Overview - b-g.k12.ky.us
BGHS
Research Paper Handbook
Created by J. Martin
TABLE OF CONTENTS
Overview . . . . . . . . . . . . . . . . . . . . . . . . .1
Step 1: Select a Topic . . . . . . . . . . . . . . .2
Topic Suggestions. . . . . . . . . . . .3
Assignment 1. . . . . . . . . . . . . . . .4
Step 2: Write a Thesis Statement . . . . . . 6
Example Thesis Statements. . . . .7
Assignment 2. . . . . . . . . . . . . . . 8
Step 3: Gather Sources and Document. .9
How to Find Good Sources. . . . 9
Using KVL . . . . . . . . . . . . . . . . 13
Documenting Materials. . . . . . .14
Sample Bibliography Cards. . . 16
Plagiarism . . . . . . . . . . . . . . . . .18
Assignment 3 . . . . . . . . . . . . . . 20
Step 4: Take Notes . . . . . . . . . . . . . . . . 21
Assignment 4 . . . . . . . . . . . . . . 22
Notecard Advice. . . . . . . . . . . . 23
Sample Notecards. . . . . . . . . . . 24
Assignment 5 . . . . . . . . . . . . . . 25
Step 5: Create an Outline . . . . . . . . . . . 26
Sample Sentence Outline. . . . . .27
Assignment 6. . . . . . . . . . . . . . .28
Step 6: Internal Documentation . . . . . . 29
Assignment 7 . . . . . . . . . . . . . . 30
Step 7: Write Paper . . . . . . . . . . . . . . . .31
Assignment 8 . . . . . . . . . . . . . . 32
Step 8: Works Cited. . . . . . . . . . . . . . . .33
Sample Works Cited . . . . . . . . .34
Assignment 9. . . . . . . . . . . . . . .35
Step 9: Revise. . . . . . . . . . . . . .. . . . . . 36
Assignment 10 . . . . . . . . . . . . .36
Self Evaluation. . . . . . . . . . . . . 37
Peer Evaluation . . . . . . . . . . . . 39
Step 10: Publish . . . . . . . . . . . . . . . . . .41
Assignment 11 . . . . . . . . . . . . .41
Research Paper Grade Sheet. . .42
Resources (Works Cited). . . . . . . . . . .44
Index . . . . . . . . . . . . . . . . . . . . . . . . . .45
Appendix. . . . . . . . . . . . . . . . . . . . . . . 47
Overview
What is a research paper?
"A research paper is a report that an individual presents to others about the conclusions he or she has reached after investigating a subject and carefully assessing the information he or she has gathered." Hubbuch, Susan. Writing Research Papers Across the Curriculum. CBS: NY, 2003 (3).
"The purpose of research is not simply to retrieve data. . ." (Brent 109) but to create new knowledge (free_resources/lit_kit/guide.htm)
What can I get out of doing a research paper?
1. "Understand how to collect a wide range of information on a topic, ...organize ...[it]... into an effective presentation, and ...give credit for ideas that are not one's own." Stanford, Gene and Marie Smith. A Guidebook for Teaching Composition. Allyn and Bacon: Boston, 1978. (99).
2. Prepare you for college.
3. Help you get answers to your questions.
4. Help you pass this class.
5. Meet the ENG III Writing Requirement.
10 Steps to the Research Paper
1. Select a topic
2. Write a thesis statement
3. Gather sources
4. Take Notes
5. Create an outline
6. Internal Documentation
7. Write Paper
8. Works Cited
9. Revise
10. Publish
STEP 1: Select a Topic
What is a "topic"? What your paper is about.
Assignment Pick one of the following to write about for your research paper.
A. What does it mean to be an American?
B. What is a problem my generation faces and what should be done about it?
To get ideas for a topic try:
1. Looking through your journals and other writings to find something you have an opinion about or have questions/wonder about.
2. Answering the following questions:
a. What activities do I enjoy?
b. What subjects do I enjoy reading about?
c. What books have I enjoyed reading?
d. What subjects from my classes have captured my attention?
e. What questions do I really want to know the answers to?
f. What would I like to understand more completely?
3. Look through newspapers, magazines, and on the Internet for topics of interest.
4. See Taking Sides in the BGHS library
5. Other ideas:
a. your future
b. your major goals
c. a career that interests you
d. a hobby or activity that you enjoy
e. an issue you think of based on your community experience, your educational field experience, or your career shadowing
Topic Ideas
• Do you think senior citizens should be re-tested for their driver's license?
• Should the deer limit be raised for hunters?
• Is Barbie too skinny to be a good role model?
• Are you in favor of capital punishment?
• Should Welfare be abolished?
• Should our school implement school uniforms?
• Are rodeos harmful to animals?
• Should pro-athletes have a salary cap?
• Should biology students dissect animals?
• Should the separation of church and state go so far as to ban school prayer?
• Is euthenasia ethical?
• Should parents be allowed to genetically engineer their child?
• Is cloning moral?
• Should high school athletes be given a routine drug test?
• Does violence in the media promote violence in society?
• Does violence in society promote violence in the media?
• Should high schools be required to offer a day care program for their teen parents?
• Should inmates be required to help pay for the cost of their keep in prison?
• Should taxpayer's money be spent for death row defendant appeals?
• Should the state department mandate the grading scale for all high schools?
• Is divorce always bad for children?
• Are more preisons and prison beds the answer to America's crime rate?
• Should drug abuse by pregnant women be considered child abuse?
• Should punishment for child abusers be stricter?
• Does alcohol advertising affect an under-age individual's decision to drink?
• Does the First Amendment to the U.S. Constitution fully protect t "hate speech?'
• Should the insanity defense be abolished?
• Should pop culture idols be concerned about the image they portray?
• Should NASCAR increase its required safety standards?
• Is the price of space exploration worth the benefit to humanity?
• Does legalized gambling improve or corrode society?
1.
Topic Suggestions
(adapted from McDougal Littell’s Writing Research Papers, 1994.p. 25-26.)
Your Topic Should Be:
1. Interesting.
2. Covered in readily available sources.—If you have trouble finding information on your topic, you either need to learn how to be a better researcher or you need a new topic.
3. Researchable—You should be able to find facts to support your ideas about your topic.
4. Unique—not just a straight biography, history, reporting, or retelling of a literary work.
5. Narrow—“Dogs” is an incredibly wide topic for research. “Dalmatians as house pets” is much narrower.
Determine Your Purpose
Since research papers should be more than just, a straight biography, history, or report, you need to determine your purpose. Read the following list of suggestions.
(adapted from McDougal Littell’s Writing Research Papers, 1994. p. 27-29.)
Suggestions:
• Support or oppose a policy—students should wear uniforms to school
• Prove or disprove a fact—tobacco is a harmful, addictive drug
• Determine the value of 2 or more things—determine if solar, wind, or wave energy is the most reliable, practical, and cost-effective energy source
• Analyze something into its parts and to show how those parts relate to one another—describe the stages in the television production process and explain how those stages interrelate.
• Define something—define the phrase freedom of the press by explaining the nature of and limits on press freedom under the law
• Explain causes or effects—explain the various causes of rain forest destruction in Brazil
• Establish cause-effect relationship—present scientific evidence that suggests that cigarette smoking causes cancer
• Describe the development of something over time—describe how rock and roll developed from roots in blues, gospel, and country music.
• Identify and describe a general trend—show that a major extinction of South American plant and animal species is occurring
• Compare and/or contrast two subjects to determine their degree of similarity or difference—compare and contrast the views of nature in the poetry of Emily Dickinson and Robert Frost
• Examine a technique—examine the use of allegory in The Scarlet Letter, by Nathaniel Hawthorne
• Explain a general concept by means of specific examples—explain the concept of a paradox through examples from math, language, and art
• Explain the main idea or message of something—explain the political message of John Steinbeck’s The Grapes of Wrath
• Problem-Solution—identify a problem and propose a solution
ASSIGNMENT 1 Name:
Getting Started With Research Period:
Date:
PART I
1. What is your topic? Example: Global Warming
2. What is your Purpose? (see p. 3) Example: My purpose is to show readers that Global Warming is a problem my generation faces and we should take steps now to change our impact on the environment before it’s too late.
3. What do I already know about this topic? Make a list or web of everything you can think of about your topic.
Circle or highlight the 3 ideas that you think are the most important.
Beginning Research
PART II
Once you have an idea of what you think you may want to research, it can be helpful to go to the library to see if you can find enough initial information to support an actual research paper on your topic.
My Topic: __________________________________________
Related words that might help me in my search for this topic:
a.
b.
c.
Can you find any of the following about your topic?
a. books y n
b. audio visual materials: videos, cassettes, films, etc. y n
c. magazine articles y n
d. web sites y n
As you research, what are some words you find that relate to this topic?
a.
b.
c.
d.
Who are some people you could interview about this topic?
a.
b.
c.
How interested are you in this topic? (circle one) not very interested
pretty interested
very interested
Would researching this topic be worth your time and energy? y n
Can your topic be supported with facts? y n
Could you have a unique angle or approach to the topic? y n
Is the topic narrow enough or too broad? narrow broad
STEP 2: Write a Thesis Statement
“A thesis statement is the central message of a” paper. An effective thesis prepares your reader for what your paper will say. “As the writer, therefore, you want to compose a thesis statement with care so that it accurately reflects the content of your essay.” (Handbook for Writers, 38)
The key to having a focused purpose in a paper, especially a research paper, is the thesis statement. Everything you put into your paper should support your thesis.
You’ve had science classes, right? You’ve talked about theories and hypothesis and so on? In science, you develop a hypothesis, then set out to prove or disprove it by conducting experiments. In research papers, you develop a thesis—your hypothesis—then set out to prove or disprove your thesis through your research. Get the connection?
Can you change a thesis once you do more research or start writing? Sure. You may think of better ideas or better ways to word your thesis. Feel free to change it as you research and write.
How do I come up with a thesis? Your research paper will answer several questions you have about your topic. Be sure to list those questions you have as you work on your research paper. Think of what one big question your paper will answer.
EXAMPLE BIG QUESTION: What does it mean to be an American?
Once you have a big question, the ANSWER to that question IS your thesis.
EXAMPLE THESIS: Being an American means working hard every day through getting a good education, getting a good job, and helping others to make the world a better place for all of us.
Basic Requirements for a Thesis Statement
1. It states the paper’s topic—the topic you are discussing.
2. It reflects the paper’s purpose—either to give your readers information or to persuade your readers to agree with you.
3. It includes a focus—your assertion that conveys your point of view.
4. It uses specific language—vague words are avoided.
5. It may briefly state your main points—major subdivisions of the paper’s topic. Simon & Schuster Handbook for Writers
“Your thesis statement is the road map to your paper. It tells your and your reader where you’re going to go. Without it, you only have a mess of words” ().
Example Thesis Statements
General Topic: Adult Life
Specific Topic: Living Alone
Big Question: How likely is it that people will have to live alone?
Thesis: Chances are high that most adult men and women will have to know how to live alone at some time in their lives.
Main Points: Living alone as a young adult
Living alone after divorce
Living alone after death of a spouse
General Topic: Classical Music
Specific Topic: Classical Music groups
Big Question: What types of groups play classical music?
Thesis: Classical music can be played by groups of various sizes ranging from chamber ensembles to full symphony orchestras.
Main Points: Classical chamber ensembles
Classical mid-sized groups
Classical chamber orchestras
General Topic: Suing People
Specific Topic: Malpractice Suits
Big Question: What types of people are being sued today?
Thesis: Most people are familiar with malpractice suits against medical doctors, but an increasing number of suits are being filed against lawyers, teachers, and even parents.
Main Points: suits against lawyers
suits against teachers
suits against parents
General Topic: Federal Money
Specific Topic: defense spending
Big Question: How is federal defense spending controlled?
Thesis: Congress should enact laws requiring specific checks and balances for the process of defense spending.
Main Points: Current problems with defense spending
How defense spending is currently handled
What congress could do to improve the defense spending process
General Topic: Teaching
Specific Topic: Opportunities for teachers to advance their careers
Big Question: What can teachers do to advance their income and their career?
Thesis: Education, National Board Certification, and transition to administrative positions are some of the many options 22nd Century teachers have to advance their salaries and their careers.
Main Points: Additional education for teachers
National Board Certification
Transition to administrative positions
Troyka 39-41
ASSIGNMENT 2
Thesis Statement
1. My topic:
2. My purpose:
3. My Big Question:
4. My thesis statement:
5. My 3 main points:
I.
II.
III.
STEP 3: Gather Sources and Document
Once you have in mind what you want to know about your topic, you are ready to start researching, finding information to answer your questions, information to support your thesis. Like the children’s story of Hansel and Gretel, you must keep track of every step you take along the way because you may need to know just how you got there later.
How to Find Good Sources for Your Research
primary sources—an original document that is not about another document but stands on its own or a person who has first-hand knowledge about the issue. ()
Example: The Declaration of Independence
secondary sources—an interpretation of a primary source
Example: A newspaper article about the Declaration of Independence
General Search Tips
1. Whenever possible, use primary sources in your research.
2. When trying to locate sources, don’t just use your topic as your only search term. Think of related words and topics and use those words as well to help you search.
Example: If your topic is “American Sports Cars,” don’t JUST look for “American Sports Cars” every time. You could also try: fast cars, expensive cars, fast automobiles, expensive automobiles, muscle cars, Corvette, Mustang, Convertibles, Camero, American Car Manufacturers, etc.
3. If you’re looking in a series of books, like encyclopedias, don’t just grab the “C” book to look up “cars.” Start with the index (usually the last book in the series). THEN look up “cars” in the index. It will give you EVERY time “cars” is mentioned in ALL of the books in the series (26 or so books in a set of encyclopedias). Better search results than the “C” book alone!
4. When you find a book that may help you in your research, you don’t necessarily have to read the entire book word for word. What should you do instead? Use the “Table of Contents,” “Glossary,” and/or “Index” to help you find the information most helpful to your research.
Finding Sources in the BGHS Library
Books
• Use the library’s online catalog (called Destiny QUEST at BGHS) to find books in the library about your subject. Type in the following URL: . Then, click on "Bowling Green High School" to search our library's catalog online, anywhere. You will also find a link on the BGHS Library webpage.
• If you find a book about your subject on the shelves, look at the books around it on the same shelves. Some of those may not appear on your computer search, but they may be useful to you as well.
• INTER-LIBRARY LOANS—If you discover a book you need for your research isn’t available in our BGHS library, notify the librarian and ask if she can get it for you through inter-library loans. (Where we borrow the book from another library for you.) This typically takes some time to arrange, so don’t wait around until the last minute to ask for a loaned book and don’t bank on being able to get it in time to use it. In order to use the Inter-Library Loan service, you must have a current Warren County Public Library card.
Encyclopedias and other Reference Materials—these do NOT check out
• While the encyclopedias and other reference materials will probably have information about your topic, they won’t necessarily come up on your computer catalog search.
• WALK over to the Reference section of the library and LOOK at some of those books. World Book is a good place to start, since it is very user-friendly and easy-to-read.
• You may also want to search using the Encyclopedia Britannica online, even at your home. Type in the following URL: . Our username is "sonic94" and our password is "purples." There is also a link on the BGHS Library webpage.
Audio visual materials
• The library may have videos related to your topic. You must have teacher approval to check these out.
• YouTube is a great online alternative to physical DVDs.
• If you locate A/V materials about your topic, you can use them as a source. Just watch them and take notes. (Don’t forget to write down bibliographic info.)
Periodicals
The best resource for periodicals is EBSCO, a subscription-based service provided by the Kentucky Virtual Library (). Type in the following URL: and click on "KYVL Guide" for a step-by-step guide to using EBSCO to find magazine articles. The off-campus login information for KYVL is:
ID: bgreen0001
Password: relink23
Finding Sources Outside the BGHS Library
Internet Searches
• Don’t waste your library time on the internet. We will have other days in the computer lab for the internet. When in the library, focus on locating sources you can ONLY get in the library.
• DO NOT JUST TYPE ANYTING THAT COMES TO MIND IN THE ADDRESS BAR for example. Typing in the address bar is like dialing a phone number, if you dial the wrong number on purpose or by accident, you could get something you don’t want to get.
• What SHOULD you do? Use a search engine to help you locate possible sources.
• What is a search engine? A web site that catalogs other web sites. It’s like the Destiny Quest Catalog in the library. It helps you locate sources that might be useful to you without automatically “dialing a bad number.”
• Recommended search engine:
• BE WARNED: Any idiot can type up junk and put it on the internet. Just because you read it there does NOT mean it is true. How can you check to see if what you see online is trustworthy?
1. Does it LOOK like an idiot put it online? Sloppy web page, misspellings, goofy stuff? If it LOOKS like an idiot, it probably was one.
2. Is it in line with your other research? If it is similar information to what you’ve found in your library resources, it is more likely to be trustworthy.
3. Not 100% foolproof, but web sites ending in .edu or .gov are more likely to be trustworthy.
4. What are the credentials of the author? If you don’t know, be careful.
5. If you find the information on the web page of a well-known organization or institution—The National Education Association, The American Academy of Pediatrics, The Kentucky State Police, Western Kentucky University—the information is more likely to be trustworthy.
Interviews
• Talk to someone knowledgeable about your topic, take notes over what they say, and viola---a good source.
• The interview can take place in person or over the telephone.
• 95 % of you should be able to have an interview as one of your sources. If you can’t think of who would be a good person to interview, brainstorm with one of your teachers. We’ve got all sorts of ideas.
• Make a list of questions (5-10) BEFORE you interview the person and be ready to jot down their ideas—don’t waste their time by writing down what they say word for word. Get the gist of it, that’s all.
• Make sure you know the person’s first and last name—check for correct spelling
• Be sure to ask the person you interview if he/she knows of any good resources (books, pamphlets, videos) about your topic.
• Don’t be a dork. Be sure to tell the person who you are and why you want to talk to them: Hello Mr./Ms. ___________, My name is _________. I’m a student at Bowling Green High School, and I am writing a research paper about _____________. I was wondering if you might have a few minutes to answer a few of my questions about _________.
If they say no, ask if there is a more convenient time you could talk with them or if they can suggest someone else who would be a good resource for you.
Either way, interview or no, BE SURE to say “THANK YOU VERY MUCH FOR YOUR TIME.”
• If you’re nervous about interviewing someone, practice on a friend or family member first. Once again, most teachers would be willing guinea pigs for such an experiment.
Pamphlets, Brochures, Etc.
• If there is a place where you could go to get information about your topic, they probably have some pamphlet, brochure, etc. you could take with you and use as a source.
Example: doctor’s office, police station, FBI office (we have one in BG), health department, etc.
Surveys
• Create a list of questions that pertain to your research topic.
• Formulate those questions into a survey.
• Make copies of your survey and distribute them to a target audience.
• Compile your findings, and use the information in your research paper. EX: “80% of the people surveyed assert that ‘BGHS is an awesome school’, while only 10% claim ‘BGHS stinks.’ The remaining 10% report that ‘BGHS is not too bad.’”
Other Libraries
• Warren County Public Libraries:
• WKU library:
• KYVL (Kentucky Virtual Library)—an EXCELLENT source for dependable information. get passwords from BGHS librarian
ID: bgreen0001
Password: relink23
Recommended Available Research Sources
Recommended Available Research Sources
Books:
Destiny Quest (BGHS--Online Public Access Catalog)
iPAC (Warren County Public Library--Internet Public Access Catalog see )
TOPCAT (WKU--Total Online Public CATalog see )
KYVL (Kentucky Virtual Library see
WorldCat (an online catalog of books in the world—just ask for assistance): . This is also a great resource for obtaining MLA citations.
ILL Interlibrary Loan (speak to your school Library Media Specialist or Public Library
for ordering details)
Periodicals:
Hard copies of current magazines
BGHS Periodical Room
2nd Floor of Helm Library at WKU
Warren County Public Library
Online journals, magazines, articles and more
KVL—see EBSCO, ProQuest, and Grolier’s, etc.
TOPCAT—see EBSCO, ProQuest, etc.
BGPL—see Online Databases link to KVL, Electric Library, etc. Must have
library patron number to access some of their databases
Newspapers:
Received daily at BGHS:
Daily News
Online newspaper articles are also available
KYVL—see EBSCO Newspaper Source Database
[pic] [pic]
Are you ready to do a research project in your classroom or to help your homeroom students with their senior projects? Of course, students immediately want to use the Internet. Point them in the right direction [pic] to the Kentucky Virtual Library, a great, free and evaluated source that is accessible from any computer that has Internet access. Students can access this site from home as well. While at school, a username and password is not required. From a remote location, students will need a username and password. These change periodically and can be obtained from library staff.
Go To: [pic]
Checkout the many links including “How To Do Research.” This link even has a citation guide for those bibliographies that you require. You could have students go through the tutorial on “How to use KYVL” as well.
From the main page, see in particular the top left heading K12 Schools. From there, have students follow the links. For example, see under Magazines and Articles—EBSCO for full-text magazine articles from over 5,000 journals—students check or select the databases based upon their topic including agricultural and medical topics. Some of the databases only provide abstracts, so students should read the summaries and select from those that have full text. It is also possible to click on "Advanced Search" and then select "Full-text only" to limit your search results. See ProQuest for computing, career and technical education articles. Don’t forget to mention that they will need to select the Full-Text Option when using this database.
Keyword searching using Boolean connectors such as “AND, OR, and NOT” can assist students in narrowing their searches. Have students use similar terms and to think in specifics.
Documenting Materials
Simon & Schuster’s Handbook for Writers states, “When you write a research paper, you always have to document your sources” (638). What is documenting? It’s giving credit to your sources. It’s what helps you to avoid plagiarism—using someone else’s words or ideas without giving them credit. You need to know EXACTLY where you find your information. The exact page in a book, the exact web address, the exact section of a newspaper are all crucial to accurately document your sources.
4 Ways You Need to Document
Bibliography Cards (Source Cards)—use one 3x5 index card to write down publishing information about EVERY source you look at, each magazine article, each web page, each person you interview. Follow the MLA format exactly for writing down sources. See page _______for more information. MINIMUM OF 10 REQUIRED FOR THIS ASSIGNMENT
Note Cards--use one index card (try a different size or different color than your bibliography cards to help you keep them separate) to write down a small amount of information that you might be able to use to help you write your paper. DON'T cram gobs of information on each card. Follow the example on page ______. MINIMUM OF 50 REQUIRED FOR THIS ASSIGNMENT
Parenthetical References—information in parenthesis in the paper itself to show where borrowed words and ideas came from. Make sure you for each idea you borrow from someone else, you know exactly where you got that idea. Follow the MLA format exactly for parenthetical documentation. Follow the example on page _________. Use 1 EVERY time you use information off one of your Note Cards in your paper.
Works Cited Page—A page at the end of your finished paper that alphabetically lists all the sources you document in your paper. Follow the MLA format exactly for a Works Cited page. See page ______for more information. MINIMUM OF 6 REQUIRED
Do I have to do all 4 of the above? Yes. Learn it now & you’ll be way ahead of some of your peers in college! The 4 things listed above detail HOW you have all your research notes / documentation. When you're in college, you will probably develop your own style for keeping your research organized that may vary from this slightly, but this is how you are required to do this research assignment.
You need to keep track of where you find information you use in your research paper. If you borrow words, thoughts or ideas from someone else, you MUST give credit to your source or you have plagiarized.
For every source you use, you need the following information:
1. Author(s) (can be a company, committee or government department)
2. Title (including the subtitle part, which often follows a comma (,) or colon (:)
3. Name of the Series or title of the journal, newspaper or magazine it appears in
4. Edition if there has been more than one
5. Publishing information (place of publication, name of publisher, and date of publication for
books---volume and issue or month/season and year of publication for magazines,
newspapers, and journals)
6. Page numbers where you found the information.
(yukoncollege,yk.ca/~agraham/guides/termpaper.htm)
Bibliography Cards (Some teachers call them “Source Cards”)
The first thing you should do whenever you pick up one of your sources—a book, an article, or an internet site-- is to make out a bibliography or source card (Hubbuch 65).
Bibliography cards, a.k.a. “Bib Cards,” record publishing information for every source you LOOK at that MIGHT have information you’ll use in your research paper. You won’t know which sources contain information you’ll really use until later, but you need to be sure to have the bibliography card for each source having information that may be useful to you.
Bib cards are your first step to documentation and part of what you need in order to not plagiarize.
What is the purpose of Bibliography Cards?
1. Enables you to find the source again if you need it.
2. Enables you to prepare documentation for your paper.
3. Enables you to prepare a list of Works Cited that will appear at the end of your paper. (Shephard 32)
Once you have written a bibliography card for a source, you don’t have to repeat the whole procedure for each note you take from that source (Rizzo 82).
Pay Special Attention to Word Order and Punctuation!!!!
There is a right way to do bib. cards and many wrong ways. Be a stickler for details or you’ll get it wrong. Follow the examples precisely in word order and punctuation and if you are in doubt, ASK YOUR TEACHER!!
Sample Bibliography Cards
Source Number: A number you give each of your sources. You’ll use this number on all the notecards you make from this source.
Sample Book Bibliography Card
1
Goldblum, Natta. Second Hand. New York: Martin Press, 2002.
[pic]
Author: Title City Published Publishing Co. Copyright Date
Last Name, First.
Source Number
Sample Article Bibliography Card
2
Wash, Gerry. “Yard Sales: Trash to Treasure.” Penny Pincher. Oct. 1997: 73-88.
Page Numbers Article Title Magazine or Newspaper Title
Publication info: sometimes season, exact date, or issue and volume numbers
Sample Bibliography Card
4
Ruth, Ann. “Auctions: Bargain Hunters Beware.”
Thrift Trends. Feb. 2000: 21-24.
Source Number
Sample Encyclopedia Bibliography Card
3
Garfield, Auston. “Insurance.” World Book. 2006 ed.
Author: Article Title Year of publication
Last Name, First Encyclopedia Title
Check for the author’s
name at end of the article
in very small print.
Source Number
Sample Internet Bibliography Card
4
Martin, Janet. “Announcements.” Mrs. J. Martin-English. 13 Apr. 2004. (10 Sep. 2006).
Author: Web Page Title Web Site Title Date posted, edited, or Last Name, First revised
Date You Viewed Page Complete Web Address
Sample Interview Bibliography Card
5
Gammon, Cledis. Telephone Interview. 28 Nov. 1987.
For all other types of sources, see “Works Cited General Information” on page ______. If your source isn’t described on the “Works Cited General Information page, look in the “Appendix C Forms for Working Bibliography and Works Cited Entries.”
How Not to Plagiarize
Many classes and schools have an academic code of conduct that addresses plagiarism. Often students are failed from an entire course—not just one assignment—or even expelled from the school if they are found to plagiarize.
The BGHS Academic Honor Code on p. 7 of the student handbook specifies
“. . .there is to be no cheating, which is defined in this manner:
□ An act leading to the giving, receiving, using, or allowing to be used information, ideas, or efforts that might result in the gaining of credit, recognition, or other advantage for work not one’s own.”
Consequences of Honor Code Violations
FIRST AND EVERY OFFENSE
1. take up any work in question and assign a zero credit
2. notify the parents
3. notify the administration
4. one day of ALC
The University of Toronto’s website addresses the issue of plagiarism by saying:
Obviously it’s against the rules to buy essays or copy chunks from your friend’s homework, and it’s also plagiarism to borrow passages from books or articles or Web sites without identifying them. You know that the purpose of any paper is to show your own thinking, not create a patchwork of borrowed ideas. But you may still be wondering how you’re supposed to give proper references to all the reading you’ve done and all the ideas you’ve encountered. (Proctor 1)
• Can’t I avoid problems just by listing every source as the bibliography or works cited or references? No, you need to integrate your acknowledgements into what you’re saying. Give the reference as soon as you’ve mentioned the idea you’re using, not just at the end of the paragraph.
• If I put the ideas into my own words, do I still have to clog up my pages with all those names and numbers? Sorry—yes, you do. In academic papers, you need to keep mentioning authors and pages and dates to show how your ideas are related to those of the experts. Whether you quote a passage directly in quotation marks, paraphrase it closely in your own words, or just summarize it rapidly, you need to identify the source then and there. (Internet sources too: author, date, title, and URL)
• But I didn’t know anything about the subject until I started this paper. Do I have to give an acknowledgement for every point I make? You’re safer to over-reference than to skimp. But you can cut down the clutter by recognizing that some ideas are “common knowledge” in the field—that is, taken for granted by people knowledgeable about the topic. Facts easily found in standard reference books are considered common knowledge: the date of the Armistice for World War I, for example, or the present population of Canada. You don’t need to name a specific source for them.
• How can I tell what is my own idea and what has come from somebody else? Careful record-keeping helps. Always write down the author, title, and publication information (including page numbers and identifying information for web pages) so you can attach names and dates to specific ideas. Taking good notes is also essential. Don’t paste passages from web pages into your draft; that’s asking for trouble. As you read any text—online or on the page—summarize useful points in your own words. If you record a phrase or sentence you might want to quote, put quotation marks around it in your notes to remind yourself that you’re copying the author’s exact words. And make a deliberate effort as you read to notice connections among ideas, especially contrasts and disagreements, and also to jot down questions or thoughts of your own. If you find as you write that you’re following one or two of your sources too closely, deliberately look back in your notes for other sources that take different views; then write about the differences and why they exist.
• So what exactly do I have to document?
a. Quotations, paraphrases, or summaries: If you use the author’s exact words, enclose them in quotation marks, or indent passages of more than four lines. You shouldn’t use many long quotations. Quote only when the original words are especially memorable. In most cases, use your own words to paraphrase or summarize the idea you want to discuss, emphasizing the points relevant to your argument. But be sure to name sources even when you are not using the exact original words. As in the examples below, it’s often a good idea to mention the author’s name. That gains you some reflected authority and indicates where the borrowing starts and stops.
*e.g. As Morris puts it in The Human Zoo (1983), “we can always be sure that today’s daring innovation will be tomorrow’s respectability” (189).
*e.g. Northrop Frye discusses comedy in terms of the spring spirit, which he defines as the infusion of new life and hope into human awareness of universal problems (Anatomy 163). The ending of The Tempest fits this pattern.
b. Specific facts used as evidence for your argument or interpretation: First consider whether the facts you’re mentioning are “common knowledge;” if so, no need to give a reference. But when you’re relying on facts that might be disputed—perhaps newly published data—establish that they’re trustworthy by showing that you got them from an authoritative source.
*e.g. In September 1914, more than 1300 skirmishes were recorded on the Western Front (Brock 93).
*e.g. Other recent researchers confirm the findings that drug treatment has little effect in the treatment of pancreatic pseudocysts (Ode 343).
c. Distincitive or authoritative ideas, whether you agree with them or not: The way you introduce a reference can indicate your attitude and lead into your own argument.
*e.g. Writing in 1966, Ramsay Cook asserted that Canada was in a period of critical instability (174). That period is not yet over, judging by the same criteria of electoral changeability, economic uncertainty, and confusion in policy decisions.
*e.g. One writer (Von Daniken, 1970) even argues that the Great Pyramid was built for the practical purpose of guiding navigation.
Written by Margaret Procter, Coordinator of Writing support, University of Toronto.
Copyright 2001.
d. Statistics that aren’t common knowledge.
e. little-known facts
f. controversial data
g. charts, graphs, diagrams, and pictures (Hacker 216)
According to the Purdue University Web site “Writing a Research Paper,” “Plagiarism is the unauthorized use of someone else’s thoughts or wording either by incorrect documentation, failing to cite your sources altogether, or simply by relying way too heavily on external resources. Plagiarizing does not give due credit to the party who really came up with the language and/or idea” (Owl 1).
“Whether intentional or, as is more often the case, inadvertent, the result is that some or all of another author’s ideas become represented as your own (Owl 1).
Plagiarism
It’s like lip-synching to someone else’s voice
and accepting the applause and rewards for yourself.
()
Plagiarism: Literally “kidnapping,” involving the use of someone else’s words as if they were your own (Gibaldi 6). To avoid plagiarism you must document direct quotations, paraphrases, and original ideas not your own.
ASSIGNMENT 3
Locate 10 sources for your research paper and complete 10 bibliography cards.
You should have at least one each of the following:
book
encyclopedia or other reference book
magazine or newspaper article
internet site
interview
audio visual
What if you can’t find one of the above? the audio visual resource perhaps? Have you done a thorough search? If yes, then check with your teacher. You will still be required to turn in 10 bib. cards regardless.
Make sure your bib. cards are totally accurate. Precision is key to good bib cards. One missing punctuation mark will drop your score.
You may create more than10 bib. cards. 10 is the minimum required. You are not required to use all these sources in your actual paper, but you do need a variety of sources to make your research authentic.
Bibliography Card Scoring Guide
10 or more sources 5 4 3 2 1 0 (x2)
5 or more source types 5 4 3 2 1 0
Correct Punctuation 5 4 3 2 1 0
Source Numbers 5 4 3 2 1 0
Word Order Correct 5 4 3 2 1 0
Follows MLA Format 5 4 3 2 1 0
Total: ______/35
STEP 4: Take Notes
As you look at the sources you gather, you DO NOT have to read EVERY word of the source. Use the Table of Contents, Index, and other features such as bold headings too help you locate the most useful information for your paper.
Taking notes correctly is essential to a good research paper. Have your 4 x 6 Notecards handy as you read your source.
3 Types of Notes
1. Quote—repeats the words of the source exactly. Use the exact same punctuation, capitalization, and spelling as the original.
2. Paraphrase—uses your own words—about the same number as the source. Put quotation marks around any words you copy from the source. You should write down your interpretation of what you read, not your translation of what you read.
3. Summary—uses your own words—fewer words than the source. Summaries condense information. A book may become a page; a page becomes a paragraph; a paragraph becomes a sentence.
A Quote Within A Quote--Your source is likely to have some quotation marks in it where the author of the book or article is quoting someone else’s written or spoken words. If you want that same quote to use it in your paper, you will have a quote within a quote—you are quoting what someone else has also quoted. This is completely acceptable; however, pay special attention to how you punctuate a quote within a quote.
Example: If a Chicago Sun reporter, Terry White, interviews the President of the United States and the President says, “We will not pardon those guilty of persecuting democracy.” The reporter may choose to use those exact words in the newspaper article and it will be written as you see above. If you find this newspaper article and decide to use that same quote in your paper, you would write it like: In a recent Chicago Sun interview, the President articulated his stand on the issue when he said, “ ‘We will not pardon those guilty of persecuting democracy’” (White).
Types of Quotes
1. Short quotes—quotes that are fewer than 4 typed lines
2. Long quotes—quotes that are 4 or more typed lines. Long quotes are double tabbed and have no quotation marks around them like so:
Clean and Dust grabs and removes more dust and allergens in one easy step. Dust is everywhere in your home. It not only makes your furniture and other surfaces lifeless, but it also contains allergens like pet dander, mold, and spores. Dusting with a dry cloth scatters the dust. (Pledge 47)
ASSIGNMENT 4 (10 points) Name:
How to Paraphrase, Quote, Summarize Period:
Read LN p. 444-459, 247, 252-53, 464-475 Date:
On your own paper, define the following:
1. plagiarism--
2. summary--
3. quote--
4. paraphrase--
5. long quote—
6. quote within a quote—
7. primary sources—
8. secondary sources—
6. Demonstrate the correct way to write a quote by quoting something you read.
7. Write a long quote of something you read.
8. Demonstrate the correct way to write a quote within a quote.
9. Summarize an entire page.
10. What must one do to avoid plagiarism in his/her writing?
Notecard Advice
• Write your notes on one side of a card.
• Identify the source on each card (source number)
• Identify the page number(s) where you get the information.
• Identify whether the card is a quote, paraphrase or summary (q,p,s) so there’s no doubt when you start writing your paper.
• Write only one idea from one source per card—By doing this, when you are preparing to write your paper, you can shuffle cards from various sources and organize them to help you support the points you are making.
• You won’t end up using every note you write—that’s ok.
• “. . .it’s fine to copy down duplicating facts”—If more than one of your sources says the same thing, you can write that information down on two note cards with 2 separate sources. “. . .having more than one person who agrees with you strengthens your point” (owl/notes 1).
• “It’s also okay to copy down contradictory information. . . .acknowledging an opposing viewpoint that is easily disproved by its counterpoint is always a good rhetorical tool” (owl/notes 1).
• Use abbreviations to save time.
• If you have ideas of your own as you read and think about your research, feel free to use your notecards to jot down your own ideas. You won’t list yourself on your works cited page, but putting your thoughts, feelings, and ideas about the subject on the notecards can help you remember them as well as organize them into your paper.
• If you are paraphrasing, paraphrase correctly—If you are only inserting a synonym here and there, or switching around phrases, you are falling into plagiarism” (Hubbuch 73).
• Be sure to use “” quotation marks when quoting any part of your source word for word. Even “a few words” if you copy them word for word.
• Use the ellipsis. . .to take out information from a direct quote that is not necessary to understand what the source meant and isn’t necessary to make your point.
• Use brackets [ ] around information you add or change in a source to enhance or alter a quote without changing its meaning.
• When quoting, “copy the phrase, sentence, or sentences exactly as they are in the text—capital letters, punctuation, spelling, and all!” (Hubbuch 73)
• A quote within a quote uses “ ‘’” to set it off—that’s regular “” marks on the outside and ‘’ apostrophes on the inside quote.
• A long quote is 4 or more typed lines long and is a requirement for this paper.
• Identify which main point the card goes with—this is optional and may be added once you start deciding how to write your paper, but you can use words, colors, numbers, or symbols to mark each note card so you’ll know which point it goes with in your paper.
Sample Note Cards
Source Number: Corresponds to one of your bibliography cards
Sample Note Card
1
Fashion editor Sara Hudson indicates, “while the popularity of thrift store fashions is on the rise, this has led to an inflated cost for consumers.” (14) Q
[pic]
Partial summary quote in quotation marks page(s) quote, paraphrase,
or summary
Source Number
Sample Note Card
2
Going to yard sales can be fun, but you may or may not find what you’re looking for. It’s better to just have an open mind. If you don’t find what you’re looking for this weekend, there’s always next weekend. (83-84) S
pages Summary, Paraphrase, or Quote
ASSIGNMENT 5
Note Cards
1. Locate and read sources related to your topic.
2. Look for a minimum of 10 sources with FIVE (5) different types of sources from the following list:
book pamphlet
encyclopedia brochure
reference book--not encyclopedia newspaper
audio visual interview
item from vertical files internet
magazine survey you create
4. Read, talk to, or view all of your sources and create 50 or more note cards with quotes, paraphrases and/or summaries of what you read. Your cards should be a mixture of these 3—not all of one or the other. Be sure to use "quotation marks" around anything you quote word for word. Write a long quote (3 or more sentences) from a source on at least 1 of your note cards. Write page #'s where info is found in parenthesis like this (4). Write the source number on each corresponding note card. You’ll end up with at one bibliography card and one or more note cards for each of your sources. Be sure your name is on each card.
Sample Note Card
4
Ann Ruth discusses the common traps a bargain
hunter needs to be aware of when attending an auction.
According to Ruth, “If a bargain hunter is not careful, an
auction can be anything but a bargain.” (23)
Note Cards Name:
Grade Sheet Period:
70 points total Date:
Note Card Scoring Guide
Summaries, Paraphrases, & Quotes 5 4 3 2 1 0 (x2)
1 long quote (minimum) 5 4 3 2 1 0
Page # of Source 5 4 3 2 1 0
Source # 5 4 3 2 1 0
50 or more cards 5 4 3 2 1 0 (x2)
Total: ______/35
STEP 5: Create an Outline
Once you have done some research, you should be able to revise your thesis statement if necessary and determine what the main points of your paper are to be. An outline is a useful tool to help you organize your information as you prepare to write your paper. Of course, “the more clearly and sensibly your material is presented, the better chance it has of reaching your audience” (Troyka 43).
Troyka goes on to describe outlines by writing:
Before the final draft of an essay is complete, an outline is only a projection, an estimate of what the essay will say. Once you start writing, the act of writing might lead you to change your plans somewhat. If you are working from an outline and you make changes, be sure to revise your outline at the end. Then check to make sure that your changes have not upset the logic and arrangement of your [paper] (43).
An outline is like a road map, a skeleton, a sketch. Susan Hubbuch proposes “Without a map of the whole paper to guide you, you may find yourself going off on tangents, developing ideas that are not integrally related to the argument you are building” (97). An outline is a way for you to check to be sure your paper is saying what you mean for it to say, that you are actually proposing and proving your thesis is correct.
While there are several different types of outlining, the only style discussed here will be a formal sentence outline. Many computer programs now have outlining as a format option. Spending a few minutes to learn how to use this feature of your computer software can help you create your outline of your research paper.
1. Double space your final, typed outline precisely following the example on the next page for format and style.
2. While you should plan for both your introduction and conclusion, what you plan to say in those is not listed on your formal outline.
3. Use complete sentences throughout the outline.
4. A research paper will easily have 3 or more main points. Each of those main points will be set off with Roman Numerals I., II, III., and so on. Sub headings beneath the main points are indicated by A., B., C., and so on and indented 1 tab space.
5. Don’t have a I without a II or an A without a B
6. “Be flexible. Treat your outline as a tentative plan that may need to be revised once you begin drafting” (Hacker 11).
7. “In any case, try to bring related material together under general headings and arrange sections so they relate logically to each other” (“Guide to Writing Research” 1).
It works like so:
I. Main Point #1
A. Sub Heading A about main point #1
B. Sub heading B about main point #1
1. Supporting detail #1 about sub heading B about main point #1
2. Supporting detail #2 about sub heading B about main point #1
a. Supporting detail a. for supporting detail #2 about sub heading B about main point #1
II. Main Point #2 (Get the idea?)
Sample Formal Sentence Outline
No, this does not count as one of your required 5 pages. It is an extra one.
Your Last Name & i for page #
Last Name ii if outline more than 1 page
Pay attention to Caps. & Punct.
Gammon i
Outline
Thesis Statement: Writing a research paper is a rewarding experience that takes time, organization, and resources that are available to all students at Bowling Green High School.
I. There are a variety of resources available to Bowling Green students.
A. The library at Bowling Green has helpful resources for writing research papers.
1. Encyclopedias and other reference materials can be a good place to start your research.
2. Books are also available as sources.
a. Non-fiction books are typically thought of first as reference materials.
b. Fiction books can sometimes provide ideas for introductions and conclusions.
3. Audio visual aides can be good sources for research papers.
4. Magazine and newspaper articles are an excellent resource and readily available at the BGHS library.
B. The computer labs at BGHS are equally helpful to student researchers.
1. The internet holds a wealth of resources for students.
2. The word processing programs are helpful writing tools.
II. Student researchers should be careful to stay organized while gathering information from a variety of
sources.
A. Bibliography cards, bib. cards, can help students have all the works cited information needed.
B. Good note cards will help students know exactly where they find their information.
C. A designated envelope, folder, or binder will help students keep all their research materials
together and not lost.
III. Doing quality research involves a time commitment.
A. You should plan to spend at least 30 minutes to an hour per day for several weeks to complete
your research paper.
B. Instead of putting everything off until the last minute, save some time at the end to allow for any
problems that may arise
Pay close attention to the neatness of the spacing and tabs.
Outline Guidelines
1. Do not use the words “introduction,” “body”, “conclusion” in your outline.
2. Capitalize first words and proper nouns/adjectives only.
3. Write a sentence outline.
4. If you have an A, you must have a B sub-division.
5. If you have a “1” sub-sub division, you must have a “2” sub-sub division.
ASSIGNMENT 6
Prepare a formal sentence outline of your paper. Follow the examples you’ve been given as closely as possible. The outline may be typed or handwritten. Include at least your main points and your sub headings for each main point. Including supporting details will make writing your paper easier, but not a requirement for this assignment.
STEP 6: Internal Documentation
As you begin to write your paper, not only will you have a Works Cited page at the end of your paper that alphabetically lists all the sources you actually used to write your paper, but you will have what is called internal documentation so that each time you use a summary, paraphrase, or a quote from one of your sources, you give credit to that source—author’s name and page number(s).
You may have noticed I’ve used information in parenthesis ( ) throughout this handbook to indicate times when I’ve borrowed information from other authors. This is what you’ll be doing in your research paper.
There are several acceptable ways to do internal documentation correctly; for this paper we are using what is called the MLA (Modern Language Association) format. In other classes, be sure to check with your course instructor for the style of formatting he/she requires. If you understand how to do MLA, it should be easy to adjust to another style if you ever need to. The Modern Language Association modifies its format periodically, so it’s a good idea to check the latest version of an MLA stylebook for any modifications to the format you should be aware of in future classes.
According to A Writer’s Reference by Diana Hacker,
The Modern Language Association (MLA) recommends in-text citations that refer the reader to a list of works cited. . . .The Modern Language Association’s in-text citations are made with a combination of signal phrases and parenthetical references. A signal phrase indicates that something taken from a source (such as a quotation, summary, or paraphrase) is about to be used; usually the signal phrase includes the author’s name. The parenthetical reference includes at least a page number.
Citations in parentheses should be as concise as possible but complete enough so that readers can find the source in the list of works cited at the end of the paper, where works are listed alphabetically by authors’ last names. The following models illustrate the form for the MLA style of citation (235).
Sample Sentences with Correct Internal Documentation
****Pay attention to where the periods are placed in the sentence!!!!
2 WAYS TO WRITE THE SAME IDEA (Use some of each throughout your paper.)
Vicki Riley espouses that watercolors and acrylic paints are vital assets to inexpensive home décor (567).
Watercolors and acrylic paints are vital assets to inexpensive home décor (Riley 567).
Author’s name page #
TWO SOURCES BY THE SAME AUTHOR OR NO AUTHOR (Use all or part of title)
In her book, Cheap & Classy, Riley espouses that watercolors and acrylic paints are vital assets to inexpensive home décor (567).
Faux paint trends are as varied as the color palate available at your local paint store (“Fabulous Faux” 1).
Book Title Author’s name—same author wrote
2 or more things cited on the works Article Title—Author unknown
cited page
If you encounter other situations not listed here, consult a MLA Handbook.
Use a variety of verbs to introduce your source information. Choose an appropriate verb from the following list compiled by Diana Hacker and use a variety of them throughout your paper.
acknowledges comments endorses reasons
adds compares grants refutes
admits confirms illustrates rejects
agrees contends implies reports
argures declares insists responds
asserts denies notes suggests
believes disputes observes thinks
claims emphasizes points out writes (218)
ASSIGNMENT 7
Using your notecards and the information on page 22 of this handbook, write 5 sentences you might put into your paper. Be sure to include signal phrases and parenthetical references. Some of the sentences you write should have the author’s name in the signal phrase and some should have the author’s name in the parenthetical reference.
STEP 7: Write Paper
As Diana Hacker points out in her book, A Writer’s Reference, “. . .writing a research paper is much like planning, drafting, and revising any other kind of writing” (213). If you know how to write a good essay, you know how to write a good research paper. It’s the same basic formula; it’s just longer, you use sources to help you write it, and you have to give credit to your sources in a certain way.
If you have your outline, you have done most of your planning for how to write your paper. All that’s left to be done is to put your outline into paragraphs.
As with any other writing, make sure you have a good introduction that grabs your audience’s attention and presents your thesis and main points. Most essays have 1-2 paragraphs for introductions. Your research paper could have more. Think of your introduction as an exposition like you’d find in a piece of literature. Give your reader all the background information he’ll need to be ready to read your paper. “An effective introduction will map out the journey your reader is about to take . . .” (“Guide to Research” 1-2).
Also like most other types of writing, the bulk of your paper is called the body of the paper. Many short essays have about 3 main points and each is covered in a paragraph or two. In a research paper, you are likely to have more main points (in a 5-10 page paper conceivably 3-6 main points or so) Each main point will be covered by writing as many paragraphs about that main point as you need to present your information well. You may need 5-10 paragraphs per point perhaps.
At any rate, don’t get too caught up in how many paragraphs you have per point or whatever. This won’t be considered when your paper is graded. What will be considered is whether or not you have thoroughly covered your topic: 1 paragraph per main point or 20, it doesn’t matter.
Of course, how else would you end a paper but with a conclusion? The research paper is no different. This conclusion is like all others. It should sum up the main points of your paper, restate your thesis, and leave the reader with something memorable. Your research paper’s conclusion may be longer than the 1-2 paragraph conclusion typical of a short essay.
Feel free to use some of the notes you’ve taken to help you write your introduction and conclusion. This is a great way to use some of the research you’ve found.
If you have access to a computer as you write, by all means, type your paper’s first draft as you compose it instead of writing it all out by hand then typing it. This will save you work in the long run.
If you are typing your paper at home but want to be able to also work on it at school as well, you can save it to a disk in RTF or Text formats and bring it in to school, e-mail it as an attachment to your teacher’s school e-mail address, then your teacher can put it into your school folder. Your other option would be to get an e-mail account that you can gain access to while at school and e-mail it to yourself at that account, then bring that up while at school.
Whatever you do, don’t show up at school and say, “I’m typing my paper at home, so I have nothing to do at school today.” One of your teachers is likely to feel like strangling you at that point. Instead, print out what you have typed at home and continue writing it out by hand at school to type at home later, do additional research, have someone look over what you’ve typed so far to give you feedback on how well you are doing, etc.
SAVE SAVE SAVE
A word to the wise. . .save after every page or so. You’ll want to break something if you experience a power outage or other computer problem and loose several pages, or heaven forbid, your whole paper. Print your paper from time to time. If something happens to what you have “saved” on the computer, at least you’ll have a hard copy of it. Don’t just save it to your hard drive at home, back it up to a disk. One worm or virus and all your hours of labor are trashed!
Keep It Formal
A research paper is a formal type of writing. That just means there are many rules to follow as you write it. That should be a no brainer at this point! At any rate, here are some rules you need to follow as you write your research paper.
1. Unless your teacher has told you otherwise, avoid using:
• personal pronouns (I, me, we, us, you, etc.)
• contractions (can’t, don’t, won’t, couldn’t, etc.)
• slang
• emotionally charged or biased language
• abbreviations (etc., assoc., misc., KY)
2. Use the following: (look them up in Language Network)
• sophisticated vocabulary (use correctly, however!)
• proper grammar
• 1-2 long quotes in your paper (see below for a sample)
• 2-3 short sentences together to create a dramatic impact
• a few semi-colons ; throughout (learn how to use one!)
• subordinatting conjunctions
• coordinating conjunctions
• correlative conjunctions
• conjunctive adverbs
• sentence variety
➢ some short
➢ some long
➢ some compound
➢ some complex
➢ some compound-complex
3. Double space THE ENTIRE THING—figure out how to make your computer do this. Don’t hit the enter or return key a zillion times to make this happen or you’re a dork.
4. Type on one side of the paper in black ink size 12 Times New Roman (or similar) font.
5. Put your last name and the page number at the top of each page of your paper (all except the title page). This should be put in as a “header” at the top of your paper. If you don’t know how to do this, ASK!
6. Be sure to put in your parenthetical documentation AS YOU WRITE.
7. Your paper should be 5-10 pages, not counting cover page, outline or works cited.
Sample Long Quote (quote that is longer than 4 typed lines—each line is indented 10 spaces—2 tabs)
After discussing the problem further, quilting instructor Judy Lancaster acknowledges
The correlation between fabric patterns and the overall beauty of a piece of quilt work is undeniable; however, I am constantly amazed with the creativity and individuality displayed by the color and texture selections made by my quilting class students. They see potential beauty I might otherwise overlook. (A 5)
If you get stuck starting to write, check out
ASSIGNMENT 8
Type your entire first draft of your paper from cover page to last page and turn in for self/peer/teacher revision.
STEP 8: Works Cited
Coming at the end of your paper, the Works Cited is an alphabetized list of all the sources you actually use information from to write your paper. You may look at 20 sources, but only use 15 of them to help you actually write your paper. Those 15 sources are the ones you list on your Works Cited.
Take all your bibliography cards and remove any from the stack that you don’t actually cite in your paper. Alphabetize the remaining cards (corresponding to sources you mention somewhere in your paper) and you’re ready to type your Works Cited page. SEE PAGE 27 FOR AN EXAMPLE
General Information
• When using someone else’s thoughts, ideas or words in your own writing, you should give them credit in your writing. In research papers, there are very specific ways you should credit your sources.
• Pay close attention to the order to follow, capitalization, and punctuation when looking at examples. Follow examples very closely when writing down your own sources.
• Citations for books have 3 main parts: author, title, and publication information (place of publication, publisher, and date of publication). In the title, capitalize all major words. If several cities are listed for the place of publication, give only the first listed.
• You can shorten the publisher’s name as long as the shortened version is easily identifiable. (Prentice Hall can be Prentice; Oxford University Press can be Oxford UP; Simon & Schuster can be Simon)
• Give the latest copyright date for the edition you are using. If the book has had several printings (rather than editions) use the original publication date.
• For citations that take up more than one line on your index card or typed works cited page, indent the second and all subsequent lines 1 Tab.
• When citing newspaper or magazine articles, the publication information usually includes the periodical title, volume number, year of publication, and inclusive page numbers
• NUMBER ALERT—when citing articles longer than one page, give the second number in full for numbers through 99 (ex. 23-24). For numbers 100 and above, give only the last two digits unless this would create confusion .
• If part of the information from your example works cited are not included in your source (ex. you can’t find the author’s name or the web page’s sponsor) skip that part of your citation.
• Be sure to have a variety of sources. You shouldn’t have all web sites or mostly encyclopedias, etc.
Works cited/Bibliography MLA Style
Book by one author
Welty, Eudora. One Writer’s Beginnings. Cambridge: Harvard UP, 1984.
Book by two or three authors
Leghorn, Lisa, and Katherine Parker. Woman’s Worth. Boston: Routldge, 1981.
Book by more than three authors
Moore, Mark H., et al. Dangerous Offenders: The Elusive Target of Justice. Cambridge: Harvard UP, 1984.
Article from a newspaper or magazine
Duella, Georgia. “Literary Fold Look for Solid Comfort.” New York Times. 16 Apr. 1986: C14-15.
Interview
Friedman, Randi. Telephone interview. 30 June 1989.
Films and Videotapes
Erendira. Writ. Gabriel Garcia Marquez. Dir. Ruy Guerra. Miramax, 1984.
Internet
Butler, Josephine E. “Native Races and the War.” Victorian Women Writers Project. Ed Perry willet. 1998. Indiana U. 15 May 1988. Indiana U. 16 May 1998 .
Sample Works Cited Page
Create a “Works Cited” page—an alphabetized list of your sources.
Your Last Name and Page Number
Center This
alphabetized list interview
McCay 9
Works Cited
Gammon, Cledis. Telephone Interview. 28 Nov. 1987. encyclopedia
Garfield, Auston. “Insurance.” World Book. 2006 ed. book
Goldblum, Natta. Second Hand. New York: Martin Press, 2002.
Martin, Janet. “Announcements.” Mrs. J. Martin-English. 13 Apr. 2004. High School /MrsJMartin/H0.stm (10 Sep. 2006). web page
Wash, Gerry. “Yard Sales: Trash to Treasure.” Penny Pincher. Oct. 1997: 73-88.
article
Indent 2nd and all subsequent Entire Page Double Spaced
lines per entry 1 Tab space
Begin each new citation flush with the left margin
• PAY CLOSE ATTENTION TO ALL PUNCTUATION!!
ASSIGNMENT 9
Type your Works Cited page and turn it in for self/peer/teacher revision.
Works Cited Scoring Guide Name:
30 points Period:
Date:
Your Name and Page # at top 2 1 0
“Works Cited” Centered 2 1 0
Sources Alphabetized 3 2 1 0
Entire Page Double Spaced 3 2 1 0
1st Lines Flush with Left Margin 5 4 3 2 1 0
2nd & All subsequent Lines Tab 1x 5 4 3 2 1 0
10 or more sources listed 5 4 3 2 1 0
Follows MLA format 5 4 3 2 1 0
Total: ______/30
STEP 9: Revise
Just getting a paper typed doesn’t mean it is ready to be turned in. Proficient writing is proficient thinking. Take some time away from your paper, a few hours or even a few days. Then pick up your paper and read it aloud to yourself or someone else. Don’t just read it silently. Reading your writing aloud will help you hear things your eyes alone will miss.
Then it’s time to think and ask yourself a bunch of questions.
1. Are your thesis and main points clearly presented?
2. Have you provided adequate support for your thesis and main points?
3. Have you written an interesting introduction and conclusion?
4. Does your paper flow well from one idea to another?
5. Is your paper organized well?
6. Have you used a variety of sentences?
7. Are all of your sentences accurate and complete?
8. Have you used appropriate and varied wording throughout?
9. Do your sentences flow well from one to another?
10. Is your spelling correct—be sure to spell check, but that alone won’t catch all your boo boos
11. Is your punctuation correct?
12. Have you included some semi-colons too? ;
13. Have you used parenthetical documentation EVERYTIME you use information from one of your sources?
14. Is your punctuation correct with your parenthetical documentation?
15. Have you included a long quote? Is it typed correctly?
16. Does your paper LOOK like the example paper from cover page to works cited page?
17. Have you punctuated all titles correctly?
18. Do all of your parenthetical citations match an entry on your works cited page and vice versa?
19. “Are any paragraphs too long or too short for easy reading?” (Hacker 24)
ASSIGNMENT 10
Complete the self evaluations and peer evaluations on your paper from cover page to works cited page. Based on those evaluations, revise your paper.
Research Paper Name:
Self Evaluation Period:
Date:
1. My research paper has a title that catches readers' interest.
____ Yes ____ No ____ I have no title
2. My introduction catches the readers' interest by using an attention getter.
____ Yes ____ No ____ I have no introduction
If yes, which attention getter did you use?
_____ A question ____ Shocking fact/opinion _____ Other ( )
_____ A story ____ A memorable quote
3. My introduction includes my thesis in a way that is easy to understand.
____ Yes ____ No ____ I have no introduction
If yes, what is your thesis statement?__________________________________________
________________________________________________________________________
4. My introduction includes my three main points.
____ Yes ____No
If yes, what are your three main points?
1. __________________________
2. __________________________
3. __________________________
5. My paragraph(s) developing my first main point restates the point at the beginning of the paragraph(s), and supports the point by presenting essential information, facts, examples etc. to support that information. Sources are also stated when presenting outside information.
____ Yes ____ No ____ I have no first point
If yes, which methods are used to support your information in the first point?
____ facts _____ details ____ description
____ statistics _____ examples ____ quotes
____ survey results _____ tell a story ____ other ( )
6. The paragraph(s) developing my second main point restates the point at the beginning of the paragraph(s), and supports the point by presenting essential information, facts, examples etc. to support that information. Sources are also stated when presenting outside information.
____ Yes ____ No ____ I have no second point
If yes, which methods are used to support your information in the second point?
____ facts ____ details ____ description
____ statistics ____ examples ____ quotes
____ survey results ____ tell a story ____ other ( )
7. The paragraph(s) developing my third point restates the point at the beginning of the paragraph(s), and supports the point by presenting essential information, facts, examples etc. to support that information. Sources are also stated when presenting outside information.
___ Yes ____ No ____ I have no third point
If yes, which methods are used to support your information in the third point?
____ facts ____ details ____ description
____ statistics ____ examples ____ quotes
____ survey results ____ tell a story ____ other ( )
8. My paragraph(s) developing the conclusion restates not only the thesis but also the three main points.
____ Yes ____ No ___ I have no conclusion
9. The end of my conclusion leaves the reader with the same story, fact, quote, etc. that began the research paper through the attention getter.
___ Yes ____ No ___ I have no conclusion
10. My essay has been checked for spelling and grammar errors and is ready to turn in.
___ Yes ____ No ___ No, still needs work
Research Paper Name:
Peer Evaluation Period:
Date:
1. The research paper has a title that catches readers' interest.
____ Yes ____ No ____ There have no title
2. The introduction catches the readers' interest by beginning with the following attention getter:
____ Questions ____ Shocking fact/opinion
____ A story ____ A memorable quote
____ Other ____ No attention getter
3. The introduction includes a thesis statement in a way that is easy to locate and understand.
____ Yes ____ No ____ No thesis statement
If yes, what is the thesis statement?__________________________________________
________________________________________________________________________
4. My introduction introduces the three main points of the research paper.
____ Yes ____No
If yes, what are the three main points?
1. __________________________
2. __________________________
3. __________________________
5. The paragraph(s) developing the first main point restates the point at the beginning of the paragraph(s), and supports the point by presenting essential information, facts, examples etc. to support that information. Sources are also stated when presenting outside information.
____ Yes ____ No ____ There is no information to support
If yes, which methods are used to support your information in the first point?
____ facts _____ details ____ description
____ statistics _____ examples ____ quotes
____ survey results _____ tell a story ____ other ( )
6. The paragraph(s) developing the second main point restates the point at the beginning of the paragraph(s), and supports the point by presenting essential information, facts, examples etc. to support that information. Sources are also stated when presenting outside information.
____ Yes ____ No ____ There is no information to support
If yes, which methods are used to support your information in the second point?
____ facts ____ details ____ description
____ statistics ____ examples ____ quotes
____ survey results ____ tell a story ____ other ( )
7. The paragraph(s) developing the third point restates the point at the beginning of the paragraph(s), and supports the point by presenting essential information, facts, examples etc. to support that information. Sources are also stated when presenting outside information.
___ Yes ____ No ____ There is no information to support
If yes, which methods are used to support your information in the third point?
____ facts ____ details ____ description
____ statistics ____ examples ____ quotes
____ survey results ____ tell a story ____ other ( )
8. The paragraph(s) developing the conclusion restates not only the thesis but also the three main points.
____ Yes ____ No ___ There is no conclusion
9. The end of the conclusion leaves the reader with the same story, fact, quote, etc. that began the research paper through the attention getter.
___ Yes ____ No ___ I have no conclusion
10. The paper has been checked for spelling and grammatical errors and is ready to turn in.
___ Yes ____ No ___ Checked but needs work
11. All peer evaluators should highlight any spelling, punctuation, or grammatical errors found in the paper. DO NOT ACTUALLY MAKE CORRECTIONS FOR THE WRITER!!!
STEP 10: Publish
FINALLY!!!! After hours of hard work and serious writing, you have a research paper. Give yourself a pat on the back for a job well done! Now, there’s just one thing left to do . . . TURN IT IN!!!
When you turn your paper in, include your final draft and notecards.
Suggestions:
1. Keep everything—you may be able to improve this paper and resubmit it for another class in your future.
2. If you’ve done a good job on your paper, you may be able to submit it for publication in a magazine or journal of some sort and get paid $$$$ for it. That’s what professional writers do. Why not you?
3. If you need a good transactive piece for your portfolio, you might be able to make slight modifications to your research paper to make it a feature article and use it in your senior portfolio.
ASSIGNMENT 11
Turn in the final draft of your paper and your notecards!! Put your paper in a manila envelope in the following order:
1. Cover Page
2. Outline
3. Paper
4. Works Cited
5. Note Cards
6. Bib Cards
7. A disk with your paper saved on it. (optional)
Research Grade Sheet Name:
Format
Cover Page
correct format w/clear, clever title 10 8 6 4 2 0
Outline
last name & page # 2.5 0
double spaced 2.5 0
thesis statement 2.5 0
correct format 2.5 0
Documentation
documents q, p, & s 5 2.5 0
period after ( ) 5 2.5 0
includes author & p# 5 2.5 0
“” around quotes 5 2.5 0
documents every source 5 2.5 0
Long Quote
used in paper 2.5 0
indented 2 tabs from left only 2.5 0
no quotation marks 2.5 0
4 typed lines 2.5 0
Works Cited Page
center heading 2 0
1st line of each source begins at left margin 2 0
2nd & subsequent lines indented 1 tab 2 0
alphabetized 2 0
correct punctuation 2 0
10 sources (min.) 5 4 3 2 1 0
all sources cited in paper 2 0
variety of sources (5 or more types) 5 4 3 2 1 0
Overall
double spaced, plain font, size 12 type 3 0
5-10 text pages 5 0
name & p# at top of every page except cover page 2.5 0
underline book, magazine, newspaper, & web site titles 2.5 0
“” around article & web page titles 2.5 0
adequate paragraphing 2.5 0
bib. cards, note cards, rough draft & final draft in manila envelope 5 2.5 0
TOTAL: ____________/100
Research Grade Sheet Name:
Content
Introduction
catches interest 2.5 0
thesis well stated 2.5 0
main points presented 2.5 0
Purpose/Audience
establishes, maintains purpose 5 2.5 0
communicates with audience 2.5 0
formal voice/tone, uses 3rd person 5 2.5 0
achieves purpose 5 2.5 0
Idea Development/Support
main points support thesis 2.5 0
main points are supported 5 2.5 0
details make the ideas clearer 2.5 0
adequately covers & supports topic 5 2.5 0
Organization
outline coincides with paper 2.5 0
order of ideas makes sense 2.5 0
clear use of transitions 2.5 0
writing is easy to read and understand 2.5 0
Conclusion
clear conclusion w/summary 5 2.5 0
restates thesis 2.5 0
Sentences
varied structure & length; complete 10 5 2.5 0
Language
correct, effective word choice & usage 5 2.5 0
sophisticated style: active, varied 5 2.5 0
Correctness
spelling 5 2.5 0
punctuation & capitalization 5 2.5 0
Research Writing Style
research information consistently relates to thesis 2.5 0
ANALYSIS & EVALUATION; not merely a report 5 2.5 0
mixture of writer’s words & research woven into text 5 2.5 0
TOTAL ___________/100
Works Cited
Blau, Sheridan., et. al. The Writer’s Craft: Purple Level. Evanston: McDougal-Littell, 1995.
Brent
Hacker, Diana. A Writer’s Reference. 2nd ed. Boston: Bedford, 1992.
Hubbuch, Susan M. Writing Research Papers Across the Curriculum. New York: Holt, 1985.
Proctor University of Toronto Website
Rizzo, Betty. Priorities: a Handbook for Basic Writing. New York: Harper, 1985.
Stanford, Gene and Marie Smith. A Guidebook for Teaching Composition. Boston: Allyn and Bacon, 1978.
Troyka, Lynn Quitman. Simon & Schuster Handbook for Writers. 2nd ed. Englewood Cliffs: Prentice Hall, 1990.
free_resources/lit_kit/guide.htm
THIS PAGE NEEDS REVISION & CORRECTION
Index
|Article bib card |12, 35 |
|Audio Visual |15 |
|Bibliography cards |10, 11, 12, 13, 21, 25, 26, 35 |
|Big Question |7, 8, 9 |
|Book bib card |12, 35 |
|Books |14 |
|Brochures |16 |
|Document |10, 11, 19, 31 |
|encyclopedia bib card |13 |
|encyclopedias |15 |
|Focus |7 |
|Index (using one) |14 |
|Internet bib card |13, 35 |
|Internet searches |15 |
|Interview bib card |13, 35 |
|Interviews |16 |
|KVL |17-18 |
|Library |16 |
|Long Quote |23, 24, 28 (see Troyka quote), 34 |
|Main points |7, 9, 24, 28, 33 |
|Note cards |10, 24, 25, 26, 32, 33 |
|Notes |22, 33 |
|Pamphlets |16 |
|Paraphrase |19, 22, 23, 24, 31 |
|Parenthetical documentation |10, 19 |
|Periodicals |15 |
|Plagiarism |10, 21, 23, 24 |
|Primary sources |14 |
|Purpose |6, 7, 9, |
|Quote |19, 22, 23, 24, 25, 31 |
|Quote within a quote |22, 24 |
|Research |14, 33 |
|Research paper |1, 33, 34 |
|Secondary sources |14 |
|Short Quote |23, |
|Sorces |14, 21, 24, 26, 31, 33, 35 |
|Source cards |see bibliography cards |
|Summarize/summary |19, 22, 23, 24, 25, 31 |
| |14, 22 |
| | |
|Table of Contents (using one) | |
| Thesis statement |7, 8, 9, 29, 33 |
|Topic |2, 3, 4, 5, 6, 9, 26, 33 |
| | |
|BGHS Library |14 |
|Works cited |10, 26, 27, 31, 35 |
|Resources |see "sources" |
|Outline |28-30, 33 |
|Formal Sentence Outline |28-30 |
|MLA |31 |
|Formal Writing |34 |
Appendix
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