Research PaperResearch Paper

Manual 1.8Manual 1.8

Grade 11Grade 11

Fig Tree Press

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Table of Contents

Research Paper Requirements and Topics Page 3 - 6 Lesson 1 - Getting Research Materials Page 7 Lesson 2 - Writing a Thesis Statement Page 8 Lesson 3 - Writing an Introduction Page 9 Lesson 4 - Note Taking Page 10 Lesson 5 - Note Cards Page 11-12 Lesson 6 - Plagiarism Pages 13-15 Lesson 7 - Incorporating Evidence Page 16 Lesson 8 - MLA Style Citation Pages 17-18 Lesson 9 - MLA Style Citation Q & A Page 19 Lesson 10 - Works Cited Pages 20 Lesson 11 - Citation Tools Page 21 Lesson 12 - Transitional Devices Page 22 Lesson 13 - Writing a Conclusion Page 23 Lesson 14 - Research Paper Outline Page 24 Lesson 15 - Ten Research Paper Commandments Pages 25 Lesson 16 - Sample Research Paper Pages 26 - 31 Lesson 17 - MLA Format—Page Setup Pages 32-36 Critical Due Dates and “I get it” pledge Page 37

RESEARCH PAPER REQUIREMENTS

Requirements: 3 to 4 pages in length (doesn’t include Works Cited page) Controversial Topic 6 sources total: 6 academic database articles

NO INTERNET ARTICLES. Don’t confuse online database articles with internet articles. English Department has established the following requirements for ALL juniors: A. Research paper will count as (a) final exam grade (b) 10% of your final grade. B. Research paper PROGRESS grades, and other grades, will be used in the 3rd quarter. C. Speech debate will count as 100 points.

Abortion: Is broad access to abortion protected by the Constitution and necessary to safeguard the well-being of women? Or is abortion a form of murder that should not have been given constitutional protection by the Roe v. Wade decision?

Critics of abortion rights say: Abortion is an immoral procedure. Limits should be placed on "partial birth abortion" and on underage girls getting abortions without notifying their parents, and Roe v. Wade should eventually be overturned.

Supporters of abortion rights say: Access to abortion is vital to ensure that women are able to protect their health and exercise control over their lives. Abortion opponents are trying to covertly encroach on Roe v. Wade by imposing various restrictions on the procedure with the aim of eventually overturning the decision.

Affirmative Action: Does affirmative action foster racial diversity, or does it amount to unfair discrimination?

Supporters say: It is an important means for universities and other organizations to maintain diversity, which helps break down racial barriers and better reflects an integrated world. Affirmative action is also necessary to "level the playing field" for minorities following decades of discrimination.

Critics say: Racial preferences violate the 14th Amendment guarantee of equal protection for everybody under the law, and also the 1964 Civil Rights Act, which makes it illegal to discriminate on the basis of race and sex. Also, the existence of such programs fosters the belief that minorities cannot succeed unless they are given a "handout," and casts doubt on all minority achievements.

Animal Testing: Is it immoral to conduct painful and often deadly medical and scientific experiments on animals? Or do the benefits of animal testing outweigh any ethical concerns?

Supporters of animal testing say: Animal testing has been a crucial step in the development of countless new medical techniques and technologies. Proposed alternatives to animal testing are simply ineffective and produce substandard results.

Critics of animal testing say: Some of the experiments conducted on animals are cruel and painful, and nearly every animal tested is killed following the procedure. Because the experiments are often carried out in stressful environments, much of the data acquired are not reliable anyway.

CONTROVERSIAL TOPICS

MY CONTROVERSIAL TOPIC IS:

CONTROVERSIAL TOPICS

Juvenile Death Penalty: Does sentencing juveniles to death constitute cruel and unusual punishment, in violation of the Eighth Amendment? Or is it an acceptable punishment for certain offenses?

Critics of the juvenile death penalty say: Because juveniles' brains are not yet fully developed and juveniles are less

mature than adults, they should not be punished as adults. National consensus now recognizes the juvenile death penalty to be cruel and unusual punishment, so the practice should be declared unconstitutional.

Supporters of the juvenile death penalty say: Punishment should be based not on age but on the severity of the crime. Most young people understand that crimes such as murder are wrong. Also, the threat of being sentenced to death for certain crimes acts as a strong deterrent for would-be offenders.

Gun Control: Do tough gun control measures help reduce deaths and injuries associated with guns? Or are they ineffective and an infringement on a fundamental right to bear arms?

Supporters of gun control say: Lenient gun restrictions increase the risk of violence and accidents associated with

guns. If it is easy for people to carry guns in public, it is more likely that disagreements will escalate into shootings. Likewise, laws are needed to keep guns stored safely away from children.

Critics of gun control say: Rather than increasing crime, guns are a deterrent to criminals because they allow people to defend themselves. Gun control penalizes law-abiding gun owners while having no effect on criminals who disregard the law. And safety training works better than laws mandating safe storage.

Minimum Drinking Age: Has the de facto national minimum drinking age of 21 made the U.S. a safer place due to decreased drunk-driving fatalities? Or does the comparatively high age restriction negatively influence American youth by encouraging irresponsible drinking habits?

Supporters of the current minimum drinking age say: Statistics prove that drunk-driving incidents among those aged 18 to 20 have declined significantly since the National Minimum Drinking Age Act passed in 1984. Those under the age of 21 should not consume alcohol because it could be physically damaging to their still-developing bodies.

Critics of the current minimum drinking age say: The 21-and-over drinking age prompts younger Americans, most of whom are perfectly capable of drinking responsibly, to do their drinking in private and in short amounts of time, creating potentially dangerous conditions. The National Minimum Drinking Age Act infringes upon both civil rights and states' rights.

Self-Defense: Should states expand their self-defense laws to legally protect the use of deadly force, even in public places? Or should victims of an attack or threat obey the so-called duty to retreat, which obligates those

victims to respond first by attempting to escape before retaliatory force can be justified?

Supporters of the expanded self-defense laws say: Eliminating the duty to retreat allows victims of an attack or threat

to defend themselves from potential harm without having to worry about being charged with a crime. People should be able to respond forcefully to perceived threats regardless of where they are: in public, at their homes, at their place of business, or in their cars.

Critics of the expanded self-defense laws say: The new laws encourage a "shoot first, ask questions later" mentality

that could result in the widespread use of deadly force in situations where such force is not warranted. Laws enforcing a duty to retreat are good policies that prevent many potentially fatal confrontations. Many of the new self-defense laws are poorly reasoned and ill-written, and could create confusing legal situations in the near future.

CONTROVERSIAL TOPICS

Video Games and Violence: Is the video-game industry doing a good job of regulating itself when it comes to violent games, or should the federal government intervene in the industry’s ratings system? Should retailers be punished for selling violent video games to minors?

Defenders of violent video games say: Violent video games have never been proven to make children and teenagers more prone to commit acts of violence in the real world. The video-game industry ratings system should remain independent from government pressure, much like the motion-picture industry highly successful ratings system.

Critics of violent video games say: Violent games desensitize children to acts of extreme violence. Impressionable children may attempt to mimic the same violent actions in the real world that they are rewarded for in the video-game world. Government officials on the federal, state or local level should be allowed to mete out punishment to retailers who distribute violent games to minors.

Euthanasia: Would legalizing assisted suicide ease the suffering of the terminally ill? Or would it be immoral and lead to abuse?

Critics of assisted suicide say: Assisted suicide violates the basic human right to life and violates the ethics of medicine. It is also a form of discrimination against the elderly, the ill and the disabled.

Supporters of assisted suicide say: People have a right to be able to choose when to end their suffering, and the government should not interfere with that freedom. The practice already occurs outside legal boundaries, so it should be legalized and made available to everyone in a well-regulated manner.

Hip-Hop Culture: Does rap music, also known as hip-hop, negatively influence young listeners due to the prevalence of profane, violent and sexist lyrics in some of its most popular songs? Or is hip-hop a meaningful cultural innovation that promotes artistic self-expression and economic self-empowerment?

Critics of hip-hop say: Though rap started out as a force for positive social change, popular subgenres of hip-hop

such as "gangsta rap" have since eroded much of the art forms value to society. Impressionable young people are negatively affected by rappers’ obsession with guns, drugs, sex and material possessions. Since record companies do not seem to care about negative content as long as it sells albums, parents should assume a greater role in regulating their children’s listening habits.

Supporters of hip-hop say: Hip-hop is a diverse art form that has created jobs in impoverished inner-city communi-ties and given an artistic voice to politically and socially marginalized youth. The ethnic and racial diversity of hip-hop’s fan base helps to break down cultural barriers both in the U.S. and abroad. Though some types of rap music promote immorality, that is not true of the genre as a whole.

Social Media: 47% of American adults used social networking sites like Facebook, MySpace, Twitter, LinkedIn, and Classmates.com in 2011, up from 26% in 2008. [26] On social media sites like these, users may develop bio-graphical profiles, communicate with friends and strangers, do research, and share thoughts, photos, music, links, and more. Proponents of social networking sites say that the online communities promote increased interaction with friends and family; offer teachers, librarians, and students valuable access to educational support and materials; facilitate social and political change; and disseminate useful information rapidly. Opponents of social networking say that the sites prevent face-to-face communication; waste time on frivolous activity; alter children’s brains and behavior making them more prone to ADHD; expose users to predators like pedophiles and burglars; and spread false and potentially dangerous information.

CONTROVERSIAL TOPICS

Juvenile offenders: Should certain juvenile offenders be sentenced to life in prison without parole? Or are such

sentences barbaric and possibly unconstitutional?

Supporters of life-without-parole sentences for juveniles say: Juveniles convicted of horrible crimes--typically murder

--should be sentenced to life without parole. They are too dangerous to be allowed to live among law-abiding citizens. Victims of violent crimes deserve to know that their juvenile assailants will spend the rest of their lives in prison.

Opponents of life-without-parole sentences for juveniles say: Sending a juvenile to prison without the possibility of

parole is immoral and unjust. Juvenile offenders convicted of horrible crimes should be punished; but they also deserve a second chance to become valuable members of society. Teenagers are more prone to acting foolishly and recklessly than adults, which should be taken into account when young criminals are sentenced.

Drug Testing: Is drug testing an effective way to prevent drug use by employees and students? Or does it in-trude on personal privacy and do little to prevent drug use?

Supporters of drug testing say: Drug tests alert employers, administrators, teachers and parents to problems that can damage health and lead to safety risks and poor performance at work or school. Testing creates an effective deterrent to drug use.

Critics of drug testing say: There is little evidence that drug testing discourages drug use in students or employees. In reality, drug tests violate people's privacy, alienate those who have to take them, miss actual drug activity and are prone to error.

Universal Healthcare: Should the federal government provide healthcare to all its citizens? Critic of Universal Healthcare say that the government is not responsible for providing its citizens with healthcare. Supporters of Universal Healthcare say that the government is responsible for providing its citizens with healthcare.

Standardized Tests: Should standardized test be used in American public and private education? Proponents argue that standardized tests are a fair and objective measure of student ability, that they ensure teachers and schools are accountable to taxpayers, and that the most relevant constituents – parents and students – approve of testing. Opponents say the tests are neither fair nor objective, that their use promotes a narrow curriculum and drill-like "teaching to the test," and that excessive testing undermines America's ability to produce innovators and critical thinkers.

LESSON 1: GETTING RESEARCH MATERIAL

Where do I find articles for my research paper? Step 1: Go to http://www.sachem.edu/schools/east Step 2: Go to departments and find library Step 3: Click on the link title “VRC” Step 4: Review databases in the following tabs: “Newspapers/Magazines” and “Pro/Con” Step 5: Use the following databases to get your articles: 1. ProQuest K-12 2. Opposing Viewpoints In Context 3. SIRS Discovers 4. CQ Researcher 5. ABC CLIO—Issues: Understanding Controversy Step 6: Use the following usernames and passcodes to access databases: VRC is a collection of databases Username:sachemeast Password: hslib Opposing Viewpoints database Username: non needed Password: esb Questions and Answers 1. Can I get access to these databases from home? Yes, you have complete access 24/7. You

even have access from far and distant places like Japan, Russia, Iceland, Guam, etc. 2. Can I print the articles from home? Yes, you can print the articles from home assuming you have

a printer. The school library and public library have printers available. 3. Can I email the articles to myself? Yes, you can send the articles to yourself and access the articles through your home computer or cell phone. Also, you can email the articles to family, to friends, to pets, etc. 4. Do I have access to the databases on a late Friday night when I'm hanging out with friends? Yes, the databases will always be available to you and to your friends at any time. Like a good friend, the databases are always there. 5. Do I have access to the databases from my expensive cell phone? Yes, the databases will be available to you from your cell phone (the same phone that you use to access social media).

LESSON 2: THESIS STATEMENTS

The Non-Thesis A thesis takes a position on an issue. It is different from a topic sentence in that a thesis statement is not neutral. It announces, in addition to the topic, the argument you want to make or the point you want to prove. This is your own opinion that you intend to back up. This is your reason and motivation for writing. Bad Thesis 1: This paper will consider the advantages and disadvantages of certain restrictions on free speech.

The Overly Broad Thesis A thesis should be as specific as possible, and it should be tailored to reflect the scope of the paper. It is not possible, for instance, to write about the history of English literature in a 5 page paper. In addition to choosing simply a smaller topic, strategies to narrow a thesis include specifying a method or perspective or delineating certain limits. Bad Thesis 2: There should be no restrictions on the 1st amendment.

The Incontestable Thesis A thesis must be arguable. And in order for it to be arguable, it must present a view that someone might reasonably contest. Sometimes a thesis ultimately says, "we should be good," or "bad things are bad." Such thesis statements are repetitive or so universally accepted that there is no need to prove the point. Bad Thesis 3: There are always alternatives to using racist speech.

Developing a Great Thesis Statement A great thesis statement takes a position on an issue, makes a specific point, and makes an argument. In addition, a great thesis statement has a plan of development that mirrors the development of the written response. All high schools should require a mandatory swimming class in order to graduate because it encourages an appreciation for lifelong fitness and it encourages the development of survival skills.

LESSON 3: WRITING THE INTRODUCTION

An introduction should generally be eight to ten sentences long. Begin your introduction with a general statement, and with each sentence that follows get more and more specific until you get to the last sentence, which is a clearly stated thesis. The introduction should resemble an inverted pyramid:

Here are three basic methods for beginning an introduction (all are structured using the inverted pyramid): A. Begin with a general idea and then narrow to a specific thesis statement. The general idea gives the reader background information or sets the scene. Then the topic narrows to one specific idea—the thesis statement. The effect is like a funnel or inverted pyramid—from broad to narrow. Example: Few Americans stay put for a lifetime. We move from town to city to suburb, from high school to college in a different state, from a job in one region to a better job elsewhere, from the home where we raise our children to the home where we plan to live in retirement. With each move we are forever making new friends, who become part of our new life at that time.

B. Begin with a surprising fact or idea. A surprising fact or idea arouses the reader’s curiosity about how you will support this initial startling statement. Example: Millions of law-abiding American are physically addicted to caffeine– and most of them don’t even know it. Caffeine is a powerful central nervous system stimulant with substantial addiction potential. When deprived of their caffeine, addicts experience often severe withdrawal symptoms, which may include a throbbing headache, disorientation, constipation, nausea, sluggishness, depression, and irritability. As with other addictive drugs, heavy users develop a tolerance and require higher doses to obtain the expected effect. C. Begin with a contradiction. In this type of introduction, you should begin with some fact or idea that contradicts what many or most people believe. In other words, your introduction will contrast your opinion with the widely held view. Example: Most people believe that stress has a negative effect on their lives. Under severe stress, most cannot function effectively—or at all. Pressured by tight deadlines, heavy workloads, or competitive situations, they may suffer from such problems as anxiety, sleeplessness, or ulcers. Yet stress is not necessarily bad. Contrary to popular opinion, people can learn to turn stress into a valuable asset in the classroom and the workplace.

Begin with an interesting thought about the topic. Grab the reader.

Develop your introduction using one the three methods: A. general to specific B. surprising fact or idea C. contradiction

The last statement of your introduction is your thesis statement. What do you want to prove?

INTRODUCTION

LESSON 4: “NOTE TAKING” (Dr. Margaret Procter)

If you take notes efficiently, you can read with more understanding and also save time and frustration when you come to write your paper. These are three main principles:

1. Know what kind of ideas you need to record Focus your approach to the topic before you start detailed research. Then you will read with a purpose in mind, and you will be able to sort out relevant ideas.

First, review the commonly known facts about your topic, and also become aware of the range of thinking and opin-

ions on it. Review your class notes and textbook and browse in an encyclopedia or other reference work.

Second, try making a preliminary list of the subtopics you would expect to find in your reading. These will guide your

attention and may come in handy as labels for notes.

Third, choose an angle that interests you, perhaps one on which there is already some controversy. Now formulate

your research question. It should allow for reasoning as well as gathering of information -- not just what the proto-Iroquoians ate, for instance, but how valid the evidence is for early introduction of corn. You may even want to jot down a tentative thesis statement as a preliminary answer to your question.

2. Don't write down too much Your essay must be an expression of your own thinking, not a patchwork of borrowed ideas. Plan therefore to invest your research time in understanding your sources and integrating them into your own thinking. Your note cards or note sheets will record only ideas that are relevant to your focus on the topic; and they will mostly summarize rather than quote.

Copy out exact words only when the ideas are memorably phrased or surprisingly expressed--when you might use

them as actual quotations in your essay.

Otherwise, compress ideas in your own words. Paraphrasing word by word is a waste of time. Choose the most

important ideas and write them down as labels or headings. Then fill in with a few sub points that explain or exemplify.

3. Label your notes intelligently

Record bibliographic information on cards separate from your notes. Label each photocopied source appropriately.

Use your bibliography cards or sheets to keep your sources organized.

Put notes on separate cards or sheets. Label the topic of each note. Not only will that keep your note taking focused, but it will also allow for grouping and synthesizing of ideas later. It is especially satisfying to shuffle notes and see how the conjunctions create new ideas -- yours.

Leave lots of space in your notes for comments of your own -- questions and reactions as you read, second thoughts and cross-references when you look back at what you've written. These comments can become a virtual first draft of your paper.

LESSON 5: NOTE CARDS

THREE TYPES OF NOTECARDS SUMMARY CARDS Written in your own words, a summary includes only the main points and the most important details provided by your source material. It is useful for summarizing a whole article or section, and record-ing facts, statistics and main ideas from long passages. Summary cards do not contain quotations and do not need quotation punctuation, but they do need a page reference. PARAPHRASE CARDS Written in your own words, a paraphrase restates the ideas in a passage. With this type of notecard, you need to be very careful to avoid plagiarism. Copying the original source and changing a few words is not paraphrasing. It is stealing and must be avoided at all costs. Use the paraphrase when you want to use an idea from source material, when the exact words of the author are not needed. Be sure that, in using your own words, you do not change the intent of the original author. Like a summary card, you will still need to record the page reference. QUOTATION CARDS Written exactly as the words appear in the original source material, the direct quotation is used when you need to record the actual words used by the author. The quoted passage must be enclosed in quotation marks when it is copied onto the notecard. If the quotation you choose includes material quoted from another source, the second quotation is enclosed in single quotation marks (a quotation within a quotation). If you wish to use only parts of a long direct quotation, and you want to omit the words in between, use ellipses (three spaced periods “. . . “) to replace the missing words. Be sure that by omitting cer-tain words, you do not change the author’s original meaning. Again, it is worth a reminder that you want to use direct quotations when they are necessary and useful for their own words or authority and always for support of your thesis statement.

See next page for notecards examples...

NOTE CARDS EXAMPLES

Topic/Idea: Social Media/Con Source #: 1

Type of note: Summary Author/Page#: Kayne West 1-9

Main Idea: Social Media stifles creativity because it creates an environment of less originality.

Main Points:

A. Social media has create of world of copy cats

B. Social media has create a society of people that can’t think outside the box

C. Social media has made people less likely to talk to each other in real life

D. Social media hasn’t given people real confidence—false confidence about themselves

(West 1-9)

Topic/Idea: Social Media/Con Source #: 1

Type of note: Paraphrase Author/Page#: Kayne West 2

According to Kayne West, people in our culture today have developed a false sense of confidence about

themselves. People latch onto an alternative universe that fits their ideal world. People lose perspective of

real life (West 2).

Topic/Idea: Social Media/Con Source #: 1

Type of note: Direct quote Author/Page#: Kayne West 8

“Even though I use social media to make millions of dollars, I will be very cautious about how much social

media my children will be allowed to use. Look at billionaire of Microsoft and Facebook. Their kids don’t

use social media” (West 8).

LESSON 6: PLAGIARISM

DIRECTIONS: Read the following original sources and student versions. Determine whether or not the student versions are plagiarized. Be sure to give specific reasons for your claim.

Student Version To sum up, with The Sound and the Fury (1929), William Faulkner the artist came of age. He produced his masterpiece- one of the great tragic novels of the twentieth century. He proved himself a master in his command of a difficult technique, in his control of language, and in the highly original organization of his material.

1. COMMENTS__________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________

Student Version When Shakespeare created Othello, his understanding of human nature and his ability to dramatize it in language and action were at their pinnacle. The play offers, in its minor characters, a number of deep and complete studies of hu-mans. 2. COMMENTS__________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________

Original Source From: Melvin Bachman, Faulkner: the Major Years, Bloomington: Indiana University Press, 1966, p.13. “With The Sound and the Fury (1929), William Faulkner the artist came of age. He produced his masterpiece- one of the great tragic novels of the twentieth century. He proved himself a master in his command of a difficult technique, in his control of language, and in the highly original organization of his material.”

Original Source From: Kernan, Alvin. “Othello: An Introduction,” Shakespeare the Tragedies. Ed. Alfred Harbage. p.75. “When Shakespeare wrote Othello, about 1604, his knowledge of human nature and his ability to dramatize it in language and action were at their height. The play offers, even in its minor characters, a number of unusually full and profound studies of humanity.”

Student Version #1 Ever wonder where the cowboy came from? When you really think about it, most of the myth of the cowboy was manufactured. As a young country compared to the ancients like Greece, America didn’t have its own Odyssey, or Saint George slaying the dragon, or a Greek god like Prometheus. And even though Americans were successful money-makers, we needed our own fables and heroes. Thus cam the mythmaking machinery of the 19

th century

American media. The cowboy was, in reality, a media blitz. All the images found on the movie screen, read in the books, and seen on billboards, reinforced this powerful, but fictionalized stereotype. This cowboy illusion not only shaped our image of the past but even of our presidents. 3. COMMENTS___________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________

Student Version #2 Ever wonder where the cowboy came from. When you really think about it, most of the myth of the cowboy was manufactured. As a young country compared to the ancients like Greece, America didn’t have its own Odyssey, or Saint George slaying the dragon, or a Greek god like Prometheus. And even though Americans were successful money makers, we needed our own fables and heroes. Thus came the mythmaking machinery of the 19

th century American

media. The cowboy was, in reality, a media blitz. All the images found on the movie screen, read in the books, and seen on billboards, reinforced this powerful, but fictionalized stereotype. This cowboy illusion not only shaped our image of the past but even of our presidents (Davis 197). 4. COMMENTS___________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________

Original Source From: Don’t Know Much About History, by Kenneth C. Davis “Without a native mythology, America had to manufacture its heroes. A nation turning one hundred years old had no Odyssey, no Saint George slaying the dragon, no Prometheus. The emerging American genius for making a lot of money was poor substitute for King Arthur and his knights…So the mythmaking machine of nineteenth-century American media created a suitably heroic archetype in the cowboys of the Wild West. The image was of the undaunted cattle drivers living a life of reckless individualism, braving the elements, staving off brutal Indian attacks. Of the heroic lawmen dueling with six-guns in the streets at high noon. This artificial Wild West became America’s Lliad. It was an image so powerful, appearing first in the newspapers and reinforced in dime novels and later throughout countless Hollywood movies, television series, and cigarette commercials, that it entered the American political mentality. The code of the cowboy shaped policy and Presidents, perhaps most notably Teddy Roosevelt, Lyndon Johnson, and Ronald Reagan (Davis 197).

Student Version #3 Ever wonder where the cowboy came from? When you really think about it, most of the myth of the cowboy was man-made. Davis in his book entitled, Don’t Know Much About History, discusses the fact that as a young country compared to the ancients like Greece, America didn’t have its own Odyssey, or “Saint George slaying the dragon,” or a Greek god like Prometheus. He continues to say that even though Americans were successful moneymakers, we needed our own fables and heroes. Thus came the “mythmaking machinery of the 19

th century American media.” The cowboy was, in

reality, a media blitz. All the images found on the movie screen, read in the books, and seen on billboards, advanced this powerful, but fictionalized stereotype. This cowboy illusion not only shaped our image of the past but even molded some of our presidents (197). 5. COMMENTS___________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Student Version #4 Remember, as a youngster when you used to play cowboys and Indians? Ever wonder from where the cowboy actually came from? When you really think about it, most of the myth of the cowboy was man-made. As a young country com-pared to the ancients like Greece, author Kenneth C. Davis argues that America didn’t have its own Odyssey, or a Greek god like Prometheus. And even though Americans were successful moneymakers, we needed our own fables and he-roes. Davis continues by emphasizing the role of the 19

th century American media in developing the cowboy, who was,

in reality, a media blitz. All the images found on the movie screen, read in the books, and seen on billboards, reinforced this powerful, but fictionalized stereotype. Lastly, Davis implies that his cowboy illusion not only shaped our image of the past but even of our presidents (197). 6. COMMENTS___________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________

Student Version It is puzzling that, although Poe’s Gordon Pym is a typical American story with all the elements common to other suc-cessful works – particularly the exclusion of any home life and females, and the singular life of a loner who resorts to going to sea- Poe never gained the recognition or success of either Moby Dick or Huckleberry Finn. 7. COMMENTS___________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________

Original Source From: Fiedler, Leslie A. Love and Death in the American Novel, New York: Stein and Day Publishers, 1966, p. 393. Whatever Poe’s ostensible or concealed motives, he created in his only complete longer fiction not a trivial hoax but the archetypal American story, which would be recast in Moby Dick and Huckleberry Finn. Why, then did Poe’s book not achieve either the immediate acclaim accorded the latter or the slowly growing reputation won by the former? All the attributes of the highbrow Western are present in his novel: the rejection of the family and the world of women, the secret evasion from home, and the turning to the open sea.

LESSON 7: INCORPORATING EVIDENCE

1.) Author: Johnny Fignewton 3.) Article Title: “Misusing MLA Style” 5.) Pages: 1-43 2.) Source: Journal of Academic Research 4.) Year: 2000

Original Text: “Many writers omit or improperly use quotations in their essays”

_____________________________________________________________________________________________________ 1. Paraphrase (Indirect quotation)—using different words to express the same idea; do not use quotation marks at all • Teachers and professors alike find that many students often misuse quotations in their papers (Fignewton 43). 2. Direct phrase or word quote— using only one or a few words; use quotation marks around those words only: • Many teachers find that their students “omit or improperly use” (Fignewton 43) quotes when writing papers. 3. MLA author/page citation—author and page in parenthesis or parenthetical citation: • The New York Times article suggests that, “Many writers omit or improperly use quotations in their essays” (Fignewton 43). 4. Full sentence quote with he/she said before the quotation; place comma before the quotation mark: • Fignewton claims, “Many writers omit or improperly use quotations in their essays” (43). 5. Full sentence quote with he/she said after the quotation; comma replaces period at the end of the quote: • “Many writers omit or improperly use quotations in their essays” (Fignewton 3), he argued. 6. Full sentence quote with he/she said dividing the quote; commas separate the quote: • “Many writers,” he admitted, “omit or improperly use quotations in their essays” (Fignewton 3).

7. Use signal phrases to introduce quotations which support your view:

Teachers and professors alike find that many often misuse quotations in their papers. As Fignewton writes, “Many writers omit or improperly use quotations in their essays” (9).

8. Challenge a point of view or idea:

Fignewton writes, “Many writers omit or improperly use quotations in their essays” (9). However, the research is conclusive that 99.9% of the time writers follow all the rules of MLA format. 9. Citing information without author– Use the title of the article: “Many writers omit or improperly use quotations in their essays” (“Misusing MLA Style” 43). 10. Citing information without author and article title—Use the title of the source (magazine, book title, etc): “Many writers omit or improperly use quotations in their essays” (Journal of Academic Research 43). 11. Citing a source within a source: Brown writes, “students consistency use Google as their main source of evidence” (qtd. in Fignewton 99). 12. Citing more than one authors (two to three) “Many writers omit or improperly use quotations in their essays” (Fignewton and Noah 43). 13. Citing more than three authors (four or more): “Many writers omit or improperly use quotations in their essays” (Fignewton et al. 43).

LESSON 8: MLA STYLE CITATION

A few things to consider when writing your Works Cited page: Look at your “Bib Sheets” carefully and make sure you have all your source

information. Writing your Works Cited page will be a breeze if you properly and thoroughly record all your source information.

Punctuation is crucial. Be as detailed as possible. Follow the rules of proper

punctuation by looking at the models for citing books, magazines, newspapers, elec-tronic and Internet sources.

Look carefully at the Works Cited page and follow the format for margins, spacing between lines, etc.

Remember, keep it simple! Don't use weird sources that require weird documentation. Stay out of trouble!

WHAT TYPE OF SOURCE IS IT?

HOW DO I WRITE THE SOURCE IN THE WORKS CITED PAGE? * Remember, when you write your Works Cited page entries must be in alphabetical order by last name!

BOOK – ONE AUTHOR

Author's last name, first name. Title of Book. Place of publication: Publisher, year of publication.

Example: Gibaldi, Josesph. MLA Handbook for Writers of Research Papers. 5th

ed. New York: Modern Language Association of America, 1999.

BOOK – TWO OR MORE AUTHORS

Last Name, First Name of First Listed Author , and First and Last Name of Second Author. Title. City of Publication: Name of Publisher, Copyright date.

Example:

Gilbert, Sandra M., and Susan Gubar. The Madwoman in the Attic. New Haven: Yale UP, 1979.

NEWSPAPER - ARTICLE

Last name of author, first name. "Title of article." Name of Newspaper. Day, Month, Year of Publication, Edition (if available): page number(s).

Example: Chang, Kenneth. "The Melting of Antarctica." New York Times. 2 April. 2002, late ed.: F1+.

NEWSPAPER – UNSIGNED ARTICLE

"Title of article." Name of Newspaper. Day, Month, Year of Publication, Edition (if available): page number(s).

Example: "The Melting of Antarctica." New York Times. 2 April. 2002,

late ed.: F1+.

MAGAZINE – ARTICLE

Last name, First name of author. “Title of article.” Title of magazine. Month Year: Page numbers.

Example: Wills, Garry. "The Words That Remade America:Lincoln at Gettyburg." Atlantic. June 1992: 57-79.

MAGAZINE – UNSIGNED ARTICLE

“Title of article.” Title of magazine. Month Year: Page numbers.

Example: "The Words That Remade America:Lincoln at Gettyburg." Atlantic. June 1992: 57-79.

Databases (i.e. SIRS, Proquest, Opposing V iewpoints, etc.)

Author last name, author first name. “Title of article.” Periodical or Newspaper Name. Date of article. Number of pages. Name of Database. Date of Downoad. <URL> Example: Stoller, Gary. “Concern Grows over Jet-Caused Pollution.”

USA Today. SIRS Researcher. 219. 30 January 2007. <http: www.sirs.com>

INTERNET SOURCE

Author. "Title of Web Page." Title of the Site. Editor. Date and/or Version Number. Name of Sponsoring Institution. Date of Access <URL>. Examples: Web Site (Professional) ESPN.com. 10 Nov. 1999. ESPN Internet Ventures. 24 Nov. 1999 <http://espn.go.com>. Article Within a Web Site: Devitt, Terry. “Flying High.” The Why Files. 9 Dec. 1999. University of Wisconsin, Board of Regents. 4 Jan. 2000 <http:// whyfiles.news.wisc.edu/shorties/kite.html>. Article Within a Web Site (Anonymous): “Becoming a Meteorologist.” Weather.com. 12 Nov. 1999. The Weather Channel. 24 Nov. 1999 <http://weather.com/ learn_more/resources/metro.html>.

Note: When line length forces you to break a Web address, always break

it after a slash mark.

LESSON 9: MLA STYLE CITATION Q&A

Q: What do I do if there is no author available? How do I proceed to cite a source in the body of my paper and my works cited page without an author? A: Use the work's title or a shortened version of the title when citing it in text and works cited page. Remem-ber to place quotations around article titles. Q: What do I do if there is no author and article title? A: Use a shortened version of the actual source. Q: What do I do when I have a direct quote that is longer than FOUR lines? A: For quotations that are four or more lines of verse or prose: place quotations in a free-standing block of text and omit quotation marks. Start the quotation on a new line, with the entire quote indented one inch from the left margin; maintain double-spacing. Only indent the first line of the quotation by a half inch if you are citing multiple paragraphs. Your parenthetical citation should come after the closing punctuation mark. NO QUOTATIONS MARKS AROUND DIRECT QUOTES IN THIS FORMAT. For example:

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 out of the house. (Bronte 78).

Q: What do I do if I wanted to Add or Omit Words in Quotations? A: If you add a word or words in a quotation, you should put brackets around the words to indicate that they are not part of the original text. Jack Street, in an essay on urban legends, states: "some individuals [who retell urban legends] make a point of learning every rumor or tale" (78). If you omit a word or words from a quotation, you should indicate the deleted word or words by using ellipsis marks, which are three periods (...) preceded and followed by a space. For example: In an essay on urban legends, Jack Street notes that "some individuals make a point of learning every recent rumor or tale ... and in a short time a lively exchange of details occurs" (78).

LESSON 10: WORKS CITED

All research papers written in MLA style format must have a Works Cited page. A works cited page list all the sources cited in a research paper. All sources listed in the Works Cited page must all be cited in the actual research paper and vice versa. 1. All source entries must be alphabetized 2. Second line of source entry must be indented FIVE spaces as shown below 3. Overall format and typesetting must be consistent with MLA style rules—refer to sample research

paper in this packet (pages 33 and 34) and videos on the classroom website.

ANY RESEARCH PAPER SUBMITTED WITHOUT A REFERENCE PAGE WILL BE PENALIZED AN AUTOMATIC –60 POINTS OUT OF 200 POINTS.

LESSON 11: CITATION TOOLS

Here are some web pages that will be helpful when you begin writing your Works Cited page: KniteCite: http://www.calvin.edu/library/knightcite/ This cite helps students plug in various query boxes with source information and generate a properly formatted MLA source entry for a works cited page. Students can cut and paste properly formatted MLA source entries into their works cited page. The Citation Machine: http://citationmachine.net This cite has similar features like KniteCite. BibMe: http://www.bibme.org/ BibMe is another citation tool with query boxes as well as citation guide. Created by students at Carnegie Mellon University. Easy to use and intuitive. Mr. Fig’s Citation Guide: Found of pages 16 and 17 of this manual.

LESSON 12: TRANSITION PHRASES

to begin with first a second factor better in the first place Finally better best worse worst of major concern of minor concern a third factor compared to furthermore Moreover least important most important even better

Give reasons Another, next First, second, third More importantly Last finally

Answer the opposition Granted that Of course On the other hand Some may say

Draw conclusion Consequently Hence Therefore thus

an illustration of as an illustration as follows by way of illustration for example even for example for instance in other words in particular namely specifically such as the following example thus to demonstrate to illustrate a case in point is another instance another example Another illustration here are a few examples

Illustration Phrases

Order of Importance Phrases

Persuasive Phrases

Compare and Contrast Phrases

Contrast Conversely However In contrast In opposition Although Even though Whereas While Nevertheless On the contrary On the one hand On the other hand But Yet

Comparison Also As well Equally In addition In a similar way In the same way Likewise Similarly

Cause and Effect Phrases

To show causes The first cause (second, third…) The first reason (second, third…) Yet another factor Because of Is caused by Results from

To show effects One important effect Another result A third outcome As a result Consequently Then Next Therefore thus

LESSON 13: WRITING A CONCLUSION

A conclusion should generally be six to eight sentences long. Like introductions, conclusions can take many forms. However, never conclude your paper with “As I said in the beginning,” and avoid the overused “In conclusion” or “In summary.” Don’t end by saying you are going to end; just end! Here are three basic methods for writing a conclusion: A. End with a call to action: The call to action says that in view of the facts and ideas presented in this essay, the reader should do something. Example: Single-gender schools work. As we have seen, boys-only and girls only middle and high schools helps steer young people toward academic achievement and higher self-esteem. Showing off for the opposite sex, dating too early, and especially in the case of girls, failing to raise their hands for fear of outshining the boys, are problems avoided altogether in single- gender environments. Parents and concerned citizens must contact their representatives and school boards to demand the option of single-gender schools. We owe it our children to fight for the schools that truly serve them. B. End with a final point (inference): Make a point that follows from the ideas discussed in your essay. Use the main ideas in your essay and make a logical conclusion that provides NEW insight. Don't just repeat what you have already said. Example: The main ideas of the argument for single-gender are compelling. As we have seen, boys-only and girls only middle and high schools helps steer young people toward academic achievement and higher self-esteem. We can infer that creating homogeneous groups for levels below middle school may also yield the similar benefits to those found in the middle and school levels. Children below middle school would be less distracted socially and more focused academically. In addition, children below middle school may benefit from a single- gender school environment by building a foundation of self-confidence. Tips on what on what NOT to do in your conclusion: 1. Do not bring in new material. The conclusion is your space to wrap up your paper, not throw in any additional points that you were not able to work into your body paragraphs. It is one thing to generalize or place your argument in a broader academic context, but it is quite another to introduce a whole new idea that you do not have room to develop. If you find yourself mentioning additional ideas in the conclusion, do your reader and yourself a favor – add in another body paragraph and expand on the new idea in an effective way. 2. Do not end on a “cliff hanger,” leaving the reader feeling unsatisfied. Remember, your paper is meant to provide evidence to support your thesis, so your goal should be to conclude it in such a way that the reader feels all questions have been addressed. A paper that hints at further information, or that promises to resolve an issue but never does, will not help you make your argument. Your goal is to create a self-contained argument within the essay, not leave the reader waiting for a sequel.

LESSON 14: PERSUASIVE RESPONSE OUTLINE

Introductory Paragraph

Your first paragraph is your introduction. Start the conversation about the controversial topic. Don’t be too specific.

Inverted pyramid (general to specific)

The last sentence in the introduction is your thesis statement with a plan of development.

Example Thesis Statement: All high schools should require a mandatory swimming class in order to graduate because it

encourages an appreciation of lifelong fitness and it encourages the development of survival skills.

Main Point #1 (DON”T FORGET A TRANSIONAL PHRASE)

Example Topic Sentence: First, a mandatory swimming course for all high schools students will encourage students to

understand the important benefits of pursuing an active healthy lifestyle.

Topic sentence

Evidence to supports main point #1 (using multiple sources)

Demonstrate how evidence supports main point #1 and thesis statement

Conclude paragraph

Main Point #2 (DON”T FORGET A TRANSIONAL PHRASE)

Example Topic Sentence: Second, a mandatory swimming course for high school students will help students develop

critical survival skills necessary preserve one’s life.

Topic sentence

Evidence to supports main point #2 (using multiple sources)

Demonstrate how evidence supports main point #2 and thesis statement

Conclude paragraph

Main Point #3 (COUNTER ARGUMENT—DISCUSS CRITICS OF THE OPPOSING VIEWPOINT AND POINT OUT

WHY THEY ARE WRONG)

Example Topic Sentence: Third, although many opponents claim that a mandatory swimming course for graduation is

unreasonable, opponents fail to recognize to recognize the actual benefits.

Topic sentence

Evidence to supports main point #3 (using multiple sources)

Demonstrate how evidence supports main point #3 and thesis statement

Conclude paragraph

Concluding Paragraph

Make an inference and highlight something that emerged in the discussion.

Address the opposition from a different perspective

Critical observations or opinions that go beyond the topic…give some deep insight.

LESSON 15: TEN COMMANDMENTS

I. Typed & printed in black ink. No hand written responses will be accepted. II. Format: 12 point font; 1 inch margins: top, bottom, left, and right; justified left; double- spaced. Use the sample research paper in the packet as a model to format the research paper. III. Completed by the due date. Students are responsible for resolving computer issues ahead of time. Students should not email their teachers papers to print. Ultimately, this is the responsibility of each student. Plan ahead and resolve technology issues ahead of time. Students can print papers at the public library, at the school library, or at a friends home. Be resourceful and make it work. IV. Error and Penalties: Errors in format and MLA citation mechanics will receive a 1 point penalty. The paper needs to be absolutely perfect. Second, late papers will be penalized –20 points per day late. Papers will not be accepted after the third day. V. Keep track of all the DUE dates. Each research paper component will be graded and

recorded. DUE dates are non-negotiable. Plan ahead. VI. No fancy covers or art work. Extra credit will not be awarded for beauty. VII. Students should seek help early if they are having difficulty. It is unreasonable to expect teachers to stop the world to help students meet an immediate deadline. Plan ahead carefully. VIII. Have someone else besides the English teacher proofread the research paper. Getting another perspective is always good. IX. Research papers without a Works Cited page will be penalized 30% of assignment total points. The Works Cited page is one of the most important components of your research paper. X. Use the example research paper on pages 27-34 to compare and contrast your paper with a properly written and formatted research paper.

Sachem East Library _________, _________, _________, _________, _________, _________, _________, _________ _________, _________, _________, _________, _________, _________, _________, _________ Computer Lab (Room ) _________, _________, _________, _________, _________, _________, _________, _________ _________: Articles #1 and #2 due. Articles MUST be from a school database. NO LATE SUBMISSIONS WILL BE ACCEPTED! (20 points) _________: Introduction due. Introduction needs to be well-developed and contain a strong thesis statement. Be sure to underline your thesis statement. Introduction must be typed and double spaced. NO LATE SUBMISSIONS WILL BE ACCEPTED! (50 points) _________: Articles #3 and #4 due. Articles MUST be from a school database. NO LATE SUBMISSIONS WILL BE ACCEPTED! (20 points) _________: Articles #5 and #6 due. Articles MUST be from a school database. NO LATE SUBMISSIONS WILL BE ACCEPTED! (20 points) _________: Note cards due—first half of packet. NO LATE SUBMISSIONS WILL BE ACCEPTED! (50 points) _________: Introduction, Body Paragraph #1, and Body Paragraph #2. Must be typed and double spaced. NO LATE SUBMISSIONS WILL BE ACCEPTED! (50 points) _________: Body Paragraph #3 and Conclusion. Must be typed and double spaced. NO LATE SUBMISSIONS WILL BE ACCEPTED! (50 points) _________: Works Cited page due. MUST BE TYPED. NO LATE SUBMISSIONS WILL BE ACCEPTED! (50 points) _________: Final research paper due. Late submissions will be penalized 10% penalty per day late. Papers with no Works Cited page will be penalized 30% penalty automatically. _________: Last day to hand in research paper. No research paper will be accepted after this day. ________________________________________________________________________________________________________________________

"I GET IT CLAUSE"

I, __________________________________, understand all the due dates and penalties listed above. I understand that these dates are firm and that I have ample opportunity to review them. I understand that it is my responsibility to complete all assignments and meet all the due dates related to the research paper. I also understand the research paper is worth 200 points. I,___________________________________, get it! Class Period____________.

NO EXCUSES—CRITICAL DUE DATES!