8th grade research project name: -...
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1
8TH
GRADE RESEARCH PROJECT
Name: _______________________________
TABLE OF CONTENTS
**―Parent Letter‖………….…………………………………………………………………….………………i
―Project Timeline‖……………………………………………………………………………….……………...ii
**―Graded Activities‖…………………… …………………………………………………….……………iii-iv
**―Time Log‖………………………………………………………………………………….………….……2
―Grading Rubric‖……………………………………………………………………………….………………3
**―Topics to Consider‖……………………………………………………………………….…..…………….4
―Pro/ Con Questions with Issues‖…………………………………………………………….………………5-6
―Research Planning‖…………………………………………………………………..……….………….…….7
―Deciding Your Issue Graphic Organizer‖…………………………………...………………….….…………..8
―Resources and Works Cited Information‖…………………………………………………….…….…………9
―Top of Notebook Page‖……………………………………………………………………….……………….10
―Note Taking‖…………………………………...………………………………………………………………11
―Keep from Plagiarizing‖…………………….………………………………………………………………....12
―Guidelines for Parenthetical Documentation‖…………………………………………..…………………13-14
―Evaluating Websites‖…………………………………………………………………………………………..15
―The Thesis Statement‖…………………………………………………………………………………………16
―How to Write An Outline‖……………………………………………………………………………………..17
―Sample Notebook Page‖……………………………………………………………………………………….18
―Sample Works Cited Page‖…………………………………………………………………………………….19
―Research Paper Reflection‖…………………………………………………………………………………….20
** Parent signature is required
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TIME LOG 8
th Grade Research Project
Name: _____________________________
Date: Sources Used:
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RESEARCH PAPER GRADING RUBRIC
Name: __________________________________ Block: ______________ Date: ______________
**Keep this and put in your folder when you turn in your paper.
Grade 1: FORMAT /100 pts.
Length of paper- 3 to 5 typed pages /30 pts.
Sources- 3 books, 2 magazine/news sources, 2 print/online, 3 websites /20 pts.
Works Cited Page /20 pts.
Font- 12 pt. Times New Roman, Double-Spaced, Margins Correct /10 pts.
In-Text Citations- at least 10 used correctly /10 pts.
Title page, pages numbered, name on top right corner /10 pts.
Grade 2: CONTENT /100 pts.
Introduction grabs the reader and includes thesis statement /10 pts.
Paper is organized logically and includes smooth transitions /10 pts.
All information included supports thesis statement /10 pts.
Paper clearly presents research from both sides of the argument /40 pts.
Writer clearly states his/her position on the issue in paragraph 4 /20 pts.
Conclusion effectively ties up loose ends and paraphrases thesis /5 pts.
The paper is completely objective (except for paragraph 4) /5 pts.
Grade 3: GRAMMAR, SPELLING, AND MECHANICS /100 pts.
Paragraph Structure- 7-12 sentences /20 pts.
In-Text Citations are in parentheses (1 per source) /20 pts.
Sentence Structure and Variety (no fragments or run-ons!) /10 pts.
Word Usage (i.e. their/there/they’re, subject-verb agreement, etc.) /10 pts.
Punctuation Used Correctly /10 pts.
Spelling/ Other Grammar Mistakes /10 pts.
Direct Quotes used correctly with page numbers /10 pts.
Parents- Please review your child’s paper and check to be sure that the above guidelines have been
followed.
Parent Edit (signature) _____________________________________________________ /10 pts.
4
TOPICS TO CONSIDER
Parent Signature: __________________________________________
1. ALCOHOL—TOBACCO – DRUGS
Legal age for drinking
Smoking in public places
Legalization of marijuana
2. ANIMAL RIGHTS
Medical experimentation
3. CIVIL LIBERTIES
**Affirmative action
Racial profiling
**DNA testing of suspects
**Patriot Act: the right of the individual vs.
suspicions of terrorism
School issues: locker searches, uniforms,
dress code, pledging the flag, school prayer,
bullying
4. CRIME & CRIMINALS
Gun control
Death penalty/Capital punishment
Juvenile offenders
5. IMMIGRATION
**Impact on U.S. economy
English as official language of U.S.
6. SCIENCE – TECHNOLOGY
**Cloning
Genetically engineered food
**Stem cell research
Space exploration
Artificial intelligence
7. MEDICAL
**Mandatory vaccinations
Cosmetic surgery for teens
Teen dieting
**Organ transplants
**Euthanasia
**Alternative medicine
8. CENSORSHIP OF THE MEDIA
**Book banning
Violence in television and movies
Music lyrics & Music videos (i.e. MTV)
Internet
9. ENVIRONMENTAL ISSUES
Global warming
10. ENVIRONMENTAL ISSUES
**Alternative energy sources (Nuclear,
Solar, Wind, etc.)
11. SPORTS
Steroid use/Random drug testing of athletes
Violence
Salary cap
Gender equity
12. SOCIETAL RESPONSIBILITIES
**Government or private responsibility
towards the homeless problem in America
**U.S. responsibility to protect human
rights throughout the world
13. MISCELLANEOUS
**Evolution vs. creationism
Use of the atomic bomb
Nuclear weapo
5
PRO/CON QUESTIONS WITH ISSUES TO EXPLORE
1. ALCOHOL—TOBACCO—DRUGS
Should the legal age for drinking be 18 or 21
years old?
Parent/Guardian involvement
Drunk driving
Abuse of alcohol at colleges
Should smoking be banned in public places?
Health effects of second-hand smoke
Rights of the smoker
Economic effects
Should marijuana be legalized in the US?
Medical uses of marijuana
Impact on crime
Privacy rights
2. ANIMAL RIGHTS
Should animals be used for medical
experimentation?
Rights of animals
Health benefits to humans
Alternatives to animal testing
3. CIVIL LIBERTIES
**Should affirmative action continue to exist in
the United States?
College admissions
Hiring in the workplace
Discrimination
Should law enforcement agencies be allowed to
practice racial profiling?
Constitutional rights
Discrimination
Public safety
**Should DNA testing of criminal suspects be
allowed?
Accuracy of testing
Public safety
Privacy rights of the suspect
Should prayer be allowed in public schools? (see
other school issues)
Constitutional issues
Individual rights
Diversity
Should public schools be able to impose a dress
code on students? (see other school issues)
Economic effect on families
Impact on student behavior and academic
performance
Freedom of expression
**Does the threat of terrorism give the
government the authority to restrict Constitutional
rights of the individual?
Constitutional rights/Patriot Act
Public safety
Discrimination/Profiling
4. CRIME & CRIMINALS
Is gun control unconstitutional?
Individual right to bear arms
Impact on crime rate and school shootings
Types of weapons
Should the death penalty be allowed in the US?
Impact on crime rate
Prisoner rehabilitation
Racism
Should juvenile offenders be tried as adults?
Death penalty
Rehabilitation as an alternative
Effect of imprisonment with adults
5. IMMIGRATION
**Does illegal immigration impact the United
States economy?
Impact on employment
Healthcare and public education of immigrant
children
Cost of border protection
Should English be the official language of the
United States?
Advantages of bilingual education
Diversity
Communication
6. SCIENCE—TECHNOLOGY
**Should cloning be allowed in the US?
Medical uses
Animal cloning
Ethics
Should genetically engineered food be allowed in
the United States?
Health risks
Environmental impact
World hunger
**Should stem cell research be allowed in the
United States?
Medical applications
Ethics
Alternatives
Should the federal government spend money on
space exploration?
More pressing needs
Advances in science, medicine, and
technology
Space shuttle accidents
Will advances in artificial intelligence benefit
society?
Impact on employment
Uses for artificial intelligence (i.e. medical,
entertainment, etc.)
Human vs. machine intelligence
6
7. MEDICAL
**Should public schools be allowed to require
vaccinations as a condition for admission to
school?
Safety of vaccines
Right of the parent/guardian to decide
Cultural/Religious considerations
Should teens be allowed to have cosmetic surgery
for reasons not related to injury or illness?
Self-esteem
Role of the parent/guardian
Psychological counseling
Is teen dieting healthy?
Body image/Media influence
Eating disorders
Nutrition
**Should an individual be allowed to sell his/her
organs for transplantation?
Limited supply vs. High demand
Ethical/Health concerns
Ability to pay for organs
**Should euthanasia be legal in the US?
Rights of the patient
Religious/Cultural issues
Who decides?
**Is alternative medicine as effective as
traditional medicine?
Safety regulations/Licensing
Uses throughout history
Health effects
8. CENSORSHIP OF THE MEDIA
**Do public libraries and public schools have the
right to ban books?
Freedom of speech
Age appropriateness
Importance of discussing ―controversial‖
ideas
Does violence in television and movies cause
violent behavior in society?
Parental supervision
Age guidelines
Freedom of speech
Do music lyrics and music videos have a negative
impact on young adults?
Stereotyping
Warning labels
Violence
Do the benefits of the Internet outweigh the
problems?
Safety/Security
Regulation
Communication
9. ENVIRONMENTAL ISSUES
Does global warming threaten life on Earth?
Climate/Weather
Pollution
Health of humans and animals
10. ENVIRONMENTAL ISSUES
**Should alternative energy sources be
developed to meet future needs?
Cost effectiveness
Environmental effects
Supply & Demand
11. SPORTS
Should athletes be subject to regular drug testing
for steroids and other banned substances?
Abuse of steroids
Individual privacy rights
Role models
Should there be a criminal penalty for violence in
professional sports?
Role models
Fans
Role of the media
Does money corrupt sports?
Salary cap
College athletes: paid or not paid?
Gambling
Should males and females have equal
opportunities in sports?
Salary
Discrimination
Anatomical differences
12. SOCIETAL RESPONSBILITIES
**Should the homeless problem in America be
eliminated?
Responsibility: government vs. private
Reasons why?
Children and families
**Does the US government have the
responsibility to protect human rights around
the world?
Military intervention
History
United Nations
13. MISCELLANEOUS
**Should public schools teach evolution and/or
creationism?
Scientific evidence
Religious beliefs
Separation of church and state
Was the use of the atomic bomb by the United
States justified in World War II?
Death toll
Military strategy
Consequences
Should the worldwide production and use of
nuclear weapons be banned?
Alternatives
Unstable governments currently in control
Environmental impac
7
RESEARCH PLANNING
EXAMPLE TOPIC
(write the definition)
SEARCH TERMS (use the index)
1.)
2.)
3.)
4.)
5.)
WHAT DO I NEED TO KNOW?
(write three questions)
1.)
2.)
3.)
WHAT IS THE ISSUE?
(write one question)
TOPIC #1
(write the definition)
SEARCH TERMS (use the index)
1.)
2.)
3.)
4.)
5.)
WHAT DO I NEED TO KNOW?
(write three questions)
1.)
2.)
3.)
WHAT IS THE ISSUE?
(write one question)
TOPIC #2
(write the definition)
SEARCH TERMS (use the index)
1.)
2.)
3.)
4.)
5.)
WHAT DO I NEED TO KNOW?
(write three questions)
1.)
2.)
3.)
WHAT IS THE ISSUE?
(write one question)
8
DECIDING YOUR ISSUE Graphic Organizer
Issue: __________________________________
Issue: _________________________________
PRO
PRO
CON
CON
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RESOURCES & WORKS CITED INFORMATION
BOOKS
300s Social Issues
600s Health & Technology
Public Library
_________________________________________________________________
PRINT REFERENCE/ENCYCLOPEDIAS
World Book
Encyclopedia Americana
Various subject encyclopedias (health, science, crime, environmental, etc.)
_____________________________________________________________________________________
PRINT MAGAZINES/ NEWSPAPERS
Charlotte Observer
Newsweek, Discover, Popular Science,
Sports Illustrated, National Geographic
Folders in media center with various articles.
____________________________________________________________________________________
WEBSITES
Multnomah County Library: Social Issues
http://www.multcolib.org/homework/sochc.html
ProCon.org http://www.procon.org/
Santa Ana College: Controversial Topics
http://www.sac.edu/students/library/nealley/websites/controversial.htm
Internet Public Library http://www.ipl.org/
Factmonster http://www.factmonster.com/
Clusty http://clusty.com/
__________________________________________________________________
ONLINE REFERENCE/ ENCYCLOPEDIAS
NC WISEOWL: http://www.ncwiseowl.org/zones/middle/index.htm
Click on “Grolier Online” and type in search term
Click on “Student Research” and choose “Books & Encyclopedias”
Click on “Junior Reference” and click on “Reference” under Basic Search
___________________________________________________________________
ONLINE MAGAZINES & NEWSPAPERS
NCWISEOWL: http://www.ncwiseowl.org/zones/middle/index.htm
Click on “Newspapers” and enter search term
Click on “Student Research,” choose “Magazines” & “Newspapers,” and enter search term
Click on “InfoTrac Junior” and type in search terms
INTERNET PUBLIC LIBRARY: Click on “Newspapers & Magazines” http://www.ipl.org/div/news/
10
TOP OF NOTEBOOK PAGE
Directions: You will be taking notes in your notebook. Use a clean page for each new source that you use to take notes. Here is the
Works Cited information that you need to write at the top of the page.
If you are taking notes from a book, you will
need to write down:
Author(s):
Title:
City of publication:
State of publication:
Publisher:
Year of publication:
Print Encyclopedia
Author(s) of article or editor:
Title of article:
Name of encyclopedia:
Year of publication:
Print Newspaper
Author(s) of article:
Title of article:
Name of newspaper:
Date of publication (day/month/year):
Page number(s):
Print Magazine
Author(s) of article:
Title of article:
Name of magazine:
Date of publication (day/month/year):
Page number(s):
Online Encyclopedia
Author(s) of article or editor:
Title of article:
Name of online encyclopedia:
Year of publication:
Publisher:
Date you accessed online encyclopedia:
(day/month/year)
URL: (http://www...)
Online Newspaper
Author(s) of article or editor:
Title of article:
Name of online newspaper:
Date of publication: (day/month/year)
Date you accessed website:
URL: (http://www...)
Online Magazine
Author(s) of article or editor:
Title of article:
Name of online magazine:
Date of publication: (day/month/year)
Date you accessed website:
URL: (http://www...)
Website
Author(s):
Title of webpage with information:
Title of homepage:
Date of webpage posting: (day/month/year)
Organization:
Date you accessed website: (day/month/year)
URL: (http://www...)
WORKS CITED (MLA): http://citationmachine.net/index.php?reqstyleid=1
11
NOTE TAKING
Effective Note Taking:
Do not record material unrelated to your topic.
Make sure that summaries and paraphrases
accurately express the ideas in your sources.
Be accurate. Make sure to copy direct quotations
word for word, with capitalization, spelling and
punctuation precisely as in the original. Make sure
that every direct quotation begins and ends with
quotation marks.
Double check statistics and facts for accuracy.
Distinguish between fact and opinion by labeling
opinions as such:
o Dr. Graves thinks that…
o According to Grace Jackson…
Quote only the important parts of a passage.
Indicate words left out by using points of ellipsis
(…)- a series of three spaced dots enclosed in
brackets.
Use only the three dots when cutting material within
a sentence.
Use a period before the dots when cutting a full
sentence, a paragraph, or more than a paragraph.
Use a period after the dots when you cut material
from the end of a sentence.
Use brackets ([ ]) to enclose any explanatory
information that you add within a quotation.
When to Quote, Paraphrase, and Summarize:
Direct quotation:
Use a direct quotation when an idea is especially well-stated in a source-that is, when a passage is very clear,
beautiful, funny, or powerful.
Use direct quotation when the wording is historically or legally significant or when reproducing a definition.
Paraphrase:
Use paraphrase as your basic note form.
Paraphrase unless you have a good reason to quote or summarize your source.
Summarize:
Summarize when a passage is too long to be quoted or paraphrased.
Quotation plus summary or paraphrase:
Use this kind of note when you want to quote a source but need to give more explanation to make the quote.
EXAMPLES OF PARAPHRASING
Original Text (From a definition of color blindness)
visual defect resulting in the inability to distinguish colors. About 8% of men and 0.5% of women experience some difficulty in color
perception. Color blindness is usually an inherited sex-linked characteristic, transmitted through, but recessive in, females. Acquired
color blindness results from certain degenerative diseases of the eyes. Most of those with defective color vision are only partially
color-blind to red and green, i.e., they have a limited ability to distinguish reddish and greenish shades. Those who are completely
color-blind to red and green see both colors as a shade of yellow. Completely color-blind individuals can recognize only black, white,
and shades of gray. (Columbia Encyclopedia, 6th ed.)
Paraphrase : Color blindness, affecting approximately 8% of men and .5% of women, is a condition characterized by difficulty in
telling one color from another, most often hereditary but in some cases caused by disease. The majority of color-blind people cannot
distinguish some shades of red and green, but those who cannot perceive those colors at all see red and green objects as yellow. There
are people who cannot see color at all and perceive all objects in a range of black through gray to white. (Columbia Encyclopedia, 6th
ed.)
Summary : Color blindness, usually a sex-linked hereditary condition found more often in men than women and sometimes the result
of eye disease, involves limited ability to tell red from green, and sometimes complete inability to see red and green. In a much rarer
form of color blindness, the individual sees no colors at all.
Quotation, Integrated : Color blindness is a "visual defect resulting in the inability to distinguish colors" (Columbia Encyclopedia,
6th ed.). Most often it is a hereditary condition that involves only some shades of red and green, but people with complete red-green
color blindness see yellow instead, and some people have no color perception at all. (Columbia Encyclopedia, 6th ed.).
12
KEEP FROM PLAGIARIZING
Action during the writing
process: Appearance on the finished product:
When researching, note-taking, and interviewing.
Mark everything that is someone else’s words with big quotation marks.
Indicate in your notes which ideas are taken from sources (S) and which are your own insights (ME).
Record all of the relevant documentation information in your notes.
Proofread and check your notes to make sure that anything taken from your notes is acknowledged in some combination of the ways listed below:
In-text citation
Bibliography
Quotation marks
Indirect quotations
When paraphrasing and summarizing.
First, write your paraphrase and summary without looking at the original text, so you rely on your memory.
Next, check your version with the original for content, accuracy, and mistakenly borrowed phrases.
Begin your summary with a statement giving credit to the source. According to Jonathon Kozol,…
Put any unique phrases or words that you cannot change, or do not want to change, in quotation marks: …found that “savage inequalities” exist throughout our educational system (Kozol).
When quoting directly. Keep the person’s name near the quote in your notes and in your paper.
Select those direct quotes that make the most impact in your paper-too many direct quotes may lessen your credibility and interfere with your style.
Mention the person’s name either at the beginning of the quote, in the middle, or at the end.
Put quotation marks around the text that you are quoting.
Indicate added phrases in brackets ([ ]) and omitted text with ellipses (…).
When quoting indirectly. Keep the person’s name near the text in your notes and in your paper.
Rewrite the key ideas using different words and sentence structures than the original text.
Mention the person’s name either at the beginning, in the middle, or at the end of the information.
Double check to make sure that your words and sentence structures are different than the original text.
13
GUIDELINES FOR PARENTHETICAL DOCUMENTATION
What are parenthetical citations?
Parenthetical citations are short references included in the text of your paper or project to show your reader where
you found each piece of information that you have paraphrased, summarized, or quoted.
Why do I need to include parenthetical citations?
Parenthetical citations direct your reader to the source in your alphabetical list of works cited. This allows your
reader to locate the exact source for further study. You need to give credit to the original source of information;
otherwise, you will be plagiarizing or stealing another person’s work.
When do I need to use parenthetical citation?
Whenever you paraphrase, summarize, or quote information from a source and include it in your work.
How do I create proper citations?
Usually the author’s last name and a page reference are enough to identify the source and the specific location
from which you borrowed material. However, if your source has no author, generally you will use the first word
in the title from your works cited list. Se specific examples below.
Where do I place parenthetical citations?
Citations are placed in parentheses at the end of the sentence following the borrowed material.
Remember:
For each entry in your list of Works Cited, you must have at least one corresponding parenthetical citation within
the body of your paper. The purpose of a parenthetical citation is to point your reader to referenced work in the
list of Works Cited.
Parenthetical Predicament Example
Author in Reference
When you do not mention the author’s name in your sentence,
the author’s name and page number are placed in parentheses
at the end of your sentence followed by a period.
The sinking of the Titanic has been called one of the
greatest disasters of all time (Benton 28).
Author in Text
When you mention the author’s name in your sentence, the
page # is placed in parentheses at the end of the sentence
followed by a period.
Benton asserts that the Titanic has been called one of the
greatest disasters of all time (28).
Two or More Works by the Same Author
When you cite more than one work by the same author , you
need to include a word from the title to distinguish between
resources. Place a comma between the author’s name and the
title.
Baseball players and wrestlers have traditionally been
heavy users of chewing smokeless tobacco (Nardo,
Drugs 68).
―Pro wrestling’s transformation from a sport into a form
of entertainment caused major newspapers and serious
sports journalists to lose interest‖ (Nardo, Wrestling 75).
Two or Three Authors
When the work has two or three authors, give the last name of
each person listed.
Others like Lord and Padfield (310), stated that the
Titanic really was not unsinkable as first believed.
Others stated that the Titanic really was not unsinkable
as first believed to be true (Lord and Padfield 310).
More than Three Authors
When the work has more than three authors use the Latin term
―et al.‖ which means ―and others‖ after the first author’s last
name.
(Smith et al.23)
Work Listed by Title
When the work has no author, begin the word by which the
resource is alphabetized in your works cited list. If the work
is mentioned in your text, simply give the page reference.
International espionage was as prevalent as ever in the
1990s (―Decade‖ 26).
As discussed in ―Decade of the Spy,‖ international
espionage was as prevalent as ever in the 1990s (26).
Anonymous Books whose Titles Begin with the Same
Word
When you have two or more books or articles with no author
The mid-1960s saw a great revival of interest in the folk
blues, leading to the rediscovery of many talented
performers (History of Blues 52).
14
and the same first word in the title, you need to include as
many words as possible to distinguish between them.
―The last years of the Babylonian Empire witnessed far-
reaching changes‖ (History of the Jewish 164).
Indirect Source
When you quote or paraphrase a quotation from a book or an
article that appeared somewhere else.
As Alexander Solzhenitsyn once said ―One word of truth
outweighs the world‖ (qtd. In Roy 381).
Direct Quote
To indicate short quotations enclose
the direct quote within double
quotation marks, and provide the
author and specific page citation.
If you incorporate the author’s name
in your text, simply provide the page
reference.
Punctuation marks such as periods,
commas, and semicolons should
appear after the parenthetical citation
Question marks and exclamation
points should appear within the
quotation marks if they are part of the
quoted passage but after the
parenthetical citation if they are part
of your text.
It may be true the ―Poe’s ghost stories are among the most
famous in the world‖ (Sheldon 9).
It may be true, as Sheldon maintains, that ―Poe’s ghost stories
are among the most famous in the world‖ (9).
According to some, dreams express ―profound aspects of
personality‖ (Foulkes 184), though others disagree.
Is it possible that dreams may express ―profound aspects of
personality‖ (Foulkes 184)?
Long Quote
When you cite a long quotation (four lines or
more) that is a set off from the text, omit the
quotation marks. Generally, a colon
introduces a long quotation. Your
parenthetical citation should come after the
closing punctuation mark.
Nelly Dean treats Heathcliff poorly and dehumanizes him
throughout her narration:
They entirely refused to have it in bed with them, or even
in their room and I had no more sense, so I put it on the landing
of the stairs, hoping it would be gone on the morrow. By chance,
or else attracted by hearing his voice, it crept to Mr. Earnshaw’s
door, and there he found it on quitting his chamber. Inquiries were
made as to how it got there; I was obliged to confess, and in
recompense for my cowardice and inhumanity was sent
our of the house. (Bronte 78)
Shortened Quote
Whenever you omit a word, phrase, sentence
or more from a passage, use ellipsis points to
indicate the missing portion of the original
quotation. Use three periods with a space
before each and a space after the last.
In surveying various responses to plagues in the middle ages,
Barbara W. Tuchman writes, ―Medical thinking…stressed air as the
communicator of disease, ignoring sanitation or visible carriers‖ (101-
02).
In surveying various responses to plagues in the middle ages,
Barbara W. Tuchman writes, ―Medical thinking Trapped
in the theory of astral influences, stressed air as the
communicator of disease… ‖ (101-02).
Web Site
When you cite information form a web
document. Page numbers of a printout should
not be cited.
The history of roller coasters can be traced back to
the times of Catherine the Great of Russia (‖Century‖).
―A Century of Screams: The History of the Roller Coaster.‖
The American Experience Coney Island Ed. David Lindsay.
2000. PBS. 27 Feb.
2004http://www.pbs.org/wgbh/amex/coney/sfeature/history/html.
Personal Interview
When you include information from a
personal interview cite the last name of the
person interviewed.
―Private duty nursing affords me the opportunity to
tailor my work schedule around my family’s needs: (Jones).
15
EVALUATING WEBSITES Accuracy: _______________________________________________________________________________
Validity: _________________________________________________________________________________
Authority: _______________________________________________________________________________
Currency: ________________________________________________________________________________
Coverage: ________________________________________________________________________________
Website
Strengths Weaknesses Rank (1 is best)
Site #1
Site #2
Site #3
Site #4
Site #5
WEBSITE DOMAINS AND TYPES OF ADDRESSES
.aero: an organization in the air-transport industry
.biz: a business
.coop: a cooperative association
.com: generally a commercial organization, business, or company
.edu: a US higher-educational institution
.gov: a US government organization
.info: an informational site for an individual or business
.int: an international organization
.mil: a US military organization
.net: suggested for a network, but used for a variety of sites
.org: suggested for a noncommercial community, but used for a variety of
sites
.pro: a professional; such as lawyer, accountant, or physicia
16
THE THESIS STATEMENT
Some defining features of a thesis:
For most student work, it’s a one- or two- sentence statement that explicitly outlines the purpose or point of your paper. A thesis statement is to a paper what a topic sentence is to a paragraph.
It should point toward the development or course of argument the reader can expect your argument to take.
Because the rest of the paper will support or back up your thesis, a thesis is normally placed at or near the end of the introductory paragraph.
It is an assertion that a reasonable person could disagree with if you only gave a thesis and no other evidence. It is not a fact or casual observation; it must beg to be proved. And someone should be able to theoretically argue against it (how successfully will depend, of course, on how persuasive you are.)
It takes a side on a topic rather than simply announcing that the paper is about a topic (the title should have already told your reader your topic.) Don’t tell your reader about something; tell them what about something. Answer the question “how?” or “why?”
It is sufficiently narrow and specific.
It argues one main point and doesn’t squeeze three different theses for three different papers into one sentence.
Most importantly, it passes the “So What? Test” – What does it matter? Why should I read your paper?
Your turn: Choose the best working thesis for the proposed research papers. Research Paper 1: Thesis A: Business practices in former Soviet Union countries. Thesis B: Business practices in the countries of the former Soviet Union have changed drastically since the break-up. Thesis C: Since the break-up of the former Soviet Union, business practices in those countries have changed most in the fields of marketing and customer service, reflecting the changes in government and political philosophy. Research Paper 2: Thesis A: Shakespeare intended the audience to question the existence of Hamlet’s father’s ghost. Thesis B: The appearance of Hamlet’s father’s ghost raises an important psychological as well as dramatic dilemma in the play. Thesis C: Critics through the ages have debated the significance of Hamlet’s father’s ghost.
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HOW TO WRITE AN OUTLINE
An outline breaks down the parts of your thesis in a clear, hierarchical manner. Most students find that writing
an outline before writing the paper is most helpful in organizing one’s thoughts. If your outline is good, your
paper should be easy to write. The basic format for an outline uses an alternating series of numbers and letters,
indented accordingly, to indicate levels of importance. Here is an example of an outline.
I. INTRODUCTION
A. HOOK/ ANECDOTE/ QUESTION/ QUOTE / STATEMENT
B. BACKGROUND INFORMATION
C. ARGUMENTS FOR/ARGUMENTS AGAINST
D. THESIS STATEMENT (INCLUDES BOTH ARGUMENTS)
II. PRO (FOR/GOOD REASONS/POSITIVE)
A.
1.
2.
B.
1.
2.
C.
1.
2.
III. CON (AGAINST/BAD REASONS/NEGATIVE)
A.
1.
2.
B.
1.
2.
C.
1.
2.
IV. YOUR POSITION
A.
1.
2.
B.
1.
2.
V. CONCLUSION
VI. WORKS CITED
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SAMPLE NOTEBOOK PAGE
Website___________________
_________
Author or Organization: MADD
Title of Web Page with information: “Alcohol and the Teen Brain”
Title of the Homepage: Get the Truth about the 21 Law
Date of webpage posting: 2007
Organization: MADD
Date you accessed website: 02/02/2009
UTL: http://why21.org/teen/
brain development ends at age of early 20s
dynamic change, frontal lobe development, and refinement of
pathways and connections continue into mid-20’s
damage possibly irreversible
adolescents more vulnerable than adults to effects of alcohol on
learning and memory
alcohol affects sleep cycle impairing learning, memory, growth,
maturation
all parts of brain affected: coordination, emotional control, thinking,
decision-making, hand-eye movement, speech, memory.
causes poor school performance, social problems, depression, suicidal
thoughts, violence
greater risk for developing alcoholism
Developing Brain:
Level I Abstract Thinking: 10-20 yrs. old
develop ability to relate functions (combining honesty or dishonesty with
kindness to explain "social lie")
Level II Abstract Thinking: 14-15 yrs. old
develop ability to understand contrasts, ability to combine complex
thinking with social interactions and emotions (combining kindness
and tact at the same time to offer constructive criticism)
Level III Abstract Thinking: 18-20 yrs. old
develop ability to hold several issues, events, circumstances, etc.
in mind at same time-compare/interrelate them
alcohol may change course of mental, emotional, cognitive, social
development—altering opportunities for success
alcohol selects receptors in brain at random
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Sample Works Cited Page Holzer 7
WORKS CITED
Asimov, Isaac. The Birth of the United States, 1763-1816. Boston: Houghton, 1974.
―The Battle of Washington D.C.‖ War of 1812-1814. 7 Apr. 2000
<http://members.tripod.com/~war1812/batwash.html>.
Bartlett, John. Familiar Quotations. 9th
ed. Boston: Little, 1901. 10 Apr. 2000
<http://www.bartleby.com/99/281.html>.
Carter, Alden R. The War of 1812: Second Fight for Independence. New York: Watts, 1992.
―Causes of the War.‖ The War of 1812. 6 Apr. 2000 <http://www2andrews.edu/~downm/causes.html>.
Elting, John R. Amateurs to Arms!: A Military History of the War of 1812. Chapel Hill: Algonquin, 1991.
Gallagher, James. ―Impressment of American Seamen: The Main Reason for the War of 1812.‖ Old Dominion
University
Historical Review 1.1 (1994). 7 Apr. 2000 <http:// www.odu.edu/~hanley/history1/Gallagr2.htm>.
Marrin, Albert. 1812, the War Nobody Won. New York: Atheneum,1985.
Morris, Richard B. The War of 1812. Minneapolis: Lerner, 1985.
Nardo, Don. The War of 1812. San Diego: Lucent, 1991.
―Treaty of Ghent.‖ War of 1812. Galafilm. 10 Apr. 2000
http://www.galafilm.com/1812/e/events/ghent.html
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RESEARCH PAPER REFLECTION
Now you are going to have the opportunity to share what you have learned with some of your classmates. Before you get into your groups, take a few moments to think about how you will explain your topic to your peers by answering the following questions.
1. What is your topic?
2. What was the most surprising fact or statistic that you found in your research?
3. Did you have a strong opinion on the issue before you began your research? Briefly explain.
4. What facts or opinions helped you to begin to see the other side of the issue?
5. Did you change your viewpoint in any way throughout this process?
6. In bullet format, share the pros and cons of your issue (your classmates may learn something from this).
Pros Cons
7. What was the most difficult part of this paper in your opinion?
8. Was there any part of this research process you find at least semi-enjoyable?
9. Share something you are proud of accomplishing with this paper. Be specific.
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