Communication Strategies

9th Grade Research Project

NAME: _______________________________________ PERIOD: ____________

REQUIREMENTS

♦ Subject: Topic or issue that you have an interest in or are passionate about, and is a current “hot topic”
♦ Purpose: to be familiar with and learn the process of writing a research paper

♦ Voice: Formal/Persuasive

♦ 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 homework assignments. My lateness policy applies

♦ Acceptable Research Material: You may use books as well as Internet databases; no websites will be
accepted

♦ Lateness: If the final draft of the paper is not turned in on the assigned date, you will lose 15% off of the
final grade for each day late.
o Computer and printer 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

♦ Format:
o Typed
o Double-spaced
o 12 point
o Times New Roman font
o 1” margins
o MLA style documentation

Research Paper Presentation

PHASE # OF PAGES # OF SOURCES PHASE # OF MINUTES
CP 3-5 4 CP 3-5
A 2-4 3 A 2-4

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 RESEARCH PAPER – SCHEDULE/PROCESS
POINTS
Keep this sheet inside your binder in the Research Paper section

COMPONENT DUE DATE POINTS

TOPIC PROPOSAL April 3, 2013
● Explains the topic that is to be _____/ 10
researched and presented in both the
paper and the presentation
THESIS STATEMENT April 8, 2013
● Thesis statement should be one
concise sentence that includes the
main point and three subpoints to be
_____/ 10
covered in the paper.
WORKS CITED PAGE (MLA April 10, 2013
documentation)
● Must have the minimum number of
sources (4)
_____/10
● Must include all necessary
information
● Must be appropriately labeled
NOTECARDS April 16, 2013
Worth 5 points each (end of class)
● Must have at least 12 note cards;
may have more
● Must have clear TOPIC sections: _____/60
S1, S2 and S3 (3 cards for each
topic)
● Only one sentence/fact per card
(review packet)
OUTLINE First ½ Due:
● Must be handwritten in the outline April 18, 2013 _____/15
provided in this packet or on lined
paper for more space.
(end of class)

Second ½ Due: _____/ 10

April 24, 2013
ROUGH DRAFT WITH WORKS First ½ Due :
CITED and PEER REVIEW April 23, 2013 _____/15
● Complete in thought
● Written following the 5 paragraph
essay format Second ½ Due:
● Includes works cited that includes April 26, 2013 ______/10
only sources used

THIS PROCESS SECTION IS WEIGHTED AS A MAJOR PAPER.

THE FINAL PAPER IS 15% OF YOUR SECOND QUARTER GRADE.

ADD ALL POINTS AND RECORD: 150

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 FINAL PAPER DUE: May 7, 2013

School and Teen Related Issues for Persuasive Research Topic

Should cell phones be Should there be more

Are gun laws tough
allowed in schools?
enough?
Should teachers’ Should texting and
salaries/bonuses be driving be legal/illegal?
based on student test
scores?
Should schools do more Do society/the media
to stop bullying? contribute to eating
disorders?
Should the United States Are sports programs for
change the voting age? children/teenagers too
intense?
Should recycling
Should professional
programs be mandatory?
athletes be allowed to use
steroids?
Should nuclear weapons Should music be
be eliminated? censored?
Should leagues impose Should cosmetic
salary caps for athletes’ companies be allowed to
pay? test products on animals?
Should standardized
restrictions on violence in
testing be eliminated?
the media/video games?
Should schools be allowed Is the death penalty
to ban books? necessary?
Should there be more laws Should there be more
against hate crimes? restrictions placed on
advertising to children?
Is social networking Should gay marriage be
beneficial to society? legal/illegal?
Should illegal immigrants Should euthanasia be an
be allowed to remain in the option for the terminally
United States? ill?
Should the government do Does a “green” lifestyle
more to help end the help the environment?
obesity epidemic?
Is single-sex education Should stem cell research
beneficial? (All boys or all be allowed?
girl schools)

List the top 3 topics that interest you:

1. _________________________________________________

2. _________________________________________________

3. _________________________________________________

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Name:_________________________________ Date: _________________ Period:____

Possible Research Topics

Topic #1: ________________________________________

Know Want to know Learned How can we learn

more?

4
Topic #2: ________________________________________

Know Want to know Learned How can we learn

more?

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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?

● Why is this topic important? /Why did you choose to research this?

● What is your side/point of view on this topic?

Possible Sub-Topics (or Supporting Points) for paper:

1. ___________________________________________

2. ___________________________________________

3. ___________________________________________

Sources Found from databases found in library applications:

Title of Source Author Is it a data If it is a data
base, real base- title of
book, or data based
online?
1

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 2

Approved _____ Not Approved_____

Improvement needed:

Creating a Works Cited Page Using NOODLE TOOLS

Directions: Follow the directions below to create an account and access Noodle Tools.
This is the program we will be using to generate the Works Cited page from your
sources.

I. Get registered today for use at school and at home

AT SCHOOL:
1. Got to the library applications folder and click on Noodle Tools
2. Press the Button CREATE A PERSONAL ID
3. Answer the questions—
Student or teacher
Year of Graduation
Create a username (use school user ID)
Create a password you will remember!
Fill in your initials and the last 4 digits of your phone (this info is used in case you
forget your password)

AT HOME:
1. Type in the URL: www.noodletools.com
2. Use school information to log in
School = hatters
Password = welcome
3. Then login as you would normally using your ID and password

II. Using Noodle Tools

1. Once you are logged in, click on Create Citation and follow the steps as
prompted by the program to fill in information using your source.

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 Thesis Statement

Instructions: Practice creating thesis statements for the topics listed below. Each
thesis statement should be one sentence that expresses the topic and 3 sub-
topics used in the paper.

1. Topic: Professional athletes should not be allowed to use steroids

Sub-Topic 1: It sets a bad example for younger athletes

Sub-Topic 2: It gives players an unfair advantage
Sub-Topic 3: It causes health problems

Thesis statement:
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. Topic: Texting and driving should be illegal in all states

Sub-Topic 1: It raises your chances of getting into an accident

Sub-Topic 2: It has major consequences for the driver (tickets, death, injuries)
Sub-Topic 3: It has shown to be successful in states that have already banned it

Thesis statement:
________________________________________________________________
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 ________________________________________________________________
________________________________________________________________

3. Your Topic: ____________________________________________________

Sub-Topic 1:
Sub-Topic 2:
Sub-Topic 3:

Thesis statement:
________________________________________________________________
________________________________________________________________
________________________________________________________________

*Once you have written your thesis in the #3 space, please rewrite
your thesis on an index card. Index cards will be due at the end of the
period today.

USING YOUR RESEARCH

Now that you have completed your research and are about to begin writing your research
paper, you must first learn how to correctly use your research in your paper. From now
on (in high school, college, and beyond), any information you use that comes from
another source must be cited both in and after the paper. This means only including a
works cited page at the end of the paper is not sufficient. You must also include
parenthetical, or in-text, citations after each piece of information you reference.

MLA Parenthetical (In-text) Citation Cheat-Sheet

Parenthetical Citation
Source HARD COPY PRINT SOURCE ONLINE SOURCE
No Author (Book Title 123) or (“Title of Webpage”) or
(“Article Title” 123) (“Title of Database Article”)

1 Author (Smith 123) (Smith)

2 Authors (Smith and Jones 123) (Smith and Jones)

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3 Authors (Smith, Jones, and Garcia 123) (Smith, Jones, and Garcia)
4+ Authors (Smith et al. 123) (Smith et al.)
Corporation or (United States Department of (United States Department of
Organization Education 554) Education)
Multiple Sources (Adams 11; Baker 21; Chavez 123) (Adams; Baker; Chavez)

Two Works by the (Adams, “Darfur” 8) (Adams, “Darfur”)

Same Author (Adams, “Africa” 9) (Adams, “Africa”)
Encyclopedia (“Global Warming” 559) (“Global Warming”)
(with no author)
Indirect Quote (a quote (qtd. in Smith 92) (qtd. in Smith)
that is in a source)

***
PERIODS ALWAYS COME
AFTER THE CITATION!!!
How would you cite?

“At Issue: Mental Health Insurance.” ProQuest LLC. N.p.: n.p., 2011. N. pag. SIRS
Issues Researcher. Web. 21 Nov. 2011.

Balassone, Merrill. “Jails, Prisons Increasingly Taking Care of Mentally Ill.”

Modesto Bee 6 Dec. 2010: n. pag. SIRS Issues Researcher. Web. 21 Nov. 2011.

Barrett, Karen E., et al. “The Right to Refuse Medication: Navigating The
Ambiguity.” Psychiatric Rehabilitation Journal Winter 1998: 241-254. Print.
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 21 Nov. 2011. (Fact from page 242)

“The Department of Health and Human Services on Mental Health Issues.” HHS
Fact Sheet 13 Dec. 1999: n. pag. SIRS Issues Researcher. Web. 21 Nov. 2011.

Frolander-Ulf, Monica, and Michael Yates. “Teaching In Prison.” Monthly Review

July-Aug. 2001: 114-127. SIRS Issues Researcher. Web. 21 Nov. 2011. (Fact
from page 115)

World Health Association. “Mentally Ill Suffer Medieval Treatment

Worldwide.” Global Information Network 22 July 2011: n. pag. SIRS Issues
Researcher. Web. 21 Nov. 2011.

HOW TO CITE in your paper

At the end of a sentence that uses information from a source (whether the information is
a direct quote or a paraphrase), you must cite the source in parentheses.

PRINT SOURCE (Books, magazines, newspapers in their

traditional form)
If You Have an Author’s Name
● (Author’s Last Name Page #)
o In a recent study, “40% of teenagers admitted to binge drinking”
(Smith 4).

If You Have Two Authors’ Names

● (Author’s Last Name and Author’s Last Name Page #)
o Many studies have demonstrated that teenagers drink heavily. In
fact, two out of five teens binge drink (Smith and Williams 4).

If Your Author is an Organization

● (Organization Name Page #)
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 o According to Mother’s Against Drunk Driving, almost half of all teens binge
drink (Mothers Against Drunk Driving 4).

If You DO NOT Have an Author’s Name

● (“Shortened Article Title” Page #)
o A lot of teen participate in binge drinking. In fact, 40% have
confessed to doing it. (“Drinking and Teens” 4).

ELECTRONIC SOURCE (Anything from the computer)

If You Have an Author’s Name
● (Author’s Last Name)
o In a recent study, “40% of teenagers admitted to binge drinking”
(Smith).

If You Have Two Authors’ Names

● (Author’s Last Name and Author’s Last Name Page #)
o Many studies have demonstrated that teenagers drink heavily. In
fact, two out of five teens binge drink (Smith and Williams).

If Your Author is an Organization

● (Organization Name)
o According to Mother’s Against Drunk Driving, almost half of all teens binge
drink (Mothers Against Drunk Driving).

If You DO NOT Have an Author’s Name

● (“Shortened Article Title”)
o A lot of teen participate in binge drinking. In fact, 40% have
confessed to doing it. (“Drinking and Teens”).

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
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.

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 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.

Read the information below and follow the directions to cite important facts:

States Should Try to Curb Teen Texting and Driving

Bottom of Form
Bret Schulte, "Outlawing Text Messaging While Driving: Legislators in Several States Respond to Safety Concerns," U.S. News &
World Report, February 11, 2008. Copyright 2008 U.S. News & World Report, L.P. Reprinted with permission.
Suddenly, those drivers talking on their cellphones seem relatively harmless, at least when compared to drivers
who are staring at their cellphones, texting. An estimated 20 percent of drivers are sending or receiving text
messages while behind the wheel, according to a Nationwide Insurance study. And, according to another poll, that
number skyrockets to 66 percent when drivers 18 to 24 are isolated. The practice, especially popular among
young people, is exacting a deadly toll.
No one knows how many vehicular crashes are related to drivers distracted by text messaging, but anecdotal
evidence is mounting. A fiery crash made headlines in June when five female friends died in a collision with a
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tractor trailer just a week after graduating from their suburban Rochester, N.Y., high school. Police discovered the
teenage driver had been texting moments before the crash. Similar accidents are happening with increasing
regularity nationwide.
Now, at least 16 states are considering legislation that would outlaw or restrict the practice. "Certainly, texting is
the issue du jour this year in the legislatures," says Matt Sundeen of the National Conference of State
Legislatures. That means another fight over the role of government in regulating cellphone use, but it's one that
proponents of new laws expect to win. Indeed, a Harris Interactive Poll from August shows 9 out of 10 American
adults believe that sending text messages or E-mails while driving is "distracting, dangerous, and should be
outlawed."
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.

Paraphrasing Practice

Directions: On a separate sheet of paper, write a paraphrase of each of the following passages. Please include
the correct citation information. Try not to look back at the original passage except for the citation
information. Use the citation cheat sheet page in your packet for help.

1. “Three-quarters of all Americans recycle at home, making recycling one of the nation's most popular
environmental activities. Skeptics argue that recycling does little to help the environment and often costs more
than burying waste in landfills, but rising energy prices and concerns about climate change are strengthening the
supporters' case. Making new goods from scrap metal, glass or paper uses less energy and generates fewer
greenhouse gases than extracting and processing virgin materials. Today the U.S. recycles more than 30 percent
of its municipal solid waste, and advocates say that figure could be much higher.” (from page 1033)
Source: Weeks, John. “Future of Recycling.” CQ Researcher 17 Dec. 2007: 1033-1060. Print.

2. “The twenties were the years when drinking was against the law, and the law was a bad joke because everyone
knew of a local bar where liquor could be had. They were the years when organized crime ruled the cities, and the
police seemed powerless to do anything against it. Classical music was forgotten while jazz spread throughout the
land, and men like Bix Beiderbecke, Louis Armstrong, and Count Basie became the heroes of the young. The
flapper was born in the twenties, and with her bobbed hair and short skirts, she symbolized, perhaps more than
anyone or anything else, America's break with the past.” (from page 25)
Source: Yancey, Kathleen. English 102 Supplemental Guide. Minneapolis: U of Minnesota P, 1999. Print.

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3. “Of the more than 1000 bicycling deaths each year, three-fourths are caused by head injuries. Half of those
killed are school-age children. One study concluded that wearing a bike helmet can reduce the risk of head injury
by 85 percent. In an accident, a bike helmet absorbs the shock and cushions the head.”
Source: "Bike Helmets: Unused Lifesavers." Consumer Reports May 1990: 348. SIRS Issues Researcher.
Web. 29 Mar. 2011.

4. “Whether you have morning sickness, motion sickness, or nausea from chemotherapy or radiation therapy, help
may be no farther than your refrigerator or kitchen pantry. There are several foods that can help the body mitigate
mild to moderate nausea. Pectin is a dietary fiber that occurs naturally in plant cell walls. Fruits such as apples,
peaches, plums, and currents are good sources of pectin, as are carrots and potatoes. Ginger, also known as ginger
root, is another very powerful plant that works on the digestive tract. So the next time your stomach is feeling
queasy, try reaching for a can of ginger ale, or nibbling a gingersnap cookie, an apple, or a carrot.”
Source: Greening, Samantha M. “Natural Remedies for What Ails You.” Healthful Todays and Tomorrows 7
Apr. 2005: 21. ProQuest. Web. 29 Mar. 2011.

5. “More teenage drivers are involved in car crashes every year — and more are killed — than any other age
group. And the number of deaths is rising, even though overall fatalities of teen drivers and passengers have
decreased substantially in the last 25 years. Still, some 6,000 teens die in accidents annually — more than 15 a
day. Teens are the least likely age group to use seat belts and the most likely to drink and drive.”
Source: Schuster, George, and Melanie Bowen. "Teen Driving." Teenage Issues. 2009. Gale Opposing
Viewpoints in Context. Web. 29 Mar. 2011.

Note Card Examples

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.

College Prep: At least 12 notecards are required.

Academic: At least 9 notecards are required.

Note Card Examples

S1 (Schulte1).
(subtopic #) (author’s last name, page # )

“An estimated 20 percent of drivers are sending or

receiving text messages while behind the wheel,
according to a Nationwide Insurance study. And,
according to another poll, that number skyrockets to
66 percent when drivers 18 to 24 are isolated.”

(Exact words are written from the source)

S1 (Schulte 1).

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“A Harris Interactive Poll from August shows 9 out of
10 American adults believe that sending text messages
or E-mails while driving is ‘distracting, dangerous,
and should be outlawed.’”

***YOUR NOTE CARDS WILL BE ON INDEX CARDS

OR SMALL SLIPS OF PAPER***

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
▪ Chronology: first, earlier, a few hours later, the next day
NO-NO’S:
No ▪ Contrasting ideas: however, on the other hand, but, otherwise, yet,
still, even though
contractions
No personal ▪ Comparing ideas: in the same way, likewise, like, similarly, as, also
pronouns ▪ Degree of certainty: certainly, doubtless, perhaps
▪ Result: consequently, therefore, as a result, finally, all in all

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 ▪ 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
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.”

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 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.

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.”

Sleep deprivation can actually be dangerous: “[M]any traffic accidents are the result of
drowsy drivers.”
This is a complete sentence lead-in to the
quote. The colon links it to the quote.
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….”

Research Paper Outline Sample

Creative title: Marijuana use among teens is on the rise_____________________

INTRODUCTION – 1 paragraph

“Hook”- introductory statement (strong fact, quote, statistic, etc.)

“About 6,000 people a day in 2004 used marijuana for the first time” (NIDA 1).

Brief summary of your topic (3-5 sentences) Marijuana is an illegal substance people use as a
drug to get high. This drug grows naturally as a plant. When this drug is taken, the body depresses meaning
that reaction time is slower, a certain amount of numbness is felt in terms of senses and emotions. Some
believe it should be legalized since some use the drug for medicinal purposes.

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Three sentences to describe in your 3 subtopics (in other words than used in thesis
statement):
Those who are knowledgeable about the topic of marijuana will have a better idea when deciding whether
or not to get involved. Knowing what can happen to the mind and body can be a deterrent for some who are
thinking about using. Helping the numbers of abusers decrease is important to everyone involved.

Thesis Statement:
Schools and communities need to educate teenagers of the risks of using marijuana because abuse of this
illegal substance is on the rise.

Subtopic 1 (S1/Body1)
S1 Topic: use of marijuana is on the rise.

Topic Sentences: The use of marijuana among teens is increasing.

1st fact/support for S1: In 2004, about 2.1 million Americans used marijuana for the first time (NIDA
1).

T2T about how this supports the main topic and/or S1:
This number is extremely high and is growing every year. These numbers show that this problem is only
getting worse.

2nd fact/support for S1: Parents and educators need to deter teens from using marijuana because
studies show that adults who have never used marijuana will most likely never use drugs (Carroll 1)

T2T about how this supports the main topic and/or S1: Since marijuana is seen as a
“gateway” drug that will lead to more addictive drugs that are worse for the body. It is imperative to reach
people before the problem begins.
3rd fact/support for S1: According to Carroll, 40 percent of teens reported that they could buy
marijuana within a day.

T2T about how this supports the main topic and/or S1: These numbers justify the reason why
children need to be educated. The accessibility of this substance may be the reason for the increased
number of users. If children are aware of the dangers, they may decline the drug more.

Transition sentence to S2: Not only is the use of marijuana increasing, teens do not understand the
true mental effects of the drug.

Outline for Research Paper

***PLEASE BE SURE TO INCLUDE CITATIONS!***

Creative title
___________________________________________________________________

INTRODUCTION – 1 paragraph

“Hook”- introductory statement (strong fact, quote, statistic, etc.)

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Brief summary of your topic (3-5 sentences)

Three sentences to describe in your 3 subtopics (in other words than used in
thesis statement):

Thesis Statement:

Body Paragraphs (S1, S2, S3) – 1 Per Subtopic

SUBTOPIC 1 (S1/BODY 1)
S1 Topic:

Topic Sentences:

1st fact/support for S1:

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T2T about how this supports the main topic and/or S1:

2nd fact/support for S1

T2T about how this supports the main topic and/or S1:

3rd fact/support for S1

T2T about how this supports the main topic and/or S1:

Transition sentence to S2:

SUBTOPIC 2 (S2/BODY 2)
S2 Topic:
Topic Sentences:

1st fact/support for S2:

T2T about how this supports the main topic and/or S2:

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2nd fact/support for S2

T2T about how this supports the main topic and/or S2:

3rd fact/support for S2

T2T about how this supports the main topic and/or S2:

Transition sentence to S3:

SUBTOPIC 3 (S3/BODY 3)
S3 Topic:
Topic Sentences:

1st fact/support for S3:

T2T about how this supports the main topic and/or S3:

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2nd fact/support for S3

T2T about how this supports the main topic and/or S3:

3rd fact/support for S3

T2T about how this supports the main topic and/or S3:

Transition sentence to Conclusion:

CONCLUSION
Restate your thesis in DIFFERENT WORDS (In conclusion,…)

Summarize your three sub-topics IN DIFFERENT WORDS

End this paragraph with any final advice about your topic. (This advice should
leave the reader thinking about your topic)

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 *** Works Cited page is the last page found in your paper. It is a page all by itself***
(Your Works Cited page can be found on pg. 16)

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 thesis?

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

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

● 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?

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 ● 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.

Writer: _____________________________Editor: ______________________________

Peer Editing: Part One

Answer all questions honestly. Please highlight any questions for which you
answer “no”. These areas are things that your partner needs to work on.

Introduction
1. Does the writer use an attention getting statement/question? __________________
2. Does the writer give background details to make you familiar with his/her topic? ____
3. Is the introduction grammatically perfect? ___________________________________
4. Is the introduction well-written and devoid of punctuation errors? _______________
5. Does the introduction make sense? Does it “flow”? ____________________________
6. What is your partner’s thesis statement?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Paragraph 1
1. Does the paragraph begin with an appropriate topic sentence? __________________
2. Does the paragraph relate to the main idea (topic) of the paper? _________________
3. Does the paragraph include quotes/facts from an outside source? ________________
4. Are the quotes set up or introduced correctly? _______________________________
5. Are the quotes cited correctly? ____________________________________________
6. Does the writer give additional information that explains their quote/facts? _______
7. Does the writer use correct grammar/punctuation?____________________________
8. Does the paragraph make sense? __________________________________________

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9. Does the writer analyze the subtopic? _______________________________________
10. Does the writer use a transition sentence? __________________________________

Paragraph 2
1. Does the paragraph begin with an appropriate topic sentence? __________________
2. Does the paragraph relate to the main idea (topic) of the paper? _________________
3. Does the paragraph include quotes/facts from an outside source? ________________
4. Are the quotes set up or introduced correctly? ________________________________
5. Are the quotes cited correctly? ____________________________________________
6. Does the writer give additional information that explains their quote/facts? ________
7. Does the writer use correct grammar/punctuation? ____________________________
8. Does the paragraph make sense? __________________________________________
9. Does the writer analyze the subtopic? _______________________________________
10. Does the writer use a transition sentence? __________________________________

What did your partner do well in the first half of their paper?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

What can your partner do to improve their draft before they type their final paper?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Writer: _____________________________Editor: ______________________________

Peer Editing: Part Two

Paragraph 3
1. Does the paragraph begin with an appropriate topic sentence? __________________
2. Does the paragraph relate to the main idea (topic) of the paper? _________________
3. Does the paragraph include quotes/facts from an outside source? ________________
4. Are the quotes set up or introduced correctly? _______________________________
5. Are the quotes cited correctly? ____________________________________________
6. Does the writer give additional information that explains their quote/facts? ________
7. Does the writer use correct grammar/punctuation? ____________________________

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8. Does the paragraph make sense? __________________________________________
9. Does the writer analyze the subtopic? _______________________________________
10. Does the writer use a transition sentence? __________________________________

Conclusion
1. Does the paragraph begin with a transition? __________________________________
2. Does the writer restate his/her 3 subtopics? __________________________________
3. Does the writer restate his/her thesis using different words? ____________________
4. Does the writer refrain from introducing any new information? __________________
5. Does the paragraph end with a strong concluding statement? ___________________
6. Does the writer use correct grammar/punctuation? ____________________________
7. Does the paragraph make sense? __________________________________________

*Note: The peer editing sheet should be kept in the writer’s folder. The person who wrote the
paper should keep the form that describes the paper that he/she wrote.

INSTRUCTIONS FOR WWW.TURNITIN.COM

Spring 2013
PART ONE: LOGGING ON

● Option A: I have never used Turn It In before OR I forgot my log-in

information:
Step 1: Go to the website
Step 2: Click “Create Account”
START HERE Step 3: Click “Student”
Step 4: Enter class ID and password (see below)
Step 5: Read PART TWO

● Option B: I already have a log-in from a different class and I remember

it:

Step 1: Go to the website

Step 2: Log in at the top of the webpage
START HERE Step 3: Click “Enroll in a class”
Step 4: Enter class ID and password (see below)
Step 5: Read PART TWO

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PART TWO: UPLOADING YOUR PAPER
Step 1: Click on your class
Step 2: Click the link for the assignment you are submitting; click SUBMIT
Step 3: Include a title for your paper
Step 4: Upload your paper to the website (from your z-drive, flash drive, etc.); click UPLOAD
Step 5: Check the confirmation screen to make sure you uploaded the correct paper
Step 6: Click SUBMIT
Step 7: Once a percentage appears, your paper has been submitted.

CLASS ID AND PASSWORD

Period 1 Period 4 Period 5

Class ID: 6038388 Class ID: 6038405 Class ID: 6038409
Password: hatters1 Password: hatters4 Password: hatters5

REMINDERS
● The lateness policy for major assignments also applies to www.turnitin.com. If
you hand in a printed paper but have not sent your work electronically, the
paper is still considered late (15% deduction each day).
● After 3 days, if you have not submitted your work, you will receive a zero for
the assignment.
● If you are having trouble using the website, please ask me for help or stop by
during directed study. There is no valid excuse for not submitting your paper.

NAME:

Domains 4 3 2 1 0
FOCUS Distinct controlling Apparent point Evidence of a single Minimal evidence No regard for focus.
point made about a made about a single controlling point but of controlling topic
Did you stay on topic?
single topic with topic with sufficient no apparent topic
Did you know your audience?
awareness of task awareness of task
Did you have a strong thesis statement
(main point) that followed through
your essay and included your main
arguments?
CONTENT Substantial, Sufficiently Significantly limited Severely limited No regard for
specific, and developed content content with content content.
Did you have strong ideas?
illustrative content inadequate
Were your ideas clearly stated with
demonstrating elaboration or
strong support, authority, and
strong development explanation
confidence?
of ideas
Did your ideas match the purpose of
the writing objective and tie back to
the thesis?
QUOTES Quotes delivered in Insufficient quotes, Quotes remain Complete disregard No regard for quote
mature and detailed lack of proper without purpose, for appropriateness inclusion.
Did you include minimum number of
manner with all citation, lack of lack detail, and/or of quotes, including
quotes?
aspects properly detail with quotes, include improper citation and/or
Did your quotes match the purpose of
completed. and/or not citation. detail inclusion.
the paper?
transitioned.
Did you transition into your quotes, so
they were not standing alone?
Did you properly cite your quotes?

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ORGANIZATION Sophisticated Functional Confused or Minimal control of No regard for
arrangement of arrangement of inconsistent content arrangement organization.
Did you use complex transition
content with content that sustains arrangement of
statements, sentences, and words to
evident transitions a logical order content without
help flow your ideas?
attempts at
Did you smoothly move from one
transition
point to another?
Did your topic sentences include the
point of your paragraph and tie back
to the thesis?
STYLE Illustrative use of a Functional use of a Generic word choice Minimal control of No regard for style.
variety of words variety of words and and limited control word choice and
Did you attempt to use a mature
used to create sentence structures of sentence sentence structures
vocabulary and mature sentence
writer’s voice and that may or may not structures that
structure?
tone appropriate to create tone/voice inhibit voice and
Were your words and sentences
audience appropriate to tone
emphasizing your points and creating
audience
an individual sense of voice?
CONVENTIONS Control of Sufficient control of Weakness in control Severe weaknesses No regard for
grammar, grammar, of grammar, in control of conventions.
Were there any words misspelled?
mechanics, usage mechanics, usage mechanics, usage grammar
Were there any awkward sentences?
and sentence and sentence and sentence
Were there any words misused?
formation formation formation
Were there punctuation errors?
Did your paper overall flow in terms
of grammar correctness?
WORKS CITED PAGE All sources are Sources are missing;
included. Citations not all sources are
Are all sources included?
are done according used. The page does
Are citations done according to MLA
to MLA format. The not use proper
format?
page uses proper heading or format.
Does the page use the proper
heading.
heading?

DEDUCTIONS _____ points

● Misspelling
● First person pronouns
● Contractions
● Run-on or fragmented sentences

TOTAL = ________________ / 25
(x4) TOTAL= ________/ 100

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