W1: Write Arguments to Support Claims with Clear Reasons and Relevant Evidence

8TH GRADE RESEARCH PROJECT

Name: ______

TABLE OF CONTENTS W1: Write arguments to support claims with clear reasons and relevant evidence W1a: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claim(s), and organize the reasons and evidence logically W1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text TIME LOG 8th Grade Research Project

Name: ______

Date: Sources Used Information Classification Usefulness Time Parent Signature 1. 1-2-3-4-5 Allocated

2. 1-2-3-4-5

3. 1-2-3-4-5 Date: Sources Used Information Classification Usefulness Time Parent Signature 1. 1-2-3-4-5 Allocated

2. 1-2-3-4-5

3. 1-2-3-4-5 Language Arts Department 8th Grade Mr. Buzzee’s Class

Dear Parents:

Starting on Thursday, November 15, your son or daughter will be working on a research paper. It is our objective as the Language Arts Department that this project will introduce our students to the correct process for writing a research paper as well as increase their reading of nonfiction materials. We will spend several days in the library, time in the computer lab, and time in class practicing research strategies, analyzing argumentative writing, and applying the steps of the writing process.

Each student will choose a topic (in which he/she is interested) from the “Topics to Consider” list and write a thesis statement (purpose for writing the paper). I will provide each student with a calendar, stating when items such as notes, thesis statement, sources (Citations Worksheet), and the final copy are due. Please ask your son/daughter to show you all this information.

It is extremely important that you sign the “Topics to Consider” sheet as well as the “Graded Activities/Requirements for Research Paper” sheet. Finally, I am asking that you sign your name to the “Time Log Sheet for 8th Grade Research Project” every night, so that I know that your child is doing at least 30 minutes of research as homework for this very worthwhile project.

Thank you for your continued support in our educational endeavors!

Mr. Buzzee

Parent Signature ______RESEARCH PAPER GRADING RUBRIC 8th Grade Research Paper Rubric Scoring Exemplary Proficient Emerging Minimal Criteria The historiography presents The historiography The historiography presents The historiography Historiography clear background information presents background some background presents minimal 10 points that supports presentation of information that supports information that supports background information the issues debated. presentation of the issues presentation of the issues that supports presentation debated. debated. of the issues debated. The claim presents a The claim presents a The claim presents a position The claim does not present Claim convincing position on a position on a debatable on a debatable issue that is a clear position on an 20 points debatable issue, thoroughly issue, is supported by not supported by appropriate issue and/or presents an supports the claim with appropriate research, and research, and does not issue that is not debatable. accurate research, and effectively persuades the effectively persuades the The research, support, and effectively persuades the reader with support and reader with support and commentary are missing reader with substantial commentary. commentary. and/or inappropriate. support and compelling commentary. The counter-claim The counter-claim The counter-claim The counter-claim Counterclaim presents a convincing presents a position on presents a position on does not present a clear 15 points position on a debatable a debatable issue, is a debatable issue, that is not position on an issue and/or issue, thoroughly supports supported by appropriate supported by appropriate presents an issue that is the claim with accurate research, and effectively research, and does not not debatable. The research, and effectively persuades the reader with effectively persuades the research, support, and persuades the reader with support and commentary. reader with support and commentary are missing substantial support and commentary. and/or inappropriate. compelling commentary. The essay is coherent and The essay is focused and The essay is focused and The essay is unfocused Organization exceptionally well written. well written. It includes an shows purpose. It includes and difficult to follow. 15 points It includes an introduction introduction with a strong an introduction but lacks Some or all of the following with an effective hook, a hook and thesis, body either a strong hook and are missing: an thesis that clearly states paragraphs that support thesis, body paragraphs that introduction, a clear thesis, the position on the issue, the thesis, and an effective support the thesis, or an supportive body persuasive body paragraphs conclusion. effective conclusion. paragraphs, and/or an that provide extensive effective conclusion. support, and a compelling conclusion. The writer deliberately uses The writer uses persuasive The writer uses some The writer attempts to use Use of persuasive language and language and appeals for persuasive language but has persuasive language Language appeals for a particular a particular audience and poor correlation to a and/or appeals for a audience and purpose. purpose. particular audience and particular audience and 10 points purpose. purpose, but the attempt may be forced, vague, and/or repetitive. All sources are cited using Although all sources are Some sources are not cited Most sources are not cited Works Cited proper format within the cited using proper format and/or cited inaccurately and/or are cited 10 points body of the text and in the format within the body either within the body of the inaccurately either within Works Cited page. of the text and in the text or in the Works Cited the body of the text or in Annotation is thorough and Works Cited Page. Minor page. Significant errors in the Works Cited Page. thoughtful. errors may exist. format may exist; Significant errors in format Annotations are clear and annotations may be unclear may exist; annotations detailed. or missing maybe unclear or missing Evidence of There is extensive evidence There is evidence that the There is little evidence that There is no evidence that that the essay reflects the essay reflects the various the essay has the essay has undergone Writing Process various stages of the writing stages of the writing undergone stages of the stages of the writing 10 points process. process. writing process. process. Grammar 1-3 errors 4-6 errors 7-9 errors 10 or more errors Conventions- 10 points Point Totals Final Grade:

Name: ______Block: ______Date: ______W1: Write arguments to support claims with clear reasons and relevant evidence

TOPICS TO CONSIDER

Parent Signature: ______

1. ALCOHOL—TOBACCO – DRUGS  **Euthanasia  **Alternative medicine  Legal age for drinking  Smoking in public places 8. CENSORSHIP OF THE MEDIA  Legalization of marijuana  **Book banning 2. ANIMAL RIGHTS  Violence in television and movies  Music lyrics & Music videos (i.e. MTV)  Medical experimentation  Internet

3. CIVIL LIBERTIES 9. ENVIRONMENTAL ISSUES

 **Affirmative action  Global warming  Racial profiling  **DNA testing of suspects 10. ENVIRONMENTAL ISSUES  **Patriot Act: the right of the individual vs. suspicions of terrorism  **Alternative energy sources (Nuclear, Solar, Wind,  School issues: locker searches, uniforms, dress code, etc.) pledging the flag, school prayer, bullying 11. SPORTS 4. CRIME & CRIMINALS  Steroid use/Random drug testing of athletes  Gun control  Violence  Death penalty/Capital punishment  Salary cap  Juvenile offenders  Gender equity

5. IMMIGRATION 12. SOCIETAL RESPONSIBILITIES

 **Impact on U.S. economy  **Government or private responsibility towards the  English as official language of U.S. homeless problem in America  **U.S. responsibility to protect human rights 6. SCIENCE – TECHNOLOGY throughout the world

 **Cloning 13. MISCELLANEOUS  Genetically engineered food  **Stem cell research  **Evolution vs. creationism  Space exploration  Use of the atomic bomb  Artificial intelligence  Nuclear weapons

7. MEDICAL

 **Mandatory vaccinations  Cosmetic surgery for teens  Teen dieting  **Organ transplants W1: Write arguments to support claims with clear reasons and relevant evidence W1a: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claim(s), and organize the reasons and evidence logically W1c: Use words, phrases and clauses to create cohesion and clarify the relationships among claim(s), counterclaim(s), reasons, and evidence

PRO/CON QUESTIONS WITH ISSUES TO EXPLORE

1. ALCOHOL—TOBACCO—DRUGS Should prayer be allowed in public schools? (see  Cost of border protection Should the legal age for drinking be 18 or 21 years other school issues) Should English be the official language of the old?  Constitutional issues United States?  Parent/Guardian involvement  Individual rights  Advantages of bilingual education  Drunk driving  Diversity  Diversity  Abuse of alcohol at colleges Should public schools be able to impose a dress code  Communication Should smoking be banned in public places? on students? (see other school issues)  Health effects of second-hand smoke  Economic effect on families 6. SCIENCE—TECHNOLOGY  Rights of the smoker  Impact on student behavior and academic **Should cloning be allowed in the US?  Economic effects performance  Medical uses Should marijuana be legalized in the US?  Freedom of expression  Animal cloning  Medical uses of marijuana **Does the threat of terrorism give the government  Ethics  Impact on crime the authority to restrict Constitutional rights of the Should genetically engineered food be allowed in  Privacy rights individual? the United States?  Constitutional rights/Patriot Act  Health risks 2. ANIMAL RIGHTS  Public safety  Environmental impact Should animals be used for medical  Discrimination/Profiling  World hunger experimentation? **Should stem cell research be allowed in the  Rights of animals 4. CRIME & CRIMINALS United States?  Health benefits to humans Is gun control unconstitutional?  Medical applications  Alternatives to animal testing  Individual right to bear arms  Ethics  Impact on crime rate and school shootings  Alternatives 3. CIVIL LIBERTIES  Types of weapons Should the federal government spend money on **Should affirmative action continue to exist in the Should the death penalty be allowed in the US? space exploration? United States?  Impact on crime rate  More pressing needs  College admissions  Prisoner rehabilitation  Advances in science, medicine, and  Hiring in the workplace  Racism technology  Discrimination Should juvenile offenders be tried as adults?  Space shuttle accidents Should law enforcement agencies be allowed to  Death penalty Will advances in artificial intelligence benefit practice racial profiling?  Rehabilitation as an alternative society?  Constitutional rights  Effect of imprisonment with adults  Impact on employment  Discrimination  Uses for artificial intelligence (i.e. medical,  Public safety 5. IMMIGRATION entertainment, etc.) **Should DNA testing of criminal suspects be **Does illegal immigration impact the United States  Human vs. machine intelligence allowed? economy?  Accuracy of testing  Impact on employment 7. MEDICAL  Public safety  Healthcare and public education of **Should public schools be allowed to require  Privacy rights of the suspect immigrant children vaccinations as a condition for admission to school?  Safety of vaccines Do the benefits of the Internet outweigh the  Children and families  Right of the parent/guardian to decide problems? **Does the US government have the responsibility  Cultural/Religious considerations  Safety/Security to protect human rights around the world? Should teens be allowed to have cosmetic surgery  Regulation  Military intervention for reasons not related to injury or illness?  Communication  History  Self-esteem  United Nations  Role of the parent/guardian 9. ENVIRONMENTAL ISSUES  Psychological counseling Does global warming threaten life on Earth? 13. MISCELLANEOUS Is teen dieting healthy?  Climate/Weather **Should public schools teach evolution and/or  Body image/Media influence  Pollution creationism?  Eating disorders  Health of humans and animals  Scientific evidence  Nutrition  Religious beliefs **Should an individual be allowed to sell his/her 10. ENVIRONMENTAL ISSUES  Separation of church and state organs for transplantation? **Should alternative energy sources be developed Was the use of the atomic bomb by the United  Limited supply vs. High demand to meet future needs? States justified in World War II?  Ethical/Health concerns  Cost effectiveness  Death toll  Ability to pay for organs  Environmental effects  Military strategy **Should euthanasia be legal in the US?  Supply & Demand  Consequences  Rights of the patient Should the worldwide production and use of nuclear  Religious/Cultural issues 11. SPORTS weapons be banned?  Who decides? Should athletes be subject to regular drug testing for  Alternatives **Is alternative medicine as effective as traditional steroids and other banned substances?  Unstable governments currently in medicine?  Abuse of steroids control  Safety regulations/Licensing  Individual privacy rights  Environmental impact  Uses throughout history  Role models  Health effects Should there be a criminal penalty for violence in professional sports? 8. CENSORSHIP OF THE MEDIA  Role models **Do public libraries and public schools have the  Fans right to ban books?  Role of the media  Freedom of speech Does money corrupt sports?  Age appropriateness  Salary cap  Importance of discussing “controversial”  College athletes: paid or not paid? ideas  Gambling Does violence in television and movies cause Should males and females have equal opportunities violent behavior in society? in sports?  Parental supervision  Salary  Age guidelines  Discrimination  Freedom of speech  Anatomical differences Do music lyrics and music videos have a negative impact on young adults? 12. SOCIETAL RESPONSBILITIES  Stereotyping **Should the homeless problem in America be  Warning labels eliminated?  Violence  Responsibility: government vs. private  Reasons why? W1: Write arguments to support claims with clear reasons and relevant evidence W1a: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claim(s), and organize the reasons and evidence logically W1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text RESEARCH PLANNING EXAMPLE TOPIC SEARCH TERMS (use the index) WHAT DO I NEED TO KNOW? WHAT IS THE ISSUE? (write the definition) (write three questions) (write one question) 1.) 1.) 2.)

3.) 2.)

4.) 3.) 5.) TOPIC #1 SEARCH TERMS (use the index) WHAT DO I NEED TO KNOW? WHAT IS THE ISSUE? (write the definition) (write three questions) (write one question) 1.) 1.) 2.)

3.) 2.)

4.) 3.) 5.)

TOPIC #2 SEARCH TERMS (use the index) WHAT DO I NEED TO KNOW? WHAT IS THE ISSUE? (write the definition) (write three questions) (write one question) 1.) 1.) 2.)

3.) 2.) 4.)

5.) 3.) W1: Write arguments to support claims with clear reasons and relevant evidence W1a: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claim(s), and organize the reasons and evidence logically W1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text

DECIDING YOUR ISSUE Graphic Organizer

Issue: ______

PRO CON

Issue: ______

PRO CON W1: Write arguments to support claims with clear reasons and relevant evidence W1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text

RESOURCES & WORKS CITED INFORMATION

 300s Social Issues  600s Health & Technology  Public Library ______PRINT REFERENCE/ENCYCLOPEDIAS

 World Book  Encyclopedia Americana  Various subject encyclopedias (health, science, crime, environmental, etc.) ______PRINT MAGAZINES/ NEWSPAPERS

 Charlotte Observer  Newsweek, Discover, Popular Science, Sports Illustrated, National Geographic  Folders in media center with various articles. ______WEBSITES

 Multnomah County Library: Social Issues http://www.multcolib.org/homework/sochc.html  ProCon.org http://www.procon.org/  Santa Ana College: Controversial Topics http://www.sac.edu/students/library/nealley/websites/controversial.htm  Internet Public Library http://www.ipl.org/  Factmonster http://www.factmonster.com/  Clusty http://clusty.com/ ______ONLINE REFERENCE/ ENCYCLOPEDIAS

 NC WISEOWL: http://www.ncwiseowl.org/zones/middle/index.htm  Click on “Grolier Online” and type in search term  Click on “Student Research” and choose “Books & Encyclopedias”  Click on “Junior Reference” and click on “Reference” under Basic Search ______ONLINE MAGAZINES & NEWSPAPERS

 NCWISEOWL: http://www.ncwiseowl.org/zones/middle/index.htm  Click on “Newspapers” and enter search term  Click on “Student Research,” choose “Magazines” & “Newspapers,” and enter search term  Click on “InfoTrac Junior” and type in search terms INTERNET PUBLIC LIBRARY: Click on “Newspapers & Magazines” http://www.ipl.org/div/news/ W1: Write arguments to support claims with clear reasons and relevant evidence W1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text

TOP OF NOTEBOOK PAGE

Directions: You will be taking notes in your notebook. Use a clean page for each new source that you use to take notes. Here is the Works Cited information that you need to write at the top of the page.

If you are taking notes from a book, you will Online Encyclopedia need to write down: Author(s) of article or editor: Author(s): Title: Title of article: City of publication: Name of online encyclopedia: State of publication: Year of publication: Publisher: Publisher: Year of publication: Date you accessed online encyclopedia: (day/month/year) Print Encyclopedia URL: (http://www...) Author(s) of article or editor: Title of article: Online Newspaper Name of encyclopedia: Author(s) of article or editor: Year of publication: Title of article: Name of online newspaper: Print Newspaper Date of publication: (day/month/year) Author(s) of article: Date you accessed website: Title of article: URL: (http://www...) Name of newspaper: Date of publication (day/month/year): Online Magazine Page number(s): Author(s) of article or editor: Title of article: Print Magazine Name of online magazine: Author(s) of article: Date of publication: (day/month/year) Title of article: Date you accessed website: Name of magazine: URL: (http://www...) Date of publication (day/month/year): Page number(s): Website Author(s): Title of webpage with information: Title of homepage: Date of webpage posting: (day/month/year) Organization: Date you accessed website: (day/month/year) URL: (http://www...)

WORKS CITED (MLA): http://citationmachine.net/index.php?reqstyleid=1 W1: Write arguments to support claims with clear reasons and relevant evidence W1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text NOTE TAKING

Effective Note Taking:  Do not record material unrelated to your topic. o According to Grace Jackson…  Make sure that summaries and paraphrases  Quote only the important parts of a passage. accurately express the ideas in your sources. Indicate words left out by using points of ellipsis  Be accurate. Make sure to copy direct quotations (…)- a series of three spaced dots enclosed in word for word, with capitalization, spelling and brackets. punctuation precisely as in the original. Make sure  Use only the three dots when cutting material within that every direct quotation begins and ends with a sentence. quotation marks.  Use a period before the dots when cutting a full  Double check statistics and facts for accuracy. sentence, a paragraph, or more than a paragraph.  Distinguish between fact and opinion by labeling  Use a period after the dots when you cut material opinions as such: from the end of a sentence. o Dr. Graves thinks that…  Use brackets ([ ]) to enclose any explanatory information that you add within a quotation

When to Quote, Paraphrase, and Summarize: Direct quotation:  Use a direct quotation when an idea is especially well-stated in a source-that is, when a passage is very clear, beautiful, funny, or powerful.  Use direct quotation when the wording is historically or legally significant.  Use direct quotation when reproducing a definition. Paraphrase:  Use paraphrase as your basic note form.  Paraphrase unless you have a good reason to quote or summarize your source. Summarize:  Summarize when a passage is too long to be quoted or paraphrased. Quotation plus summary or paraphrase:  Use this kind of note when you want to quote a source but need to give more explanation to make the quote.

EXAMPLES OF PARAPHRASING Original Text (From a definition of color blindness) visual defect resulting in the inability to distinguish colors. About 8% of men and 0.5% of women experience some difficulty in color perception. Color blindness is usually an inherited sex-linked characteristic, transmitted through, but recessive in, females. Acquired color blindness results from certain degenerative diseases of the eyes. Most of those with defective color vision are only partially color-blind to red and green, i.e., they have a limited ability to distinguish reddish and greenish shades. Those who are completely color-blind to red and green see both colors as a shade of yellow. Completely color-blind individuals can recognize only black, white, and shades of gray. ( Columbia Encyclopedia, 6th ed.)

Paraphrase : Color blindness, affecting approximately 8% of men and .5% of women, is a condition characterized by difficulty in telling one color from another, most often hereditary but in some cases caused by disease. The majority of color-blind people cannot distinguish some shades of red and green, but those who cannot perceive those colors at all see red and green objects as yellow. There are people who cannot see color at all and perceive all objects in a range of black through gray to white. (Columbia Encyclopedia, 6th ed.)

Summary : Color blindness, usually a sex-linked hereditary condition found more often in men than women and sometimes the result of eye disease, involves limited ability to tell red from green, and sometimes complete inability to see red and green. In a much rarer form of color blindness, the individual sees no colors at all.

Quotation, integrated : Color blindness is a "visual defect resulting in the inability to distinguish colors" (Columbia Encyclopedia, 6th ed.). Most often it is a hereditary condition that involves only some shades of red and green, but people with complete red-green color blindness see yellow instead, and some people have no color perception at all. (Columbia Encyclopedia, 6th ed.). W1: Write arguments to support claims with clear reasons and relevant evidence W1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text KEEP FROM PLAGIARIZING

Action during the writing Appearance on the finished process: product: When researching, note-  Mark everything that is  Proofread and check your notes taking, and interviewing. someone else’s words with big to make sure that anything quotation marks. taken from your notes is  Indicate in your notes which acknowledged in some ideas are taken from sources combination of the ways listed (S) and which are your own below: insights (ME).  In-text citation  Record all of the relevant  Bibliography documentation information in  Quotation marks your notes.  Indirect quotations When paraphrasing and  First, write your paraphrase  Begin your summary with a summarizing. and summary without looking statement giving credit to the at the original text, so you rely source. According to Jonathon on your memory. Kozol,…  Next, check your version with  Put any unique phrases or the original for content, words that you cannot change, accuracy, and mistakenly or do not want to change, in borrowed phrases. quotation marks: …found that “savage inequalities” exist throughout our educational system (Kozol). When quoting directly.  Keep the person’s name near  Mention the person’s name the quote in your notes and in either at the beginning of the your paper. quote, in the middle, or at the  Select those direct quotes that end. make the most impact in your  Put quotation marks around the paper-too many direct quotes text that you are quoting. may lessen your credibility and  Indicate added phrases in interfere with your style. brackets ([ ]) and omitted text with ellipses (…). When quoting indirectly.  Keep the person’s name near  Mention the person’s name the text in your notes and in either at the beginning, in the your paper. middle, or at the end of the  Rewrite the key ideas using information. different words and sentence  Double check to make sure that structures than the original your words and sentence text. structures are different than the original text. W1: Write arguments to support claims with clear reasons and relevant evidence W1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text W1c: Use words, phrases and clauses to create cohesion and clarify the relationships among claim(s), counterclaim(s), reasons, and evidence

GUIDELINES FOR PARENTHETICAL DOCUMENTATION

What are parenthetical citations?  Parenthetical citations are short references included in the text of your paper or project to show your reader where you found each piece of information that you have paraphrased, summarized, or quoted. Why do I need to include parenthetical citations?  Parenthetical citations direct your reader to the source in your alphabetical list of works cited. This allows your reader to locate the exact source for further study. You need to give credit to the original source of information; otherwise, you will be plagiarizing or stealing another person’s work. When do I need to use parenthetical citation?  Whenever you paraphrase, summarize, or quote information from a source and include it in your work. How do I create proper citations?  Usually the author’s last name and a page reference are enough to identify the source and the specific location from which you borrowed material. However, if your source has no author, generally you will use the first word in the title from your works cited list. Se specific examples below. Where do I place parenthetical citations?  Citations are placed in parentheses at the end of the sentence following the borrowed material. Remember:  For each entry in your list of Works Cited, you must have at least one corresponding parenthetical citation within the body of your paper. The purpose of a parenthetical citation is to point your reader to referenced work in the list of Works Cited.

Parenthetical Predicament Example Author in Reference The sinking of the Titanic has been called one of the greatest When you do not mention the author’s name in your sentence, the disasters of all time (Benton 28). author’s name and page number are placed in parentheses at the end of your sentence followed by a period. Author in Text Benton asserts that the Titanic has been called one of the When you mention the author’s name in your sentence, the page # is greatest disasters of all time (28). placed in parentheses at the end of the sentence followed by a period. Two or More Works by the Same Author Baseball players and wrestlers have traditionally been heavy When you cite more than one work by the same author , you need to users of chewing smokeless tobacco (Nardo, Drugs 68). include a word from the title to distinguish between resources. Place “Pro wrestling’s transformation from a sport into a form of a comma between the author’s name and the title. entertainment caused major newspapers and serious sports journalists to lose interest” (Nardo, Wrestling 75). Two or Three Authors Others like Lord and Padfield (310), stated that the Titanic When the work has two or three authors, give the last name of each really was not unsinkable as first believed. person listed. Others stated that the Titanic really was not unsinkable as first believed to be true (Lord and Padfield 310). More than Three Authors (Smith et al.23) When the work has more than three authors use the Latin term “et al.” which means “and others” after the first author’s last name.

Work Listed by Title International espionage was as prevalent as ever in the 1990s When the work has no author, begin the word by which the resource (“Decade” 26). is alphabetized in your works cited list. If the work is mentioned in As discussed in “Decade of the Spy,” international espionage your text, simply give the page reference. was as prevalent as ever in the 1990s (26). Anonymous Books whose Titles Begin with the Same Word The mid-1960s saw a great revival of interest in the folk blues, When you have two or more books or articles with no author and the leading to the rediscovery of many talented performers same first word in the title, you need to include as many words as (History of Blues 52). possible to distinguish between them. “The last years of the Babylonian Empire witnessed far- reaching changes” (History of the Jewish 164). Indirect Source As Alexander Solzhenitsyn once said “One word of truth When you quote or paraphrase a quotation from a book or an article outweighs the world” (qtd. In Roy 381). that appeared somewhere else. Direct Quote  To indicate short quotations enclose the direct  It may be true the “Poe’s ghost stories are among the most famous quote within double quotation marks, and in the world” (Sheldon 9). provide the author and specific page citation.  If you incorporate the author’s name in your text, simply provide the page reference.  It may be true, as Sheldon maintains, that “Poe’s ghost stories are  Punctuation marks such as periods, commas, among the most famous in the world” (9). and semicolons should appear after the parenthetical citation  Question marks and exclamation points  According to some, dreams express “profound aspects of should appear within the quotation marks if personality” (Foulkes 184), though others disagree. they are part of the quoted passage but after the parenthetical citation if they are part of your text.  Is it possible that dreams may express “profound aspects of personality” (Foulkes 184)? Long Quote Nelly Dean treats Heathcliff poorly and dehumanizes him When you cite a long quotation (four lines or more) throughout her narration: that is a set off from the text, omit the quotation marks. Generally, a colon introduces a long quotation. Your They entirely refused to have it in bed with them, or even parenthetical citation should come after the closing in their room and I had no more sense, so I put it on the landing punctuation mark. of the stairs, hoping it would be gone on the morrow. By chance, or else attracted by hearing his voice, it crept to Mr. Earnshaw’s door, and there he found it on quitting his chamber. Inquiries were made as to how it got there; I was obliged to confess, and in recompense for my cowardice and inhumanity was sent our of the house. (Bronte 78)

Shortened Quote In surveying various responses to plagues in the middle ages, Whenever you omit a word, phrase, sentence or more Barbara W. Tuchman writes, “Medical thinking…stressed air as the from a passage, use ellipsis points to indicate the communicator of disease, ignoring sanitation or visible carriers” (101-02). missing portion of the original quotation. Use three periods with a space before each and a space after the In surveying various responses to plagues in the middle ages, last. Barbara W. Tuchman writes, “Medical thinking Trapped in the theory of astral influences, stressed air as the communicator of disease… ” (101-02). Web Site The history of roller coasters can be traced back to When you cite information form a web document. the times of Catherine the Great of Russia (”Century”). Page numbers of a printout should not be cited. “A Century of Screams: The History of the Roller Coaster.” The American Experience Coney Island Ed. David Lindsay. 2000. PBS. 27 Feb. 2004http://www.pbs.org/wgbh/amex/coney/sfeature/history/html. Personal Interview “Private duty nursing affords me the opportunity to When you include information from a personal tailor my work schedule around my family’s needs: (Jones). interview cite the last name of the person interviewed.

Works Cited Page: For information on preparing a works cited list, see pages 488 and 497 in your language network textbook. W1: Write arguments to support claims with clear reasons and relevant evidence W1a: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claim(s), and organize the reasons and evidence logically W1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text

EVALUATING WEBSITES  Accuracy: ______ Validity: ______ Authority: ______ Currency: ______ Coverage: ______

Website Strengths Weaknesses Author Bio Rank (1 is best) (Credibility and Qualifications) Site #1

Site #2

Site #3

Site #4

Site #5

WEBSITE DOMAINS AND TYPES OF ADDRESSES

 .aero: an organization in the air-transport industry  .biz: a business  .coop: a cooperative association  .com: generally a commercial organization, business, or company  .edu: a US higher-educational institution  .gov: a US government organization  .info: an informational site for an individual or business  .int: an international organization  .mil: a US military organization  .net: suggested for a network, but used for a variety of sites  .org: suggested for a noncommercial community, but used for a variety of sites  .pro: a professional; such as lawyers W1: Write arguments to support claims with clear reasons and relevant evidence W1a: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claim(s), and organize the reasons and evidence logically W1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text W1c: Use words, phrases and clauses to create cohesion and clarify the relationships among claim(s), counterclaim(s), reasons, and evidence W1d: Establish and maintain a formal style

THE THESIS STATEMENT

Some defining features of a thesis:  For most student work, it’s a one- or two- sentence statement that explicitly outlines the purpose or point of your paper. A thesis statement is to a paper what a topic sentence is to a paragraph.

 It should point toward the development or course of argument the reader can expect your argument to take.

 Because the rest of the paper will support or back up your thesis, a thesis is normally placed at or near the end of the introductory paragraph.

 It is an assertion that a reasonable person could disagree with if you only gave a thesis and no other evidence. It is not a fact or casual observation; it must beg to be proved. And someone should be able to theoretically argue against it (how successfully will depend, of course, on how persuasive you are.)

 It takes a side on a topic rather than simply announcing that the paper is about a topic (the title should have already told your reader your topic.) Don’t tell your reader about something; tell them what about something. Answer the question “how?” or “why?”

 It is sufficiently narrow and specific.

 It argues one main point and doesn’t squeeze three different theses for three different papers into one sentence.

 Most importantly, it passes the “So What? Test” – What does it matter? Why should I read your paper?

Your turn: Choose the best working thesis for the proposed research papers. Research Paper 1:

Thesis A: Business practices in former Soviet Union countries.

Thesis B: Business practices in the countries of the former Soviet Union have changed drastically since the break-up.

Thesis C: Since the break-up of the former Soviet Union, business practices in those countries have changed most in the fields of marketing and customer service, reflecting the changes in government and political philosophy.

Research Paper 2:

Thesis A: Shakespeare intended the audience to question the existence of Hamlet’s father’s ghost.

Thesis B: The appearance of Hamlet’s father’s ghost raises an important psychological as well as dramatic dilemma in the play.

Thesis C: Critics through the ages have debated the significance of Hamlet’s father’s ghost. W1: Write arguments to support claims with clear reasons and relevant evidence W1a: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claim(s), and organize the reasons and evidence logically W1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text W1c: Use words, phrases and clauses to create cohesion and clarify the relationships among claim(s), counterclaim(s), reasons, and evidence W1d: Establish and maintain a formal style W1e: Provide a concluding statement or section that follows from and supports the argument presented

HOW TO WRITE AN OUTLINE

An outline breaks down the parts of your paper in a clear, hierarchical manner. Most students find that writing an outline before writing the paper is most helpful in organizing one’s thoughts. If your outline is good, your paper should be easy to write. The basic format for an outline uses an alternating series of numbers and letters, indented accordingly, to indicate levels of importance. In this outline guide, each Roman numeral represents a section of the paper and each capital letter an individual paragraph.

I. Introduction

A. Introductory Paragraph i. Hook (Anecdote, Statistic, Quote, etc.) ii. Thesis (Introduce the claim)

B. Background of the Issue

C. History of the Debate Surrounding the Issue (Historiography)

II. Supporting the Claim

A. Support #1 i. Evidence with research and text citation ii. Evidence with research and text citation

B. Support #2 i. Evidence with research and text citation ii. Evidence with research and text citation

C. Support #3 i. Evidence with research and text citation ii. Evidence with research and text citation

III. Addressing the Opposing Claim

A. Counterargument #1 i. Opposing claim and its support (supported by research and text citation) ii. Counterargument (supported by research and text citation)

B. Counterargument #2 i. Opposing claim and its support (supported by research and text citation) ii. Counterargument (supported by research and text citation)

IV. Conclusion

i. Final Discussion of Thesis ii. Call to Action

V. Works Cited W1: Write arguments to support claims with clear reasons and relevant evidence W1a: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claim(s), and organize the reasons and evidence logically W1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text

SAMPLE NOTEBOOK PAGE

Website______Author or Organization: MADD Title of Web Page with information: “Alcohol and the Teen Brain” Title of the Homepage: Get the Truth about the 21 Law Date of webpage posting: 2007 Organization: MADD Date you accessed website: 02/02/2009 UTL: http://why21.org/teen/

Brain Level I Abstract Thinking: 10-20 yrs. old Development  develop ability to relate functions (combining honesty or dishonesty with kindness to explain "social lie") Claim Level II Abstract Thinking: 14-15 yrs. old  develop ability to understand contrasts, ability to combine complex thinking with social interactions and emotions (combining kindness and tact at the same time to offer constructive criticism) Level III Abstract Thinking: 18-20 yrs. old  develop ability to hold several issues, events, circumstances, etc. in mind at same time-compare/interrelate them

Effects of  alcohol may change course of mental, emotional, cognitive, social Alcohol on development—altering opportunities for success The brain  alcohol selects receptors in brain at random  damage possibly irreversible Claim  adolescents more vulnerable than adults to effects of alcohol on learning and memory  alcohol affects sleep cycle impairing learning, memory, growth, maturation  all parts of brain affected: coordination, emotional control, thinking, decision-making, hand-eye movement, speech, memory.  causes poor school performance, social problems, depression, suicidal thoughts, violence  greater risk for developing alcoholism

W1: Write arguments to support claims with clear reasons and relevant evidence W1d: Establish and maintain a formal style

Holzer 7 WORKS CITED

Asimov, Isaac. The Birth of the United States, 1763-1816. Boston: Houghton, 1974.

“The Battle of Washington D.C.” War of 1812-1814. 7 Apr. 2000

Bartlett, John. Familiar Quotations. 9th ed. Boston: Little, 1901. 10 Apr. 2000

Carter, Alden R. The War of 1812: Second Fight for Independence. New York: Watts, 1992.

“Causes of the War.” The War of 1812. 6 Apr. 2000 .

Elting, John R. Amateurs to Arms!: A Military History of the War of 1812. Chapel Hill: Algonquin, 1991.

Gallagher, James. “Impressment of American Seamen: The Main Reason for the War of 1812.” Old Dominion

University

Historical Review 1.1 (1994). 7 Apr. 2000 .

Marrin, Albert. 1812, the War Nobody Won. New York: Atheneum,1985.

Morris, Richard B. The War of 1812. Minneapolis: Lerner, 1985.

Nardo, Don. The War of 1812. San Diego: Lucent, 1991.

“Treaty of Ghent.” War of 1812. Galafilm. 10 Apr. 2000

http://www.galafilm.com/1812/e/events/ghent.html

RESEARCH PAPER REFLECTION Now you are going to have the opportunity to share what you have learned with some of your classmates. Before you get into your groups, take a few moments to think about how you will explain your topic to your peers by answering the following questions.

1. What is your topic?

2. What was the most surprising fact or statistic that you found in your research?

3. Did you have a strong opinion on the issue before you began your research? Briefly explain.

4. What facts or opinions helped you to begin to see the other side of the issue?

5. Did you change your viewpoint in any way throughout this process?

6. In bullet format, share the pros and cons of your issue (your classmates may learn something from this).

Pros Cons  

 

7. What was the most difficult part of this paper in your opinion?

8. Was there any part of this research process you find at least semi-enjoyable?

9. Share something you are proud of accomplishing with this paper. Be specific.