English 3 Research Paper



English 3 Honors Research Paper

The North Carolina Standard Course of Study requires that each student in English III produce an argumentative research paper.

Your Essential Question is: Does history imitate literature or does literature imitate history? Ideally, your research will help you answer the question, and your answer will become your thesis statement.

To formulate a response to this, you will use your outside reading novel as a spring board for your research. You will research the author, historical background, sociology, and literary trends of the time period etc. to help you decide if your novel is a product of the generation in which it was written (literature imitating history), or a catalyst for changing the time period in which it was written (history imitating literature).

Major American literary/historical time periods:

(1) Pre-colonial Literature (Anything pre-dating 1472)

(2) Puritanism/colonial literature (1472-1750)

(3) Enlightenment (1750-1800)

(4) Romanticism (1800-1855)

-Transcendentalism

-Gothicism

(5) Realism (1865-1915)

-Naturalism

-Regionalism

(6) Imagism (1912-1927)

(7) Modernism (1915-1946);

(8) Harlem Renaissance (1918-1930)

(9) Post-modernism (1945-present)

(10) Contemporary (1945-present)

Note: Your paper should not be a history or other kind of “report,” but rather an argumentative, analytical paper. Your paper must have evidence of higher order thinking, synthesis of research materials, and attention to the “so what factor.”

Format:

• Your paper must be in correct MLA format. (We will devote some class time to reviewing this format, and the media center provides access to style guides. Ignorance is no excuse.)

o black, twelve-point, double-spaced, Times New Roman font

o one-inch margins all around

o proper heading: Full Name, Teacher’s Name, Course Name, Inverted Date

o last name included with page numbers in each upper right-hand corner

o adequate title, centered on the first page

o presence of direct quotations and proper use of parenthetical citations

o Works Cited page with hanging indents, double-spaced text, alphabetical order, proper citations, and the presence of each source within the paper

• Your paper must be 6-8 FULL pages of writing including the Works Cited page.

• You are required to use at least six sources.

o Three of your sources must be print sources, but keep in mind that Galenet can provide excellent access to print sources, such as magazines and scholarly journals.

o One source must be a primary source (yes, you can do a personal interview, but those are not the only kinds of primary resources)

o One source must be your novel

o Web sources will only be allowed except in cases that have been cleared by Ms. Carmichael or one of the media coordinators. Carefully evaluating sources is a large part of the research process. Variety and quality are expected.

You are required to use . Any student who fails to do so will receive an automatic zero, regardless of whether or not the student turns in a hard copy.

Research Tips:

Keep all research paper materials organized

• Research your subject first. Gather information and study your subject before you form your opinion. You might be surprised by what you discover.

• Stay on top of deadlines! Refer to the assignment calendar as often as necessary. Deadlines will also be listed on your weekly agendas. Do not procrastinate!

• This project is meant to be self-directed. We will do some work in class, but much of it will need to be done on your own. You should always feel free to meet with me if you need extra help. Remember that I am in Room 1027 before and after school. E-mail is also a great way to ask for help (amcarmichael@wsfcs.k12.nc.us)

• Be extra careful when it comes to avoiding plagiarism. Many students do not take plagiarism seriously, but you should be aware of the serious nature of this act and its penalties, particularly with the adoption of the new Honor Code.

What constitutes plagiarism?

• Not using quotation marks to identify a direct quotation from your source

• Not citing your source when using ideas and information taken from the text

• Not paraphrasing correctly

• Use of others’ work and ideas as one’s own

How can you avoid plagiarism?

• Use your brain!

• Take very careful notes as you read through your sources so that you know exactly where your information is from.

• Add parenthetical citations as you go—both to your outline and your paper.

English III HONORS Research Paper Rubric

| |4 points |3 points |2 points |1 point |0 points |

|Focus |Presents an insightful and |Presents a thesis statement with |Presents a thesis statement with|Presents a thesis statement with|No thesis |

| |focused thesis statement. |adequate insight and focus. |minimal insight and focus. |no insight or focus. | |

| |Draws strong and clear |Draws adequate connections |Draws insufficient connections |Shows little understanding of |Shows no |

| |connections between the thesis |between thesis and related ideas.|between thesis and related |connections between thesis and |understanding of |

| |and significant related ideas. | |ideas. |related ideas. |connections |

| |The paper adheres to the topic |The paper adheres to the topic |The paper adheres to the topic |The paper strays from the topic,|The paper does not |

| |and exhibits exceptional |and exhibits sensitivity to |but lacks sensitivity to |lacks sensitivity to audience |adhere to topic |

| |sensitivity to audience and |audience and context. |audience and/or context |and/or context. | |

| |context. | | | | |

|Organiza|Effectively provides a logical |Adequately provides a progression|Provides a poorly organized |Does not provide a progression |There is no |

|tion |progression of related ideas and |of ideas and supporting |progression of ideas and |of ideas and supporting |progression of ideas |

| |supporting information in the |information in the body of the |supporting information in the |information in the body of the | |

| |body of the paper. |paper. |body of the paper. |paper. | |

| |Effectively uses transitions to |Adequately uses transitions to |Ineffectively uses transitions |Does not use transitions to |No transitions |

| |connect supporting information |connect supporting information. |to connect supporting |connect supporting information. |present |

| |clearly. | |information. | | |

| |Arrives at a well-documented, |Arrives at an |Arrives at an insufficiently |Does not arrive at a documented |Does not have a |

| |logical conclusion, involving |adequately-documented conclusion.|documented conclusion. |conclusion. |conclusion |

| |critical thinking. | | | | |

|Argument|The paper incorporates an |The paper incorporates more |The paper is all background |The paper is a report |The paper has little |

|ation |adequate amount of background |background information than |information and very little | |focus |

| |information without coming across|argument |argument | | |

| |as a report. | | | | |

| |The paper demonstrates exemplary |The paper demonstrates adequate |The paper demonstrates some high|The paper demonstrates very |The paper has no |

| |higher order thinking, analytical|high order thinking, analytical |order thinking, analytical |little high order thinking, |higher order thinking|

| |skills, and the ability to |skills, and the ability to |skills, and the ability to |analytical skills, and the | |

| |synthesize complex ideas, paying |synthesize complex ideas paying |synthesize complex ideas paying |ability to synthesize complex | |

| |ample attention to the “so what” |attention to the “so what” factor|attention to the “so what” |ideas paying attention to the | |

| |factor. | |factor |“so what” factor | |

|Support/|Effectively synthesizes complex |Sufficiently synthesizes ideas |Ineffectively synthesizes ideas |No evidence of synthesizing |No sources documented|

|Elaborat|ideas from research sources. |from research sources. |from research sources. |ideas from research sources. | |

|ion | | | | | |

| |Demonstrates exceptional |Demonstrates sufficient selection|Demonstrates insufficient |Lacks supporting information |Ideas do not connect |

| |selection of supporting |of supporting information clearly|selection of supporting |clearly relevant to the thesis |to thesis |

| |information clearly relevant to |relevant to the thesis and its |information clearly relevant to |and its related ideas. | |

| |the thesis and its related ideas.|related ideas. |the thesis and its related | | |

| | | |ideas. | | |

| |Provides a meaningful |Provides an adequate presentation|Provides a limited presentation |Does not present multiple |Only one perspective |

| |presentation of multiple |of multiple perspectives. |of multiple perspectives. |perspectives. | |

| |perspectives. | | | | |

| |Effectively balances use of |Adequately balances use of |Insufficiently balances use of |Does not balance use of |No quotes or |

| |quotations and student |quotations and student |quotations and student |quotations and student |paraphrasing |

| |paraphrasing. |paraphrasing. |paraphrasing. |paraphrasing. | |

|Style |Exhibits skillful use of |Exhibits good use of language, |Exhibits ineffective use of |Exhibits severely flawed use of |Editing not evident |

| |language, including effective |including some mastery of word |language, including weak word |language, including weak word | |

| |word choice, clarity, and |choice, clarity, and consistent |choice, limited clarity, and |choice, no clarity, and no | |

| |consistent voice. |voice. |inconsistent voice. |voice. | |

| |Demonstrates exceptional fluency |Demonstrates sufficient fluency |Demonstrates limited fluency |Lacks fluency through sentence |No sentence structure|

| |through varied sentence |through sentence structure, |through sentence structure, |structure, paragraphing, flow of| |

| |structure, paragraphing, flow of |paragraphing, flow of ideas, and |paragraphing, flow of ideas, and|ideas, and transitions. | |

| |ideas, and transitions. |transitions. |transitions. | | |

|Counts 2|The paper is Six to eight pages | | | |The paper is less |

|times |in length (or longer) not | | | |than six full pages |

|(8) |including the works cited. | | | |(automatic failure) |

| |The paper uses black, |One mistake present with the MLA |2-3 mistakes present with the |4-5 mistakes present with the |No MLA format |

| |double-spaced, twelve-point, |format |MLA format |MLA format |detected |

| |Times New Roman font only. The | | | | |

| |paper has one-inch margins | | | | |

| |throughout. | | | | |

| |The paper includes a first-page |One mistake present with the |2-3 mistakes present with the |4-5 mistakes present with the |No header/heading |

| |header and subsequent page-number|header/heading format |header/heading format |header/heading format |format present |

| |headings. The paper has an | | | | |

| |adequate title, centered on the | | | | |

| |first page. | | | | |

|Conventi|Consistently uses standard |Generally uses standard writing |Minimally uses standard writing |Does not use standard writing |No editing detected |

|ons |writing conventions in spelling, |conventions in spelling, and |conventions in spelling, and |conventions in spelling, and | |

| |and capitalization. |capitalization. |capitalization. |capitalization. | |

| |Consistently uses standard |Generally uses standard writing |Minimally uses standard writing |Does not use standard writing |No editing detected |

| |writing conventions in grammar, |conventions in grammar, |conventions in grammar, |conventions in grammar, | |

| |punctuation, and usage. |punctuation, and usage. |punctuation, and usage. |punctuation, and usage. | |

|Informat|Conscientiously and consistently |Generally demonstrates integrity |Inconsistently demonstrates |Does not demonstrate integrity |No citations present |

|ion |demonstrates integrity in citing |in citing practices. |integrity in citing practices. |in citing practices. |Automatic failure |

|Literacy|practices. | | | | |

| |Effectively employs an extensive |Adequately employs a sufficient |Employs a limited variety of |Does not employ a variety of |No citations present |

| |variety of primary and secondary |variety of primary and secondary |primary and secondary sources, |primary and secondary sources | |

| |sources, including a significant |sources, including a sufficient |including an insufficient amount|and/ or does not include current| |

| |amount of current information. |amount of current information. |of current information. |information. | |

| |*6 sources according to |*6 sources according to | | | |

| |guidelines |guidelines | | | |

| |Demonstrates strong evaluation |Demonstrates sufficient |Demonstrates limited evaluation |Demonstrates no evaluation |No sources/ citations|

| |skills in determining resource |evaluation skills in determining |skills in determining resource |skills to determine resource |present |

| |credibility and reliability. |resource credibility and |credibility and reliability. |credibility and reliability. | |

| | |reliability. | | | |

| |The included Works Cited page |One mistake present with Works |2-3 mistakes present with Works |4-5 mistakes present with Works |No works Cited |

| |displays proper format: hanging |Cited |Cited |Cited |(Automatic Failure) |

| |indents, double spacing, | | | | |

| |alphabetical order, and the | | | | |

| |presence of each source within | | | | |

| |the paper. | | | | |

Assignments, Point Values & due dates

|Assignment |Point Value |Due date |

|Parent letter |5 pt EC | |

|Pre writing & Brainstorming |15 points | |

|Research Notes (40 “rows” 3 pts each) and Working Bib (6 Sources 5 pts each) |150 points | |

|Thesis Statement |15 points | |

|Works Cited Draft |10 points | |

|Outline: completion and format |70 points | |

|Rough Draft completion |20 points | |

|Peer Edit 1 In Class |10 points | |

|Peer Edit 2 Out of Class |10 points | |

|Final draft w/ works cited & online submission to |200 points | |

|Total points possible: 500 |

Project Calendar:

| |Monday |Tuesday |Wednesday |Thursday |Friday |

|November |Oct 29 |Oct 30 |Oct 31 |Nov 1 |Nov 2 |

| | | | |Project introduction |Pre-writing and Brainstorming |

| |5 |6 |7 |8 Tent. thesis due |9 |

| |Researching on your own |Researching on your own |Meet in the Library |Meet in the Library |Meet in the Library |

| |19 |20 |21 |22 |23 |

RESEARCH SOURCES

WHY: Keeping a working, or preliminary, bibliography is extremely helpful. It is easy to add or drop a source as needed and to arrange your list alphabetically when you begin to prepare your final Works Cited page. Using the MLA format from the get-go will also save you valuable time in the end.

Authentic Sources PowerPoint Guide:

Directions: Go to Ms. Carmichael’s Website. Click on>>English 3 document manager>>Spring 3B Units>>Research Project>>Authentic sources PowerPoint and download the PowerPoint.

1. Paraphrase (put in your own words) the definition of an “authentic source.”

2. In the table below, write each one of the 6 criteria you should evaluate to determine if a source is authentic. Briefly paraphrase each one. The first one is done for you as an example.

|Criteria | |Check |

|1. Source Information: |determine the author’s credentials. They should be an expert on my topic. Determine if there is bias. Are they | |

| |trying to persuade me? Or do they have documented ideas? | |

|2. | | |

| | | |

|3. | | |

| | | |

|4. | | |

| | | |

|5. | | |

| | | |

|6. | | |

| | | |

*THIS CHART MUST BE FILLED OUT FOR EACH WEBSITE. YOU MUST SUBMIT THE CHART TO MS. CARMICHAEL FOR APPROVAL. WEBSITES WILL NOT BE APPROVED WITHOUT THIS AUTHENTIC CHART.

KEEP IN MIND

• Bibliography entries should include: inverted name of the author (and/or editor), title(s), and publishing information (see samples below), in addition to a source number—a way for you to organize your sources and later, your notes—as well as call number and/or location—should you need to return to any source. Keeping your sources organized is also a great way to avoid plagiarism.

• Publication information consists of city, publisher, and date for a book; title, date, and pages for a magazine; title, volume, date, and pages for a journal; title, date, edition, section, and pages for a newspaper; and paragraph number plus date/means of access for any electronic sources.

• Evaluating sources requires thought. Use reliable sources and a variety of them. Avoid bias.

• Try the following checklist for evaluating sources:

o What are the author’s credentials—degree, job title, etc.?

o Does the work contain evidence indicating that the author is well informed?

o Does the work contain evidence that the author is prejudiced in any way?

o Is the work recent enough to provide up-to-date information?

o Does the work provide documentation to support important points?

o If the source is electronic, is there evidence of frequent maintenance?

EXAMPLES: (for additional examples, consult your MLA reference handbook or the Library Quick Guide)

BOOK

Blumberg, Rhoda. York’s Adventures with Lewis and Clark. New York: Harper Collins, 2004.

MAGAZINE/NEWSPAPER

Morrell, Virginia. “Mission to Mercury.” Discover Apr. 2004: 34-41.

DATABASE MATERIAL

Guterl, Fred. “Lost Chimps.” International Wildlife Sept. 1996: 12-22. General Reference Center-Gold. Thomson

Gale. West Forsyth High School Library, Clemmons, NC. 2 Feb 2004.

RESEARCH NOTES

WHY: Taking careful notes will save you from having to reread your sources from start to finish when you begin to write your paper. Furthermore, keeping key points attached to their respective sources will help to prevent plagiarism!

KEEP IN MIND:

• Use the template

• How to Summarize: Put the author’s ideas in your own words in a shortened version. Read the passage. Then, without looking at it again, rewrite the passage in your own words without your ideas or interpretations. Read the original again to check for accuracy.

EXAMPLE: Ballard had dreamed of finding the Titanic since 1973. In the summer of 1985, after weeks of searching, he found it by using a camera mounted on a small submarine.

• How to Paraphrase: Put the author’s ideas into your own words with no attempt to shorten. Read the passage. Then, without looking at it again, rewrite the passage in your own words without your ideas or interpretations. Make the author’s ideas simpler, but don’t shorten anything. Read the original again to check for accuracy.

EXAMPLE: The 222 third-class cabins had pine wall paneling and impressive floor coverings. These were more luxurious than third class cabins on other ocean liners.

• How to Quote Directly: Copy the author’s words exactly, including any punctuation or mistakes the author has made. Put the entire thing in quotation marks to remind yourself these aren’t your words.

EXAMPLE: The Titanic had “a total lifeboat capacity of 1,178 passengers—well above the Board of Trade requirements, but well short of the 3,300 passengers and crew the ship was certified to carry.”

• Keep your note cards SIMPLE. One thought per card. One side only.

• Taking notes demands accuracy. AVOIDING PLAGIARISM STARTS HERE!

• One source should produce multiple note cards. Likewise, one sub-topic should also produce multiple cards. Otherwise, you need to rethink your strategy.

• Try the following checklist for taking notes:

o Does every note clearly identify its source?

o When a source has sparked your own thoughts, have you identified both the source and the fact that the note is your own idea?

o Have you taken down verbatim—that is, copied every word, every capital letter, and every punctuation mark exactly as it was in the original—any useful passage that you think you may later quote, being especially careful to put quotation marks around any words you use directly from a source

• The Research Note Template packet looks like this:

Name: Period: Date:

|Citation formatted from OR |

|Research Subtopic |Notes |Why the information is important |

|Process of finding |Ballard had dreamed of finding the Titanic since 1973. In the summer of 1985, after |This is important because it shows the extent of the |

| |weeks of searching, he found it by using a camera mounted on a small submarine. |search and the dedication of the researcher proving |

| | |that it wasn’t easy. |

| | | |

| | | |

| | | |

| | | |

THESIS STATEMENT

WHY: A well-written thesis statement is the most important sentence in your entire paper. Crafting a tentative thesis ahead of time allows for teacher feedback and adequate revision. Having a thesis on hand also helps you maintain focus while designing an outline and writing your actual paper.

KEEP IN MIND:

• A thesis statement should both summarize for your reader the position you will argue and set up the pattern of organization you will use in the body of your paper.

• A thesis statement is NOT a statement of accepted fact; it is the position that needs the proof you will provide in your argument. Think of it as a claim—it indicates what you claim to be true, interesting, or valuable about your subject. It is an interpretation of your subject, rather than the subject itself. Show me your critical thinking skills!

• A strong thesis not only grabs the interest of your reader, who now wants to see you support your unique interpretation, it also provides a focus or “road map” for your argument.

• You may revise your thesis statement as you write. The important thing is for your thesis to identify the purpose of your paper and for each aspect of your paper to relate back to your thesis.

Your EQ: Does history imitate literature or does literature imitate history?

Your Thesis: Answer the EQ and then state your reasons why you answered the way you did.

Example: By analyzing the major historical events, author’s background, and literary trends, it is evident that literature in fact imitates history during the American Postmodern era.

My Answer: (1) a product of the generation in which it was written (literature imitating history)

(2)a catalyst for changing the time period in which it was written (history imitating literature).

My Era: _________________________________________________________________________________________________

My Subtopics: (1)______________________ (2)______________________ (3)______________________

(4)______________________ (5)______________________ (6)______________________

My Thesis: __________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________

HOW DO I INCORPORATE RESEARCH?

Now that you have researched your topic, you need to think about how to integrate your sources. There are three basic ways to show off your newfound knowledge: summary, paraphrase, and direct quotation.

SUMMARIZING: condensing the main point(s) of your source as you restate them in your own words. A summary is shorter than the original source and lacks the kind of detail that fleshes out the original. Even when you summarize, however, you need to include a parenthetical citation.

PARAPHRASING: restating information in about the same number of words as the original. Paraphrase when you (a) use someone else’s content but not his/her specific words or (b) simplify difficult material. Do NOT make the mistake of thinking that you can substitute synonyms for an author’s words while you preserve the sentence structure. This is plagiarism, even if you provide a source citation.

USING DIRECT QUOTATIONS: the most straightforward method of incorporating research into your paper. However, there are a number of important guidelines to keep in mind when using direct quotations.

• Use direct quotations only (a) to retain the beauty/clarity of someone else’s words or (b) to discuss the implications of the words in question.

• Standing alone is for cheese, not for quotations. Each quotation you use in your paper needs a firm connection to your own thoughts and the overall flow of your sentences. There are four basic ways to integrate quotations.

1. Introduce the quotation with a complete sentence and a colon.

Thoreau ends his essay with a metaphor: “Time is but the stream I go a-fishing in” (64).

2. Use an introductory phrase, separated from the quotation with a comma.

Thoreau asks, “Why should we live with such hurry and waste of life?” (61).

3. Make the quotation a part of your own sentence without any punctuation between your own words and the words you are quoting.

According to Thoreau, we are “thrown off the track by every nutshell and mosquito’s wing that falls on the rails” (63).

4. Use very short quotations—only a few words—as part of your own sentence.

Thoreau argues that people blindly accept “shams and delusions,” while regarding reality as “fabulous” (63).

• Try not to use the same method all the time. Instead, spice up your paper with a little variety. Also, keep in mind that your words are the most important! Avoid long quotations, and don’t rely too heavily on quotations of any size to construct the body of your paper. Make sure that your thoughts and ideas begin and end each paragraph; keep quotations in the middle, where you can provide proper context and explanation.

• Pay attention to punctuation. In general, punctuation marks go inside the final quotation mark, except where you are providing a parenthetical citation. Additionally, if a question mark or exclamation point is yours and not the quoted author’s, it too should go outside the quotation mark.

• You should never change the words in a quotation without indicating the changes. Even if you find a spelling or grammatical error in your source, you should include it in the quotation. Follow the error with [sic], a Latin word meaning “thus found.” (Chances are you won’t have to worry about this.)

• Brackets indicate material that you have added to a quotation. For instance, you may need to change the tense of a verb or provide the antecedent of a pronoun in order to integrate the quotation as smoothly as possible. Be careful not to overuse brackets, though. (You may not need them at all.)

• It is okay to delete material from a quotation, as long as the deleted material is not vital to the meaning of the quotation. Replace deleted material with an ellipsis [. . .].

• If you must use a long quotation—more than three lines in length—offset and indent the quotation two tabs. Do not put quotation marks around indented quotations, but do double-space them.

• Always use single quotation marks to indicate a quotation within a quotation.

PARENTHETICAL CITATIONS: The basic elements of the parenthetical citation are the author’s last name and the page number of the material used in the source. However, it is not necessary to repeat any information that is already clearly provided.

Olivier creates Richard III’s “central device of coherence” by using a cyclical theme of the crown (Brown 133).

Constance Brown argues that Olivier uses a cyclical theme of the crown to create “the central device of coherence” (133).

If you cite a source with more than one author, be sure to credit both authors. If you cite an anonymous or unsigned text, use a shortened version of the title in place of a name. If you cite a multivolume work, include the volume number (followed by a colon and a space) before the page number.

As Katherine Raine has argued, “true poetry begins where human personality ends” (2: 247).

(Ask if you are unsure how to cite other types. You can always consult a style guide in the media center or even online! Ignorance is no excuse.)

Mackenzie 7

Works Cited

Begley, Sharon, et al. "Mapping the Brain." Newsweek 20 Apr. 1992: 66-70.

Damasio, Antonio R. "Aphasia." The New England Journal of Medicine 326 (1992): 531-39. Diagram Group. The Brain: A User’s Manual. New York: Putnam’s, 1982.

"Nurturing Development of the Brain." Editorial. New York Times 28 Apr. 1997,late ed.: A14. New York Times Ondisc. CD–ROM. UMI. 1997.

Ex. (Begley 67) Ex (Damasio par. 6) Ex. (“Nurturing” 80)

WORKS CITED ROUGH DRAFT

KEEP IN MIND:

➢ Your works cited should be the final page of your research paper so the heading should have your last name and page number and it should start on a separate sheet (should be pg 7 or higher).

➢ You works cited is like a “final draft” of your working bibliography

➢ Use the checklist and the sample to guide you.

Works Cited Checklist:

⇨ Do I have six sources? Is one primary? Are three print? Is one my novel?

⇨ Are all my sources cited in my paper?

⇨ Is everything double spaced?

⇨ Is my header my last name with a space and the page number?

⇨ Is everything in Times New Roman 12 point?

⇨ Are the sources in alphabetical order?

⇨ Did I make sure each one is a hanging indention?

OUTLINE

The thesis statement should be at the top of your outline. The outline is helpful in analyzing a draft & preparing to revise. It helps keep your paper organized and focused throughout writing.

Keep in mind your outline should

▪ Indentions and numbers to indicate various levels of logic for your paper. The main points form the major headings and the supporting idea for each point form the subheadings.

▪ You will need enough major headings to develop your subject within the boundaries established by your thesis. In this case, you need four virtues and/or vices.

▪ MAKE SURE YOU USE THE CORRECT FORMAT (see example). You may have to turn off the auto-format

▪ MAKE SURE YOU HAVE PARALLEL STRUCTURE (if you have point A you must have point B. If you have a 1 you must have a 2)

▪ Be sure to keep a copy for yourself so you can begin writing your first draft!

Sarah McKenzie

Ms. Carmichael

English 2 Third Period

26 February 2008

Outline

Thesis: The history and development, current implementation, relevant processes, modern research, and projected future of elementary education show that an elementary school teacher must be prepared and focused each day they enter the classroom.

I. (Transition) 1st subtopic (complete topic sentence)

A. (Transition) Historical Idea 1 (complete sentence)

1. Summary, quote, or paraphrase (parenthetical)

2. Summary, quote, or paraphrase (parenthetical)

A. Concluding Sentence

B. (Transition) Historical Idea 2 (complete sentence)

1. Summary, quote, or paraphrase (parenthetical)

2. Summary, quote, or paraphrase (parenthetical)

B. Concluding sentence

I. (Transition) 1st subtopic (complete concluding sentence)

II. (Transition) 2ND subtopic (complete topic sentence)

A. (Transition) Historical Idea 1 (complete sentence)

1. Summary, quote, or paraphrase (parenthetical)

2. Summary, quote, or paraphrase (parenthetical)

A. Concluding Sentence

B. (Transition) Historical Idea 2 (complete sentence)

1. Summary, quote, or paraphrase (parenthetical)

2. Summary, quote, or paraphrase (parenthetical)

B. Concluding sentence

II. (Transition) 2ND subtopic (complete concluding sentence)

III. (Transition) 3RD subtopic (complete topic sentence)

A. (Transition) Historical Idea 1 (complete sentence)

1. Summary, quote, or paraphrase (parenthetical)

2. Summary, quote, or paraphrase (parenthetical)

A. Concluding Sentence

B. (Transition) Historical Idea 2 (complete sentence)

1. Summary, quote, or paraphrase (parenthetical)

2. Summary, quote, or paraphrase (parenthetical)

B. Concluding sentence

III. (Transition) 3RD subtopic (complete concluding sentence)

IV. (Transition) 4TH subtopic (complete topic sentence)

A. (Transition) Historical Idea 1 (complete sentence)

1. Summary, quote, or paraphrase (parenthetical)

2. Summary, quote, or paraphrase (parenthetical)

A. Concluding Sentence

B. (Transition) Historical Idea 2 (complete sentence)

1. Summary, quote, or paraphrase (parenthetical)

2. Summary, quote, or paraphrase (parenthetical)

B. Concluding sentence

IV. (Transition) 4TH subtopic (complete concluding sentence)

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FINAL DRAFT & SUBMISSION

• You will receive an automatic zero for any of the following:

o failure to turn in a research paper within five days of your due date

o failure to turn in a Works Cited page along with your paper

o failure to submit your paper through by midnight on your due date

o lack of parenthetical citations

o (no higher than 69% ) if less than six FULL pages

• If you need help, come see me BEFORE the deadline. Otherwise log on, select your class, and click “submit” next to Research Paper. Type your name and paper title. Click “Browse,” and a box called “Choose File” will appear. Within minutes, you should receive an e-mail confirmation. Save it just in case!

• The hard copy of your paper is due on your due date. No excuses. You’ve known about this for over a month. Figure it out before that day.

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THIS IS CONSIDERED ONE “ROW”; YOU MUST HAVE 35 TO GET FULL CREDIT!

“Help! I need somebody. Help! Not just anybody. Help!”

Figure 1: floating quotes are a "no-no!" They will float away like a balloon without a string

“Help! I need somebody. Help! Not just anybody. Help!”

Sings the original “boy Band,”

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