RESEARCH PAPER CHECKLIST

RESEARCH PAPER

CHECKLIST

WORKSHOP SECTIONS:

CONTENT

CITATION

CAREFUL ATTENTION TO DETAIL

THE CONTENT

1. Pre-write

2. Thesis statement & Outline

3. Topic sentences

4. Organization

5. Support

6. Introduction

7. Conclusion

Pre-Write: Table of Contents

1. Prompt selection

2. Prompt analysis

3. Brainstorm

4. Research

Pre-write those who have selected their prompt and

brainstormed for ideas can move on to “The Thesis” slide.

Pre-write: selection Read through the prompts and select the

one about which you feel most comfortable and knowledgeable.

This selection might change as you plan out your response.

Pre-write: prompt analysis Analyze the question. Some prompts will ask

you to state a viewpoint, some will ask you to discuss/explain (decide which).

Are all parts of the prompt understandable? What information would you need to include?

Look at the key terms and guiding questions. Ask for clarification from instructor if necessary

Pre-write: brainstorm part 1 Prompt #4: Identify the main threats to American security during the Cold War

(possible answers could include espionage, nuclear war, expansion of communism, falling behind in the arms race)

Topic: threats to US security during Cold War Select 3-4 big concepts: espionage, nuclear war, communism,

arms race

Pre-write: brainstorm part 2 For each concept, write down the definition and how it

was a threat. (for other prompts, write how the concept proves or is related to the topic)

Research for better definition and ideas

Research Textbook and other books Online resources

- use variety of search words(e.g., US and Soviet Union dislike; difference; distrust;

mistrust; suspicion) -> use synonyms

- make sure the source is reliable(is it just a blogger? An organization? Does it cite

sources?)

#1

THE THESIS

Thesis definitionThesis Statement=

What you plan to argue + How you plan to argue it

Bad example:

-> doesn’t include a specific topic

-> doesn’t include a plan of argument

Thesis statement If your prompt asks for a viewpoint: agree,

disagree, or quantify

If your prompt asks for an analysis: Identify and consider most important ideas. Then discuss what happens in a specific event and why it is significant.

If your prompt asks to discuss:

Summarize the overall content of your topic. Then pick out 1 or 2 points and say what you think about it. You can say the pro and con about the items involved.

THE CONTENTThe following are characteristics of a thesis. Is it :

CLEAR

ARGUABLE

APPROPRIATELY QUALIFIED

THE CONTENT The following examples show a thesis sentence that is not clear and one that is clear.

INCOMPLETE THESIS COMPLETE THESIS

It decreases one’s ability to perform Smoking decreases one’s ability to

quality work in the workplace. perform quality work in the workplace.

This is not a thesis statement because This is a thesis statement because the

it is not clear. What does the work “it” topic is clear: smoking.

mean?

THE CONTENT The following examples show a thesis statement that is not arguable and one that is arguable:

INCOMPLETE THESIS

SMOKING IS DANGEROUS TO A PERSON’S HEALTH.

This is not a thesis statement because it is not arguable.

COMPLETE THESIS

SMOKING DECREASES ONE’S ABILITY TO PERFORM QUALITY WORK AT THE WORKPLACE.

This is a thesis statement because it is arguable.

THE CONTENT The following examples show a thesis statement that is not appropriately qualified and one that is appropriately qualified

INCOMPLETE THESIS COMPLETE THESIS

Everyone knows that smoking Researchers maintain smokingdecreases one’s ability to perform decreases one’s ability toquality work in the workplace. perform quality work in the workplace.

This is not a thesis statement because This is a thesis statement because it is not appropriately qualified. “Everyone” “[r]esearchers maintain” is appropriatelyIs too vague. qualified. “Researchers” is a specific topic.

Thesis check Exchange your thesis with a peer. Check their thesis:

- includes an opinion/argument about the prompt?

-includes a plan on how they will argue?

-all meanings clear?

- nothing vague?

Outline Check if you have

enough information to fit in the outline ->

#2

CLAIM

SENTENCES

Claim sentence Each claim sentence shows the

relationship of the individual paragraph to the thesis.

THE CONTENT#2. Most paragraphs require claim sentences. They include two parts:

PART ONE: The paper topic

PART TWO: The particular paragraph’s relationship to the research question

Example:Thesis: Smoking decreases one’s ability to perform quality work in the

workplace.

Claim Sentence: Smoking decreases work efficiency since smokers require more breaks. paper topic relationship to the research question:

THE CONTENTACTIVITY: CLAIM SENTENCES

1. For each of your claim sentence, underline the topic red and underline the relevance, or the part that explains how it is related to the thesis blue.

2. Revise all claim sentences that do not clearly identify the topic and/or do not show a clear relationship to the research question.

#3

ORGANIZATION

THE CONTENT

#3. ORGANIZATION

You must organize your paper for a logical movement among paragraphs.

THE CONTENTTHESIS:SMOKING DECREASES ONE’S ABILITY TO PERFORM QUALITY WORK AT THE WORKPLACE.

Example: Below are four claim sentences that do not yet show a logical movement among them:

Smoking decreases work efficiency since smokers require more breaks.Smoking decreases work efficiency because smokers tend to have a shorter lifespan.Smoking decreases work efficiency among co-workers because of second-hand smoke.Smoking decreases the company’s economic efficiency because of lost time on the job.

Note: In your early writing, consider using the formulaic style shown above to help with organization; in your revision, revise your topic sentences for voice and variety.

Please see the next slide for ways in which you can improve/revise.

THE CONTENTSteps to improve logical movement in your paper:

1. Write down the claim sentences, working from the least important to the most important.

Original cliam sentences:Smoking decreases work efficiency since smokers require more breaks.Smoking decreases work efficiency because of lost time on the job.Smoking decreases work efficiency among co-workers because of second-hand smoke.Smoking decreases the company’s economic efficiency due to increased retraining costs.

Revised order:Smoking decreases work efficiency since smokers require more breaks.Smoking decreases work efficiency among co-workers because of second-hand smoke. Smoking decreases the company’s economic efficiency due to lost time on the job.Smoking decreases work efficiency because smokers tend to have a shorter lifespan.

The first two claim sentences show lost time on the jobThe third claim sentence shows the economic consequences of time lost.The fourth cliam sentence shows the ultimate price paid because of smoking.

.

.

THE CONTENT#2 and #3 organizational steps cont.

#2. We use transition words to help the logical movement among paragraphs (however, also, although, since, because, likewise, additionally, before, etc…).

#3. Work with the claim sentences so they better reflect your own voice and style.

PLEASE SEE NEXT SLIDE FOR EXAMPLES:

THE CONTENT#2 and #3 organizational steps EXAMPLES:

ORIGINAL CLAIM SENTENCES;Smoking decreases work efficiency since smokers require more breaks.

Smoking decreases work efficiency among co-workers because of second-hand smoke.

Smoking decreases the company’s economic efficiency due to lost time on the job.

Smoking decreases work efficiency because smokers tend to have a shorter lifespan.

REVISED CLAIM SENTENCES (transitions are in blue).

First, smoking decreases work efficiency since smokers require more breaks.

Because designated smoking areas are sometimes frequented by coworkers, employees can suffer the effects of second-hand smoke, thus decreasing their work efficiency.

As a result of lost time on the job, companies lose money.

Most importantly, smokers lose valuable years on the job because of a shortened lifespan.

Notice: The revised claim sentences are less formulaic with a variety of sentences in a

more personable voice.

THE CONTENT

Activity #31. Write down all claim sentences in your body paragraphs.

2. Number them starting with the least important point and ending with the most important point.

3. Circle transitions in your claim sentences; if the paragraph does not yet have one, add accordingly.

4. Work with your claim sentences to make them less formulaic.

5. Make sure each claim sentence shows clear relationship with the thesis.

Note: If you have any questions, please visit your instructor.

#4

SUPPORT

THE CONTENT

#4: The support for each claim sentence helps develop the paragraph. All information relates to the main idea. Using research and personal experiences in our paragraphs strengthens our writing.

THE CONTENT

Also, Make sure to develop paragraphs with paraphrases, summaries,

analysis, and detailed examples. Limit the number of sources used in paragraphs to between one and three.

Talk about the sources; explain how they develop the topic.

Limit quotes to only those that are absolutely necessary. Less is best is a good rule to follow with quotes.

Avoid stringing along quotes; this hinders voice and analysis.

THE CONTENT

Activity #4

Carefully look at each sentence in each paragraph.

If you see a sentence in a paragraph that does not relate to the topic sentence, remove it, and develop that point elsewhere.

#5

INTRODUCTION

THE CONTENT

#5. The introduction is an important part of

your essay.

It hooks the reader,

and it announces the main idea of the essay.

THE CONTENTACTIVITY #5

Look at the introduction of your paper. Circle your hook. Remember, this can be either an anecdote, statistic, question, or quote. Explain how you think this type of hook will draw in your reader.

NOTE: If you need help with your hook/lead, please refer to the Leads workshop

Next, circle your thesis.

#6

THE CONCLUSION

THE CONTENT

#6. The conclusion is also an important part of your essay. It reminds the reader of the thesis statement, and it holds the final thoughts of the essay. Develop it to encourage your reader to continue thinking about your topic.

NOTE: Remember, though, a conclusion should never have a new idea or source.

THE CONTENTActivity 6: Look at your conclusion. Does it remind the

reader of your topic? Circle the part that refers back to the thesis.

Also, consider how the essay ends. Explain the choices you have made in your conclusion.

Do you have a new idea introduced in the conclusion? If so, consider moving it to an earlier paragraph.

THE CITATIONTHE CITATION

7. Evaluate Sources7. Evaluate Sources

8. Parenthetical citation8. Parenthetical citation

9. Works Cited9. Works Cited

10. Number of Sources10. Number of Sources

#7#7

EVALUATING EVALUATING

SOURCESSOURCES


#7. Evaluating Sources#7. Evaluating Sources is one of the most is one of the most important part of your research process. A important part of your research process. A writer must consider the authority and writer must consider the authority and value of each source (interview, database value of each source (interview, database article, book, film, etc. . .) . article, book, film, etc. . .) .

Strong source materials help the reader Strong source materials help the reader trust the research. It’s your responsibility to trust the research. It’s your responsibility to make sure all of your sources are credible.make sure all of your sources are credible.

NOTE: PLEASE REFER TO THE EVALUATING NOTE: PLEASE REFER TO THE EVALUATING SOURCES GPAW WORKSHOP FOR REVIEW.SOURCES GPAW WORKSHOP FOR REVIEW.


When considering a source for your paper, be When considering a source for your paper, be sure you know who wrote it. Many times this sure you know who wrote it. Many times this information helps us determine if the source is information helps us determine if the source is credible (or not), if the writer has done her own credible (or not), if the writer has done her own research (or not), and if we can rely on this research (or not), and if we can rely on this information for our own papers (or not).information for our own papers (or not).

Consider:Consider:Name?Name?Degree?Degree?Expertise?Expertise?Contact information?Contact information?Other contributions to topic/field?Other contributions to topic/field?

THE CITATIONTHE CITATIONHere are some things to note when considering sources:Here are some things to note when considering sources:

Along with authorship, consider:Along with authorship, consider:1.1. When was it published? When was it published? 2.2. Is there any biased language?Is there any biased language?3.3. Are the references listed?Are the references listed?4.4. Are there any grammatical errors or Are there any grammatical errors or

misspelled words?misspelled words?5.5. Is it a scholarly source or not?Is it a scholarly source or not?6.6. Is it from a .net or .com? Is it from a .net or .com?

Again: Again: Refer to Evaluating Sources GPAW for helpRefer to Evaluating Sources GPAW for help

THE CITATIONTHE CITATIONPRINT THIS SLIDE FOR ACTIVITY # 7PRINT THIS SLIDE FOR ACTIVITY # 7

FILL IN EACH BOX WITH INFORMATION FROM ONE OF YOUR SOURCES.FILL IN EACH BOX WITH INFORMATION FROM ONE OF YOUR SOURCES.

ARTICLE TITLEARTICLE TITLE

AUTHOR’S AUTHOR’S NAMENAME

WHEN WHEN PUBLISHED?PUBLISHED?

HOW RELIABLE?HOW RELIABLE?

Where found?Where found?

Library Library database?database?

Google?Google?

Degree?Degree? Is it current?Is it current? .COM?.COM?

.NET? .NET?

.ORG?.ORG?

.EDU .GOV.EDU .GOV

Scholarly?Scholarly? Is it Peer Reviewed?Is it Peer Reviewed?

GENERAL INTEREST?GENERAL INTEREST?

Contact Info?Contact Info? Topic explored?Topic explored? Any slang?Any slang?

List here.List here.

OTHER?OTHER? ANY OTHER INFO?ANY OTHER INFO? Is timeliness Is timeliness important?important?

Any generalizations?Any generalizations?

List hereList here


Remember, if you think that a Remember, if you think that a source might not be reliable, do two source might not be reliable, do two things:things:

1.1. Please see your instructor for Please see your instructor for clarity.clarity.

2.2. Do not be afraid to set that source Do not be afraid to set that source

aside, and find a more reliable one. aside, and find a more reliable one.

#8#8

PARENTHETICIAL PARENTHETICIAL

CITATIONCITATION


#8: Parenthetical citation#8: Parenthetical citation helps the reader helps the reader easily distinguish between source easily distinguish between source materials and the writer’s voice.materials and the writer’s voice.

Some citation styles include Some citation styles include MLAMLA, APA, and , APA, and Chicago Style. Chicago Style. You will use MLAYou will use MLA for your for your essays. essays. See pages 604-631 for reference.See pages 604-631 for reference.

Note: Note: In your other classes, your instructor will explain which In your other classes, your instructor will explain which citation style he or she wants you to use. Your citation style he or she wants you to use. Your textbooktextbook will give will give examples and explanations.examples and explanations.


USE USE SIGNAL PHRASESSIGNAL PHRASES AT THE AT THE BEGINNING OF THE SOURCE and BEGINNING OF THE SOURCE and MLA MLA CITATIONCITATION AT THE END OF THE SOURCE AT THE END OF THE SOURCE SO THAT WE KNOW WHERE ONE SO THAT WE KNOW WHERE ONE BEGINS AND WHERE ANOTHER ENDS.BEGINS AND WHERE ANOTHER ENDS.

According toAccording to Smith……………… Smith……………… (57).(57).

Some authorsSome authors think…………… think…………… (Smith 57).(Smith 57).

ResearchersResearchers state…….. state…….. (Agy 23).(Agy 23).One college websiteOne college website says ……….. says ……….. (Jackson).(Jackson).Diana Agy’s Diana Agy’s essay, “Belinda” states . . . essay, “Belinda” states . . .

(screen(screen 2).2).


College campuses help students learn how to communicate College campuses help students learn how to communicate and think criticallyand think critically. . One studyOne study explains how workshops and explains how workshops and personal interaction help students get more involved in personal interaction help students get more involved in their learningtheir learning (Jones 10).(Jones 10). I think that this is very important. I think that this is very important. When I came to Jackson Community College, I was shy, but When I came to Jackson Community College, I was shy, but the programs on campus helped me better express myself.the programs on campus helped me better express myself. According to a leading researcherAccording to a leading researcher in academic training, in academic training, learning how to express one’s self helps builds self esteem learning how to express one’s self helps builds self esteem with over 30% improvement critical thinkingwith over 30% improvement critical thinking (Smith 98).(Smith 98).

Yellow shows two authors and their worksYellow shows two authors and their worksPink shows student’s words.Pink shows student’s words.Red shows the introduction and the end citationRed shows the introduction and the end citationAll are easy to distinguishAll are easy to distinguish


ACTIVITY #8:ACTIVITY #8:

In your essay, for each source In your essay, for each source (each time it is used)(each time it is used) circle the circle the signal phrase that introduces it and the MLA citation that signal phrase that introduces it and the MLA citation that shows where the source ends.shows where the source ends.

Revisit your paragraphs. Two-three sources are adequate. Revisit your paragraphs. Two-three sources are adequate. This is only a general rule, but be cautious not to overuse This is only a general rule, but be cautious not to overuse sources. Instead of adding another source to the sources. Instead of adding another source to the paragraph, consider commenting on the sources you paragraph, consider commenting on the sources you already have.already have.

Careful citation helps the writer avoid plagiarism. If you have Careful citation helps the writer avoid plagiarism. If you have any questions at all about your citations, please do not any questions at all about your citations, please do not hesitate to ask your instructor.hesitate to ask your instructor.

#9#9

WORKSWORKS

CITEDCITED

PAGEPAGE


#9: The Works Cited page#9: The Works Cited page is your reference section is your reference section for your essay. Here is where you provide your for your essay. Here is where you provide your readers with the publication information.readers with the publication information.

This page has a particular style (MLA), and you This page has a particular style (MLA), and you must follow all of the conventions when drafting a must follow all of the conventions when drafting a Works Cited page.Works Cited page.

The next slide will take you through a checklist. The next slide will take you through a checklist. Make sure you have followed all of the Make sure you have followed all of the requirements for the Works Cited page before requirements for the Works Cited page before handing in your portfolio.handing in your portfolio.

THE CITATIONTHE CITATIONACTIVITY #9ACTIVITY #9

Place a check by each item on your Works Cited page Place a check by each item on your Works Cited page showing that you reviewed and revised.showing that you reviewed and revised.

1.1. Double space. No extra spaces between any lines on the Double space. No extra spaces between any lines on the page. No single spacing.page. No single spacing.

2.2. Center the words Works Cited at the top of the page. Do Center the words Works Cited at the top of the page. Do not underline or capitalize any of the letters except W & C.not underline or capitalize any of the letters except W & C.

3.3. Make sure all entries are in alphabetical order.Make sure all entries are in alphabetical order.4.4. Begin at the left margin for each entry, and indent the Begin at the left margin for each entry, and indent the

second (and third) line of each entry.second (and third) line of each entry.5.5. Make sure all books, titles of journals/magazines, and Make sure all books, titles of journals/magazines, and

titles of films are underlined.titles of films are underlined.6.6. Make sure titles of journal articles, chapters in a book, and Make sure titles of journal articles, chapters in a book, and

titles of TV programs are in quotation marks.titles of TV programs are in quotation marks.7.7. Make sure your last name and the page # is in the header.Make sure your last name and the page # is in the header.

Please refer to pages Please refer to pages 604-631 in textbook604-631 in textbook for examples. for examples.

THE CITATIONTHE CITATIONNote:Note:

Since citing electronic may be confusing, Since citing electronic may be confusing, please consult the textbook please consult the textbook 604-631604-631 or or thethe

MLA Handbook for Writers of Research PapersMLA Handbook for Writers of Research Papers for all examples for all examples. Below are typical. Below are typicalexamples for database articles from the JCC website. Remember to double-space examples for database articles from the JCC website. Remember to double-space

all:all:

Example of scholarly source:Example of scholarly source:

Maxwell, Nan L. “Problem-based Learning: Modifying the Medical Maxwell, Nan L. “Problem-based Learning: Modifying the Medical

School Model for Teaching High School Economics.” School Model for Teaching High School Economics.” The Social The Social

StudiesStudies. 92.2 (2001): 73-78. . 92.2 (2001): 73-78. First SearchFirst Search. Wilson Select. Jackson Community . Wilson Select. Jackson Community

College Learning Resources Center. 30 Aug. 2006 College Learning Resources Center. 30 Aug. 2006

<http://newfirstsearch.oclc.org>.<http://newfirstsearch.oclc.org>.

Example of a general interest source:Example of a general interest source:

Thompson, Mark. “Fatal Neglect” Thompson, Mark. “Fatal Neglect” Time.Time. 27 October 1997: 34-38. 27 October 1997: 34-38. First SearchFirst Search. Wilson Select.. Wilson Select.

Jackson Community College Learning Resource Center. 26 Mar. 2006 Jackson Community College Learning Resource Center. 26 Mar. 2006

<http://newfirstsearch.oclc.org>.<http://newfirstsearch.oclc.org>.


Most importantly, make sure that the first word Most importantly, make sure that the first word on your Work Cited page is the word found inside on your Work Cited page is the word found inside the parenthesis in your essay.the parenthesis in your essay.

For example, if my Works Cited entry looks like For example, if my Works Cited entry looks like this:this:

Jacobs, Geraldine. “Gardening.” Jacobs, Geraldine. “Gardening.” The Journal of The Journal of Modern Horticulture.Modern Horticulture. 9 (2006): 443-54. 9 (2006): 443-54.

Then the in text citation will have Jacobs and the Then the in text citation will have Jacobs and the page number in it: page number in it: (Jacobs 445).(Jacobs 445).

Number of Sources:Number of Sources:

JCC Language, Literature, and Arts JCC Language, Literature, and Arts department recommends that the department recommends that the research paper uses a “minimum of 5 research paper uses a “minimum of 5 different sources.”different sources.”

In addition, using In addition, using a varietya variety of sources of sources gives credibility to a writer’s work. gives credibility to a writer’s work.

CAREFUL ATTENTION TO CAREFUL ATTENTION TO DETAILDETAIL

10. Format10. Format

11. Title and cover pages11. Title and cover pages

12. Audience and Purpose12. Audience and Purpose

13. Number of full pages13. Number of full pages

14. Check grammar14. Check grammar

FORMATFORMAT


#10: Format#10: FormatAll of your papers will have MLA format. All of your papers will have MLA format.

The L.L.&A. department requires this The L.L.&A. department requires this particular style to help standardize the particular style to help standardize the portfolios. portfolios.

Correct format helps the reader stay focused Correct format helps the reader stay focused on the content.on the content.

The next slide has a check list for you to go The next slide has a check list for you to go through. through.


Activity #10.Activity #10. Please place a check on your essay Please place a check on your essay showing that you have reviewed these showing that you have reviewed these particular parts of the essay format:particular parts of the essay format:

1.1. Check to see if you used 12 font.Check to see if you used 12 font.

2.2. Check to see that you Check to see that you double spaced the double spaced the entireentire essayessay..

3.3. Check to make sure the margins are 1” on all Check to make sure the margins are 1” on all sides.sides.

4.4. Check to make sure you used Times New Check to make sure you used Times New Roman or a similar font.Roman or a similar font.

TITLETITLE

ANDAND

COVERCOVER

PAGEPAGE


#11: Title and Cover pages#11: Title and Cover pages

The portfolio requires a cover page The portfolio requires a cover page and title pages for each essay. and title pages for each essay.

They include important information They include important information which helps the department identify which helps the department identify the particular portfolio. the particular portfolio.

The appearance also helps set the The appearance also helps set the stage for your reader.stage for your reader.


Activity #11:Activity #11:1. 1. Do you have a cover page? If not, add one. Do you have a cover page? If not, add one.

Each one has the student #, course/section #, and Each one has the student #, course/section #, and instructor’s name.instructor’s name.

2.2. Do you have title pages for each essay? If not, add Do you have title pages for each essay? If not, add them.them.Each one has the title of the essay, the student #, Each one has the title of the essay, the student #, and audience/purpose statements.and audience/purpose statements.

If you need to see an example, please see your If you need to see an example, please see your instructor.instructor.

AUDIENCEAUDIENCE

ANDAND

PURPOSEPURPOSE

STATEMENTSSTATEMENTS


#12: Audience / Purpose statements#12: Audience / Purpose statementsThe audienceThe audience statement identifies the intended statement identifies the intended

reader.reader.

NOTE: Try to be specificNOTE: Try to be specific. Stay away from single . Stay away from single word audiences.word audiences.

The purpose statementThe purpose statement identifies the writer’s identifies the writer’s objective for the intended reader. Words such as objective for the intended reader. Words such as “inform,” “express,” “share,” “describe,” “inform,” “express,” “share,” “describe,” “explain,” propose,” “interpret,” and “persuade” “explain,” propose,” “interpret,” and “persuade” are often used.are often used.

EXAMPLES:EXAMPLES:

Example:Example:

Audience:Audience: Women Women

Purpose statementPurpose statement: I want my reader to hear : I want my reader to hear my story.my story.

Better audience statement:Better audience statement: Women who Women who have children in daycare.have children in daycare.

Better purpose statement:Better purpose statement: I want to I want to informinform my readers about the importance of my readers about the importance of investigating their child’s daycare. investigating their child’s daycare.


Activity #12:Activity #12:

Do you have an audience/purpose statement for each Do you have an audience/purpose statement for each essay?essay?

If not, include one for each essay.If not, include one for each essay.

Check to make sure your audience is clearly defined.Check to make sure your audience is clearly defined.

Check to make sure your purpose statement includes Check to make sure your purpose statement includes one of the key words: one of the key words: “inform,” “express,” “share,” “inform,” “express,” “share,” “describe,” propose,” “interpret,” and “persuade” are “describe,” propose,” “interpret,” and “persuade” are often used.often used.

COUNTCOUNT

THE THE

PORTFOLIOPORTFOLIO

PAGESPAGES


#13: Count your pages.#13: Count your pages.Many portfolio readers will count the pages of the Many portfolio readers will count the pages of the portfolio before they read a single word. They begin on portfolio before they read a single word. They begin on the first page of text, and they continue until they reach the first page of text, and they continue until they reach the last page of the last essay. the last page of the last essay.

NOTE: YOUR READER WILL ONLY COUNT THE PAGES NOTE: YOUR READER WILL ONLY COUNT THE PAGES THAT GO FROM THE VERY TOP TO THE VERY BOTTOM. THAT GO FROM THE VERY TOP TO THE VERY BOTTOM.

THEY WILL DISREGARD ANY PAGES THAT FALL SHORT THEY WILL DISREGARD ANY PAGES THAT FALL SHORT (EVEN A SENTENCE SHORT) AND WILL DEDUCT (EVEN A SENTENCE SHORT) AND WILL DEDUCT POINTS.POINTS.

BE CAREFUL!!!!BE CAREFUL!!!!


Activity #13Activity #13Count the pages in your portfolio. Do not count those that do not start at the Count the pages in your portfolio. Do not count those that do not start at the top and end at the bottom of the page. top and end at the bottom of the page.

Ask your instructor for a copy of the portfolio requirement sheet. Ask your instructor for a copy of the portfolio requirement sheet.

How many pages are required for your English class (132)?How many pages are required for your English class (132)?

How many pages (top to bottom) are in your portfolio? How many pages (top to bottom) are in your portfolio?

Does it meet the requirements?Does it meet the requirements?

According to the portfolio requirement sheet, will your portfolio have any According to the portfolio requirement sheet, will your portfolio have any deductions taken because of length?deductions taken because of length?

If your portfolio does not meet the required number of pages, revise by If your portfolio does not meet the required number of pages, revise by developing your ideas. Make sure you have at least 12 full, top to bottom developing your ideas. Make sure you have at least 12 full, top to bottom pages in your 132 portfoliopages in your 132 portfolio..

EDIT EDIT

AND AND

PROOFREADPROOFREAD

PORTFOLIOPORTFOLIO

Grammar checkGrammar check

#13. Edit and proofread your entire #13. Edit and proofread your entire portfolio.portfolio.

If you have questions, please do the following:If you have questions, please do the following:

1.1. See your instructor.See your instructor.

2.2. Visit the Center for Student Success for Visit the Center for Student Success for tutoring.tutoring.

3.3. Revisit the GPAW workshops for review.Revisit the GPAW workshops for review.

4.4. Use your textbook’s index to find answers to Use your textbook’s index to find answers to your questions.your questions.

TO RECEIVE CREDIT FOR TO RECEIVE CREDIT FOR THIS WORKSHOP:THIS WORKSHOP:

Hand in all of your activities.Hand in all of your activities.

Make sure each activity is numbered.Make sure each activity is numbered.

Make sure to include all essays.Make sure to include all essays.

RESEARCH PAPER CHECKLIST

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