English III Research Paper

Each student in English III is required to produce an analytical research paper. You must choose a topic from the topic list on Canvas.

Essential Question: How can the sources we choose impact our analysis of a topic?

Format:
 Your paper must be in correct MLA format. (We will devote some class time to reviewing this format, and the media center
provides access to style guides. You are also encouraged to reference
https://owl.purdue.edu/owl/research_and_citation/resources.html regularly. Ignorance is no excuse.)
o black, twelve-point, double-spaced, Times New Roman font
o one-inch margins all around
o proper heading on the first page: Full Name, Teacher’s Name, Course Name, Inverted Date
o last name included with page numbers in each upper right-hand corner beginning on the second page
o adequate title, centered on the first page. Title should not be bolded, underlined, or italicized.
o presence of direct quotations and proper use of in-text citations
o Works Cited page with hanging indents, double-spaced text, alphabetical order, proper citations, and the presence of
each source within the paper. Failure to properly cite your sources will result in an automatic zero for the
assignment.
 CP: Your paper must be 3-4 full pages of writing and the Works Cited page.
 HN: Your paper must be 5-6 full pages of writing and the Works Cited page.
 You are required to use at least four sources.
o At least two of your sources must be scholarly journal articles accessed through Destiny.
o At least one of your sources must be a book.
o Web sources will only be allowed except in cases that have been cleared by Ms. Thornton. Carefully evaluating
sources is a large part of the research process. Variety and quality are expected.

Research Tips:
Keep all research paper materials organized. You will be provided with a folder that you can store in the classroom.
 Research your subject first. Gather information and study your subject before you form your opinion. You might be surprised by
what you discover.
 Stay on top of deadlines! Refer to the assignment deadlines as often as necessary. Do not procrastinate!
 Because the research paper is such a large part of your grade, you will have adequate time in class to research and write your
paper. If you need additional time, you can schedule an appointment with Ms. Thornton for after school tutoring, or you can work
on your paper at home. No extensions will be provided for the research paper.
 Be extra careful when it comes to avoiding plagiarism. Many students do not take plagiarism seriously, but you should be aware
of the serious nature of this act and its penalties. Failure to properly include both in-text citations and/or a works cited page
will result in an automatic zero for the assignment. It is important that you learn how to properly cite sources now, as once
you enter college the repercussions for plagiarism are generally permanent expulsion from the school.

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 English III Research Paper Rubric
4 points 3 points 2 points 1 point 0 points
Focus

Presents an insightful and
focused thesis statement.
Draws strong and clear
connections between the
thesis and significant
related ideas.
The paper adheres to the
topic and exhibits
exceptional sensitivity to
audience and context.
Organization
Presents a thesis statement
with adequate insight and
focus.
Draws adequate
connections between thesis
and related ideas.
The paper adheres to the
topic and exhibits sensitivity
to audience and context.
Presents a thesis
statement with minimal
insight and focus.
Draws insufficient
connections between thesis
and related ideas.
The paper adheres to the
topic but lacks sensitivity to
audience and/or context
Presents a thesis No thesis
statement with no insight
or focus.
Shows little understanding Shows no
of connections between understanding of
thesis and related ideas. connections
The paper strays from the The paper does
topic, lacks sensitivity to not adhere to
audience and/or context. topic

Effectively provides a
logical progression of
related ideas and
supporting information in
the body of the paper.
Effectively uses transitions
to connect supporting
information clearly.
Arrives at a well-
documented, logical
conclusion, involving critical
thinking.
Argumentation
Adequately provides a
progression of ideas and
supporting information in
the body of the paper.
Adequately uses transitions
to connect supporting
information.
Arrives at an adequately-
documented conclusion.
Provides a poorly
organized progression of
ideas and supporting
information in the body of
the paper.
Ineffectively uses
transitions to connect
supporting information.
Arrives at an insufficiently
documented conclusion.
Does not provide a There is no
progression of ideas and progression of
supporting information in ideas
the body of the paper.
Does not use transitions to No transitions
connect supporting present
information.
Does not arrive at a Does not have a
documented conclusion. conclusion

The paper incorporates an
adequate amount of
background information
without coming across as a
report.
The paper demonstrates
exemplary higher order
thinking, analytical skills,
and the ability to synthesize
complex ideas, paying
ample attention to the “so
what” factor.
Support/Elaboration
The paper incorporates
more background
information than argument
The paper demonstrates
adequate high order
thinking, analytical skills,
and the ability to synthesize
complex ideas paying
attention to the “so what”
factor
The paper is all
background information
and very little argument
The paper demonstrates
some high order thinking,
analytical skills, and the
ability to synthesize
complex ideas paying
attention to the “so what”
factor
The paper is a report The paper has
little focus
The paper demonstrates The paper has
very little high order no higher order
thinking, analytical skills, thinking
and the ability to
synthesize complex ideas
paying attention to the “so
what” factor

Effectively synthesizes Sufficiently synthesizes Ineffectively synthesizes No evidence of No sources

complex ideas from
research sources.
Demonstrates exceptional
selection of supporting
information clearly relevant
to the thesis and its related
ideas.
Provides a meaningful
presentation of multiple
perspectives.
Effectively balances use of
quotations and student
paraphrasing.
Style
ideas from research
sources.
Demonstrates sufficient
selection of supporting
information clearly relevant
to the thesis and its related
ideas.
Provides an adequate
presentation of multiple
perspectives.
Adequately balances use of
quotations and student
paraphrasing.
ideas from research synthesizing ideas from documented
sources. research sources. Automatic zero
Demonstrates insufficient Lacks supporting Ideas do not
selection of supporting information clearly relevant connect to thesis
information clearly relevant to the thesis and its related
to the thesis and its related ideas.
ideas.
Provides a limited Does not present multiple Only one
presentation of multiple perspectives. perspective
perspectives.
Insufficiently balances use Does not balance use of No quotes or
of quotations and student quotations and student paraphrasing
paraphrasing. paraphrasing.

Exhibits skillful use of
language, including
effective word choice,
clarity, and consistent voice.
Demonstrates exceptional
fluency through varied
sentence structure,
paragraphing, flow of ideas,
and transitions.
Counts 2 times (8)
Exhibits good use of
language, including some
mastery of word choice,
clarity, and consistent
voice.
Demonstrates sufficient
fluency through sentence
structure, paragraphing,
flow of ideas, and
transitions.
Exhibits ineffective use of
language, including weak
word choice, limited clarity,
and inconsistent voice.
Demonstrates limited
fluency through sentence
structure, paragraphing,
flow of ideas, and
transitions.
Exhibits severely flawed Editing not
use of language, including evident
weak word choice, no
clarity, and no voice.
Lacks fluency through No sentence
sentence structure, structure
paragraphing, flow of
ideas, and transitions.

The paper meets the page The paper does

requirement. not meet the
page
requirement
(automatic
failure)

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 Format
Direct quotations are
present and correctly
incorporated and formatted
within the paper.
The paper uses black,
double-spaced, twelve-
point, Times New Roman
font only. The paper has
one-inch margins
throughout.
The paper includes a first-
page header and
subsequent page-number
headings. The paper has an
adequate title, centered on
the first page.
Information Literacy Conventions
Consistently uses standard
writing conventions in
spelling, and capitalization.
Consistently uses standard
writing conventions in
grammar, punctuation, and
usage.
Conscientiously and
consistently demonstrates
integrity in citing practices.
Effectively employs an
extensive variety of primary
and secondary sources,
including a significant
amount of current
information.
*6 approved sources
according to guidelines
Demonstrates strong
evaluation skills in
determining resource
credibility and reliability.
The included Works Cited
page displays proper
format: hanging indents,
double spacing,
alphabetical order, and the
presence of each source
within the paper.
Assignment
Parent Acknowledgement Form Signed and Returned
Topic Proposal
2 Sources with Notes Due (2 source cards + min. 10 notes/source)
2 Additional Sources with Notes Due (2 source cards +min. 10 notes/source)
Works Cited Rough Draft Due
Thesis Statement
Outline: completion and format
Rough Draft 1 completion with Peer Review
Final draft w/ works cited submitted via Canvas
Total points possible: 500
Deductions: 2 points will be deducted from the final draft grade for each instance of: contractions, questions,
first/second person pronouns, and spacing errors.
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Direct quotations are
present and somewhat
correctly incorporated and
formatted within the paper
One mistake present with
the MLA format
One mistake present with
the header/heading format
Generally uses standard
writing conventions in
spelling, and capitalization.
Generally uses standard
writing conventions in
grammar, punctuation, and
usage.
Generally demonstrates
integrity in citing practices.
Adequately employs a
sufficient variety of primary
and secondary sources,
including a sufficient
amount of current
information.
*6 approved sources
according to guidelines
Demonstrates sufficient
evaluation skills in
determining resource
credibility and reliability.
One mistake present with
Works Cited
Assignments, Point Values & Due Dates
Direct quotations are Direct quotations are No direct
present, but incorrectly present but not quotations
incorporated and/or incorporated OR formatted present
formatted within the paper within the paper
2-3 mistakes present with 4-5 mistakes present with No MLA format
the MLA format the MLA format detected
2-3 mistakes present with 4-5 mistakes present with No
the header/heading format the header/heading format header/heading
format present
Minimally uses standard Does not use standard No editing
writing conventions in writing conventions in detected
spelling, and capitalization. spelling, and capitalization.
Minimally uses standard Does not use standard No editing
writing conventions in writing conventions in detected
grammar, punctuation, and grammar, punctuation, and
usage. usage.
Inconsistently Does not demonstrate No in-text
demonstrates integrity in integrity in citing practices. citations present
citing practices. Automatic zero
Employs a limited variety of Does not employ a variety No citations or
primary and secondary of primary and secondary fewer than 4
sources, including an sources and/ or does not approved
insufficient amount of include current citations present
current information. information. Automatic failure
*6 approved sources *6 approved sources
according to guidelines according to guidelines
Demonstrates limited Demonstrates no No sources/
evaluation skills in evaluation skills to citations present
determining resource determine resource or fewer than 4
credibility and reliability. credibility and reliability. approved citation
present
Automatic failure
2-3 mistakes present with 4-5 mistakes present with No works Cited
Works Cited Works Cited page (Automatic
zero)
Point Value Due date
5 points 2/7/20
20 points 2/13/20
60 points 2/21/20
60 points 2/28/20
40 points 2/28/20
25 points 3/6/20
40 points 3/13/20
50 points 3/27/20
200 points 4/8/20
Note: due dates are subject to change at teacher discretion and each assignment will be weighted as a test grade.

Please note no late assignments or papers will be accepted. If you will be absent on a due date,
make arrangements with Ms. Thornton at least 2 days prior to the due date.

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

What constitutes plagiarism?

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

Getting References Approved

2. Every source you use should pass the CRAAP test. If it does not pass the CRAAP test, you should not use it.
Please access Canvas to fill out the form to get sources approved. ALL SOURCES USED IN THE RESEARCH
PAPER SHOULD BE APPROVED BY MS. THORNTON PRIOR TO USING THEM .

RESEARCH NOTES
WHY: Taking careful notes will save you from having to reread your sources from start to finish when you begin to write your paper.
Furthermore, keeping key points attached to their respective sources will help to prevent plagiarism!

KEEP IN MIND:
 Your notes can either be typed or on notecards: whichever works best for you.
 You should have at least 10 notes for each of your 4 sources.
 How to Summarize: Put the author’s ideas in your own words in a shortened version. Read the passage. Then, without looking at
it again, rewrite the passage in your own words without your ideas or interpretations. Read the original again to check for
accuracy.
EXAMPLE: Ballard had dreamed of finding the Titanic since 1973. In the summer of 1985, after weeks of searching, he found it by
using a camera mounted on a small submarine.
 How to Paraphrase: Put the author’s ideas into your own words with no attempt to shorten. Read the passage. Then, without
looking at it again, rewrite the passage in your own words without your ideas or interpretations. Make the author’s ideas simpler,
but don’t shorten anything. Read the original again to check for accuracy.
EXAMPLE: The 222 third-class cabins had pine wall paneling and impressive floor coverings. These were more luxurious than third
class cabins on other ocean liners.
 How to Quote Directly: Copy the author’s words exactly, including any punctuation or mistakes the author has made. Put the
entire thing in quotation marks to remind yourself these aren’t your words.
EXAMPLE: The Titanic had “a total lifeboat capacity of 1,178 passengers—well above the Board of Trade requirements, but well
short of the 3,300 passengers and crew the ship was certified to carry.”
 Keep your note cards SIMPLE. One thought per card. One side only.
 Taking notes demands accuracy. AVOIDING PLAGIARISM STARTS HERE!
 One source should produce multiple note cards. Likewise, one sub-topic should also produce multiple cards. Otherwise, you need
to rethink your strategy.
 Try the following checklist for taking notes:
o Does every note clearly identify its source?
o When a source has sparked your own thoughts, have you identified both the source and the fact that the note is your own
idea?
o Have you taken down verbatim—that is, copied every word, every capital letter, and every punctuation mark exactly as it
was in the original—any useful passage that you think you may later quote, being especially careful to put quotation
marks around any words you use directly from a source

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 THESIS STATEMENT
WHY: A well-written thesis statement is the most important sentence in your entire paper. Crafting a tentative thesis ahead of time
allows for teacher feedback and adequate revision. Having a thesis on hand also helps you maintain focus while designing an outline
and writing your actual paper.
KEEP IN MIND:
 A thesis statement should both summarize for your reader the position you will argue and set up the pattern of organization
you will use in the body of your paper.
 A thesis statement is NOT a statement of accepted fact; it is the position that needs the proof you will provide in your
argument. Think of it as a claim—it indicates what you claim to be true, interesting, or valuable about your subject. It is an
interpretation of your subject, rather than the subject itself. Show me your critical thinking skills!
 A strong thesis not only grabs the interest of your reader, who now wants to see you support your unique interpretation, it
also provides a focus or “road map” for your argument.
 You may revise your thesis statement as you write. The important thing is for your thesis to identify the purpose of your
paper and for each aspect of your paper to relate back to your thesis.

HOW DO I INCORPORATE RESEARCH?

Now that you have researched your topic, you need to think about how to integrate your sources. There are three basic ways to show
off your newfound knowledge: summary, paraphrase, and direct quotation.

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

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

USING DIRECT QUOTATIONS: the most straightforward method of incorporating research

into your paper. However, there are a number of important guidelines to keep in mind when using “Help! I need
direct quotations. somebody.
Help! Not just
 Use direct quotations only (a) to retain the beauty/clarity of someone else’s words or (b) to anybody.
discuss the implications of the words in question. Help!”

 Standing alone is for cheese, not for quotations. Each quotation you use in your paper needs a
firm connection to your own thoughts and the overall flow of your sentences. There are four
basic ways to integrate quotations.
Figure 1: floating quotes are a
1. Introduce the quotation with a complete sentence and a colon. "no-no!" They will float away
like a balloon without a string
Thoreau ends his essay with a metaphor: “Time is but the stream I go a-fishing in” (64).

2. Use an introductory phrase, separated from the quotation with a comma. “Help! I need
somebody.
Thoreau asks, “Why should we live with such hurry and waste of life?” (61). Help! Not just
anybody.
3. Make the quotation a part of your own sentence without any punctuation between your own Help!”
words and the words you are quoting.

According to Thoreau, we are “thrown off the track by every nutshell and mosquito’s wing
“boy Band,”
Sings the original

that falls on the rails” (63).

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

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

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 Try not to use the same method all the time. Instead, spice up your paper with a little variety. Also, keep in mind that your words are the most
important! Avoid long quotations, and don’t rely too heavily on quotations of any size to construct the body of your paper. Make sure that your
thoughts and ideas begin and end each paragraph; keep quotations in the middle, where you can provide proper context and explanation.
 Pay attention to punctuation. In general, punctuation marks go inside the final quotation mark, except where you are providing a parenthetical
citation. Additionally, if a question mark or exclamation point is yours and not the quoted author’s, it too should go outside the quotation mark.
 You should never change the words in a quotation without indicating the changes. Even if you find a spelling or grammatical error in your
source, you should include it in the quotation. Follow the error with [sic], a Latin word meaning “thus found.” (Chances are you won’t have to
worry about this.)
 Brackets indicate material that you have added to a quotation. For instance, you may need to change the tense of a verb or provide the
antecedent of a pronoun in order to integrate the quotation as smoothly as possible. Be careful not to overuse brackets, though. (You may not
need them at all.)
 It is okay to delete material from a quotation, as long as the deleted material is not vital to the meaning of the quotation. Replace deleted
material with an ellipsis [. . .].
 If you must use a long quotation—more than three lines in length—offset and indent the quotation two tabs. Do not put quotation marks around
indented quotations, but do double-space them.
 Always use single quotation marks to indicate a quotation within a quotation.

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

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

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

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

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

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

Thornton 7

Works Cited

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

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

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

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

Times Ondisc. CD–ROM. UMI. 1997.

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

WORKS CITED ROUGH DRAFT

KEEP IN MIND:
 Your works cited should be the final page of your research paper so the heading should have your last name and page number
and it should start on a separate sheet (should be pg 5 or higher).
 You works cited is like a “final draft” of your working bibliography
 Use the checklist and the sample to guide you.

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Works Cited Checklist:

 Do I have six sources? Are three scholarly journal articles? Is one a book?
 Are all my sources cited in my paper?
 Is everything double spaced?
 Is my header my last name with a space and the page number?
 Is everything in Times New Roman 12 point?
 Are the sources in alphabetical order?
 Did I make sure each one is a hanging indention?

OUTLINE
The thesis statement should be at the top of your outline. The outline is helpful in analyzing a draft & preparing to revise. It helps keep
your paper organized and focused throughout writing.
Keep in mind your outline should
 Indentions and numbers to indicate various levels of logic for your paper. The main points form the major headings and the
supporting idea for each point form the subheadings.
 You will need enough major headings to develop your subject within the boundaries established by your thesis. In this case,
you need four virtues and/or vices.
 MAKE SURE YOU USE THE CORRECT FORMAT (see example). You may have to turn off the auto-format
 MAKE SURE YOU HAVE PARALLEL STRUCTURE (if you have point A you must have point B. If you have a 1 you
must have a 2)
 Be sure to keep a copy for yourself so you can begin writing your first draft!

Sarah McKenzie
Ms. Thornton
English 2 Third Period
26 February 2008
Outline

Introduction:

Thesis:

Body Paragraphs
I. Topic #1 from thesis (must be a complete sentence)
A. Support for topic one
1. Details/quotes/paraphrase as proof of A
2. Details/quotes/paraphrase as proof of A
B. Support for topic one
1. Details/quotes/paraphrase as proof of B
2. Details/quotes/paraphrase as proof of B
II. Topic #2 from thesis (must be complete sentence)
A. Support for topic two
1. Details/quotes/paraphrase as proof of A
2. Details/quotes/paraphrase as proof of A
B. Support for topic two
1. Details/quotes/paraphrase as proof of B
2. Details/quotes/paraphrase as proof of B
III. Topic #3 from thesis (must be complete sentence)
A. Support for topic three
1. Details/quotes/paraphrase as proof of A
2. Details/quotes/paraphrase as proof of A
B. Support for topic three
1. Details/quotes/paraphrase as proof of B
2. Details/quotes/paraphrase as proof of B

Conclusion:

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