The Art of WritingBy three methods we may learn wisdom: first, by reflection , which is noblest; second, by imitation, which is easiest; and

third, by experience, which is the most bitter. (Confucius)

I don't care how much power, brilliance or energy you have, if you don't harness it and focus it on a specific target, and hold it there you're never going to accomplish as much as your ability warrants. 

~Zig Ziglar

Carmichael/English III

Respond to the following quote using the questions as a guide. You must have 5-7 sentences of response.

1. Paraphrase this quote. 2. Do you agree with Ziglar’s statement? Explain why or why not. 3. Explain how this quote could apply to you as you start your senior year. 4. What does Ziglar mean by “specific target”? What are some examples? 5. Based on the quote, how would you describe Mr. Ziglar (teacher, student, slacker, bum, athlete, artist etc.)? Defend your response. (5 points)

Setting Effective Goals:

Category My Goals

Artistic

Attitude

Career

Education

Family

Financial

Physical

Entertainment

Public service

You must have at least 20 goals to submit. Please number them as you list.*10 points*

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Career Research Assignmenthttps://www1.cfnc.org/Plan/For_A_Career/Explore_Careers/Explore_Careers.aspx (20 points)

Job # 1 Job # 2

Education-What would your major be in school? -How many years would you be in school? -What type of school would you need to

attend?

One Technical School/University that offers this program

Outlook-What would you be paid?-Is the job field growing or declining? -What is the stress level involved in the career?-Where would I have to live to be successful in this career?

Real Life Activity Answers*you may need a separate sheet

How suitable am I for this profession? Explain.

What would a school/employer want to know about me to see I am right for these careers?

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English 4 Research Paper Essential Question: How does _______________ career impact society?

The North Carolina Standard Course of Study states that each student in English IV will be prepared to enter issues of public concern as an advocate. Your individual research paper will serve as a means to that end. Ideally, your research will help you answer the essential question, and your answer will become your thesis statement.

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

Format:

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

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

o one-inch margins all around

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

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

o adequate title, centered on the first page

o presence of direct quotations and proper use of parenthetical citations

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

Your paper must be 5-7 FULL pages of writing including the Works Cited page.

You are required to use at least FIVE sources.

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

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

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

Research Tips:

Keep all research paper materials together

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

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

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

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

What constitutes plagiarism? Not using quotation marks to identify a direct quotation from your source OR Not paraphrasing correctly Not citing your source when using ideas and information taken from the text Use of others’ work and ideas as one’s ownHow can you avoid plagiarism? Use your brain! Take very careful notes as you read through your sources so that you know exactly where your information is from. Add parenthetical citations as you go—both to your outline and your paper.

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Grading: These smaller assignments throughout the project will count as homework and class work grades. Your paper itself will be judged according to the rubric below. Be sure to study it carefully ahead of time.

English IVResearch Paper Rubric4 points 3 points 2 points 1 point 0 points

Focu

s

Presents an insightful and focused thesis statement.

Presents a thesis statement with adequate insight and focus.

Presents a thesis statement with minimal insight and focus.

Presents a thesis statement with no insight or focus.

No thesis

Draws strong and clear connections between the thesis and significant related ideas.

Draws adequate connections between thesis and related ideas.

Draws insufficient connections between thesis and related ideas.

Shows little understanding of connections between thesis and related ideas.

Shows no understanding of connections

The paper adheres to the topic and exhibits exceptional sensitivity to audience and context.

The paper adheres to the topic and exhibits sensitivity to audience and context.

The paper adheres to the topic but lacks sensitivity to audience and/or context

The paper strays from the topic, lacks sensitivity to audience and/or context.

The paper does not adhere to topic

Org

aniz

atio

n

Effectively provides a logical progression of related ideas and supporting information in the body of the paper.

Adequately provides a progression of ideas and supporting information in the body of the paper.

Provides a poorly organized progression of ideas and supporting information in the body of the paper.

Does not provide a progression of ideas and supporting information in the body of the paper.

There is no progression of ideas

Effectively uses transitions to connect supporting information clearly.

Adequately uses transitions to connect supporting information.

Ineffectively uses transitions to connect supporting information.

Does not use transitions to connect supporting information.

No transitions present

Arrives at a well-documented, logical conclusion, involving critical thinking.

Arrives at an adequately-documented conclusion.

Arrives at an insufficiently documented conclusion.

Does not arrive at a documented conclusion.

Does not have a conclusion

Arg

umen

tatio

n

The paper incorporates an adequate amount of background information without coming across as a report.

The paper incorporates more background information than argument

The paper is all background information and very little argument

The paper is a report The paper has little focus

The paper demonstrates exemplary higher order thinking, analytical skills, and the ability to synthesize complex ideas, paying ample attention to the “so what” factor.

The paper demonstrates adequate high order thinking, analytical skills, and the ability to synthesize complex ideas paying attention to the “so what” factor

The paper demonstrates some high order thinking, analytical skills, and the ability to synthesize complex ideas paying attention to the “so what” factor

The paper demonstrates very little high order thinking, analytical skills, and the ability to synthesize complex ideas paying attention to the “so what” factor

The paper has no higher order thinking

Supp

ort/E

labo

ratio

n

Effectively synthesizes complex ideas from research sources.

Sufficiently synthesizes ideas from research sources.

Ineffectively synthesizes ideas from research sources.

No evidence of synthesizing ideas from research sources.

No sources documented

Demonstrates exceptional selection of supporting information clearly relevant to the thesis and its related ideas.

Demonstrates sufficient selection of supporting information clearly relevant to the thesis and its related ideas.

Demonstrates insufficient selection of supporting information clearly relevant to the thesis and its related ideas.

Lacks supporting information clearly relevant to the thesis and its related ideas.

Ideas do not connect to thesis

Provides a meaningful presentation of multiple perspectives.

Provides an adequate presentation of multiple perspectives.

Provides a limited presentation of multiple perspectives.

Does not present multiple perspectives.

Only one perspective

Effectively balances use of quotations and student paraphrasing.

Adequately balances use of quotations and student paraphrasing.

Insufficiently balances use of quotations and student paraphrasing.

Does not balance use of quotations and student paraphrasing.

No quotes or paraphrasing

Styl

e

Exhibits skillful use of language, including effective word choice, clarity, and consistent voice.

Exhibits good use of language, including some mastery of word choice, clarity, and consistent voice.

Exhibits ineffective use of language, including weak word choice, limited clarity, and inconsistent voice.

Exhibits severely flawed use of language, including weak word choice, no clarity, and no voice.

Editing not evident

Demonstrates exceptional fluency through varied sentence structure, paragraphing, flow of ideas, and transitions.

Demonstrates sufficient fluency through sentence structure, paragraphing, flow of ideas, and transitions.

Demonstrates limited fluency through sentence structure, paragraphing, flow of ideas, and transitions.

Lacks fluency through sentence structure, paragraphing, flow of ideas, and transitions.

No sentence structure

Page 5

Cou

nts 2

tim

es (8

)The paper is FIVE to SEVEN pages in length (or longer) including the works cited.

The paper is less than FOUR full pages of WRITing (automatic failure)

Form

at

Direct quotations are present and correctly incorporated and formatted within the paper.

Direct quotations are present and somewhat correctly incorporated and formatted within the paper

Direct quotations are present, but incorrectly incorporated and/or formatted within the paper

Direct quotations are present but not incorporated OR formatted within the paper

No direct quotations present

The paper uses black, double-spaced, twelve-point, Times New Roman font only. The paper has one-inch margins throughout.

One mistake present with the MLA format

2-3 mistakes present with the MLA format

4-5 mistakes present with the MLA format

No MLA format detected

The paper includes a first-page header and subsequent page-number headings. The paper has an adequate title, centered on the first page.

One mistake present with the header/heading format

2-3 mistakes present with the header/heading format

4-5 mistakes present with the header/heading format

No header/heading format present

Con

vent

ion

s

Consistently uses standard writing conventions in spelling, and capitalization.

Generally uses standard writing conventions in spelling, and capitalization.

Minimally uses standard writing conventions in spelling, and capitalization.

Does not use standard writing conventions in spelling, and capitalization.

No editing detected

Consistently uses standard writing conventions in grammar, punctuation, and usage.

Generally uses standard writing conventions in grammar, punctuation, and usage.

Minimally uses standard writing conventions in grammar, punctuation, and usage.

Does not use standard writing conventions in grammar, punctuation, and usage.

No editing detected

Info

rmat

ion

Lite

racy

Conscientiously and consistently demonstrates integrity in citing practices.

Generally demonstrates integrity in citing practices.

Inconsistently demonstrates integrity in citing practices.

Does not demonstrate integrity in citing practices.

No citations present Automatic failure

Effectively employs an extensive variety of primary and secondary sources, including a significant amount of current information.*5 sources according to guidelines

Adequately employs a sufficient variety of primary and secondary sources, including a sufficient amount of current information.*5 sources according to guidelines

Employs a limited variety of primary and secondary sources, including an insufficient amount of current information.

Does not employ a variety of primary and secondary sources and/ or does not include current information.

No citations present

Demonstrates strong evaluation skills in determining resource credibility and reliability.

Demonstrates sufficient evaluation skills in determining resource credibility and reliability.

Demonstrates limited evaluation skills in determining resource credibility and reliability.

Demonstrates no evaluation skills to determine resource credibility and reliability.

No sources/ citations present

The included Works Cited page displays proper format: hanging indents, double spacing, alphabetical order, and the presence of each source within the paper.

One mistake present with Works Cited

2-3 mistakes present with Works Cited

4-5 mistakes present with Works Cited

No works Cited (Automatic Failure)

Total points earned:_____________________x 2

Total grade__________________/200Letter Grade:__________

Page 6

Assignments, Point Values & due datesAssignment Point Value Due dateParent letter 5 pt ECCareer Research (page 3) 20 pointsAnticipation guide 10 pointsThesis Statement 15 pointsWorking Bibliography 25 pointsResearch notes pages 100 pointsOutline: completion and format 70 pointsWorks Cited Draft 10 pointsRough Draft completion 20 pointsPeer Edit 10 pointsFinal draft w/ works cited & online submission to www.turnitin.com

200 points

Total points possible: 480Project Calendar:

Monday Tuesday Wednesday Thursday Friday

Jan.

21 22 23 24 25

28 29 30 31 1

Feb

4 5 6 7 8

11 12 13 14 15

English 4 Research Project Topic Anticipation Guide:

Research Topic:_______________________________________ Essential Question: How does _______________ career impact society? There are really only a couple of options: A. _____________ career positively impacts societyB. _____________ career negatively impacts societyC. _____________ career positively impacts society, despite some of the negative impressions

My Anticipated answer to the Essential Question:

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______________________________________________________________________________________________________________________________________

Authentic Sources PowerPoint Guide:Directions: Go to Ms. Carmichael’s Website. Click on>>English 4 document manager>>Spring 3B Units>>Research Project>>Authentic sources PowerPoint and download the PowerPoint.

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

2. In the table below, write each one of the 6 criteria you should evaluate to determine if a source is authentic. Briefly paraphrase each one. The first one is done for you as an example. Leave the right side blank for now. +.Web source URL:

Criteria1. Source Information: determine the author’s credentials. They should be an expert on my topic. Determine if there is bias. Are they trying to persuade me? Or do they have documented ideas?

2.

3.

4.

5.

6.

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

THIS AUTHENTIC CHART.

RESEARCH PAPER DEADLINE #1: WORKING BIBLIOGRAPHYWHAT: bibliographical citations for six sources

TOTAL POINTS: 25 (5 points each)

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

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KEEP IN MIND Rather than doing source cards, you will be allowed to keep an electronic copy of your sources to turn in as your

working bibliography. Bibliography entries should include: inverted name of the author (and/or editor), title(s), and publishing information

(see samples below), in addition to a source number—a way for you to organize your sources and later, your notes—as well as call number and/or location—should you need to return to any source. Keeping your sources organized is also a great way to avoid plagiarism.

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

Evaluating sources requires thought. Use reliable sources and a variety of them. Avoid bias. Try the following checklist for evaluating sources:

o What are the author’s credentials—degree, job title, etc.?o Does the work contain evidence indicating that the author is well informed?o Does the work contain evidence that the author is prejudiced in any way?o Is the work recent enough to provide up-to-date information?o Does the work provide documentation to support important points?o If the source is electronic, is there evidence of frequent maintenance?

Working Bibliography: sources should be in MLA Format! Source # Bibliography entries should include: inverted name of the author (and/or editor),

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

Location:

Source 1.

Source 2.

Source 3.

Source 4.

Source 5.

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RESEARCH PAPER DEADLINE #2: THESIS STATEMENT

WHAT: tentative thesis statement

HOW MUCH: 15 points

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

KEEP IN MIND: A thesis statement should both summarize for your reader the position you will argue and set up the pattern of

organization you will use in the body of your paper. A thesis statement is NOT a statement of accepted fact; it is the position that needs the proof you will provide in

your argument. Think of it as a claim—it indicates what you claim to be true, interesting, or valuable about your subject. It is an interpretation of your subject, rather than the subject itself. Show me your critical thinking skills!

Your thesis should reflect the full scope of your argument—no more and no less. Avoid using a thesis statement that is too broad to be defended within the scope of your paper or too narrow to be an appropriate response to the assignment.

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

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

Be sure to keep a copy for yourself so that you can begin writing your outline!

EXAMPLES: Below are some common thesis errors. Each bad example is followed by a better one.

TOO BROAD: “The Catholic Church’s influence on the formation of labor unions in the nineteenth century was extremely significant.”

SUFFICIENTLY FOCUSED: “Through its use of both the pulpit and the purse, the Catholic Church exerted significant influence on the labor movement in the United States during the final decades of the nineteenth century.”

MERE FACT/OBSERVATION: “People use many lawn chemicals.” ASSERTION: “People are poisoning the environment with chemicals merely to keep their lawns free of weeds.”

ANNOUNCEMENT: “The thesis of this paper is the difficulty of solving our environmental problems.” TAKING A STAND: “Solving our environmental problems is more difficult than many environmentalists

believe.”

TOO VAGUE/GENERAL: “Hemingway’s war stories are very good.” SPECIFIC: “Hemingway’s stories helped create a new prose style by employing extensive dialogue, shorter

sentences, and strong Anglo-Saxon words.”

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Tentative Thesis Statement GuideWrite your tentative thesis statement in the space provided below. Remember to look at your notes to help you determine your subtopics. Your thesis should also answer your essential question. Think of your thesis as a road map. Your claim/argument is the highway, which leads to the different “cities” of your paper. All the “cities” are tied together by this common highway.

Essential Question: How does _______________ career impact society? There are really only a couple of options: A. _____________ career positively impacts societyB. _____________ career negatively impacts societyC. _____________ career positively impacts society, despite some of the negative impressions

SampleAnswer: Teaching career positively impacts society.

Subtopics: 1. evolution/history of teaching 2. Current pedagogy and practices in education3. famous teachers 4. Where education is headed: the future.

Thesis: The teaching profession positively impacts society because all other professions depend on teachers. By looking at the evaluation of teaching, the current pedagogical practices, prominent figures in the profession, and the projected future of education, one clearly comes to appreciate how much society depends on teachers.

My Answer: ___________________________________________________________________________________

My Subtopics: (you must have at least 4)

1.______________________________________________ 2.______________________________________________

3. ______________________________________________4. ______________________________________________

My tentative thesis statement: ________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

RESEARCH PAPER DEADLINE #3: NOTEsWHAT: Research Notes

TOTAL POINTS: 100 points

WHY: Using recorded notes is extremely helpful, because you can manipulate the notes to determine the best structure for your paper when preparing an outline. Additionally, taking careful notes will save you from having to reread your sources from start to finish when you begin to write your paper. Furthermore, keeping key points attached to their respective sources will help to prevent plagiarism!

KEEP IN MIND: Use the template provided How to Summarize : Put the author’s ideas in your own words in a shortened version. Read the passage. Then, without looking at

it again, rewrite the passage in your own words without your ideas or interpretations. Read the original again to check for accuracy.

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

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

Keep your notes SIMPLE. One thought per section. Taking notes demands accuracy. AVOIDING PLAGIARISM STARTS HERE! One source should produce multiple notea. Try the following checklist for taking notes:

o Does every note clearly identify its source?o When a source has sparked your own thoughts, have you identified both the source and the fact that the note is your own

idea?o Have you taken down verbatim—that is, copied every word, every capital letter, and every punctuation mark exactly as it

was in the original—any useful passage that you think you may later quote, being especially careful to put quotation marks around any words you use directly from a source?

(EXAMPLE CARD 1) Summer Learning Loss

Now that educational research has verified what experienced teachers have known for decades—that students forget a considerable amount of information over the long summer—a pertinent question to be raised in each community is this: How long should a summer vacation be? Three weeks or four? Five or six? As long as 10 or 12? Summer learning loss is a significant policy issue that requires ongoing community consideration of how best to lessen the loss. A community's focus on that loss and its ramifications may well lead to calendar reformation.

Yet, to a larger extent than one might think possible, there are communities across the nation that have resisted even minimal consideration and discussion of summer loss. In those communities mere mention of summer loss is dismissed without an articulated rationale for the status quo other than it has always been that way.

To a certain extent, the notion of learning loss seemingly fades with the resumption of school each autumn. Rather than learning loss disappearing, however, its reality is simply camouflaged by the resumption of school. Summer loss accumulates over time. Eventually, students from disadvantaged homes—known to be especially vulnerable to summer loss—slip further behind their peers each year and increasingly struggle to catch up with other students, prompting them to eventually abandon school by dropping out.

Unfortunately, even some educators are reluctant to confront the seriousness of summer loss.... To raise the issue is to disturb the comfortable status quo. Without a political groundswell in the community to confront learning loss—a groundswell unlikely without raising the issue in the first place—there is little incentive to tackle the summer loss phenomenon. Most school board members and district administrators feel quite safe in accepting the status quo because they are keenly aware that the parents of the students most seriously hurt by summer loss are also the ones least likely to demand change. Nevertheless, if learning challenges and objectives set by state and federal governments are to be met, discussion in the community about calendar reform is overdue.

Charles Ballinger and Carolyn Kneese. "Year-Round Schooling Offers Benefits Over a Traditional Calendar." At Issue: Year-round Schools. Ed. Adriane Ruggiero. Detroit: Greenhaven Press, 2008. Opposing Viewpoints Resource Center. Gale. West Forsyth High School (NC). 9 Jan. 2010

NOTES TEMPLATE PAGE (YOU MAY DUPLICATE THIS PAGE BY USING SEPARATE SHEETS; YOU MUST HAVE AT LEAST 10 OF THESE PAGES WITH AT LEAST 10 “ROWS” PER PAGE

Source #

Notes—write down information from the text using paraphrasing, summarizing, or “direct quotes”; every time you switch ideas, switch rows

Why the information is important—this comes from your own head; why did you write this down? What can you say about the information?

Par./pg #

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WHAT DO I DO WITH ALL THIS RESEARCH?

Now that you have researched your topic, you need to think about how to integrate your sources. There are three basic ways to show off your newfound knowledge: summary, paraphrase, and direct quotation. (Notice that these categories correspond to the types of notes I asked you to create for Deadline #3.)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Sings the original “boy B

and,”

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

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

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

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

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

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

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

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

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

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

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

Works Cited

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

Damasio, Antonio R. "Aphasia." The New England Journal of Medicine 326 (1992): 531-39. Diagram Group.

The Brain: A User’s Manual. New York: Putnam’s, 1982.

"Nurturing Development of the Brain." Editorial. New York Times 28 Apr. 1997,late ed.: A14. New York

Times Ondisc. CD–ROM. UMI. 1997.

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

RESEARCH PAPER DEADLINE #4: OUTLINE & WORKS CITED ROUGH DRAFT

WHAT: typed outlinePage 14

TOTAL POINTS: 15 (based on completion and format)

WHY: A formal outline is helpful when analyzing a draft and preparing to revise.

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

Keep in mind your outline should Indentions and numbers to indicate various levels of logic for your paper. The main points form

the major headings and the supporting idea for each point form the subheadings. You will need enough major headings to develop your subject within the boundaries

established by your thesis. In this case, you need four virtues and/or vices. MAKE SURE YOU USE THE CORRECT FORMAT (see example). You may have to turn off

the auto-format) MAKE SURE YOU HAVE PARALLEL STRUCTURE (if you have point A you must have point

B. If you have a 1 you must have a 2) Be sure to keep a copy for yourself so you can begin writing your first draft!

Sarah McKenzie

Ms. Carmichael

English 4 Third Period

26 February 2008

Outline

Thesis: Year round schooling would clearly be a positive change for all public schools in the United States due to the improved retention rate of material, a reduction in missed instructional days, positive economic and societal implication, improved test scores, and decreased student and teacher burn out.

I. (Transition) improved retention rate (complete topic sentence) A. (Transition) reason 1 the retention rate will be improved (complete sentence)

1. Summary, quote, or paraphrase (parenthetical)2. Summary, quote, or paraphrase (parenthetical)3. Summary, quote, or paraphrase (parenthetical)

A. Concluding SentenceB. (Transition) reason 2 the retention rate will be improved (complete sentence)

1. Summary, quote, or paraphrase (parenthetical)2. Summary, quote, or paraphrase (parenthetical)3. Summary, quote, or paraphrase (parenthetical)

B. Concluding sentenceI. (Transition) improved retention rate (complete concluding sentence)II. (Transition) reduction in missed instructional days (complete topic sentence)

A. reason 1 less school will be missed(complete topic sentence)1. Summary, quote, or paraphrase (parenthetical)2. Summary, quote, or paraphrase (parenthetical)3. Summary, quote, or paraphrase (parenthetical)4. Summary, quote, or paraphrase (parenthetical)

A. Concluding SentenceB. reason 1 less school will be missed (complete topic sentence)

1. Summary, quote, or paraphrase (parenthetical)

KEEP IN MIND: Your works cited should be the final page of your research paper so the heading should have your last

name and page number and it should start on a separate sheet (should be pg 7 or higher). Page 15

You works cited is like a “final draft” of your working bibliography Use the checklist and the sample to guide you.

Works Cited Checklist:Do I have five sources? Are 3 print? Are all my sources cited in my outline? Is everything double spaced? Is everything in Times New Roman 12 point? Are the sources in alphabetical order? Did I make sure each one is a hanging indention?Is my header my last name with a space and the page number?

Mackenzie 7

Works Cited

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

Damasio, Antonio R. "Aphasia." The New England Journal of Medicine 326 (1992): 531-39. Diagram

Group. The Brain: A User’s Manual. New York: Putnam’s, 1982.

"Nurturing Development of the Brain." Editorial. New York Times 28 Apr. 1997,late ed.: A14. New

York Times Ondisc. CD–ROM. UMI. 1997.

RESEARCH PAPER DEADLINE #5: SELF AND PEER EDITSelf Edit Research Paper

Step one: Edit Format1. Make sure your paper is in proper MLA format. Look at page 7-8 of your writing handbook to help you double check. Basic format includes:

___Times New Roman (TNR) ___Header (last name page #) ___12 point___1 Inch Margins ___proper heading ___double spaced ONLY

___proper title ___Proper works cited page ___proper citationsStep 2: Edit Formality and Grammar1. Turn to page 5 of your writing handbook and “Seek and Destroy” the filler words and phrases throughout your paper to reduce your wordiness, check your grammar and your spelling etc. Pay special attention to…

___Subject/Verb Agreement (S/V) ___Pronoun/Antecedent agreement (P/A) ___Passive voice (P/V)___Good verb usage (VU) ___Reducing wordiness (WORDY) ___Parallel structure (//)

___page 9 of writing handbook checklist2. Read through your sentences and see if anything can be combined to improve flow. Use the strategies on page 25 of your writing handbook to help you. 3. Check for transitional words and phrases, which also help with formality and flow. Step 3: Edit Structure1. Introduction

___Hook? (page 6 handbook) ___background? ___Thesis? 2. Body paragraphs

___topic sentence? ___at least 2 examples each with a citation? ___conclusion sentence? ___every citation is incorporated, explained and connected?

3. Conclusion___restated thesis? ___personal insight? ___Clincher? (refers back to hook?)

Peer Edit Research PaperStep 1: Read & Respond1. Do you agree with the writer? Explain your response in 1-2 sentences. (Remember: respond to the issue; don’t attack the writer)

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2. Is there any logical fallacy in the writing (do you ever feel like you are attacked)? If you said yes, explain how it made you feel. If you said no, explain why it made you comfortable. 3. Give the writer 2 compliments on their paper and explain why you liked what you did. 4. Ask two questions of the writer. (ex. What made you choose this topic?)Step 2: Reflect & Offer suggestion1. Based on the research paper you just read, what do you feel can help you improve your own writing? 2. Make at least 2 suggestions to the writer on formality, format, or structure. You can write these here or on the paper itself.

RESEARCH PAPER DEADLINE #6: FINAL DRAFT & TURNITIN.COM SUBMISSIONWHAT: final draft w/ works cited & submission to www.turnitin.comTOTAL POINTS: Final draft 200WHY: practicing and perfecting entering into public issue as an advocateKEEP IN MIND: You will receive an automatic zero for any of the following:

o failure to turn in a research paper within five days of the deadlineo failure to turn in a Works Cited page along with your papero failure to submit your paper through turnitin.com o lack of parenthetical citationso (no higher than 69% ) if less than four FULL pages

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

The hard copy of your paper is due by 11:59pm on your due date. No excuses. Turn it in early if you worry about unforeseen electronic issues.

Your FINAL assignment is simple; create a personal resume based on the template below. Your resume MUST be tailored to the profession that you researched, so make sure that you demonstrate good attention to your audience. Point Value: 20

You resume should include: Name//Contact informationObjective: Why you are writing the resume?Summary of Qualifications: What makes you write for a job in this career? Education: Include your high school and any colleges you have been accepted toRelevant experience: If you haven’t had any “real jobs” you can list things like babysitting etc. You can also list any “jobs” you held at school that might be helpful Other Experience: (If applicable)Volunteer work : (if applicable)Honors/Awards: (if applicable)References: You must list at least 2!

AMELIA POND101 Red Head Lane Clemmons, NC 27012 (336)555-5555 AmyPond@gmail.com

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OBJECTIVE: Secondary English teacher willing to work with yearbook, journalism, creative writing and other school clubs

and/or coach swim teams.

SUMMARY OF QUALIFICATIONS: Fifteen years of extensive experience in the education and instructional field. Well rounded in knowledge of subject matter and its relationship to the world. Vitalized in dealings with coworkers, parents, and administrators. Devoted to lifelong learning through all means. Knowledgeable of all technology mechanisms used in a classroom setting Proficient in Microsoft Word, Excel, Access, Publisher, PowerPoint, Internet Explorer, Netscape, Firefox, Adobe

Acrobat and InDesign, Quark Express, Photoshop, Windows 95-XP.

EDUCATION:Bachelor of Arts-English (teacher licensure), University of North Carolina Wilmington, May 1995GPA: 3.98

RELEVANT EXPERIENCE: English Teacher, West Forsyth High School, Winston Salem, NC Fall 2007- Present Teach 10th , 11th, and 12th grade regular and honors English Develop and execute lessons with regard to specific curriculums and individual learning abilities Manage classroom behavior Communicate within a team of teachers for a positive instructional environment Attend various programs and meetings to increase professional development

English Teacher, John T. Hoggard High School, Wilmington, NC, May 1995-Spring 2007 Teach 11th and 12th grade honors and regular English Develop and execute lesson plans with regard to specific curriculums and individual learning abilities Manage classroom behavior Communicate within a team of teachers for a positive instructional environment Attend various programs and meetings to increase professional development

OTHER EXPERIENCES:Key Club, Co-Faculty Sponsor, 2010-2011Children’s Cancer Support Club, Faculty Sponsor, 2009-2010

Editorial Intern, Waterfront Newspaper, Swansea, Wales, Spring 1993 Associate, Kohl’s Department Store, Wilmington, Summer 1994 Publishing Practicum Participant, UNCW Publishing Lab, Wilmington, Spring 1995

VOLUNTEER WORK:Volunteer, Hope Pregnancy Care Center, King, NC, Summer 1997-Spring 2007Volunteer Counselor, Camp Carefree, Summer 2001

HONORS:Teacher of the year nominee, 2003

REFERENCES: Kurt Telford, Principal, West Forsyth High School, Clemmons, NC

Phone: 336-712-4400 Email: ktelford@wsfcs.k12.nc.usStuart Egan, English Department Chair, West Forsyth High School, Clemmons, NC

Phone: 336-712-4400 Email: saegan@wsfcs.k12.nc.us

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