HONORS 9 th Grade Research Project

Argumentative Essay

NAME: _______________________________________

REQUIREMENTS

 Subject: Topic or issue that you have an interest in or are passionate about, and
is a current “hot topic”
 Objective: Students will learn the process of writing an effective research paper
using proper MLA format.

 Voice: Formal (3rd person, objective)

 Process: Each stage has a specific deadline (refer to SCHEDULE/PROCESS

SCHEDULE).
o The paper is written in stages before the final paper is due.
o Each stage must be completed before a student may move on to the next stage.
o These stages count as classwork and homework assignments. The late work
policy applies to each phase as well as the final paper.
o Therefore, if you fall behind, since you must complete the late phase before
moving on to the next phase, you will need to catch up quickly to avoid
further zeros for late phases.

 Acceptable Research Material: You may use electronic sources (online),.

 Lateness: Your paper is due on the date set forth in this packet. If you do not turn
your paper in on the due date (Friday, May 13th), you will be able to submit it one
day late for a maximum score of 70 on Monday, May 16th. There will be NO
EXCEPTIONS! You will submit the final draft of your paper as an electronic copy
through my web page.
o Computer problems are not acceptable excuses.
o Emailed papers accepted only in case of an emergency
o You will NOT be allowed to use my classroom printer or leave the classroom
to print
 Plagiarism: If you plagiarize any part of your research paper, you will be required to
rewrite the paper in your own words and resubmit it by Wednesday, May 18th for a
maximum score of 60.
 Format:
o Typed
o Double-spaced
o 12 point
o Times New Roman font
o 1” margins
o MLA style documentation

Final Draft : # OF MIN. # OF SOURCES

PAGES
4-5 FULL 5
1
 Pages

RESEARCH PAPER – SCHEDULE/PROCESS/ POINTS

FINAL PAPER DUE: (Friday) May 13, 2016
COMPONENT DUE DATE POINTS/CATEGORY
TOPIC PROPOSAL/THESIS
 Explains the topic that is to be March 29, 2016 _____/ 20 Daily
researched and presented in both (end of class period)
the paper and the presentation
WORKS CITED PAGE (MLA
documentation)
 Must have the minimum number April 11, 2016
of sources (5);
_____/ 50 Project
(end of class period)
 Must include all necessary
information
 Must be appropriately labeled
NOTECARDS (PART 1)
Worth 5 points each
 Must have at least 15 note cards; April 14, 2016
may have more
_____/50 Project
(end of class)
 Must have clear TOPIC
sections: S1, S2, S3, S4 & S5 (3
cards for each topic)
 Only one sentence/fact per card
(see review packet)
NOTECARDS (PART 2)
Worth 5 points each
 Must have note cards 16-35;
may have more
 Must have clear TOPIC April 19, 2016
sections: _____/50 Project
S1, S2, S3, S4 & S5 (3 cards for (end of class)
each topic)
 Only one sentence/fact per
card
(see review packet)
FINAL THESIS STATEMENT April 20, 2016
Thesis statement should be one (beginning of class) _____/10 Daily
concise sentence that includes the
main point and three subpoints to be
covered in the paper.
OUTLINE April 22, 2016
 Must be handwritten on the (end of class) _____/100 Daily
outline provided by Mrs.
Lawrence or on lined paper for
more space.(20 pts./paragraph)
INTRODUCTION AND 1ST BODY
PARAGRAPH
 Handwritten April 26, 2016 _____/40 Daily
 Quotes should be included and (end of class)
cited in the text
 Thesis statement underlined
 Transitions circled
2nd and 3rd BODY PARAGRAPHS
 Handwritten April 29, 2016
 Quotes should be included and (end of class)
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 cited in the text _____/ 40 Daily
 Transitions circled
Continued… Continued… Continued…
CONCLUSION PARAGRAPH May 3, 2016 _____/20 Daily
 Handwritten
(end of class)
 Restate thesis
 Final thoughts underlined
ROUGH DRAFT WITH WORKS May 11, 2016
CITED and PEER REVIEW _____/200 Project
 Complete in thought (RD due at beginning
 Written following the 5 of class)
paragraph essay format
 Includes works cited that (Peer Review due at ______/70 Daily
includes only sources that are end of class – 10 pts.
used /section)
FINAL DRAFT WITH WORKS May 13, 2016
CITED (before 11:59pm) 3 TEST GRADES
Formatting
Content
Grammar/Punctuation/Usage

THIS PROCESS SECTION IS WEIGHTED AS A TEST GRADE.

THE FINAL PAPER ALSO COUNTS AS 3 TESTS GRADES.

ADD ALL POINTS AND RECORD: 380

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 Research Project: Topic Proposal
Name:

Date:

Topic for Research: ________________________________________

Information about Topic (based on research):

 Who is involved or affected by this topic?

 What needs to be learned to understand the topic?

 When does your topic take place? How long has this been going on (time
period)?

 Why is your topic important?

Possible Sub-Topics for paper:

1. ___________________________________________

2. ___________________________________________

3. ___________________________________________

Sources Found from online:

Web Address Title of Source Author Is it an online Copyright
periodical, Date
newspaper, and year
encyclopedia, etc.?
1

Approved _____
Improvement needed:
Not Approved_____
Score: /
35 4
 How Can Students Avoid Plagiarism?

To avoid plagiarism, you must give credit whenever you use

 another person’s idea, opinion, or theory;

 any facts, statistics, graphs, drawings–any pieces of
information–that are not common knowledge;
 quotations of another person’s actual spoken or written words;
or

Strategies for Avoiding Plagiarism

1. Paraphrase, but be sure you are not just rearranging or replacing

a few words. Instead, read over what you want to paraphrase
carefully; cover up the text with your hand, or close the text so you
can’t see any of it (and so aren’t tempted to use the text as a “guide”).
Write out the idea in your own words without peeking.

2. Check your paraphrase against the original text to be sure you

have not accidentally used the same phrases or words, and that the
information is accurate.

Deciding if something is “Common Knowledge”

Generally speaking, you can regard something as common knowledge if you find the
same information undocumented in at least five credible sources. Additionally, it might
be common knowledge if you think the information you’re presenting is something your
readers will already know, or something that a person could easily find in general
reference sources. But when in doubt, cite; if the citation turns out to be unnecessary,
your teacher or editor will tell you.

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 Read the information below and follow the directions to cite important facts:
NIDA (National Institute on Drug Abuse) InfoFacts: Marijuana
Marijuana is the most commonly abused illicit drug in the United States. A dry, shredded green/brown mix of
flowers, stems, seeds, and leaves of the hemp plant Cannabis sativa, it usually is smoked as a cigarette (joint,
nail), or in a pipe (bong). It also is smoked in blunts, which are cigars that have been emptied of tobacco and
refilled with marijuana, often in combination with another drug. It might also be mixed in food or brewed as a
tea. As a more concentrated, resinous form it is called hashish and, as a sticky black liquid, hash oil. Marijuana
smoke has a pungent and distinctive, usually sweet-and-sour odor. There are countless street terms for marijuana
including pot, herb, weed, grass, widow, ganja, and hash, as well as terms derived from trademarked varieties of
cannabis, such as Bubble Gum, Northern Lights, Fruity Juice, Afghani #1, and a number of Skunk varieties.

The main active chemical in marijuana is THC (delta-9-tetrahydrocannabinol). The membranes of certain nerve
cells in the brain contain protein receptors that bind to THC. Once securely in place, THC kicks off a series of
cellular reactions that ultimately lead to the high that users experience when they smoke marijuana.

In 2004, 14.6 million Americans age 12 and older used marijuana at least once in the month prior to being
surveyed. About 6,000 people a day in 2004 used marijuana for the first time—2.1 million Americans. Of these,
63.8 percent were under age 181. In the last half of 2003, marijuana was the third most commonly abused drug
mentioned in drug-related hospital emergency department (ED) visits in the continental United States, at 12.6
percent, following cocaine (20 percent) and alcohol (48.7 percent)2.

Citing Facts:

1. Using quotation marks, cite one important fact from the information above and use it in a complete
sentence.

2. Paraphrase (rewrite) one important fact from the information below stating where you found the
information at the end of a complete sentence and then cite the information at the end.

3. Write a brief summary of the information in about 5 sentences. Cite information where needed.

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 Note Card Examples
NOTE CARDS : Minimum of 30 note cards – Be certain to follow the format explained. All information
is organized on the cards and categorized according to subtopic (S1, S2, or S3). Always write the
information exactly as it appears in the source. You may paraphrase the information in the actual paper.
Note Card Examples

S1 (NIDA 1).
(subtopic #) (author’s last name, page # )

“About 6,000 people a day in 2004 used marijuana for

the first time – 2.1 million Americans. Of these, 63.8
percent were under age 18”

(Exact words are written from the source)

S1 (Carroll 1).

“Deterring use by teens is important, CASA, states,

because those who have never used marijuana by age
twenty-one will most likely never use any drugs”

CASA – The National Center on Addiction and

Substance Abuse at Columbia University

***YOUR NOTE CARDS WILL BE ON INDEX CARDS ***

~ ~ ~ ~ Links to Note Card PowerPoint and Works Cited PowerPoint

are
on my webpage in the “Research Paper” folder. ~ ~ ~ ~ ~

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 The Thesis Statement Formula

The Thesis Statement is a simple formula:

Main point + subpoint 1 + subpoint 2 + subpoint 3 = thesis statement

Sample question: (Argumentative)

Should college athletes be paid to play their sport?

1. Turn the question into a declarative sentence

 College students should be paid to play their sports.

2. Add three reasons why -

 Colleges make money off of them - body paragraph 1
 Athletes would stay in college longer - body paragraph 2
 Athletes would learn how to manage money - body paragraph 3

3. Put into one sentence – this is your thesis statement.

 College students should be paid to play their sports because colleges make
money off of their performances, they would stay in college longer, and they
would learn how to manage their money.
________________________________________________________________________________________________

Your Research Paper Thesis Statement

Topic:

Question:

1. Declarative Sentence:
______________________________________________________________________________

2. Three reasons why:

 because___________________________________ - body paragraph 1

___________________________________

 because___________________________________ - body paragraph 2

___________________________________

 because___________________________________ - body paragraph 3

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 ___________________________________

3. Thesis Statement (one sentence that combines #1 and the three reasons
from #2):
_________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

HELP WITH WRITING

 Support each argument with specific evidence (statistics, examples, studies, etc.)
o Explain how each supports the topic and subtopic

 Phrases and words to help you:

o Of concession – it is said / assumed / widely believed that / nevertheless, etc.

o Of contradiction – in reality / truly / although / in fact / however / on the

other hand / on the contrary, etc.

o Transitioning:

 A series: first, to begin with, next, last

NO-NOs:
 No contractions  Chronology: first, earlier, a few hours later, the next day
 No personal
 Contrasting ideas: however, on the other hand, but, otherwise, yet,
pronouns (I,
still, even though
Me, You, etc.)
 Comparing ideas: in the same way, likewise, like, similarly, as, also

 Degree of certainty: certainly, doubtless, perhaps

 Result: consequently, therefore, as a result, finally, all in all

 Physical proximity: above, across, among, along, beyond, below,

inside, in the distance, etc.

 Emphasize a point: for this reason, to emphasize, again, to repeat, in

fact

 Clarify: in other words, for instance, that is, put another way

BODY PARAGRAPH TIPS

While all your body paragraphs should support your thesis, each should focus on a separate part of your
overall argument. (The three main points you highlighted in your introduction serve as the core points for
each of your body paragraphs).

Your body paragraphs should not summarize your topics, mock the opposition, or just paraphrase the
research articles. They are the place to provide your original interpretation of the logic and points made by
the experts whose articles you have read. Remember: 1/3 (at the most) of your body paragraphs should be

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quotes; 2/3 of your body paragraphs should be clear and detailed analysis. Analysis means explaining not
just what the quote means, but also why it is important, how it relates to the broader topic you are
discussing, and most importantly, how it directly supports the thesis of your paper.

Common Body Paragraph Errors

 Avoid back-to-back quotes. When you include one quote, and without discussing it, jump to
another quote, it is called back-to-back quoting. This clearly signals that you are not following
directions. Remember, each quote must be appropriately introduced and discussed.

 Appropriately introduce each quote. This does not mean that each time you pull from an article
you need to say, “Brown writes. . .” or “In “Title IX Blunders”, Brown describes. . .”. These things
are implied; there is no need to reuse the author’s name or remention the story title. (However, if
you are including statistic be sure to provide some background information on where, when, and
how the study was conducted. Depending on the variables of the study, it may or may not be
reliable- and this could help/hurt your argument).

 Provide necessary context. Regardless of where your quotes are pulled from, it is important to
clue your reader in as to where this information came from. (If the quote was pulled from an
interview, consider: What is the topic of conversation? Who is speaking? Why does he/she feel
this way? OR If the quote was pulled from a critical article, consider: What is the main point of the
article? What about the issue does this expert focus on?)

 Use active verbs. Instead of always saying, “This article is about a men’s swimming team who
lost funding due to Title IX”, use something a bit more spicy! “Brown details the intense struggle
of fifteen committed student-athletes who had their scholarships ripped away due a rather
questionable interpretation of Title IX requirements”.

Integrating Quotes into Research Papers

 Identify the source by his or her full name first and then by last name only.
 For practical and stylistic purposes, you should use a variety of approaches.

Jones argues that “teenagers need nine hours of sleep a night.”

Jones suggests that people would be more productive “if they were allowed to take a nap
at work.”

These are partial quotes. They are not complete sentences within the original
source. They have become part of the structure of these sentences. Some
teachers may ask you to use an ellipsis (…) to clarify this point: “… if they
were allowed to take a nap at work.”

According to Smith, “Sleep deprivation can affect your physical and mental health.”

The lead-in could be Smith argues, or Smith asserts, etc.

Also, this sentence is taken directly from the article; therefore, it retains
its capital letter.

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It is difficult for teenagers to get enough sleep: “School, athletic practices, a job, and
homework seem to take up all twenty-four hours of the day.”

This is a complete sentence lead-in to the

quote. The colon links it to the quote.

Sleep deprivation can actually be dangerous: “[M]any traffic accidents are the result of
drowsy drivers.”

The brackets indicate a change. In this case, the letter was

originally a lower case m because it is a partial quote. If the
word drivers were not the end of the original sentence, you
should use an ellipsis (…) and the final period.

Sleep deprivation can actually be dangerous: “[M]any traffic accidents are the result of
drowsy drivers….”

Classic Model for an Argument

No one structure fits all written arguments. However, most courses require arguments that
consist of the following elements. Below is a basic outline for an argumentative or
persuasive essay.

I. Introductory Paragraph
o Your introductory paragraph sets the stage or the context for the position you are
arguing for.
o This introduction should end with a thesis statement that provides your claim
(what you are arguing for) and the reasons for your position on an issue.
A. Your thesis:
o states what your position on an issue is
o usually appears at the end of the introduction in a short essay
o should be clearly stated and often contains emphatic language (should, ought,
must)
B. Sample Argumentative Thesis
o The production, sale, and possession of assault weapons for private citizens
should be banned in the U.S.

II. Body of your Argument

A. Background Information
o This section of your paper gives the reader the basic information he or she needs
to understand your position. This could be part of the introduction, but may work
as its own section.

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 B. Reasons or Evidence to Support your Claim
o All evidence you present in this section should support your position. This is the
heart of your essay. Generally, you begin with a general statement that you back
up with specific details or examples. Depending on how long your argument is,
you will need to devote one to two well-developed paragraphs to each
reason/claim or type of evidence.
o Types of evidence include:
· first-hand examples and experiential knowledge on your topic (specific
examples
help your readers connect to your topic in a way they cannot with abstract ideas)
· Opinions from recognized authorities
· The tipsheet on the three logical appeals covers the types of evidence you can
use in argumentation.
1. Claim: Keeping assault weapons out of private citizens’ hands can lower the
increasing occurrences of barbaric public slayings
· Evidence:
o Jul 93 Law firm murders
o Columbine School Shootings
o University of Virginia incident
o How did these individuals gain access to weapons?
2. Claim: The ban on assault weapons is backed heavily by public opinion, major
organizations, and even law enforcement.
· Evidence:
o 12% favor ban (Much 92 Timetable News)
o Organizational endorsements
o Nat'l Sherriff's Assoc./lntn'l Assoc. of Police Chiefs
3. Claim: The monetary and human costs incurred by crimes committed with
assault weapons are too great to ignore.
· Evidence:
o 10,561 murders in 1990 by handguns
o Study of 131 injured patients’ medical expenses paid by public funds

III. Addressing the Opposite Side

o Any well-written argument must anticipate and address positions in opposition
to the one being argued.
o Pointing out what your opposition is likely to say in response to your argument
shows that you have thought critically about your topic. Addressing the opposite side
actually makes your argument stronger!
o Generally, this takes the form of a paragraph that can be placed either after the
introduction or before the conclusion.
A. 1st Opposing View: Strict gun control laws won't affect crime rate
· Refutation: Low murder rate in Britain, Australia (etc., where strict controls are in
force.)
B. 2nd Opposing View: Outlaws would still own guns
· Refutation: Any effort to move trend in opposite direction would benefit future
generations

IV. Conclusion
o The conclusion should bring the essay to a logical end. It should explain what
the importance of your issue is in a larger context. Your conclusion should also reiterate
why your topic is worth caring about.

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 o Some arguments propose solutions or make prediction on the future of the topic.
o Show your reader what would happen if your argument is or is not believed or
acted upon as you believe it should be.

Your claim will be your thesis statement. Your counterclaim will be the opposing
side of your thesis statement.

Write your thesis statement (claim): _______________________________________

______________________________________________________________________

______________________________________________________________________

Write your counterclaim (the view of the opposing side): ______________________

______________________________________________________________________

______________________________________________________________________

PROOFREADING/EDITING

1. USE ALL EDITING HANDOUTS GIVEN TO YOU BY THE TEACHER.

2. ASK YOURSELF:

 Does paper meet the requirements of the assignment?

 Have I thought about my purpose as a writer and my relationship to the audience?

 Have I identified the question, issue, or problem to which my paper responds?

 Do I have a precise and fully developed thesis?

 Does the introduction establish the subject, purpose and give a general sense paper’s
development?

 Do I have a counterclaim?

 Are my ideas developed through a series of clearly and logically related points?

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  Are all major points fully reasoned and supported with evidence?

 Does conclusion relates naturally to paper and give an effective sense of ending or
“closure”?

 Does text “flow”? Is there anything to distract readers in the crafting of sentences or
choice of words?

 Is paper proofread carefully for problems of grammar, usage, spelling, and punctuation?

 Is paper properly formatted, including cover sheet and documentation (if necessary)?

 Does my paper have an appropriate, creative and effective title?

3.ASK YOURSELF: DID I REMEMBER THE RULES FOR A RESEARCH PAPER?

 No back-to-back citations. You must have a clarifying sentence of your own between citations.
 Look at your parenthetical (in-text) citations. If you notice that you a large majority of your
information coming from one source, you need to revisit your research. Good writers use
information from a variety of sources. If you are using only one source in your paper, you are
merely putting the source in your own words.
 All parenthetical citations must match a source listed on the Works Cited page. All sources listed
in the Works Cited page should be cited somewhere in your paper.
 Quotes are used sparingly and only to add extra oomph.
 Topic and clincher sentences must be your own words.

Rubric for Research Paper

Final Draft (100 points)
Name:

FORMAT /5 points
 Typed
 Double spaced
 Heading
 Creative title
 Collated in the proper order

INTRODUCTION /10 points

 Attention Getter/Hook
 Explanation of Hook
 Background Information
 Thesis stated
 Mentions 3 subtopics

BODY PARAGRAPH #1 /20 points

 Original topic sentence
 Subtopic #1 that explains COUNTER CLAIM
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  Citations
 Analysis
 Transition sentence

BODY PARAGRAPH #2 /20 points

 Original topic sentence
 Subtopic # 2
 Citations
 Analysis
 Transition sentence

BODY PARAGRAPH #3 /20 points

 Original topic sentence
 Point # 3
 Citations
 Analysis
 Transition sentence

CONCLUSION /10 points

 No new ideas
 Restates 3 subtopics
 Restates thesis
 Clarity
 Strong concluding sentence

(OVER)

WORKS CITED /15 points

 Includes correct number of sources (3)
 Citations are done with regards to MLA format
 Page uses proper heading
 Entries are alphabetized
 All works cited have been used in paper (or works that have been cited in the
paper are not missing from this page)

DEDUCTIONS _____ points

 Misspelling
 Citation errors
 First person pronouns
 Contractions
 Run-on or fragmented sentences

TOTAL= ________/ 100

(weighted as a test grade)

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