Participation in Government



Participation in Government

Research Paper

Directions

Name: __________

Period: ________

Date due: _____

All directions and paper will be completed on Google Classroom and Google Drive

Selecting a Topic for the Research Paper

Keep in mind you want to select a topic that (1) you will be interested in enough to research and write (SIX PAGES), and (2) that you are not so passionate about that you cannot write a research-based paper rather than an opinionated essay.

Directions:

1) Go to Kenmore East’s library homesite:

2) or to my libguide

3) Scroll on the link to databases and select Opposing Viewpoints - Password Library

a. This is my favorite database! It gives great information on so many real world issues and gives clear, concise facts about those topics.

4) There are two ways for you to search for a topic:

a. Use the search at the top of the page. Type in the topic you would like to research.

b. At the top of the page you can click Browse Subjects. Click view all and see if a topic seems interesting.

5) This database will give you magazine articles, newspapers, and opposing viewpoints to help you with the research.

6) This link will give you all the databases that KE subscribes to:



Your Job:

1. To find a topic that you would like to research.

2. Gather information and start taking notes.

3. Below are some topics that you might want to research. These are not all of them!

Possible Topics:

1) Air Pollution

2) Gambling

3) Water Pollution

4) War on Drugs

5) Legalized Gambling

6) Gun Control

7) Prayer in School

8) Violence in School (Zero Tolerance)

9) Equal Employment Opportunity

10) Affirmative Action

11) Recycling

12) Internet Regulation

13) Cellular Phone Regulations

14) Freedom of Information Act

15) Same Sex Marriage

16) Homosexuals in the Military

17) Megan’s Law (sex offenders)

18) Immigration

19) Cloning

20) Drug Testing (in school and the workplace)

21) Alcohol (DWI, DUI, etc.)

22) Smoking

23) Welfare

24) Kendra’s Law (disabled)

25) Minimum Wage

26) Child Labor Laws

27) NAFTA

28) Oil Drilling

29) Election Reform

30) Campaign Finance Reform

31) Dress Codes

32) Censorship

33) Student Search and Seizure

34) Euthanasia (Assisted Suicide)

35) Flag Burning/Desecration

36) Hunting Laws

37) Sexual Harassment

38) Tobacco Restrictions

39) Domestic Violence

40) Drugs in Sports

41) Corporate Outsourcing

42) Defense Spending

43) Stem Cell Research

44) Eating Disorders

45) Election Reform

46) Obesity

47) Hate Crimes

48) Advertising

49) NASA Funding

50) Pledge of Allegiance

51) Police Brutality

52) Press Freedoms

53) Prison Reform

54) Religious Freedoms/Restrictions

55) Breastfeeding

56) Teen Pregnancy

57) Teen Curfews

58) Cosmetic Surgery

59) Title IX – Girls Sports

60) Water Quality

Research

Using the library and the databases there you will have to research your topic. You will have to have at least five sources cited in your paper. That means that you will probably have to have more sources as you may not use all of them in your paper. You must use several types of resources, i.e. books, articles, internet, databases (three different kinds) You will be required to use noddlebib for your notes. See directions at the end of the packet and ask the librarian. When taking notes on the computer please make sure that you fill out all of the blanks. If you do not fill out these blanks you might not be able to cite them correctly later in the paper.

Organizing Research

Four Sections of your paper need sound research and analysis. You will use the following sheets to organize your information before you type your outline.

1. In each section you will write out pieces of information; since this is a note card, abbreviations and shorthand is acceptable.

2. After each piece of information, an in-text citation must be given.

3. After each fact write in your own words one sentence on how the fact will support your thesis statement.

4. For each of the four sections you must have a minimum of 10 facts.

5. An example has been provided to you for each section.

6. If you need more room, hand write on a separate sheet of paper and staple to packet.

I: Thesis Statement:

II: Describe the Problem: where does it exist? Who is affected? What issues at stake?

Fact: Minors and rights: Most U.S. states have laws requiring that parents either be notified or give consent when their underage daughters want to get abortion (Abortion 2007). My Words: Minors will be less likely to get abortions when these parental laws are strictly enforced. When minors don’t have abortion as an easy option, pregnancy prevention becomes a better decision.

III: Provide Evidence that a Problem Exists: list statistics, facts, percentages, relevant personal stories.

Fact: On March 17, 2006 the FDA reported the deaths of two women who had taken RU-486, which was sold under the brand name Mifeprex. The total number of deaths in the U.S. is up to 6 since 2000 (Abortion Pill 2007). My Words: This pill that prevents conception is causing death to women.

IV: Why Does the Problem Exist: Economic, Geographic, Political, Psychological or other Factors

Fact: The Republican Party can win when the pro-life issue is thrust from the center to the periphery of the party’s concerns. Even the pro-lifers do note see themselves as one-issue voters (Arkes 2007). My Words: Abortion is becoming the accepted norm even to staunch Republicans who avoid the issue. It is not a key plank of any 2008 Republican Presidential platform.

V: Describe the Current Policy: Current Laws, Presidential or Congressional Involvement? Court Cases

Fact: On April 18, 2007, the Supreme Court announced a deeply divided, 5-4 decision that upheld a federal ban on partial-birth abortions despite the lack of an exception to protect the mother’s health (Gonzales v. Carhart, 2000 ruling upheld). (Gordon 2007). My Words: The Court has moved more conservative with the addition of Chief Justice John Roberts. He along with the other five members of the Court support life more than a women’s right to choose abortion.

Outline

What is an outline?

An outline is the organizational plan for your paper. You know your starting point: your introduction and thesis/research question. You know your destination: some sort of summative and thoughtful conclusion. But how are you going to get from one to the other? What's your vehicle? See, an outline doe not just help you articulate what you plan to say, but also how you are going to move from supporting paragraph to supporting paragraph, how you are going to get where you want to go. You need to complete this in noodlebib. See the end of the packet for directions.

The importance of outlines:

• if you can't articulate your paper even in point form, you won't be able to do it effectively in prose and it will take you much longer to write an inferior draft

• if you do find structural problems or gaps as you outline, it's easier to fix them now than to try and totally revamp a rough draft.

• any teacher will tell you that you will lose more points for lack of substance than for lack of writing style; outlines are all about the foundation and direction of substance

• outlines make drafting less stressful not only by describing the relationship of your ideas to each other and to the thesis or question, but because you now have small manageable chunks to tackle

Use the sections that are already given to you as your major headings and then create the subheadings as you type on Noodlebib. Here is a skeleton rough draft started for you:

I. Introduction

a. Topic

b. Thesis Statement

c. Interesting fact/stat to grab attention

II. Describe the Problem

a. Where it exists

b. Who is affected

i. How people are affected

c. What issues are at stake?

III. Provide evidence that a Problem exists.

a. Statistics

b. Charts/graphs

c. Facts

d. Personal Experiences

e. Credible Additional Information

IV. Why does the Problem exist?

a. Contributing Factors that cause problem

ii. Economic factors

iii. Geographic factors

iv. Sociological factors

v. Political factors

vi. Psychological factors

V. Describe the current policy

a. Current Law(s)

i. Executive Involvement

ii. Legislative Involvement

iii. Dates, facts, etc.

b. Court Cases

i. Judicial Involvement

VI. Develop policy alternatives

a. Your changes to law (or completely new law) to fix problem

b. Justify how realistic it is and how effective it will be

c. Analyze the costs vs. the benefits of this change

VII. Conclusion

Outline Grading Rubric

|Describe the Problem|Provide Evidence |Issue Analysis |Describe the Current |Viable Solutions |

|(5) |(5) |(5) |Policy |(5) |

| | | |(5) | |

|Lacks, or needs more|Does not have enough |Find more research |Need more research on |Be more specific on |

|on, description of |statistics, charts or|key players |programs already in |what laws (programs) |

|what problem is |graphs. | |place and laws already|should be changed or |

|(researched) | | |in place |added. |

| | |Find more on interest| | |

| | |groups | | |

|Lacks or needs more |Does not have enough | |Need more research on |Your policy is not |

|on description of |facts to support | |what level of gov’t |clearly stated enough|

|who it is affecting,|thesis | |this issue is a focus | |

|groups | | |for: local, state, or | |

| | | |federal | |

| | |Find more polling | | |

| | |information | | |

| | | | |Your policy must be |

| | | | |more practical ~ |

| | | | |realistic |

| | |Find more on elected | | |

| | |Official views on | | |

| | |issue? | | |

|Lacks or needs more |You must find more | |Find more research on | |

|on how a problem for|credible stories or | |court cases or Supreme| |

|society |anecdotal experiences| |Court involvement | |

| |to support thesis | | | |

| | | | |Who would cover the |

| | | | |costs of your |

| | | | |alternatives |

| | | | | |

Final Grade: ______________________ out of 25 points

Thesis Statement

Example #1:

Topic: The topic I have chosen to write a research paper on is the capital punishment.

Laws: New York State does not have a capital punishment law. In June 2004, the state's highest court ruled in People v. LaValle that the state's death penalty statute violated the state constitution and New York has had an effective moratorium on capital punishment since then.

Thesis: The death penalty is not used enough throughout our country. There are too many loopholes and restrictions that allow death row inmates to live out their natural lives, rather costly, on the tax payers’ money.

Example #2:

Topic: New York State Driving Laws

Laws: The minimum driving age is 16 in New York State. There are certain restrictions for drivers under the age of 18.

Thesis: Even though all legal drivers have taken a road test and received their licenses, it does not mean they are able to operate a vehicle after reaching a certain age and physical condition. In New York State there are no laws requiring elderly drivers to take a physical test to prove they are not a risk on the road. Often times, elderly drivers are not aware of their weakened physical state and end up injuring and killing themselves or others. A physical test performed by a doctor is needed to insure that elderly drivers are able to operate a vehicle without causing casualties.

Final Paper Example

Stew Dent P.I.G. Period #10

October 2015 Final policy Paper

In 2004, 5,896 people between the ages of 16 and 20 were killed in alcohol related accidents (Van). New York’s policy against driving under the influence considers any person with a blood-alcohol concentration of .08 or above intoxicated. If convicted, the person may face a fine of $1000 or more, suspended driver’s license, alcohol related driving classes, probation and/or jail sentence (Driving). Even though not every person who drives after consuming an alcoholic beverage will be in an accident, all drivers, even experienced drinkers, are significantly impaired after 3 to 4 drinks (Van); therefore although the DWI Laws are a good idea, they need to be enforced in a more effective routine to have the outcome they expect to. Drunk driving began as a problem far before 2011. In 1995, 44,731 people were arrested for driving under the influence. Since then, this number has dropped, and then increased, to the current year (New). This change occurs to the change in consumption of alcohol. The reason for the most current increase has many factors including peer pressure and the entertainment that teenagers are exposed to. Although New York has sufficient Driving while Intoxicated Laws, they aren’t enforced properly to avoid alcohol related accidents. “According to the National Highway Traffic Safety Administration (NHTSA), three out of ten people in the United States will be involved in an alcohol- related car crash at some point in their lives” (Mandralla). After studies, it has been shown that driving after drinking has more occurrences with people under 21 due to peer pressure (Mandralla). According to the New York State DWI laws, these are the ages in which people should receive the most intense punishments because they are under the legal age to consume alcohol to begin with (NY). Students in high school are the most susceptible to peer pressure causing them to be in alcohol related crashes. “When it’s time to leave a party, finding a sober driver can be tough” (Mandralla). Most high school students who are under the age of 21, do not feel comfortable calling a parent to pick them up after they have been drinking; therefore getting behind the wheel when they shouldn’t. Between 2002 and 2008 the total number of deaths due to a drunken driver increased from 409 to 513 deaths. In each of these cases at least one person or more involved in the accident had consumed an alcoholic beverage the same night as they killed another person (Mandrall). One example of the devastating effects from drinking and driving involved an 18 year old female in New York State. After drinking at a party, she decided to get into a car with a friend, who had also been drinking that night. The driver, who was speeding, slammed violently into a tree and the eighteen year old girl, the passenger, suffered a traumatic head injury. Although she was not the one driving, she made the decision to get into the car with a drunk driver and was in a coma for 81 days. After waking up, she cannot do anything for herself. “Her mother describes her as being ‘like an infant’ “(Mandralla). The female has partial paralysis and admits that being in a car with a drunk driver ruined her life.

Another example of the tragedies of drunk driving happened in 2011. A drunken man slammed his dodge caliber into a family who was enjoying a hayride. In this accident, he injured 13 people, all relatives. They were all rushed to the hospital, and the drunk driver tried fleeing from the scene. This was his second charge with a DWI, this time more severe for injuring a family. At the time of this accident, the man driving was on probation from consuming alcohol from his DWI arrest last year. This accident is a good representation that the driving while intoxicated laws of New York State don’t successfully solve the growing problem of drunken driving accidents. Although arrested once before for this problem, the punishment did not stop this man from doing it yet again and injuring a family.

Another tragic example is what happened to Katie, a female only age sixteen. She suffered from a drunken driving accident when she decided to get into the car with somebody who had been drink. Her reason behind why she got in the car was “I though the guy was driving pretty hot, so of course I got in the car with them” (Mandralla). She realized, after being in a coma for seven weeks due to an alcohol related crash that she should have thought before getting into the car. She suffered from a broken arm, broken leg, and multiple internal injuries. In addition to that, she suffered major brain trauma which left her mom having to teach her the basic functions to live. Due to her severe condition she gave up her dreams of going to college (Mandralla). The laws need to be enforced to prevent accidents that can easily be prevented.

In New York State, the policy on driving under the influence differs with each situation: who you’re in the car with, your age, and/or how many times you’ve been charged with a DWI. “Your first conviction for driving while intoxicated (DWI) in the State of New York with a BAC of .08 percent or higher is a misdemeanor. You will be fined from $500 to $1,000 and you could spend up to 1 year in jail. Your driver’s license will be suspended for a minimum of 6 months and you will be ordered to pay a mandatory conviction surcharge. You will also be ordered alcohol screening and evaluation prior to sentencing (NY).” If a person is driving with a passenger under the age of 16 and charged with a DWI they can serve up to four years in jail, a $5,000 fine, and a class “E” felony. This law, known as Leandra’s Law, was put into effect on November 18, 2009 (NY). Driving under the influence with a child should be strictly enforced because the driver is putting someone at risk that isn’t responsible for getting in the car or not if they are not old enough to make their own decisions, but it not always is. After your first offense of driving under the influence, the punishments increase with each occurrence following the first. With a second offense, the person charged has a minimum one year licenses suspension, 30 days of community service, felony charge, time in prison anywhere from five days to four years, and a fine ranging from $1,000 to $5,000. If a person happens to get charged with a DWI a third time, which does occur often, the person has a class “D” felony charge, 60 days of community service, fine’s from $2,000 to $10,000, jail from ten days to seven years, they must pay mandatory surcharge, one year minimum licenses suspension, alcohol assessment, and an ignition interlock device in which they must blow into a breathalyzer to be able to start their car (NY). A person’s BAC or blood alcohol content is the amount of alcohol in a driver’s bloodstream. A persons BAC can be measured in multiple ways; sobriety tests, breathalyzer tests, or a urine test (BAC). In New York State all drivers with a BAC of .08 or higher are considered to be drunk and therefore will be charged with a DWI. Any driver under 21 with a BAC of .02 or higher can be charged with a DWI because it is illegal to consume alcoholic beverages under the age of 21 in New York State. A Commercial Vehicle Driver with a BAC of .04 or higher is considered to be legally intoxicated. In New York State, there is an implied consent law in which any and all drivers agree to submit to a test, testing their blood alcohol concentration. If any driver refuses this test, they face suspension of their license for a minimum of one year and fined $500 on the driver’s first refusal of the test (NY). New York has laws to prevent drunken driving accidents, but there are flaws. Not only are there flaws in the law, but also flaws in the way that the DWI laws are enforced. It is too easy for somebody to get a DWI and do it again because their punishment the first time isn’t as forceful as it should be. The laws in Ohio are much more forceful and they show in statistics by having a lower number of deaths due to alcohol related accidents. In Ohio, for your first conviction of a DWI, you are mandated for a minimum three days in jail and your driver’s license is always suspended for 6 months to even three years. In addition to suspension of your driver’s license, your administrative license is suspended for three months. You are also mandated to attend an alcohol intervention class, which educates on the dangers of alcohol and ways to avoid the temptations and peer pressure, as well as drug/alcohol assessment and treatment programs. In addition to all the punishments above, the convicted person is assessed six points on their driver’s license. Not only are the laws in Ohio more forceful, they are also enforced in a better manner. The punishments apply to all people convicted under all circumstances, unlike New York where not everybody is punished the way that they need to be (New).

In New York, despite the attempts to prevent alcohol related accidents, the state still witness’s many deaths a year due to a drunk driver. In order to decrease these numbers New York needs to implement laws that will actually make a change in these statistics and a part of that is the way the society enforces the laws. When somebody is pulled over a DWI, the laws need to be told the way that they are written. It shouldn’t matter the type of lawyer the person gets, the punishments for this conviction need to be uniformed. If this was so, and every person who was convicted was to be in jail and have their license suspended, maybe New York could prevent people from being convicted a second or a third time; and lowering the statistics of drunk driving accidents.

“New York allows hardship licenses if an offender's license is suspended. The offender is allowed certain driving privileges, such as driving to work, in case a hardship is present, such as being the family's sole breadwinner” (New York State). This policy that the offender can drive under certain conditions should be taken away. If a person is going to drink and drive once, most of the time they don’t care if they do it again: this is where the accidents come to play. People who are convicted with a DWI knew that what they were doing was wrong, but did anyway. If these people are told that they have a restricted driver’s license, nothing will stop them from taking advantage of that as well. After a conviction, the person needs to be suspended from all driving. “However, in many states, the penalties and fines associated with drunk driving can be mitigated if an alcohol education program is completed” (New York State). This is another flaw in New York States drunk driving policy. Many people will take advantage of this “escape route” out of their punishment. If a person doesn’t want their vehicle and/or license suspended the court offers them a way to get around that. This policy allows people to continue to drive even after DWI conviction.

An example of a man driving after being convicted for a DWI happened in 2011. He was charged with a DWI after swerving across 2 lanes on the thruway and ending up at the median. Although he was charged with a DWI with a .16 BAC, he was released before his court date coming up on December 6th (Utica). After being convicted with a DWI charge, the offender should be held in jail until seen in his court date. Although not everybody, some people would continue to drink and drive during that time between his release date and court date. Not often, but sometimes this is when the accidents occur because the offender has not yet had punishment for this actions.

These laws implemented by New York State should be enough to not completely rid of DWI’s, but to drastically decrease the number of accidents we see each year. In other states where their drunken driving accidents are not as high, they do more to help prevent these then just implement stricter laws against it. They are sure to enforce the laws the same with each individual, but most importantly they also educate the drivers on the dangers. Although in New York you might learn a little in the mandatory 5 hour pre-licensing course, it is not enough to aid in the prevention of these serious car accidents.

New York State has attempted to secure laws to prevent drivers from alcohol related car accidents. While its laws sound like a good idea, they are not properly enforced or powerful enough to have the results that the society as a whole requests and desires. The citizens in New York State still deal with multiple deaths yearly, losing their loved ones, because of someone who chose to get behind the wheel after consuming alcohol. If society was to enforce these laws, a family may save a loved one from a tragic accident that easily could have been prevented.

Works Cited (This page was shrunk to fit to save paper for this example only.)

“BAC.” . The New York Times Company, 2011. Web. 1 Dec. 2011. .

Caulfield, Philip. “Drunk Driver Crashes into Family Hayride, Injuring 13; ‘He Could Have Wiped out the Whole Family.” New York Daily . , 2011. Web. 1 Dec. 2011. .

Driving Under the Influence. Detroit: Jeffrey Wilson, 2006. Gale Student Resources in Context. Web. 22 Sept. 2011. .

Mandralla, Valerie, and Janet Grosshandler. Drinking and Driving Now What? New York City: The Rosen Publishing Group, 2012. Print.

“New York Drunk Driving Statistics.” DUI Drunk Driving. N.p., 2011. Web. 1 Dec. 2011. .

“New York State DWI, DUI.” DUI Foundation. N.p., 2008. Web. 2 Dec. 2011. .

“NY DWI Laws.” Driving Laws. , 2011. Web. 29 Nov. 2011. .

Reinberg, Steven. “More Young Woment Driving Drunk; Some Blame Societal Pressures for Increase in Fatal Crashes Found in U.S. Study.” Consumer Health News 17 Feb. 2010: n. pag. Gale Student Resources in Context. Web. 27 Sept. 2011. .

“Utica Man charged with DWI after accident on thruway.” WKTV 2011: n. pag. . Web. 2 Dec. 2011. .

Van Tuyl, Christine. Drunk Driving. Farmington Hills, MI: Bonnie Szumski, 2006. Print.

Wilson, Mike. Drunk Driving. Farmington Hill, MI: Christine Nasso, 2007. Print.

FINAL Rubric for Participation in Government Policy Paper

Name _______________________________

|Category |10-9 Points |8-6 Points |5-0 Points |

|Thesis Statement/Problem | Problem is clearly defined in a |Problem lacks some clarity or |Problem is unclear or thesis |

| |well written thesis statement |thesis statement is not well |statement is poor |

|Score _____ | |written | |

|Proving the Problem Exists | Presents sufficient data, |Presents some data, testimony,|Presents insufficient data, |

| |testimony, interviews, etc. to |interviews, etc. to prove the |testimony, interviews, etc. to|

|Score _____ |prove the problem exists in our |problem exists in our society |prove the problem exists |

| |society | | |

|Describing the Present Policy | Does a thorough job of describing |Does an adequate job of |Policies, laws, etc. that |

| |present policy, laws, etc. that |describing present policy, |exist are listed but not |

|Score _____ |exist to deal with the problem |laws, etc. that exist to deal |explained |

| | |with the problem |No policy is described |

|Taking a Stand on the Present | Takes a clear position on whether |Position on present policy |Does not take a position on |

|Policy |they agree or disagree with present|vague |the present policy |

| |policy | | |

|Score _____ | | | |

|Supporting your position | If agreeing with present policy, |Agrees with present policy and|Agrees with present policy but|

| |sufficient data is presented to |presents adequate proof that |proof presented is not |

| |prove how it is working |it is working |convincing |

| |If disagreeing with present policy,|Disagrees with present policy |Disagrees with present policy |

| |sufficient data is presented to |and presents adequate proof |but proof that it is not |

| |prove the present policy is not |that it is not working. |working is not convincing |

| |effective as well as a possible | |Proof is non-existent |

|Score _____ |alternative to the present policy | | |

|Conclusion |Well written conclusion that |Conclusion does not support |Conclusion is not well written|

|Score _____ |supports introduction |the introduction |or missing |

|Accuracy of facts | All facts, data, etc. are well |Most facts, data, etc. are |Facts, data, etc. are not well|

| |selected, relevant to the topic, |well selected, relevant to the|selected, irrelevant to the |

| |and historically accurate |topic, and historically |topic, and historically |

|Score _____ | |accurate |accurate |

|Style | Minimum 6 FULL pages |Minimum 6 FULL pages |Less than 6 pages |

| |No typing errors |Some typing errors |Typing errors |

| |Correct order |Correct order |Lacks order |

|Score _____ |Times New Roman Size 12 |Errors in Basic Requirements |Does not follow |

| |font, double spaced, 1 inch | |Basic Requirements |

| |margins, no cover page | | |

|Organization/ Mechanics |Logically organized by date or |Lacks some org. by date or |Little organization |

| |topic |topic |Many spelling and grammar |

| |Spelling and grammar are correct |Some spelling or grammar |errors such as |

| |Proper parenthetical form on all |errors |run-on-sentences |

| |in-text citations |Improper/missing parenthetical|No parenthetical references |

|Score _____ | |in-text citations | |

|Sources |Minimum of 5 sources |Minimum of 4 sources |Less than 4 sources |

|Works Cited Page |Minimum of 3 different types of |Minimum of 2 different types |Only 1 type of source |

| |sources |of sources |does not follow |

| |follows correct M.L.A. style |errors in M.L.A. style |correct M.L.A. style |

|Score _____ | | | |

Total Score _____________/100

Please note if you do not revise your paper -10 points!

Google Drive Paper Directions

You will find the paper directions in your google classroom drive. You will also find an assignment that already has your name and assignment name for you to start typing on. This is where you are going to type your assignment and where you are going to turn in your rough and final draft. I will make comments on the rough draft through google classroom and return them to your drive to correct and send back to me.

Noodle Bib - Users Guide

Bibliography

1. Click on the Kenmore East Website

2. On the top of the page click on Library

3. Click on Noodletools

You will see the page below

Username: kenmoreeast

Password – KEHS

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Click on New Project

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Click on MLA

Click on Advanced

Description: Government Paper

Click on Sources on the Top

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Select a citation type

Click Create Citation

You mostly will choose from:

Book

Database

Journal

Magazine

Newspaper

Website

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When you are finished you will export all of your sources to a Microsoft Word file.

Press the Print/Export button to google docs.

If you have any questions, please ask the librarian.

NoodleTools

Notecards

We are going to try to put our notecards on the computer. Here are screen shots to get your started.

Click on your project

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Click on Notecards

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Click on New (Green Button)

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Type in your information either paraphrased from the book/website or a direct quote. Make sure that you have the citation at the top of the page. When you are finished click on the save and close button. Continue to make a card for every idea and new source

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NoodleTools

Electronic Outline

On the right side of the screen is an outline feature. To add topic press the green add sign. To move the topic to the left or the right, use the arrow keys. To delete a topic press the delete button. To put your notecards under the outline, drag your cards from the left side of the paper to the outline section. I have shown you a beginning of an outline.

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This shows the notecard dragged into the outline.

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If you click the print button in the upper right side you can print your notecards and outline if you want to. Printing is not mandatory.

Make sure all of your work is saved before you logout.

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