Point and Purpose

“Research is to see what everybody else has seen, and to think what nobody else has thought.”

--Albert Szent-Gyorgyi (Sebranek 163)

Successfully completing the research paper dominates the junior year in English. Students cannot graduate without meeting the requirement. For an assignment to achieve such high regard by a department and the school, it must stimulate intellectual curiosity and be applicable to lifelong learning skills.

While many students feel apprehensive in the beginning, a systematic approach ensures success for those who follow it. This guide will help students choose a topic, research a subject, organize thoughts and write a paper, but the process offers even more. Concepts taught during this unit are meant to encourage students to sincerely explore an idea, to evaluate the authenticity of sources, and to make connections between what is learned here and what can be applied to future assignments. While many might think of this project as purely academic, it offers opportunities for creative and intuitive exploration and presentation of material as well. As the above quote suggests, the information is already out there; it is one’s unique perspective that is important.

We advice you to employ your best organizational skills for this project.

Keep all of your information together.
Save your work frequently when you are on the computer; back up information on hard drives and floppies, as well as your Y-drive.
Organize computer files clearly.
Take notes in ink.
Color-code if it helps you.
Record information fully as you go.

The journey begins here.

Procedure and Schedule

Research Paper: Procedure and Schedule

Due Date

I. Choose and Limit a Topic

Find a subject of personal or professional value that can be investigated through reliable sources. Explore and limit the topic by reading a few general articles.

___________

II. Develop a Working Thesis or Controlling Question

Become familiar with your subject and develop some “hunches” of your own. Then ask a meaningful question, one that is worthy of your time, effort, intelligence and imagination. This will guide your research and help you determine what materials are valuable and what can be eliminated.

___________

III. Create a Working Annotated Bibliography

Use the Staples and Westport libraries and the Internet. Utilize the librarians for source ideas and locations. Compile a list of fifteen to twenty possible sources that includes annotated information.

___________

IV. Take Notes

Take notes in a systematic way using the format outlined in this packet. Note cards that do not follow format will be unacceptable. Note cards will be due in batches over a period of weeks.

___________

V. Rethink your Working Thesis/Controlling Question

Review your notes and make whatever revisions are necessary to develop a strong thesis statement.

___________

VI. Write an Outline

Format and samples are provided in this packet. Organize your materials using format and samples provided in this guide.

___________

VII. Write a Rough (Working) Draft

Before starting your first draft, make sure all your materials are organized to match your outline. Double-space your work. Be sure to incorporate quotes, paraphrased material and ideas into your text. Internal citations are a must.

___________

VIII. Produce a “Good” Copy

Carefully proofread your working draft. Add illustrations and graphics where appropriate. Be sure you have paid attention to the proper format.

___________

IX. Final Draft

Using the comments you have received on your rough draft, polish your work and submit it for the final time.

___________

Note: This paper should be computer generated. You must back up your work frequently. “Losing” work due to computer malfunction is not acceptable. Imagine what you would go through to re-create your work. It is better to be responsible and proactive from the start.

Choosing a Topic

Choosing a topic requires careful consideration. The research paper generally takes two months or longer to complete. Not only should you choose a topic worthy or researching, but also you should choose one that will hold your interest for an extended period of time. To help you get started, consider the following:

What do you already know something about and would like to investigate further?

List your ideas here:

____________________________________________________

What subjects or areas with which you are unfamiliar but would like to investigate?

List your ideas here:

____________________________________________________

What current events interest you?

List them here:

____________________________________________________

What is important to you? What do you value highly? What are your plans for the future? Are there dreams you would like to pursue?

List your thoughts here:

____________________________________________________

Circle or check topics found in your lists that have potential. Write down other topics that may have surfaced from other sources. After identifying an area or two of interest, assess which topic or topics are worthy of research. It is often best to start with a general topic and then narrow the subject to something more reasonable.

Browsing in the library and looking through resource materials and magazines can be helpful. Talking to friends, media specialists, and teachers can generate ideas. Yes, teachers of all subject areas can be helpful. Talk to them. Perhaps you have been introduced to a subject in another class that you would like to pursue in depth. You may also consult the “Suggested Topic Areas for Research” to help generate ideas in Appendix B.

For example:

Broad Topic Area

Television

More Specific Topic

Advertising on Television

Still More Specific Persuasion

Persuasion Techniques
Used in Television Advertising

The general topic “Television” is too broad for a research paper. “Advertising on Television” is more specific but still too broad. More appropriate and even more specific is “Persuasion

Techniques Used in Television Advertising.” After looking at the lists you created, choose something with potential and try narrowing the scope from a broad topic to something more specific as in the example.

Keep in mind the research paper is not a report. It is not simply a catalogue of information. Key to your success is bringing your personal slant to the subject. Using “I” or making your paper an opinion piece does not accomplish this. Although the information you need to write your paper already exists, the sense you make of the information is uniquely your own. Here is an opportunity to be creative, wise, profound, original and intelligent.

The serious consideration you give your topic choice may determine the success of your paper.

Developing a Thesis

A well-written thesis statement is the most important sentence in your entire paper. It should both summarize for the reader the position you will be arguing and establish the pattern of organization you will use. Pay close attention here: A thesis sentence is not a statement of accepted fact. Rather, it is a position that needs to be supported by evidence that you will provide in your argument. Your thesis must reflect the full scope of your argument. Trouble arises when you create a thesis statement that is much too broad to be defended. A good thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue--that is, what particular support for your claim is going where in your essay.

Topic vs. Thesis

A topic can be thought of as a general area of inquiry; it designates the general subject of your essay. For instance, your topic might be animal rights vs. the need for more recreational space. A thesis is more specific and delimited; it can be thought of as existing within your topic. In a research paper, you must take a stand and offer reasons in support of it.

The thesis arises from the topic, or subject, on which the writing focuses, and may be defined as follows: A thesis is an idea, stated as an assertion, which represents a reasoned response to a question at issue and which will serve as the central idea of a unified composition.

Many students make the mistake of thinking that having a topic or subject is the same as having a thesis. The thesis for your research paper is much more specific than the general topic and requires time, thought, and research to uncover. The thesis statement is a specific declaration that summarizes a point of view. It is the stand you take, the opinion you express, and the point you make about your narrowed subject. Some instructors call it your controlling idea, tying together and giving direction to all other elements in your paper. No matter how you arrive at your thesis, remember that your primary purpose is to persuade the reader that your thesis is a valid one.

The Working Thesis

Once you have decided on a topic, you will want to create a working thesis. A working thesis is a sincere statement that comes from you before you do any serious research. Think of it as an initial observation. Do not worry about being specific enough; remember that, at this early point in the research process, your working thesis should only be tentative. It is the start of your investigation. It may change after you do research or as you write. Again, do not worry if your working thesis is too common or seems boring; the important thing is that these are your ideas and should come from your mind first!

Before you read what the experts in your field have to say, ask yourself the following questions:

· What is the gut feeling you get when you think about your topic?

· Why do you feel that way?

· What do you already know about your topic?

· What do you want to know more about?

Once you have your working thesis, imagine other perspectives or positions that might be taken. If you have an argumentative position, consider counter arguments. Or, simply look for other angles or takes on your topic. If you cannot see other arguments or angles that could be discussed, then you do not yet have a thesis.

The Controlling Question

Some of you may find it more effective to begin your research with a controlling question and then develop a working thesis. A controlling question is another way to help you narrow your topic into one that interests you. For example, researching a broad topic such as "The Revolutionary War" is difficult since there may be thousands of sources on all aspects of the Revolutionary War. However, a focused question such as "Why didn’t the Colonial Army win the war earlier?” is much easier to research.

But how do I develop a controlling question?

First, choose an appropriate topic in which you have a sincere interest. Next, list all of the questions that you have regarding your topic. Then, pick the best question, one that is neither too broad nor too narrow.

For example, if you choose The Revolutionary War, you might ask the following questions:

a. How many soldiers fought in the Revolutionary War?

b. Did the British really like wearing those red uniforms?

c. What role did illness play in the advance of the Colonial Army?

When you have completed your list of questions, evaluate them to find the most effective one--one that is neither too broad nor too narrow. From these questions, the best choice for a controlling question is Question c. Question a is too narrow, since it can be answered with a simple statistic. Question b would be too difficult to research; it relies on opinion and sketchy suppositions. Question c is just right. It is focused enough to research in some depth.

Once you choose your controlling question, evaluate it. You can do this by asking yourself the following questions:

a. Is the scope of this information reasonable?

b. Is the controlling question readily researchable?

c. What type of information do I need to answer the controlling question?

d. What sources might have the type of information that I need to answer my controlling question?

e. Can I access these sources?

Once you have your controlling question and have conducted some preliminary research, answer your question in one sentence. This is your working thesis. This response is a proposed answer to your controlling question; it is not written in stone. Your thesis statement will become finalized after you complete your research. (It is o.k. to modify and revise the working thesis as you research more about the topic or issue).

Conducting Research

Where to Begin

To begin with some background reading, assess your own background in the area. Chances are you will find some good starting points to focus your research.

Consult

· Friends

· Parents

· Teachers

· Advisors

· School Staff

· Members of the community

Explore

· Books

· Magazines

· Professional Journals

Utilize:

· The Staples Library Media Center (LMC): The LMC offers an array of print and electronic sources, as well as a staff of media specialists who are familiar with the research paper requirements and can provide additional support.

Many resources can be accessed from our library’s web page, where you will find several helpful databases. (You will notice that many of the databases are password protected, so be sure that you have the passwords when you work at home.) For example, you can enter the link to online databases, open the database iConn, and find articles, newspapers, historical documents, and access to library catalogues across the state.

· The Local Libraries: If the Staples LMC does not have what you are looking for, do not forget to make use of the resources at the public libraries in the surrounding communities. They are equipped with the same materials listed above and have a greater array of subscriptions and databases for you to search. After all, public libraries are open in the evening and on weekends, when you will conduct much of your research.

Evaluating Sources

It is important to evaluate the quality and authorship of each source. Not all sources are reliable, and it should not be assumed that information is truthful just because it appears in print or on the Internet.

1. Most books and print sources have been through multiple edits prior to publication in order to insure reliability and accuracy of the information in print.

2. Most scholarly journals are put through a peer editing process by experts in the field and can be considered reliable.

3. Internet sites are often difficult to assess for reliability. Always check for an author’s name and a sponsoring organization. Personal home pages are typically not considered reliable or trustworthy. In addition, if it is an educational site, be sure to check that it belongs to a specific course or is part of a research/reference site instead of a student paper or home page. URL addresses containing .org, .edu, .gov, and some others posted or maintained by nationally recognized communities are, for the most part, considered reliable. If in doubt, consult with a media specialist or teacher.

4. Newspapers and magazines, in print or on the web, are usually acceptable. Be careful, however, to evaluate the magazines and newspapers for reliability. You need to judge the integrity of all your sources and choose information wisely.

The Annotated Bibliography

The purpose of an annotated bibliography is to inform the reader of the relevance, accuracy, and quality of the sources cited. It consists of a list of citations that include a descriptive or evaluative paragraph.

Step by step process:

1. Locate sources (books, periodicals, Internet sites) that may contain useful information related to your topic.

2. Examine the sources that you have found, and choose those works that provide a variety of perspectives on your topic or a range of source types, such as magazines and books.

3. Gather the information that you need for an MLA citation for each source and write the citations according to the correct format.

4. Your goal is to discuss the ways in which the source will fit into your research. In about three or four sentences, you should

· identify the ways in which the source connects to the research topic,

· summarize the main ideas of the source, highlighting the ideas you hope to use,

· compare this work with the other sources that you have cited,

· evaluate the credentials of the author for potential bias, making sure to include the intended audience for the source.

· Remember to avoid the first person point of view. Keep it in third-person.

Sample Entries

Bruni, Frank and Laurie Goodstein. “New Bush Office Seeks Closer Ties to Church Groups.” New York Times 29 Jan. 2001. 16 Sept. 2003 <http://www.mapinc.org/ drugnews/v01/n165/a03.html?183>.

The New York Times is a liberal newspaper. The main purpose of President Bush’s faith-based programs is to encourage private charities by giving them federal funds. This article, written by staff reporters, details Bush’s point of view, like “Religious School Vouchers Upheld,” but it also gives information about the ways that Bush’s plan does not follow the constitutional law of separation of church and state.

“The Government Should not Fund Faith-Based Social Services.” Anti-Defamation League

2002. Opposing Viewpoints Resource Center. Thomson Gale. Staples High School Lib., Westport, CT. 9 Sept. 2003 <http://galenet.galegroup.com>.

A statement from The Anti-Defamation League [ADL], a national, ninety-year-old organization created to stop anti-Semitism, this article argues that faith-based programs are inappropriate because they allow tax money to be used to support religious groups. The article points out that this is against the Constitutional law separating church and state. This is an argumentative discussion of the ideas presented in "New Bush Office Seeks Closer Ties to Church Groups."

The citations for each listing in the working annotated bibliography should contain all of the publication information required in the Works Cited page, detailed later in this guide.

Please note that the Annotated Bibliography assigned at Staples High School is a step toward your final paper, and, although you follow the Works Cited format for your Annotated Bibliography, what you include in your final Works Cited page may not be the same set of sources. In your final research paper, only the sources used within the paper will be cited.

Staples High School English Department follows the guidelines established by the Modern Languages Association [MLA] in MLA Handbook for Writers of Research Papers, sixth edition.

There are several different academic associations that agree upon rules for citations, and you will find in college that different departments follow different formats.

Because there are so many kinds of sources that may be cited, this document has examples of only a few. The school librarians and your teachers can help you to find the correct format, and a copy of the textbook produced by the MLA may be invaluable.

There are also computer-based formatting tools, such as NoodleBib, which is available through the Staples High School Library Media web page. Be sure to enter information into a computer program correctly; otherwise, you will create serious errors in your bibliographic entries.

Also, pay particular attention to the fact that the MLA requires that you record when and where you have accessed information from the Internet. This is especially important, for website information changes.

The following sample (which also serves as an example of outline format) is a topic outline of section 1.4 of the MLA book. Next to each major topic, in brackets, is the number of the subsection in 1.4 to which the topic in the outline corresponds. These numbers are added so that you can easily compare the outline with the corresponding text. This may give you an idea of the kinds of sources and format of the MLA.

Conducting Research

1. The modern academic library [compare with subsection 1.4.1]

A. Resources and services

1. Print, electronic, and other nonprint resources

2. Computer services

3. Availability of resources: on campus and off campus

B. Orientation and instruction

1. Introductory pamphlets and handbooks

2. Orientation tours, lectures, classes

C. Professional reference librarians

II. Library research sources [ef. 1.4.2]

A. Books and similar publications (pamphlets, dissertations)

B. Articles and other publications in print periodicals (scholarly

journals, newspapers, magazines)

C. Miscellaneous print and nonprint sources (sound recordings,

video recordings, manuscripts, private letters)

D. Electronic sources (reference works, full-text databases, Inter

net links)

III. The central information system [cf. 1.4.3]

A. Library's catalog of holdings

B. Bibliographic databases

C. Other electronic resources

D. Links to other library catalogs

IV. Reference works [ef. 1.4.4]

A. Reference works that provide data about research materials 1. Indexes

2. Bibliographies

3. Collections of abstracts

4. Guides to research

B. Reference works that give basic information

1. Dictionaries

2. Encyclopedias

3. Biographical sources

4. Yearbooks

5. Almanacs

6. Atlases

7. Gazetteers

8. Statistical data sources

C. Publication forms of reference works

1. Print

2. Electronic (online databases, CD-ROM databases)

3. Print versus electronic

D. Searching a reference database (example: MLA International Bibliography)

1. Versions (print and electronic)

2. Types of searches (author, title, subject, expanded, Boolean,

Taking Notes and the Use of Note Cards

In most cases, the use of 3x5 index cards, organized by topic and data, will be required. Note cards allow for organization of the information that you find in your sources into a format that will help you organize your paper.

There are several guidelines for creating good note cards.

Each note card should contain:

1. The source from which you took the information – assign each source in your working bibliography a number and simply put that number in the corner of the note cards you take from that source

2. The number of the card as it appertains to that individual source. (For example: if you are working on the 6^th note card for Source #15, in the upper right hand corner of that card, you would write 6.)

3. A topic heading that categorizes the information contained on each card, i.e. Economic Impact of Deforestation (sometimes referred to as a slug)

4. The information itself, which can come in several forms:

a. Direct quotations, taken word for word, written in quotation marks

b. Paraphrases of critical ideas

c. Statistical information, or other factual information

5. ALL note cards should include the page number from which the information came. Since many of your sources will be accessed from the Internet, you will have to make an extra effort to find page numbers and to follow the MLA format when you cannot locate a page number.

6. On the bottom of the card, write the number of this card in relation to the total number of cards. For example, if this is the 25^th card you are working on, write 25 in the lower right hand corner of the card. This will allow you to keep a running total as you build towards the requirements.

Sample Note-Card

Response of Public Educators to Vouchers source #2/ card 3

· National Education Association [NEA] representative Lisa Brown says,

“Vouchers undermine the integrity of the public school system.”

Page 25

Student Name Here total card #36

Note-Taking Tips

Taking notes carefully is very, very important. The failure to take notes correctly can lead to incorrect documentation, which can create unintentional plagiarism. Plagiarism, the borrowing of ideas without giving credit to a source, is a serious offense. A central purpose of learning to write a research paper is helping you understand how to cite sources accurately in your academic career.

Taking good notes is essential for a successful paper. Below you will find several suggestions and formats for taking good notes. The important thing to remember is that you are looking for the most critical and relevant information. Your note cards should capture the essence of the main ideas.

There are several ways that information from sources may be shaped.

Direct Quotes:

When you hear crisp, interesting, important language that fits your paper well, you will want to use the direct quotation. You see no other way to say it in your own words without damaging the power of the statement.

You should only use direct quotes if you cannot express the idea in any other way. Do not forget to write the page number.

You do not need to write down a full sentence directly; sometimes a phrase will do. Be sure to put quotation marks around the words that you have cited.

Remember that you should insert an ellipsis for the language that you omit when you leave out words between the text. Also, remember to use brackets to indicate alterations you make to the original text.

· “It was the best of times, it was the worst of times….” (Dickens 1).

· “Now [Tom] was a sturdy, straw haired man of thirty with a rather hard mouth and a supercilious manner…It was a body capable of enormous leverage--a cruel body”(Fitzgerald 22).

Summarizing Sections:

In a summary, you include only the main idea and major supporting points of the source material, expressing them in your own words. The words are your own but the idea came from somewhere else, so you must acknowledge the source in the body of your paper and on your Works Cited page.

Paraphrase:

Instead of copying information word for word, you can put the author’s ideas into your own words, maintaining the key ideas. This is useful when the original is long or wordy. Paraphrasing can help you synthesize information for your paper.

It is very important to use your own words. Even brief phrases that are quoted without quotation marks can create unintentional plagiarism. Be sure to note the page numbers

· Charles Dickens recognizes the contrasts and the contradictions in any age (1).

Noting Facts:

Listing works well for statistics and facts. Simply bullet point the information you need:

· 56% high school boys prefer chocolate milk to white milk

· 32% high school girls prefer chocolate milk to white milk

· 86% high school girls will only drink skim milk

· 12% high school boys will only drink skim milk

· 0% of cows drink milk after three months

(Smith 35)

Conducting an Interview

Conducting an interview can add insight into your topic that is otherwise not obtainable. Do not underestimate the power of information you obtain first hand. It gives you direct access to someone with experience and expertise in the field you are researching.

Before meeting with your source, be sure you are far enough along in your research so that you are knowledgeable in the area. To help prepare for an interview, consider the following suggestions.

1. Take time to choose well the people whom you would like to interview.

2. Prepare some open-ended questions in advance and bring them to the interview.

3. Make a clear appointment, and arrive on time.

4. If you would like to use a tape recorder, be sure that you also take notes, as technology sometimes fails. Be sure to ask permission for making a tape recording.

5. Make sure the interviewee understands how the information may be used.

6. When you have completed the interview, do not forget to thank your source for his time and willingness to participate in your research. A formal thank-you note is appropriate.

From a Working Thesis to The Thesis

Once you have your working thesis and have done some reading, researching and thinking, you should begin to focus your working thesis into your thesis. Remember, a thesis statement declares the position you are taking in your paper, organizes the way you will organize your discussion, and points to the conclusion you will draw. (The following is adapted from a writing guide used at Harvard University.)

· A thesis is a one- or two- sentence statement that specifically outlines the purpose or point of your paper.

· A thesis must point toward the organization of your paper.

· It takes a side on a topic rather than simply announcing that the paper is about a topic. (The title should have already told your reader your topic). Do not tell a reader about something; tell him what about something. Answer the questions "how?" or "why?"

· It is an assertion that a reasonable person could disagree with if you only gave the thesis and no other evidence. It is not a fact or a casual observation; it must beg to be proved. And someone should be able to theoretically argue against it -- how successfully will depend, of course, on how persuasive you are.

· It is sufficiently narrow and specific that your supporting points are necessary and sufficient, not arbitrary; paper length and number of supporting points are good guides here.

· It argues one main point and does not squeeze three different theses for three different papers into one sentence.

The thesis sentence must contain an arguable point.

A thesis sentence must not simply make an observation, for example, "Children seem to be obsessed with fish sticks." Rather, it must assert a point that is arguable: "Young children’s consumption of fish sticks points to a bigger problem: the decline of nutritional standards in the diet of young Americans." This sentence is not yet a great thesis sentence. Still, it can be considered arguable in that it raises some controversy.

The thesis sentence must cover the entire argument.

As you write your paper, you may have to adjust your thesis statement to make sure that all of the discussion within the paper fits under the umbrella of your thesis statement.

The thesis sentence should provide a structure for your argument.

Your thesis sentence should either directly or indirectly suggest the structure of your argument to your reader. Say, for example, that you are going to argue that "Over-consumption of fish sticks is destroying life in Texas in four ways: A, B, C, and D." In this case, the reader understands that you are going to have four important points to cover and that these points will appear in a certain order.

The “So What?” Test

A thesis statement is always tested by those two simple questions: So What? and Who Cares? Remember, you are trying to convince us of an opinion. You are not just relating facts.

Some other Questions to Consider

(Adapted from the Vanderbilt University’s Writing Center)

· Does my thesis sentence attempt to answer (or at least to explore) a challenging intellectual question?

· Is the point I am making one that would generate discussion and argument, or is it one that would leave people asking, "So what?"

· Is my thesis too vague? Too general? Should I focus on some more specific aspect of my topic?

· Does my thesis deal directly with the topic at hand, or is it a declaration of my personal feelings?

· Does my thesis indicate the direction of my argument? Does it suggest a structure for my paper?

· Does my introductory paragraph define terms important to my thesis? If I am writing a research paper, does my introduction "place" my thesis within the larger, ongoing scholarly discussion about my topic?

· Is the language in my thesis vivid and clear? Have I structured my sentence so that the important information is in the main clause? Have I used subordinate clauses to house less important information? Have I used parallelism to show the relationship among parts of my thesis?

Organizing Your Ideas

Now it is time to start structuring your information and establishing order from what might appear to be chaos. Review your subtopics (slugs) and thesis statement. Consider sorting your cards into common subtopics and determine how information fits or does not fit together.

Many of you are ready to write a formal outline. Some of you may want to begin with a system familiar from past experiences such as mind mapping or webbing.

An outline will become an important tool for writing your paper. And, since this paper is longer than most papers that you have written, it is especially important for you to grasp the overall organization.

Using Technology

All computers at Staples High School have the computer program Inspiration 7 on their desktops.

This program contains a number of graphic organizers, and the program allows you to move from graphic organizer to outline structure with easy, clear direction.

We suggest all students become familiar with Inspiration 7, for it is a user-friendly tool for starting your outline process. It also may be helpful in your other coursework.

Mapping

Here is the general format for mapping or webbing:

Explanation: Begin in the center by writing out your thesis or topic. Spurs stem from the center outward to identify areas that you intend to cover. From these subtopics, details may evolve. The general idea is to visualize your paper and begin organizing your thoughts.

Some of you are ready to write a formal outline. A thoughtful outline will be invaluable when writing your first draft. When composing the outline, think about what should be in your paper as well as the sequence the information should appear.

Outlining

Here is the general format for a formal outline. You will notice that the introduction and conclusion are not here, for this outline reflects the main ideas, not the presentation, of the argument.

Title

(Place your title here and center it on the page)

Thesis: State your thesis here.

I. Main body topic

A. Sub topic

1. Evidence/example

2. Evidence/example

B. Sub topic

1. Evidence/example

2. Evidence/example

C. Sub topic

1. Evidence/example

2. Evidence/example

D. Sub Topic

1. Evidence/example

2. Evidence/example

II. Main body topic

A. Sub topic

1. Evidence/example

2. Evidence/example

B. Sub topic

1. Evidence/example

2. Evidence/example

3. Evidence/example

Where there is an A, there must be a B.

There may be additional letters, but there must be a B. Where there is a 1, there must be a 2, and so forth. The reasoning is that nothing can be broken down into fewer than two parts. There may be many more than two, but there must be at least two.

The body of the outline can be written using words, phrases or sentences, but the format must be consistent. For example, if you choose the sentence format, the entire body should be written in sentences. For most of you, the word or phrase format will be effective and efficient. Choose the format that best suits your needs. The more thought you put into the outline, the easier it will be to write your paper.

Sample

The following formal outline is simple in form and content, but notice how it reflects the thesis sentence. The outline you write may be much more comprehensive.

The Planet and the People Who Live on It

Thesis: Americans, and the American government, have been ignoring the threat posed by global warming, but attention must be paid to this threat to the wildlife and ecosystems, which will impact human survival.

I. How global warming happens

A. Rise in carbon levels in atmosphere

1. Automobile emissions

2. Industrial emissions

3. Home emissions

B. Long-term greenhouse effect problem

II. How global warming has been ignored

A. Political parties’ failures

B. Reluctance of media to be involved

C. Individuals’ laziness

D. Economic factors

III. Negative effects on the wildlife

A. Animals’ inability to adapt to changes

1. Migration patterns altered

2. Hunting instincts altered

3. Reproductive disruptions evidenced

a. Changes in estrogen cycle

b. Malformed eggs

B. Rising death rates among species

IV. Negative impact on ecosystems

A. Water table instability

B. Seasonal shifts

1. Length

2. Temperatures

C. Weather events

V. Repercussions for human survival

A. Spread of contagious diseases

B. Impact on other health

1. Upper respiratory problems

2. Skin cancers

3. Fertility rates

VI. Suggestions for Action

A. Role of government

1. Legislation to regulate

2. Taxation as incentives

B. Role of citizen

1. Need for more information

2. Need for conservation

Please check the MLA Handbook for Writers of Research Papers for other special formats.

About Your Conclusion

The conclusion for a research paper should be one paragraph. It reflects on your thesis in light of the material presented in the paper.

Avoid the following:

· Introduction of a new idea

· Apologies

Morals or predictions that are not part of the thesis

Paper Format

Generally speaking, your essay should be typed, double-spaced on standard-sized paper (8.5 X 11 inches) with margins of one inch on all sides. The MLA format is illustrated below. A title page is unnecessary. Instead, you should provide a double-spaced entry in the top left corner of the first page that lists your name, your instructor's name, the course, and the date.

Then center your title on the line below the header with your name, and begin your essay immediately below the title. For example (not to scale):

Create a header that numbers all pages consecutively in the upper right-hand corner, one-half inch from the top and flush with the right margin. (Note: Your instructor may ask that you omit the number on your first page. Always follow your instructor's guidelines.)

At The End Of Your Paper

Your works cited list should begin on a separate page from the text of the essay under the label Works Cited (with no quotation marks, underlining, etc.), centered at the top of the page. Double space all entries, with no skipped spaces between entries.

Citing Sources Used in Your Text

You probably think about documenting sources as making footnotes. However, citing sources according to the MLA style is different—and perhaps easier—than making footnotes. In the MLA style, the citations come within the text, at the end of sentences. This makes the reading of the paper more fluent, as readers do not have to look down at footnotes.

There are two things to consider as you use sources: what is the most effective way of weaving information into your argument and what is the format for citing information. The first, of course, is the more important. You want your citations to be effective so that others can learn from your paper—and so that you can support your thesis well.

Remember, there are several kinds of sourced information for you to document. You may:

document direct quotations.

“It was the best of times; it was the worst of times . . .” (Dickens 1).

document paraphrased ideas.

Carson Daily thought that N’Sync was a good band (TRL).

document important words.

Ted Swanson called N’Sync “losers” (34).

Is every sentence going to be cited?

No, but given the nature of a research paper, much of your writing will be cited. You are finding out information about a topic in support of your thesis. This means that, when you research, for example, the causes of the Enron debacle, your paper is not merely your opinion about what should be done. You will support your position with opinions of experts, observations by law enforcement officials, and reflections by CEOs who are now in prison.

You must cite all information that is not considered common knowledge. If the average “man on the street” does not know the information, you must cite the source. Although it is common knowledge that Betsy Ross made the first flag, it is not common knowledge who designed our current flag.

Remember, ideas, not simply quotations, must be cited.

How to Format Internal Source Acknowledgments

At the end of every sentence that contains information from a source, you must put in the reference. The format is a set of parenthesis, which include the author and the page number.

Ancient writers attributed the invention of the monochord to Pythagoras, who lived in the sixth century BC (Marcuse 197).

If you refer to the write in the text of your paper, then only the page number must follow in the parenthesis.

Sibyl Marcuse believes ancient writers attributed the invention of the monochord to Pythagoras, who lived in the sixth century BC (197).

What if I have two pieces of research by the same author?

This happens a lot. You find one good article by an expert, and then you find two or three others by the same person. Here is what you do. Use the author’s last name and a comma, and then use the title of the source (if short) or make an abbreviated title.

The universe is “composed of merchants, workers, club-men, managers, actors, salesman, doormen, cops, derelicts—a Balzacian population unified by the rules of commerce and the ideals of property” (Doctorow, “Introduction,” ix).

Notice that the parenthetical citation has three things in it: the name, the word “Introduction,” and the page number of the material (the Roman numerals indicate that the material is from the introduction). This makes sense when you look at a sample “Works Cited” page:

Works Cited

Doctorow, E.L. “Introduction.” Sister Carrie. By Theordore Drieser. New York: Bantam, 1982. v-xi.

- - - . Welcome to Hard Times. 1960. New York: Vintage-Random, 1988.

The “- - - ” indicates the same author as the previous entry in the Works Cited page. If you wanted to use Doctorow’s ideas from Welcome to Hard Times, you would use the citation (Doctorow, Hard Times 34) as your internal citation where you needed it.

How do I make my paper readable?

Documentation should not become distracting or give the impression that your paper is simply a string of citations. The following is an example of weak documentation.

George Washington led his troops over a hill into a small valley (Smith 32). Washington described the valley as “small but wooded” (Smith 33). Smith goes on to report that Washington’s bowels suddenly became irritated and he had to stop for moment to rest (Smith 33).

The point could be made much more effectively with a succinct reference to the source material, such as this:

As George Washington led his troops into a “small but wooded” valley, his irritable bowels prevented him from going further (Smith 32-33). [*Note: you don’t boldface this citation; this is just for effect.]

Where should I place the parentheses?

Parenthetical citations usually come at the end of the sentence that contains the reference, though occasionally, you will have two citations in one sentence.

At the end of the war, Washington thought the British were “strong and dangerous”

(Rexford 45), but Franklin believed they were “weak and vanquished” (Rexford 188).

In the example above, you must indicate what information comes from which source, and you put the citations in places of the sentences that are logical pauses.

Where do the period and final punctuation marks go?

When writing the text of your paper, the period of a sentence that has a citation is placed AFTER THE PARENTHESES.

The cause of the war was economic instability (Smith 56).

Likewise, a question mark, or other closing punctuation mark, belongs after the parenthesis.

Only when you have separated a long quotation of over four lines do you place the period before the parenthetical citation. Otherwise, punctuation such as semi-colons and commas follow the parenthetical citation.

John F. Mahon adds a further insight into our understanding of the war:

Financing the war was very difficult at the time. Baring Brothers, a banking firm of the enemy country, handled routine accounts of the United States overseas, but the firm would take on no loans. (385)

Works Cited

At the end of your paper, a separate section—Works Cited—provides your reader with the complete information about each source. This list, which comes in alphabetical order, follows the specific formats outlined by the MLA. (All of the examples that follow are taken from the MLA Handbook for Writers of Research Papers, sixth edition.)

It is very important that you follow the format according to the kind of source. A quotation taken from a magazine, for example, is formatted differently from a quotation taken from a book. Newspaper citations differ from magazine citations. In fact, citations with multiple authors differ from citations by a single author.

The following list is only a partial list of types of sources. It is important that you refer to the MLA for the particular sources that you have used.

Please note that a good research paper includes an array of sources. You may have pamphlets, interviews, and even movies to reference. We encourage you to find information in many different formats; just remember to document these sources accurately.

NOTE: The sources that are contained in the Works Cited list are ONLY those sources that have been used directly in the text of your research paper.

Some students try to meet the requirements for sources by including citations that have not been used in the paper; some students believe that everything researched belongs in the Works Cited list of the final paper. These are common, potentially dangerous misconceptions.

Format

The Works Cited page comes at the end of your paper and should start on a clean, numbered page. If the text of your paper ends on page 12, the Works Cited page should begin with page 13.

· The page numbering that has been in your paper continues on the Works Cited page.

· Center the title, Works Cited, then double space between this and your first entry.

· Begin each entry flush with the left margin; if an entry runs more than one line, indent the additional lines one tab (5 spaces). Entries look a reverse indentation for a paragraph so that the authors’ names stand out.

· Double space the entire list, both between and within entries.

· Entries should be alphabetized by author’s last name. If there are two or more identical names, the order is determined by the first initial of the author’s first name. If an author’s name is unknown, alphabetize by the title, ignoring any A, An, or The at the beginning of the title.

· Remember that material from the Internet needs to have the added information of the place accessed and the date accessed. This is something that students often overlook.

Basic Entry Information: (Single Author Book)

The following elaborates upon the format for a single author book. Notice the attention to detail. When you choose from the format models appropriate to your sources, be sure to maintain such close attention to detail.

Author of the book:

· Reverse the author’s name for alphabetizing, adding a comma after the last name. Put a period after the complete name.

Susan Jones = Jones, Susan.

· Only use initials if the title page of your source uses them. Never abbreviate on your own.

Carol Brown = Brown, Carol. NOT Brown, C.

· In general, omit titles, affiliations, and degrees that precede or follow names, like Mr., Mrs., or Ms. However, advanced degrees (M.D., Ph.D., etc.) are included.

Anthony T. Boyle, Ph.D. = Boyle, Anthony T., Ph.D.

Lady Mary Wortley Montague = Montague, Mary Wortley.

· Any suffix that is an essential part of a name comes after the given name and is preceded by a comma.

Rockefeller, John D., IV.

Rust, Arthur George, Jr.

Title of the book:

· State the full title of the book, subtitle included.

· If the book has a subtitle, place a colon after the main title (unless the main title ends in ?, !, or -). For example, Don Quixote: A Journey of Self-Discovery.

· Put a period after the complete title.

· Underline the complete title and all punctuation in the title, but do not underline the period at the end of the title.

Publishing of the book:

· Give the city of publication, publisher’s name, and year of publication. Keep in mind that reprinting dates are not the same as original publication dates.

· Use a colon between the place of publication and the publisher; use a comma between the publisher and date of publication; and, use a period after the date.

Wilson, Frank R. The Hand: How Its Use Shapes the Brain, Language, and Human Culture. New York: Pantheon, 1998.

· Abbreviate the names of all months except May, June, and July.

· If several cities are listed, give only the first.

Other Sample Entries

Book – Two or More Authors

Eggins, Suzanne, and Diane Slade. Analyzing Casual Conversation. London: Cassell,

1997.

Marquart, James W., Sheldon Ekland Olson, and Jonathan R. Sorensen. The Rope, the

Chair, and the Needle: Capital Punishment in Texas, 1923-1990. Austin: U of

Texas P, 1994.

Two or More Books: Same Author

Durant, Will, and Ariel Durant. The Age of Voltaire. New York: Simon, 1965.

- - -. A Dual Autobiography. New York: Simon, 1977.

*Three dashes are used in the works cited page to indicate the same authors for more than one text.

Book: Corporate Author

American Medical Association. The American Medical Association Encyclopedia of Medicine. Ed. Charles B. Clayman. New York: Random, 1989.

National Research Council. China and Global Change: Opportunities for Collaboration. Washington: National Academy, 1992.

Book: An Anthology or Compilation if student is taking most of the information from the actual text, NOT the editorialized portions like the introduction:

Austen, Jane. Sense and Sensibility. Ed. Claudia Johnson. New York: Norton, 2001.

Book: An Anthology or Compilation if student is mostly using information from the introduction OR other editorlaized sections:

Weisser, Susan Ostrov, ed. Women and Romance: A Reader. New York: New York

UP, 2001.

Book: A Work in an Anthology
(short stories, essays, poems by various authors compiled by an editor)

Allende, Isabel. “Toad’s Mouth.” Trans. Margaret Sayers Peden. A Hammock

Beneath the Mangoes: Stories from Latin America. Ed. Thomas Colchie.

New York: Plume, 1992. 83-88.

Book: An Article in a Reference

(When citing familiar reference works, complete publication information is not necessary – use only the edition from which you take the information.)

“Azimuthal Equidistant Projection.” Merriam-Webster’s Collegiate Dictionary. 10^th

ed. 1993.

“Ginsburg, Ruth Bader.” Who’s Who in America. 52^nd ed. 1998.

Bunson, Matthew. "Barnabas." Encyclopedia of the Roman Empire. Rev. ed. New
York: Facts on File, 2002. 67.

Book (Reference): A Multivolume Work

If you are using two or more volumes of a multivolume work, cite the total number of volumes in the work, as well as the volume that you have used.

Wellek, Rene. A History of Modern Criticism, 1750-1950. Vol. 5. New Haven: Yale UP,

1986. 8 vols. 1955-92.

Book (Reference): In a Series

Rehnquist, William H., and Sandra Day O'Connor. "Is Abortion Protected by the
Constitution?" Clashing Views on Controversial Legal Issues. Ed.

M. Ethan Katsh and Wiliam Rose. 11^th ed. Taking Sides. Guilford. CT:

McGraw-Hill/Dushkin, 2004. 16-32.

Pamphlet
(Treat a pamphlet as you would a book)

London. New York: Trip Builder, 1996.

Renoir Lithographs. New York: Dover, 1994.

Government Publication

· If an author is not given, always use the government agency that produced the document.

· If citing a Congressional Record (abbreviated Cong. Rec.) give only the date and page numbers

United States. Cong. Joint Committee on the Investigation of the Pearl Harbor

Attack. Hearings. 79^th Cong., 1^st and 2^nd sess. 32 vols. Washington: GPO,

1946.

United Nations Publications

See library-media specialist because there are different formats for different presentations—speech, address, lecture and the like.

Periodicals/Books: Unpublished or Published Dissertation

Enclose the title of an unpublished dissertation in quotation marks. Treat a published dissertation as a book, underlining the title.

Boyle, Anthony T. "The Epistemological Evolution of Renaissance Utopian Literature,

1516-1657." Diss. New York U, 1983.

Fullerton, Matilda. Women's Leadership in the Public Schools: Towards a Feminist

Educational Leadership Model. Diss. Washington State U, 2001. Ann Arbor:

UMI, 2001.

Periodicals: Article in a Scholarly Journal

· State full title of article in quotation marks, with a period before the closing quotation mark.

· The information for a scholarly journal may vary. Some journals do not mark volumes in the same way, for example; some paginate each volume with a continuation from the previous volume. In general, after the title of the article, give the title of the journal (underlined), the volume number, the year of publication (in parentheses), a colon, the inclusive page numbers, and a period.

Trumpener, Katie. "Memories Carved in Granite: Great War Memorials and Everyday

Life." PMLA 115 (2002): 1096-103.

Periodicals: Newspaper Article

Lohr, Steve. “Now Playing: Babes in Cyberspace.” New York Times 3 Apr. 1998,

late ed.: C1+.

Periodicals: Magazine Article

(Weekly Publication)

Armstrong, Larry, Dori Jones Yang, and Alice Cuneo. “The Learning Revolution:

Technology Is Reshaping Education – at Home and at School.” Business Week

28 Feb. 1994: 80-88.

(Monthly Publication)

Amelar, Sarh. “Restoration on 42^nd Street.” Architecture Mar. 1998: 146-50.

Periodicals: An Editorial

“Death of a Writer.” Editorial. New York Times 20 Apr. 1994, late ed.: A18.

Zuckerman, Mortimer B. “Welcome to Communicopia.” Editorial. US News and

World Report 1 Nov. 1993: 116.

Multimedia: Sound Recording

· For commercially available music, list the title of recording, the artist(s), the manufacturer, and the year of issue.

· Place a comma between manufacturer and the date. Periods follow all other items.

· Underline titles of recordings.

Bartoli, Cecilia. Chant d’amour. London, 1996.

Marsalis, Branford. Romance for Saxophone. English Chamber Orch. Cond. Andrew Litton. Audiocassette. CBS, 1986.

Multimedia: Film or Video Recording

· Title first, underlined.

· Include director, distributor, and year of release.

· Director/Producer and Performers may be listed between title and distributor.

· A DVD or filmstrip should be cited as a film but must include original release date.

It’s a Wonderful Life. Dir. Frank Capra. Perf. James Stewart, Donna Reed, Lionel

Barrymore, and Thomas Mitchell. RKO, 1946.

Multimedia: Performance

Hamlet. By William Shakespeare. Dir. John Gielgud. Perf. Richard Burton. Shubert

Theater, Boston. 4 Mar. 1964.

Multimedia: Painting, Sculpture, or Photograph

· Put the artist’s name first.

· Underline the title.

· Name the institution that houses the work (or individual who owns it, if private piece).

Beerden, Romare. The Train. Carole and Alex Rosenberg Collection, New York.

Rembrandt van Rijn. Aristotle Contemplating the Bust of Homer. Metropolitan

Museum of Art, New York.

Multimedia: Interview

· If it is recorded, the title of interview must be in quotations; if the interview is published, then the title must be underlined

· If there is no title, use Interview.

Blackman, Harry. Interview with Ted Koppel and Nina Totenberg. Nightline. ABC. WABC, New York. 5 Apr. 1994.

Gordimer, Nadine. Interview. New York Times 10 Oct. 1991. late ed.: C25.

Pei, I. M. Personal interview. 22 July 1993.

Poussaint, Alvin F. Telephone interview. 10 Dec. 1990.

Electronic Sources

Just as printed information, information on the Internet must be acknowledged as to author and source. Much of the information on the Internet is owned by electronic warehouses that have purchased the rights to publish the information on the web. You can think of these warehouses as the landlords to the information. If there is a landlord, then you cite all of the information about the source as though it were a printed document (such as a book or a magazine) and give credit to the landlord (library subscription service or database, for example). If the site owns its own property (no landlord), then the information is cited directly, such as when you cite a magazine that publishes online or the website that belongs to a college.

Information on the Internet changes and evolves, so you cannot simply cite something you have found without acknowledging the date that you accessed the information.

URLs should accompany all electronic citations. They should be enclosed in angular brackets.

If the URL of a document is so long and complicated that reproducing it might invite transcription errors, it is preferable to give, instead, the URL of the site's search page if such page exists.

http://links.jstor.org/sici=1062-4783%28199821%2932%3A1%3c9%

becomes:

<http://www.jstor.org/search>.

Electronic Sources: Internet Site

Citations for internet sites generally include author or responsible party (if known), title of article/section (of known), title of site, year of update, date of access, and URL.

“GAO Report: Hurricane Fraud Soaked Taxpayers.” CNN.com. 2006. Cable News Network.

6 Dec. 2006 <http://www.cnn.com>.

English. Dept. home page. Purdue U. 10 Sept. 2006 <http://owl.english.purdue.edu>.

Electronic Sources: Subscription Database from Staples High School Library Media Center

Another layer of landlord-owned information involves libraries. Databases own information (such as journals, newspapers, magazines, reference book sources, primary sources, transcripts of interviews, etc.), and libraries pay for the rights to access those databases. Therefore, credit must be given to the library—or the school—that pays for these rights.

Comm, Lisabeth. "How to Write an A+ Paper." English Journal 12.4 (Mar. 2001):
25-29. Advanced Placement Source. EBSCO. Staples High School Lib.,
Westport, CT. 21 Nov. 2006 <http://search.ebscohost.com/>.

If this example citation does not meet your criteria, consult NoodleBib and/or the library media specialists for assistance.

Electronic Sources: Encyclopedia from Staples High School Library Media Center

“Sylvia Plath.” Encyclopaedia Britannica Online School Edition. 2006. Encyclopaedia Britannica.

Staples High School Lib., Westport, CT. 6 Dec. 2006 <http://school.eb.com>.

Electronic Sources: Government Publication

United States. Dept. of Justice. Natl. Inst. of Justice. Prosecuting Gangs: A National

Assessment. By Claire Johnson, Barbara Webster, and Edward Connors.

Feb. 1995. 17 Oct. 2006. <http://www.ncjrs.org >.

Electronic Sources: Articles in Online Periodicals Subscription (not from a database)

Periodical publications include scholarly journals, newspapers, and magazines; works and other materials within such publications include articles, reviews, editorials, and letters to the editor. In general, follow the recommendations for citing parts of print periodicals, adding the information tied to the Internet (including all electronic landlords).

Butler, Darrell L., and Martin Selbom. "Barriers to Adopting Technology for Teaching

and Learning." Educause Quarterly 25.2 (2002): 22-28. Educause. 3 Aug. 2002

<http://www.educause.edu.>.

Electronic Sources: Newspaper Article (not from a database)

Markoff, John. “The Voice on the Phone Is Not Human, but It’s Helpful.” New York

Times on the Web 21 June 1998. 25 June 2006

<http://www.nytimes.com/library/tech/98/06/biztech/articles/21voice.html>.

Electronic Sources: Magazine Article (not from a database)

Levy, Steven. “Great Minds, Great Ideas.” Newsweek 27 May 2002. 5 Sept. 2005

<http:www.newsweek.com/>.

InfoTrac (on iCONN) Example:

Thomas, Vanessa. "Listening to Solar Activity." Astronomy 32.2 InfoTrac OneFile.

Thomson Gale. Staples High School Lib., Westport, CT. 23 Mar. 2005

http://www.find.galegroup.com/>.

Staples Library Electronic Sources: Special Note

When you participate in the Library Orientation, the Staples High School Library Media Specialists will provide you with an updated list of current databases to which the school subscribes. Your teacher will also have this information.

The Staples Media Specialists have worked very hard to ensure that we have the most appropriate and most helpful databases available for students writing their junior research paper, and our subscriptions change over time.

In general, current subscriptions are found on the Library Media Center web page, indicated with the link Online Databases.

Research Paper (as Product) Rubric

The Research Paper

Introduction

Engages the reader and introduces the topic. Leads into the thesis.

Gets attention of reader and introduces the topic and thesis.

Introduces the topic.

No introduction or no connection to thesis.

Thesis

Presents a valid argument for research.

Thesis is clear and arguable.

Thesis is an observation.

No thesis

Body and Organization

Central idea is present throughout and body paragraphs support thesis.

Central idea is presented along with evidence.

Support and central idea are not present throughout entire paper.

No central idea or support.

Conclusion

Brings together all major points and establishes the significance of the research.

Completes the discussion, accounting for all topics.

Sums up the research.

No conclusion or conclusion not connected to discussion.

Style

Writer’s voice is present. No awkwardness in wording. Variety in sentence structure. No lapses in point of view, agreement of number and tense, etc.

Appropriate wording, variety in sentence structure, minimal use of passive voice. Mostly correct and consistent point of view. Agreement of number/tense, etc.

Awkwardness in wording, sentence structure, frequent use of passive voice, some confusion in point of view, agreement of number and tense, etc.

No control of style, borrowed and un-attributed passages, failure to address errors indicated in conference and on earlier drafts.

Usage

Usage and mechanics are thoroughly demonstrated.

Correct capitalization, spelling, and proper sentence structure used. Few if any errors.

No careless errors in capitalization, spelling, or sentence structure. Proper usage and mechanics demonstrated. Proofreading evident.

Usage and mechanics show frequent errors in capitalization, spelling, and sentence formation. Proofreading failed to catch errors in earlier drafts.

Usage and mechanics show many errors; failure to proofread.

Citing sources

Blended citations are central to main idea/thesis.

Cites sources where appropriate throughout paper.

Sources incorrectly cited or integrated.

Sources not cited.

Format

No errors in MLA format.

Few errors in MLA format.

Many errors in MLA format.

Does not follow MLA format.

Works Cited

All works are cited and referenced. Proper format for each type of work. Variety of works suitable to topic.

A few errors in how works are cited and referenced. No works which are not used as research sources.

No more than two works which have not been used as research sources. Few errors in how works are cited and referenced.

More than three works appear which are not used. Improper formatting (numbered, not alphabetized, and the like).

Appendix A

(See Academic Integrity Policy)

The mission of Staples High School calls for all members of the school community to act with integrity. The act of plagiarism violates our expectation that students exhibit ethical behavior as expressed in their academic work.

According to Webster's New International Dictionary of the English Language, to plagiarize is:

"To steal or purloin and pass off as one's own the ideas, words, artistic productions of another; to use without due credit the ideas expressions or productions of another."

Gibaldi further indicates:

Forms of plagiarism include the failure to give appropriate acknowledgement when repeating another's wording or particularly apt phrase, paraphrasing another's argument, and presenting another's line of thinking. You may certainly use other person's words and thoughts, but the borrowed material must not appear to be your creation. In your writing, then, you must document everything you borrow; not only direct quotations and paraphrases, but also information and ideas.

Gibaldi, Joseph, MLA Style Manual and Guide to Scholarly Publishing, New York: The Modern Language Association of America, 1998.

If a student has any concerns or questions about how to cite material for a particular assignment, the student has a responsibility to consult his/her teacher.

Plagiarism is cheating. It is academically dishonest as well as an ethical offense. It violates the school's mission and expectations for students, and will not be tolerated at Staples High School.

Levels of Plagiarism

· A level I occurrence would involve the student's use of phrases or a few lines of text or a paragraph without proper citation. Most of the student's work is still his or her own.

· Level II plagiarism is more serious. It involves the student's use of multiple paragraphs of someone else's work, and/or the use of someone else's ideas without the proper attribution, and/or repeated paraphrasing without proper attribution. While some of the work is the student's own, it is clear that significant portions of the student's work are not his/her own.

· Level III. Most, if not all, of the work has been copied from another source.

· Level IV plagiarism occurs when the student has plagiarized, in any way for the second time.

Range and Consequences for Plagiarism

1. A grade reduction on the assignment in question.

2. A grade of zero (0) for the assignment in question with no opportunity to make up that work in any way, including extra credit work.

3. If the severity of the situation merits it, the student shall be given a grade of F for the quarter of the course in which the plagiarism has occurred. An F may equal zero to 59 points and shall be determined by the Academic Integrity Committee.

4. If the severity of the situation merits it, the National Honor Society advisor shall be notified for possible action.

5. For any subsequent occurrence in any course at Staples the student shall immediately be dropped from the course and receive an F for a final grade.

6. For every instance, a letter will be placed in the student’s file. Additional consequences may be administered under the Staples High School Code of Conduct.

Procedure

When a teacher has reason to believe that plagiarism has occurred, the following steps will be taken:

A. Teacher/Department Chairperson Action

· The teacher will investigate the matter with the student(s) involved.

· The teacher will communicate the outcome of his/her investigation to the immediate supervisor/Department Chairperson. The teacher, in consultation with the Department Chairperson, will decide upon the appropriate level f consequence, and will communicate this decision in writing to the student and his/her parents as well as to the guidance counselor. This letter will be placed in the student's file. If a parent/student wishes to appeal the teacher's consequence, the Academic Integrity Panel may be convened to review the matter.

· The teacher, in consultation with the Department Chairpersons, may refer the matter to the appropriate grade level Assistant Principal. The Assistant Principal may conduct an investigation and issue consequences where it is determined that the Staples Code of Conduct has been violated.

The teacher, in consultation with the Department Chairperson, exercising their professional judgment, may refer the incident to the Academy Integrity Committee for the following reasons:

1. The student denies the charge of plagiarism.

2. Several students are involved in the infraction, and the teacher does not have the capacity to perform a comprehensive investigation.

3. Other criteria warrant a broader investigation of the charge.

The teacher will forward copies of all information and written work pertinent to the Academic Integrity Committee prior to the hearing. A written request for a hearing, specifying the scope of the investigation, will be submitted and forwarded to the head of the Academic Integrity Committee.

B. Academic Integrity Panel

· Upon receiving a referral, the Academic Integrity Panle will hold a hearing and investigate the charges of plagiarism/cheating.

· In order to assure a student's due process rights, the counselor and parents of the student who has been charged will be informed prior to the hearing.

· The student will have an opportunity to appear and may be accompanied by a parent and/or counselor before the panel to shed light on the charges.

· The panel may interview other staff or students related to the inquiry.

· The disciplinary consequences and outcome of the hearing will be delineated in writing to the student, counselor, and parents by the Chairperson of the Academic Integrity Panel.

· In all cases where a student has been found to have violated the Academic Integrity Policy, a formal letter will be placed in the student's file, describing the action and confirming the consequence(s) meted out by the school.

· The due process rights of students will always be ensured.

· The Academic Integrity Committee will make the final decision concerning consequences on any case brought forward. The Committee may affirm the teacher/department chairperson's consequence or institute consequences with lesser or greater severity.

Standing Panel on Academic Integrity

This panel shall be formed in the spring of every year to begin its service in the fall of the next school year. Members shall serve for one year. The panel shall consist of five members: the grade level Assistant Principal, one Department Chairperson, and three classroom teachers (each teacher to be from a different academic department). Decisions of the committee may be appealed to the Principal within three school days and may be made only on the basis of new evidence.

Appendix B

Common Errors to Avoid

When proofreading your work, be aware of the following frequent mistakes found in student papers. They mar what otherwise may be excellent work.

1. Incorrect use of its / it’s and other possessives and plurals.

its = possession

it’s = it is

2. Cannot is one word. A lot is two words.

cannot = correct a lot = correct

can not = incorrect alot = incorrect

3. Check single and plural pronoun agreement

Everyone loved his gifts. correct

Everyone loved their gift. incorrect

4. Incorrect subject - verb agreement

A plural subject must have a plural verb: The policemen search the room.

A singular subject must have a singular verb: The policeman searches the room.

5. Do not use “you” in a formal paper.

Substitute “one” or something else fairly generic.

6. Reference to the first person in a formal paper is incorrect. Avoid “I think,” “me,” “we” and other first-person terminology.

Most of the time simple elimination will correct the problem. Sometimes you need to rewrite the sentence.

7. Indicate titles of plays, books, poems and other pieces of writing correctly.

Articles, short poems, and short stories should be placed within quotation marks.

Full length plays, books, magazines, television shows, and movies should be underlined.

8. Avoid clichés and meaningless phrases such as “solid as a rock.”

9. All numbers that are fewer than four words when spelled out should be put in numeral form; otherwise, spell out the numbers, such as one hundred six or six million.

10. Avoid abbreviations such as “etc.”

11. Avoid slashes (i.e. he/she) in an academic paper.

12. Avoid contractions or slang in a formal paper.

Instead of isn’t, use is not. Instead of cool, use popular.

13. Comma splices, fragments and run-ons are all serious errors.

Comma splice = two independent clauses have been spliced together using a comma. Three ways to correct a comma splice are: 1) place a period where the comma is and capitalize the next word to begin a new sentence, 2) insert a coordinating conjunction with the comma between the clauses 3) substitute a semicolon for the comma.

Fragment = an incomplete thought. A sentence needs a subject and a verb, and it must be a complete thought.

Example: Any fragments in your paper. (This is an incomplete thought.)
Any fragments in your paper can lower your grade. (This is a complete thought.)

Fused Sentence = more than one sentence is strung together without appropriate punctuation. Example: A fused sentence is bad a fragment is just as bad a comma splice is a serious error. There are three sentences in this example written as one. There is more than one way to correct the mistake but simply separating the sentences and providing appropriate periods and capital letters is one way. Example: A fused sentence is bad. A fragment is just as bad. A comma splice is a serious error. There are three sentences in this example and they are written as three separate sentences.

14. A semicolon (;) is used to join two independent clauses that are not connected by a coordinating conjunction (and, but, for, or nor, yet, so).

Example: It’s hot; it’s humid; I’m miserable.

A semicolon is used to join two sentences that are connected by an adverb like however, moreover, therefore, for example, and in other words.

Example: Mother said we could do whatever we wanted; however, she expects us to make a responsible choice.

A semicolon is used between items in a series if any of the items contain a comma.

Example: Members of the jury included: Bill Brookes, a science teacher; Bob Smith, a writer; Bill Clinton, a politician; and several astronauts.

15. Don’t rely on spell check. A spell check will not catch many errors, such as the following: there, their, they’re / to, two, too / so, sew.

16. Quotes need to be introduced. Identify the speaker and the situation.

Be sure any quotes or excerpts from text are blended well and fit in grammatically with the rest of the sentence. Passages from poems should have the line number cited.

17. Never refer to your subject, or to any other historical figure, by his or her first name alone.

You may refer to the figure by last name if it does not create confusion and if the subject has already been identified.

18. Use the present tense for writing your research paper.

19. Follow appropriate formats.

Papers must be double spaced.

Use a regular font such as Times.

Use black ink.

All pages must be numbered. Place your last name and the page number in the upper right hand corner (i.e. Newman 2).

20. Avoid sexist language.

Use the plural when you can, in order to avoid using him or her.

Rework sentences to avoid pronouns.

Avoid using words such as chairman or mailman. Use words such as chair or chairperson. Letter carrier, etc.

	Bachelor's	Master's	Doctor's
Year	Degrees	Degrees	Degrees
1987-88	9,790	1,795	380
1988-89	10,498	1,821	389
1989-90	11 ,092	1,931	475
1990-91	11,724	1,973	477
1991-92	12,367	2,119	537
1992-93	12,819	2,353	535
1993-94	12,785	2,343	578
1994-95	12,309	2,306	626
1995-96	13,020	2,443	636
1996-97	12,256	2,229	622
1997-98	12,7 69	2,064	628