necessary to allow children to

become bilingual, to increase the bilingual population, and improve appreciation for diversity.

RESEARCH PAPER DRAFT

The completed draft should represent the best attempt at a final paper. Refer to the Writer’s Checklist, located in this section of the Student Manual to guide a personal assessment of the draft. The checklist is similar to the Research Paper Rubric, also located in this section, which is utilized for assessment. Papers will include a title page, headers and line numbers.

The classroom teacher is responsible for conducting the Minimum Standards Assessment.

Students must turn in: 1300-1900 word research paper Works Cited page (minimum of 4 valid, academic sources) An electronic version uploaded to www.turnitin.com (must be in Microsoft Word format) –

Research paper only – not the outline.

Formatting the research paper: Print on one side of the paper. Use 1 inch margins around the edges of the paper. Double-space throughout the paper and indent all paragraphs. Use 12 point Times New Roman font. No title page is required for a research paper. Instead, follow the example below. Use your word-processing software’s Header function to print your last name and the page number in

the right-hand corner of each page. This will place them a half-inch from the top.

WORKS CITED PAGE

Double space the entire paper.

Use 1-inch margins top, bottom, left and right

Title, centered – NOT underlined, NOT in quotes, NOT all caps

Double space heading

Use Header function to insert last name and page #.

Correct documentation is very important. There are many documentation forms; Graduation Project requests that you use the MLA format. There is no need to memorize the format, but it is important to follow model entries provided for various types of sources. These models can be found in the MLA Review section in this manual, or in the MLA Handbook (all English teachers have an MLA handbook for classroom use). Noodletools is a web-based tool that can assist with creating works cited pages. All Seneca Valley students have access to this tool. Directions for Noodeletools are available from your English teacher and the SHS library.

Helpful Tips:

All entries must be double spaced. Entries must be alphabetized by author’s last name or first key word. Every source that appears on the Works Cited page must be parenthetically cited within

the paper. Every citation within the paper must reference its source on the Works Cited page. A sample Works Cited page is available in the MLA Review section of this manual. A Works Consulted page may be included to list sources not cited but used to gain

knowledge and information.

Below is an example of a Works Cited Page in MLA Style:

AlphabeticalOrder

Double-space everything

Reverse indentation

Works Cited examples from:Hacker, Diana. Research and Documentation Online. 2006. Web. 30 July 2007. The Purdue OWL Family of Sites. The Writing Lab and OWL at Purdue and Purdue U, 2008. Web. 9 June 2010.

Smith 5

Works Cited

Langhamer, Claire. “Love and Courtship in Mid-Twentieth-Century England.” Historical

Journal 50.1 (2007): 173-96. ProQuest. Web. 27 May 2009.

“Muse.” Random House Webster’s Concise Dictionary. 2nd ed. 1998. Print.

"The President Signs Landmark Animal Fighting Legislation." The Humane Society of the

United States. n.d. Web. 23 Oct. 2009.

Tannen, Deborah. The Argument Culture: Moving from Debate to Dialogue. New York:

Random, 1998. Print.

Williams, Walter E. “Americans Should Be Alarmed By Educational Mediocrity.”

National Minority Politics 6.10 (1994): 17-22. Print.

TURNITIN.COM

All student research papers need submitted to turnitin.com for plagiarism checks. This online database will cross-reference student papers with other papers in the database and content on the Internet. Students can use this system to determine the places in their papers where they need to document sources more appropriately.

Student Directions - Turnitin.com

Record the Class ID and Password provided by your teacher:

Class ID # _______________________________________

Class Password___________________________________

Creating a Student Account

Go to www.turnitin.com or use the link from the SHS webpage In the upper right corner of turnitin’s homepage, click the link “Create Account” In the middle of the page, find the section that says “New Students Start Here” Click on “Create a User Profile” At the bottom of the page, click on “Student” Enter the Class ID and password provided by your teacher Fill in your user information, including your email address. This will be your login name

every time you use turnitin.com. If you do not have an email address, you must create a log in name that follows an email address format. (Ex: smithj@yahoo.com) Write this information down for future use:_____________________________________

Type the password you would like to use for this account in the box following enter your password. It must be between 6 and 12 characters long and must contain both letters and numbers. You must type the password again in the box following confirm your password. Write this information down for future use:_____________________________________

You must select a secret question from the drop down list, and type your answer to the question in the box following question answer. This will be used to reset your password if you would forget it.

Click I agree -- create profile. Click “Log in to turnitin”

Add a Class to an Existing Account

Go to www.turnitin.com Log in using your email address and password that you have already set up. Click on the “Enroll in a Class” icon in the upper left part of the screen. Enter the Class ID and password provided by your teacher.

Submitting Papers to Turnitin.com

Go to www.turnitin.com or use the link from the SHS webpage Type your email address and the password you created for turnitin in the boxes in the upper

right corner of turnitin’s homepage. Click Log in. The next page should show your class and teacher. To enter a class, click on the class name. You will see the assignment list and an icon

(picture) under the word submit. Click on the submit icon next to the assignment for which you are submitting a paper.

Your first and last name should now appear on the next page. Type the title of your paper in the box after the submission title. (You will use the same

title each time you submit your paper!)

Submission title________________________________________________

Click the Browse button and navigate to the computer file for your paper. Turnitin currently accepts the following formats: MS Word, WordPerfect, PostScript, PDF, HTML, RTF, and plain text. Your paper must be in one of these formats.

When you locate your paper, double click it OR click it once, then click open. Click submit On the next page, you will be asked to confirm if this is the paper you wish to submit. If it is,

click yes, submit paper. If it is not, click no, go back and select the correct paper. The next page is your turnitin digital receipt. You may wish to write down the paper ID

number in case there is ever a question about whether or not you submitted your paper.

Review your Originality Report

Log in to turnitin.com, and click on the correct class to view assignments. Click on the name of the assignment to view your submission. To view the Originality Report, click on the box with the percentage and color. This page

will show you the paper you submitted, what portions of it were plagiarized, if any, and the sources of the plagiarism on the right.

Once you have reviewed the Originality Report, you may close that page and logout of your turnitin account.

ASSESSMENT PROCEDURES

The Research Paper must be turned in to your English teacher on or before the noted due date.

RESEARCH PAPER DRAFT

The Research Paper Draft represents the writer’s best efforts in researching, organizing, and writing.

Students should refer to the Reader’s & Writer’s Checklist, located in the Student Manual before composing the Research Paper, and prior to submitting for assessment.

The Research Paper must meet the requirements of the Minimum Standards Assessment to avoid penalties. The student must sign this document.

The Research Paper will be evaluated according to the Minimum Standards Assessment by the classroom teacher and the student before being formally assessed.

Students should conduct their own Minimum Standards Assessment prior to the paper due dates, utilizing the rubric in this manual.

Students must submit a copy of their research papers to turnitin.com before the due date. This electronic version of the paper must be in Microsoft Word format.

The Junior English teacher will assess based on the five Research Paper Rubric areas. The Research Paper Rubric is available in this manual.

Students who do not receive a 60% or better will have to revise their papers to achieve a passing score.

Students whose grades fall below 60% because of penalties incurred may only have to remedy their errors in those categories to achieve a passing score.

Tutoring Policy

Tutoring will run each week on Tuesday and Thursday from 2:45-4:15. Students may take the activity bus home. During tutoring sessions, students can get assistance researching and writing their research papers as well as receive assistance in writing styles and source validity. Tutoring sites will be announced. Computers will be available for student use.

Tutoring is open to ALL students who are interested in receiving help on senior project assignments.

Research Paper DraftPeer Review Assignment

Directions: Carefully read a Graduation Project Research Paper and, in responses comprised of complete sentences/paragraphs, respond to the following questions.

1. Re-state the paper’s thesis in the form of the question.

2. What types of sources does the writer use? Does the writer support the thesis of the paper using a variety of sources and source types?

3. Carefully look at the first and last sentences of the paragraphs on pages two and three of the paper. Does the writer use effective transition sentences? That is, do the sentences completing and beginning paragraphs effectively lead into one another. Why or why not? Provide a specific example.

4. Does the introduction grab your attention? If so, how? If not, why not?

5. Does the conclusion leave you with a thought to ponder, something to think about? If so, what is that thought? If not, what would you suggest the writer do to improve the conclusion?

6. Looking at the Works Cited Page, does the writer include each of the sources listed in the paper itself?

7. Do each of the sources in the paper have an entry on the Works Cited Page?

8. List three strengths of this paper and then list three improvements that would make this paper stronger.

9. Complete the checklist on the reverse of this paper. Remember that “outstanding” means that you found no errors or weaknesses in that area. “Needs Improvement” means that there is significant room for progress in that area.

Reader’s & Writer’s Checklist

O = Outstanding S = Satisfactory NI = Needs Improvement

FOCUS ____O ____S ____NI The thesis statement deals with the significant elements of the subject.

____O ____S ____NI The thesis is accompanied by either an explicit or implicit clear plan of development.

____O ____S ____NI The thesis is stated in the introduction and emphasized in the conclusion.

____O ____S ____NI The writer sticks to his thesis (maintains focus) throughout the paper.

____O ____S ____NI The writer demonstrates a clear understanding of the issue/subject.

SUPPORT____O ____S ____NI The writer's argument backs up the thesis.

____O ____S ____NI The main ideas are developed specifically and supported by a variety of sources.

____O ____S ____NI The research (support) is sufficient but not excessive.

____O ____S ____NI The writer documents his sources and does not allow his research (support) to "write" his paper.

____O ____S ____NI Use of support (research) demonstrates the writer's thorough understanding of the topic.

ORGANIZATION____O ____S ____NI The organizational plan is announced or understood in the introduction and

followed throughout the paper.

____O ____S ____NI Transitional sentences (devices) are used effectively throughout the paper.

____O ____S ____NI The paper is easy to follow with a logical sequence, and unified, coherent writing.

____O ____S ____NI Transition paragraphs act as signposts signaling the major divisions of thought.

STYLE____O ____S ____NI The introduction and conclusion are engaging to the reader.

____O ____S ____NI The introduction and conclusion reflect the focus of the paper.

____O ____S ____NI The sentences are varied in structure and sufficiently complex.

____O ____S ____NI The paper conforms to Standard American Edited English.

____O ____S ____NI The paper fits the audience in tone, diction, and voice.

CONVENTIONS____O ____S ____NI Errors in grammar and usage do not interfere with the understanding of the paper.

____O ____S ____NI The documentation (works cited/consulted) is correct and follows the MLA style.

Peer Review Assessment

Reader’s Name ________________________________________________

Writer’s Name ________________________________________________

To receive full credit in each category, responses must be thorough and accurate, and must address all parts of the prompt for each numbered item.

Thesis re-stated as a question (item 1) _____/5

Source use/variety identified (item 2) _____/5

Transition devices/sentences identified (item 3) _____/10

Introduction and conclusion analyzed, suggestions made (items 4 and 5) _____/5

Sources in paper and Works Cited Page justified (items 6 and 7) _____/5

Strengths and weaknesses/suggestions noted in paragraph form (item 8) _____/10

Checklist completed with comments as necessary (item 9) _____/5

TOTAL ____/45

MINIMUM STANDARDS ASSESSMENT

Research Paper

To ensure that each completed research paper is uniform and meets the minimum requirements, the writer and the classroom teacher will assess the “Research Paper” according to the following standards before the paper moves forward. If the paper does not meet all criteria, the writer will have the opportunity to revise and correct the errors before the Research Paper is submitted for final assessment. See complete assessment policy in this section.

Length

_____ 1300-1900 Words

In order to receive assessment, a paper must meet length

requirement.

Papers that do not meet proper length must be rewritten for the

Final Draft assessments.

At Final Draft assessment, papers that do not meet length

requirement will receive a 5% penalty and must be revised.

_____ 20 points

______ 0 points

If paper is too short or long, check the following items:

______1” Margins

______ Double Space

______ 12pt Times New Roman Font

Format

*A penalty of 1% of the assessment grade will be applied to errors in this category that are not corrected in the Final Draft.

_____ Heading

_____ Headers

_____ Highlighted Thesis

_____ www.turnitin.com submission

_____ 10 points

_____ 0 points

Documentation

In order to receive assessment, the paper must meet all of the

following requirements.

Papers that do not meet these requirements must be rewritten for the Final Draft assessment.

At Final Draft assessment, papers that do not meet these

requirements will receive a 5% penalty and must be revised.

_____ Works Cited Page

_____ 4 Valid Sources

_____ All sources on Works Cited page cited

internally.

_____ All internal citation sources on Works

Cited Page.

_____ 20 points

_____ 0 points

Student Name _________________________________________ Total Score _____/50I acknowledge and understand the assessment of the minimum standards of my Graduation Project Research paper.

__________________________________________________________ ________________ Student signature required) (Date)

Research Paper – Assessment Rubric

Student Name _______________________________________________ Teacher _________________________ Date ____________Exceptional

4Commendable

3Acceptable

2Partially Formed

1Not Yet Competent

0

Focus

Thesis deals with significant elements of subject; accompanied by a distinct plan of development.

The thesis is stated in introduction and emphasized in conclusion.

The writer consistently maintains the perspective of thesis and demonstrates a clear understanding of the subject, consistently advancing the thesis claim.

Thesis and writer’s argument mostly addresses a significant and valid aspect of the topic.

Plan of development discernable, though not distinct.

Argument pursues the thesis claim throughout most of the body.

Greater emphasis of thesis needed in introduction /conclusion.

Thesis and writer’s argument attempt to address a significant or valid aspect of the topic.

Moderate understanding of topic exhibited.

Argument exhibits some direction in regard to thesis claim, but not thoroughly addressed in body.

Thesis needs emphasized in introduction /conclusion.

Thesis does not address significant or valid aspect of the topic.

Paper lacks unity in addressing thesis claim.

Argument needs direction throughout the body of the paper.

Paper lacks a discernable thesis.

Paper makes random points about a topic, and does not address a unified issue relating to that topic.

Support

A sufficient, but not excessive, amount of research is used to support the thesis.

The use of support backs up the claim made in the thesis.

Main idea is developed and supported by a variety of research.

Writer documents his sources, and does not allow the research to “write” his paper.

Use of support demonstrates writer’s thorough understanding of the topic/issue.

Evidence presented mostly supports the argument

Writer’s use of sources exhibits an understanding of the topic

Sources are mostly varied

Balanced use of sources within the body

Evidence presented helps support argument, but either tends to lead the argument, or is used sparsely (balanced use of sources needed).

Sources need to support argument more directly

Use of sources needs to show writer’s thorough understanding of topic

Variety of sources needed to support thesis

Evidence is presented for some points, however the overall use of evidence is weak.

Insufficient, inaccurate or poorly chosen sources or information from within sources damage the argument.

Sources lead the paper with minimal argument from the writer

Little or no significant evidence is presented to substantiate thesis/focus.

Paper is mainly borrowed material from sources.

Source material overwhelms or controls the argument.

Organization Paper has a cohesive, logical Paper exhibits a mostly Paper exhibits some lapses Paper exhibits serious Paper lacks logic and

progression of ideas. Organizational Plan is

established and announced in the introduction and followed throughout the paper.

Transitional sentences effectively connect ideas.

Transitional paragraphs effectively signal major divisions of thought.

logical and cohesive argument Transitions are utilized Organization plan is mostly

evident and/or generally followed throughout progression of paper

in logic and coherence Stronger transitions needed

within and between paragraphs/ideas

Organizational plan needs announced and followed throughout

lapses in logic and/or coherence.

Paper needs to align with thesis consistently throughout

Flow of ideas within and between paragraphs needs unified and clarified

coherence. Paper organization is

not aligned with thesis. Flow of ideas deficient

within and between paragraphs.

Style

Introduction and conclusion engage the reader, and reflect focus of paper

Varied sentence structures used effectively throughout

Literary and rhetorical devices used appropriately to enhance the style of the paper

Paper fits audience in tone, diction and voice

Intro./conclusion mostly engage reader and reflect paper focus

Sentence structure is mostly varied and/or complex

Diction is mostly elevated and mature; tone generally fits audience

Literary and rhetorical devices used mostly appropriately

Intro./conclusion somewhat engage reader and reflect paper focus

Sentence structure needs to be more varied and complex

Diction needs elevated Literary and rhetorical devices

attempted, or need incorporated

Intro./conclusion need to engage reader and better reflect paper focus

Sentence structure is repetitive, not varied

Diction is not elevated or mature

Tone does not fit audience

Sentence structure and diction are deficient throughout the paper.

Ineffective word choices and unclear use of language interfere with the writer’s message.

Conventions

Paper is free from major errors in grammar, mechanics, spelling, and usage.

Minor errors do not interfere with communication or weaken the impact of the paper.

Paragraphs are appropriately balanced and sized throughout paper

Documentation within body and on Works Cited/Consulted page(s) are correct for MLA style.

Few major or minor errors

Errors do not seriously interfere with communication or weaken impact of argument

Paragraphs exhibit some errors in size and balance, but do not significant interfere with message

Minor errors, or occasional repeated errors in MLA documentation style

Major or minor errors occasionally interfere with communication or weaken the impact of the argument

Paragraph size is somewhat imbalanced throughout paper

Several errors, or repeated errors in MLA documentation style

Major or minor errors frequently interfere with communication or weaken the impact of the argument

Paragraphs are excessively long or inappropriately short; imbalance throughout paper

Frequent errors in MLA documentation style

Numerous and frequent errors seriously interfere with communication of ideas and weaken impact of argument

Paper is not divided into paragraphs

Exhibits lack of understanding of MLA documentation style

Minimum Standards Assessment1% Penalty for any or all of the following: 5% Penalty for any or all of the following:_____ Heading _____ 4 sources_____ Thesis highlighted _____ 1300-1900 words_____ Outline _____ Works Cited page_____ Headers _____ All internal citations’ sources on Works Cited page_____ www.turnitin.com submission _____ All sources on Works Cited page cited internally

Exceptional4

Commendable3

Acceptable2

Partially Formed1

Not Yet Competent0

Rubric Total __________

Point Score after conversion and penalties:

__________/250 = __________ %

Conventions Rubric CategoryDefinition of Major and Minor errors

MAJOR ERRORS

Sentence Construction: Run-on sentences, including comma-splices Fragments Faulty subject-verb agreement Faulty tense change Misplaced modifiers, including dangling verb phrases Faulty parallelism Agreement in number

Usage: Inaccurate pronoun references Incorrect use of common words, seriously interfering with

meaning Misuse of homonyms (its/it's, to/too/two, their/there/they’re,

your/you're)

Spelling: Five or more different spelling errors constitute a major error.

Paragraph Format: Inconsistent or no method of separation (Note: This refers to the mechanics of paragraphing and not to the organization of materials in the paper. The latter is dealt with under "Organization".)

Documentation: [Works Cited/Consulted, Internal Citations] Interruption of sentence or thought Giving full title instead of “key” word from title Incorrect or difficult to find “key” word Improper identification of primary source Page format (alphabetized, double spaced, correct formation of

entries, etc)

MINOR ERRORSAny errors not indicated as “major” are considered “minor” errors.