Freshman Research Project

Ms. McEvoy World History I

Your Name:______________________________

Your Question:___________________________________________________________________________________________________________________________________________________________________________________________________________________________

Due: No later than 3PM on Monday,

May 12th for B, C & H. No later than 3pm on Tuesday, May

13th for G.

Table of contents

Introduction p. 3

Research Topics p. 5-6

FRP Calendar p. 7-8

PERSIA GEM handout p. 11

Library Guide p. 14

Electronic Notecards p. 15

Graphic organizer p. 18-21

Citations p. 23

Conclusions p. 24

Rubrics p. 26-27

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FRESHMEN RESEARCH PAPER

A Brief Introduction . . .

Today marks the beginning of one of your biggest projects of the year – the analytical research paper! Regular history curriculum comes to a halt during the month that we work on this project. This, however, does NOT mean that you’ll be able to complete the research and writing of the paper in school. You MUST devote AT LEAST 30 minutes a day to this project outside of school. This is an absolute minimum – most of you will easily go beyond that.

You will find that you may share your topic with other people, not only in your class, but in other classes as well. This means that you may share sources, quotations, etc. However, the final product – the actual writing – must be YOUR writing! Plagiarism will not only result in an F, but will also earn you a lengthy chat with your dean.

Research process

Use a wide variety of sources Annotated bibliography with 7 varied sources (2-3 books, 1 encyclopedia, 2- 3 database or websites) 4-6 in text citations, properly formatted

o Well chosen paraphrased statements & well chosen direct quotations

Compile research notes using Noodletools• Requirements for notecards using Noodletools

o At least 35 notecards (minimum- most of you will go beyond this)o Thoughtful sub-topic headings that demonstrate initial analysis o Maintain an annotated bibliography by citing sources before taking notes

Product: 6 paragraphs, 4-5 pages in length

Introduction Provides historical context, introduces topic to the reader Thesis statement that provides a clear argument Organizing ideas are introduced around two PERSIA GEMS or two of your own ideas

Body Paragraphs organized around 2 PERSIA GEM categories or 2 organizing ideas identify 4 claims related to 2 organizing ideas Clearly presents at least 2 pieces of evidence for each organizing ideas and thoroughly analyzes each

piece of evidence Paragraphs are connected by thoughtful and seamless transitions

Conclusion Reminds the reader of the thesis statement and organizing ideas Provides a reflective sense of closure

Works Cited MLA formatted annotated bibliography using Noodletools and printed from MS Word

Format 4- 5 Pages in length (Page 4 must have more than one paragraph) Double-space, 1” margins, in 12-point Times New Roman font

DUE DATE: Monday May 12th (B, C, H) and May 13th (G) by 3 p.m.! Your grade will be docked one letter grade for each day your paper is late. This due date includes extended time—it could be handed in as early as Thursday 5/16 or Friday 5/17. If you are out any day during the paper, (either researching or writing): the paper deadline holds! This is why it’s so important for you to be able to have access to your paper at home, via the Internet (Noodletools!) or flashdrive.

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Dear Students, Parents, and Guardians,

Over the next few weeks, freshmen will be producing a research paper in their history classes to support research and writing skills that are emphasized as part of the ninth-grade curriculum. This project aims to reinforce skills already presented and introduce new research skills in an attempt to challenge our students and help them with the transition to tenth grade.

Students will be assigned a designated thesis question that they will begin researching in class. There will be a week of research in the library during the second week. All homework for this time period will focus on gathering more information from the Cary Library or investigating their topic on the Internet at home. Students will be evaluated on their ability to collect and organize information. By May 6th, their research will be complete and they should have finished their graphic organizers. The focus will shift from research to the writing component and all class time will be spent with laptops writing their paper and all homework will be to continue work on writing their draft.

Requirements:Type: Analytical research paper, focused on proving a thesis.Length: 4-5 pages, double spaced, 1” margins, 12 point Times New RomanResearch: Research notes will require the Internet to create notecards in NoodletoolsOrganization: Outlines and webs will be used to organize notes

According to department policy, the process and final paper will count for 60% of each student’s final exam grade. The other 40% will be an exam at the end of the year during the finals period. These two percentages combined will constitute 20% of each student’s year average. Graded and commented essays will be returned to the students before the history final.

The paper will include:An annotate bibliography of at least seven sources (usually no more than 10 sources)

The annotation will answer a series of questions from a guideline sheet. Required sources will include LHS supported databases and a minimum of 2 books and credible Internet sites.

In Text CitationsStudents will cite any direct quotes, uncommon information, and the ideas of others in parenthetical citations. The format of these citations will be given in class and have already been taught twice this year. There should be at least one parenthetical citation in each major argument of the paper.

While a lot of work on the paper will take place in school, students are expected to spend about a half hour each night working on their paper. We expect students to email or print out sections of the paper they are working on for continued writing at home. This means students will need access to an email account or a flashdrive so they can have access to documents at school and at home.

The paper is due no later than Monday May 12th (B, C, H) /Tuesday, May 13th (G) by 3pm.

Please sign the bottom of this letter by Thursday April 10th to show you have read and understand the upcoming project.

Sincerely,Kaolin McEvoySocial Studies Department

Student Signature:_____________________________ Parent Signature:____________________________________

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Topics for Research

After reviewing the research topics below, list the five topics you would MOST like to research. Most questions are directly tied to a section in your textbook – you MUST skim the text before making your selections. I will then assign topics (you will probably get one of your choices). No more than two students per class will share a topic! For ALL topics, you should focus on events that occurred before 1600.

1. Following the Babylonian Captivity, and later, with the Diaspora, Jews began to spread throughout what would become the Muslim world. Examine the history of Jews within the Muslim world to 1500 and determine whether it was one primarily of conflict or of coexistence?* (Ch. 3.4, pp 76 and see “Jews” in index)

2. Al -Andalus (Andalusia) in Spain became the last outpost of Muslim Spain. As a prosperous Muslim state on the edge of predominantly Christian Europe, it attracted some of the greatest minds and ideas from the Muslim, Jewish and Christian traditions. What were the most influential contributions that this cosmopolitan state made to world history? (Ch. 10.2, pp 240-241)

3. The Crusades were destructive and divisive; they also increased the contact between the Western Europeans and the Arabs of the Middle East. What ultimately were the most significant outcomes of the Crusades? (Ch. 14.1, pp. 341-347)

4. The Early Middle Ages (500-1000 CE) is often called the Dark Ages. Do they deserve that title? Note your research should only focus on the years from 500-1000 CE. (13.1-13.4, pp.317-333)

5. Charlemagne claimed the title of Holy Roman Emperor. Did he truly have the right to any or all parts of the title (Holy? Roman? Emperor?)? (Ch. 13.4, pp. 332-335)*

6. Vikings have a bad reputation. However, they were not solely focused on raiding other European communities. In what ways can we consider their culture sophisticated? (Ch. 13.2, pp. 322-323)

7. Russian society and politics was influenced by the Norse, Mongols, Slavs, and Byzantines in the period around 800 to 1500 CE. How did Russian society synthesize these different cultural influences? You can choose to focus on specific aspects of culture or specific groups. (Ch. 11.2, pp. 274-278) *

8. European history is usually seen through the lens of Christianity. Jews have lived in Europe for centuries but have managed to maintain their Jewish heritage. How did the Jews continue to exist in the face of the overwhelming majority of Christianity? Focus your research on the time between the “Fall of Rome” and 1500. (p. 349 “A Financial Revolution”)*

9. Ghana, Mali, and Songhai (Songhay) were powerful West African empires. What were the most significant factors that led to the rise of these impressive empires? You may choose to link two of them or all of them. (Ch. 15.2, pp. 371-377)

10. East Africa’s Swahili Coast has a cosmopolitan culture. Determine what impact the IndianOcean trade network played in the creation of this African culture? (Ch. 15.3, pp. 378 – 381)

11. Japan is often viewed historically as an isolated island nation. However, there have been periods in which Japan seemed genuinely interested in experiencing the outside world. Looking at Japan from 500 to 1500 CE would you characterize Japanese culture as largely isolated or cosmopolitan? (Ch.12.4, pp. 303—307)*

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12. Japanese samurai not only affected warfare but also culture. What were their most significant contributions to Japanese society, particularly during the Kamakura and Ashikaga periods (between the 12th and 16th century)? (Ch. 12.4, pp. 303-307)*

13. In India, the Gupta Empire achieved a Golden Age whose influence was felt throughout the Indian Ocean World, even after the empire collapsed. What were the most enduring contributions of the Gupta Empire? (Ch. 7.2, pp. 177-180)

14. An advisor to the Mongols once said, “One can conquer an empire on horseback, but one cannot govern it on horseback.” The Mongols conquered the largest land empire in world history; what were the most effective/useful strategies they used to govern their territory? (Chapter 12.2 & 12.3, pp. 294 - 302)

15. Emperor Wudi led the Chinese into Vietnam during the Han Dynasty, and for the next 1,000 years Vietnam remained under Chinese control. Considering this long period of Chinese influence, should Vietnamese culture pre-1500 be considered simply a derivative of Chinese culture, or did the Vietnamese develop a culture that was uniquely their own? (Ch. 12.5 pp. 310-311)

16. European explorers described the Mayans as an uncivilized people with bloody religious rituals, yet modern historians see the Mayans quite differently. In what ways did the Mayans have an advanced civilization? (Ch 16.2, pp. 395-399)

17. The Protestant Reformation had a great impact on Christianity. It also influenced Western European culture. In what two ways did Western Europe change because of the Protestant Reformation? (Ch. 17.3 & 4, pp. 428-437)

18. China conquered Korea during the Han Dynasty. After being ruled by the Chinese for hundreds of years, Korea won its independence. Did Korea establish its own unique culturebefore 1500 by rejecting Chinese culture or by adapting Chinese culture? (Ch. 12.5, pp. 308-311)

19. Machu Pichu in Peru inspires awe in travelers today, but the Inca did more than build onemagnificent structure. They ruled a vast region of South America before the arrival of theEuropeans. What were the most effective or useful strategies they used to unite their empire?(Ch. 16.4, pp. 407-411)

20. After Cyrus the Great united the area around modern Iran under one ruler in 550 BCE, the Persian Empire became one of the greatest societies of the ancient world. Although conquered by Alexander the Great in 330 BCE, the Persian Empire influenced later empires in the region such as the Parthian, Sassanid, and Islamic Empires. Why was the Persian Empire so admired? What is its legacy? (Ch. 4, pp. 92-96) New topic!

21. Marco Polo and Ibn Battuta traveled extensively throughout Afroeurasia. Choose one explorer. What interested them or disgusted them about other cultures? What do their journals’ reflections reveal about their own culture? (Ibn Battuta, p.374; Marco Polo p. 301)

22. The modern Indonesian islands of Java and Sumatra were once known as Srivijaya. How did trade influence the culture of Srivijaya between the 7th and 13th centuries? (Ch. 12.5, pp. 208-310) New topic!

23. From the 9th to the 15th centuries the Khmer ruled an area of Southeast Asia that included Cambodia, Myanmar, and Vietnam. The Indian Ocean monsoon not only influenced the climate of the Khmer Kingdom but also people's way of life. What was the effect of the monsoon on the culture and the success of the Khmer? (Ch. 12.5, pp. 208-310) New topic!

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Name: _______________________

FRP Wish List -What are your top 4 choices? Briefly explain why.

1. Topic: _______________________ Why do you want to research this topic? ____________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. Topic: _______________________ Why do you want to research this topic? ____________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. Topic: _______________________ Why do you want to research this topic? ____________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4. Topic: _______________________ Why do you want to research this topic? ____________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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Week of Class 1 Class 2 Class 3 Class 4

April 7-11

As you are adding citations to Noodle Tools, you should be working on your annotations.

Introduce FRP- give out packets and go over all instructions carefully.

HW: Use textbook to rank top 4 choices- fill out ranking sheet- get letter signed

In Class: Students will evaluate sample papers while Ms. McEvoy assigns topics.

HW: Find, read, & annotate an article from Grolier about your topic

Due: Grolier article

In Class: Review notetaking, refresher on evaluating websites, unpacking your question.

HW: Create your FRP project on Noodle Tools. Add your 1st source & create notecards. Then find, read & create notecards for an ABC-CLIO article.

Due: A 2nd article and Noodle Tools.

Library Day: Librarian’s will review how to use InfoTrac databases and how to cite sources from there.

HW: Find, read, and create notes on an article using Infotrac. Create a resource list on the library site for Day 1 with at least 4 books

Week of Class 1 Class 2 Class 3

April 14-April 17

As you are adding citations to Noodle Tools, you should be working on your annotations.

Due: 3 sources total cited and your resource list.

Library Day: Make sure all 3 sources have notecards. Then look for a book source.

HW: Work on your notecards. You should have at least 10 by the next class.*It is recommended you visit a public library this week

Due: At least 10 notecards.

Library Day: Find at least one new book source! Cite and add notecards.

HW: Continue work on your research/notecards/ and annotations. You should have 5-6 sources cited and at least 20-25 notecards.

Due: 5-6 sources cited & at least 20-25 notecards

Library Day: Review of evaluating a website; continue research

HW: Provided that you have met all deadlines, you have NO HW over break. If you have missed assignments, you will be expected to complete them over break.

Week of Class 1 Class 2 Class 3 Class 4

Apil 28-May 2

As you are adding citations to Noodle Tools, you should be working on your annotations

Due: 6-7 sources cited & around 30 notecards

Library Day- Continue research, focus on the holes in your research

HW: Continue writing your annotations. Organize your notecards by PERSIA GEM.

Identify any missing information you need.

Printed annotated bib. Due Day 2

Due: Annotated bibliography

Last day in the library. Make sure your research is complete. Thesis statement refresher

HW: Fill out brainstorm sheet for thesis. Research must be complete: you have at least 35 notecards and these notes provide sufficient information to write your paper.

Due: Completed research & thesis brainstorm

Back to the Classroom: work on a graphic organizer/outline (whichever format you like best)

HW: Continue working on organizer/outline or begin work on drafts for body paragraphs

Back to Classroom: Review in text citations & paraphrasing

Begin body paragraphs! Start with first organizing idea

HW: Continue working on your body paragraphs

May 5-9

**Note** You will need to make sure you have an active email account or flashdrive to

transfer your work.

Due: Progress on body paragraphs

Review idea driven statements: Continue to work on draft of body paragraphs for first organizing idea

HW: Continue working on draft of body paragraphs- start on second organizing idea

Due: Progress on body paragraphs

Continue to work on draft of body paragraphs for second organizing idea

HW: Finish draft of body paragraphs, re-read, revise using “Search & Destroy” from your FRP packet

Due: Rough draft of all four body paragraphs.

Log in to Turnitin.com and check body paragraphs; Review introductions & conclusions

HW: Finish rough draft, proofread and revise; bring 2 printed copies for peer editing

Day 4=B, C, H / Day 1=G

In Class: Peer Editing

HW: Edit, revise, proofread

Use the FRP final draft checklist & your rubric at the end of your packet

It can be turned in as early as Day 4, but to accommodate for extra time it may be turned in until Monday May 12th at 3pm. After this you lose 10% each day it’s late.G Block: Tuesday, May 13th

FRP DUE: MONDAY, MAY 12th at 3pm for B, C & H TUESDAY, MAY 13th at 3pm for G

A “First” Look at the Research Paper

In an effort to better prepare you for the upcoming task, you are going to analyze research papers from past years. The papers you will examine are not perfect. They vary in quality, but each has something to teach you about the research paper.

Directions: Record the letter of the paper you are going to analyze at the top of this page. Answer the following questions and then complete the rubric as directed.

1. Read the FIRST paragraph—The INTRODUCTION to the paper.

2. Identify the THESIS statement—Record it. Find the focus statement. Does it incorporate 2 aspects of PERSIA GEM (or two ideas they came up with on their own)?

3. Is the THESIS clear? Comment below.

4. Use the questions you’ve answered to guide you in assigning a grade to the THESIS based on the essay rubric.

5. Is the main idea of the essay well developed in the INTRODUCTION? Comment.

6. Use number 5 to guide you in assigning a grade to the INTRODUCTION based on the rubric.

7. Jump to the LAST paragraph, the CONCLUSION. Is there a CONNECTION between the CONCLUSION and the THESIS? Comment.

8. Next, look at the first sentence to each body paragraph—the CLAIM. Do they have any connection to the THESIS? How.

9. Are the CLAIMS clear?10. Use questions 8 and 9 to guide you in assigning a grade to the CLAIMS based on the essay rubric.

11. Next, look at the BODY of each paragraph for QUOTES and CITATIONS. Are there too many? Too few? Are they formatted correctly?

12. How does the author introduce the QUOTE and/or evidence? Does s/he introduce it with his/her OWN WORDS (CONTEXT)? Remember—evidence should NEVER pop out of nowhere! There should be no quote-dropping!13. How does s/he analyze the QUOTE and/or evidence? (How does s/he explain how the evidence proves his/her point? So what? Significance? Impact? Effect?)

14. Dig into the paragraphs—into the meat of them. Is there enough EVIDENCE to support the CLAIM? Remember—evidence can take several forms: quotes from experts, paraphrasing, testimony, facts, etc.

15. Look at the evidence that is NOT a QUOTE: How does the author explain how the evidence proves his/her point? How does s/he tie it into her/her position/claim?

16. Use the questions you’ve answered to guide you in assigning a grade to the EVIDENCE based on the essay rubric.

17. Are there sentences at the end of each paragraph that link it to the next paragraph?

18. On your rubric, use the questions to guide you in assigning a grade to the TRANSITIONS.

19. Now, read the CONCLUSION again. Does it sum up the main points of the paper in a repetitive way? Does it tell us why this topic is significant in the world today (why we should care about it)?

20. Finally, take a look at the rubric you’ve marked. How did this essay do? Write an overall comment (2-3 sentences) on the quality of the essay.

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PERSIA GEMPolitics: Government

What is the system of government? Who makes the decisions or laws? Does the system work? How does it impact people?

Economics: Management of material wealthWhat resources, goods, or services are produced? What do they import? Export? With whom do they trade? Who makes the decisions about the economy?

Religion: Supernatural belief, morals What do people believe about god? What ethics guide people’s ideas about right and wrong? How does religion influence the society? Are the beliefs written down?

Society: Individuals living as members of a communityHow is society organized? Is there a caste or class system? How are classes decided? What are the common traditions?

Intellect: Education, Learning, and Philosophy.What knowledge is valued? What new ideas are embraced? How is knowledge passes on? Are there schools? Who attends? Who are the intellectuals? How much status do they have?

Arts: Music, Sculpture, Painting, and TheaterQuestions: What kinds of art are created? How is it valued? Who are the artists? How does one become an artist?

Geography: Physical features, Land, ClimateWhere is the society located? How do climate and landforms affect the ways people live and work? How do people interact with nearby societies?

Engineering: Tools, Technology, and Inventions How do people use science and math to make-work easier? What do people build? How do they build things?

Military: Soldiers and armed forces.How are the armed forces organized? How and why do they fight? What place does the military have in society? What weapons do they use? What are their tactics or strategies?

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Unpacking a question

1. Write your question below and underline the key words in your question.

2. Restate question in your own words.

3. Create sub questions. What do you think you need to know to answer this question? Brainstorm a list of things you need to research.

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Keyword Searching

Directions: Think of some words or terms that relate to your research subject. Think about the broader time period first, and then think about related words or terms that might help you

narrow your search. Fill out the concept map below the example. Example: Main Topic:___Shi Huang Di_______________

Try it yourself!Main Topic:______________________________

Shi Huang Di

When?

Who/What?

Where?

Word/Term 1

Qin Dynasty

Chinese Emperor

China

Synonym 2 Synonym 3

Yellow Emperor

221-206 B.C.

XiAn Middle Kingdom

When?

Who/What?

Where?

Synonym 2Word/Term 1 Synonym 3

Terra Cotta soldiers, Great Wall, Warring States Period, Legalism Other General Search Words/Terms:

Other Spellings: Qin Shi Huang Di, Shi Huangdi

Other General Search Words/Terms:

Other Spellings: 14

LHS Library GuideTo retrieve the passwords for all of the encyclopedias or online databases, select on the LHS databases page then enter “lhslibrary”

EncyclopediasEncyclopedia BritannicaGrolierWord Book Encyclopedia

Online DatabasesGale Biography in ContextWorld History in Context (access through Infotrac)ABC- CLIO• Ancient and Medieval World History• Daily LifeMarshall Cavendish Digital

Create “list” from LHS catalog Go to the LHS Library home page: http://library.lexingtonma.org/lhs/home.html Select Lexington High under Search Catalog on the left hand side of the homepage Select Lexington High Search for print sources in the catalog that are related to your topic (try several

different search broad terms) Look over the search results. You can see more about the book if you click on source

or by selecting Details. If the book looks like it will be useful, click on Add to This List. Search some more. Your goal is to have at least 4 books. When you are done go to In this List, select Create Citation List, then select “go” at

the end of the page Print your list with citation information

Use the Librarians as a Resource!The LHS librarians have worked with many 9th graders on the FRP. They have good

suggestions of where to find information both in print and online and can also help you put together your annotated Works Cited page.

On the Library Homepage you can find: Screencast of step-by-step instructions on how to create notecards Video tutorial about creating citations for sources

o How to decide what kind of source it is

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Electronic Noodle Tools Note cards

For each notecard you should only enter information into the Direct Quote and/ or Paraphrase field. Most of the time you should be using the Paraphrase field only.

If want to record a direct quote, write or copy/paste the information into the Direct Quote box. Only record a direct quote if it is really meaningful & you could potentially use it in your paper, it should not be multi-paragraphs or very large chunks of text. You are then required to paraphrase the meaning of the quote in the Paraphrase field

If you are taking bullet point notes, add notes to the Paraphrase box.o You should only write down notes related to the heading of the notecard

The Title field will only let you use the same title once. If you want to use the same title for multiple sources then add a different number next to the title. For example: Improving Infrastructure 1, Improving Infrastructure 2

The My Ideas field is where you can record ideas, ask questions, brainstorm and/or comment on your notes. The best notecards will use this box.

Don’t forget to save your work.

After you save your notecard, you can then create piles on the Notecard Table. The piles created should be based on notecards with similar titles and/or notes. The titles of the piles can then serve as possible categories for your paragraphs.

Title categorizes the information should indicate initial analysis can be a PERSIA GEM category

Select your source

Only enter if your source is a website

Enter pg. #’s if info. Is from a book

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Evaluating a Website

Accuracy Does it provide the author and institution publishing the page? Does it provide a way of contacting them? Is the person qualified to write the content?

Authority Does the site list the author’s credentials? What is the domain? Preferred domains are: .edu, gov, .org, .net and .mil

Objectivity Does it provide accurate information? Is there limited advertising? Is it biased or objective?

Currency When was the last time it was updated?

Coverage Ability to view without software updates or fees

Coverage…

Find the link that tells about the author or organization responsible for the site. Look for the About Us section and read it. If it’s an author, do his credentials look reliable? Is he a professor or scholar in the field or someone with an interest? If it’s an organization, what is their purpose? Do they have a religious or political affiliation that might bias them?

Look if there are advertisements. If there are, what are they for? Scholarly sites usually don’t have advertisements, or if they do they are limited and for things like the University.

Does the website try to sell anything? If so, stay away.

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Writing an annotated bibliographyAn annotation is a summary and evaluation of your source.

Why even write an annotated bibliography?!A well-written annotated bibliography will tell your reader (me!) what your sources are like. It will also tell your reader that you have carefully read and chosen your sources. It forces you evaluate the source critically rather than merely collecting facts.

There are three major items you need to include when writing your annotations and some questions you should consider.

summarize. What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say?

assess. Is this source helpful? (Try using other descriptors other than “helpful.”) Is this information reliable/biased/objective?

reflect. What role does this source play in your argument? How can this source be used? Does this source change the way you view your argument?

An annotated bibliography should be:

in complete sentences in third person- DO NOT USE I, ME, YOU in paragraph form at the end of MLA citation for that source several sentences. The exact length will vary by the writer, but around four to five sentences.

Where should my annotations go?As you research your topic, write your annotations on the annotations section in your Noodle Tools. This is where you originally entered the citation information for the source.

Student example:

Warren, W. L. Henry II. Great Britain: U of California P, 1973. This comprehensive biography is an

extremely detailed, well-written work based on an enormous multitude of research. It has

provided to be a vital, unending source of information. However, because of its immense size,

not all information is relevant and it is easy to get carried away in its numerous pages. It also

appears to be slightly biased against Henry II in comparison to other sources.

Source: Purdue Online Writing Lab

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Graphic Organizer

PERSIA GEM #1

Body Paragraph #1 Body Paragraph #2

Evidence #1

Analysis #1 Explain why the evidence is important

Evidence #2

Analysis #2 Explain why the evidence is important

Evidence #1

Analysis #1 Explain why the evidence is important

Evidence #2

Analysis #2 Explain why the evidence is important

Organizing idea: Organizing idea:

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Graphic Organizer

PERSIA GEM #2

Body Paragraph #3 Body Paragraph #4

Organizing idea:

Evidence #1

Analysis #1 Explain why the evidence is important

Evidence #2

Analysis #2 Explain why the evidence is important

Evidence #1

Analysis #1 Explain why the evidence is important

Evidence #2

Analysis #2 Explain why the evidence is important

Organizing idea:

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OUTLINE FOR FRESHMAN RESEARCH PAPER

A. Introduction:

☼ Hook and historical context

☼ Thesis = (“although,” “despite,” etc.) + (central argument) + (“because”)

Thesis statement: _______________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

________________________________________

B. PERSIA GEM topic #1:________________________

☼ 2 body paragraphs:

o 1st body paragraph will be about_____________________________

Evidence 1: ________________________________________________________

Analysis 1: __________________________________________________

_________________________________________________________________________

_______________________________________________

Evidence 2: ________________________________________________________

Analysis 2: __________________________________________________

_________________________________________________________________________

_______________________________________________

o 2nd body paragraph will be about____________________________

Evidence 1: ________________________________________________________

Analysis 1: __________________________________________________

_________________________________________________________________________

_______________________________________________

Evidence 2: ________________________________________________________

Analysis 2: __________________________________________________

_________________________________________________________________________

_______________________________________________

C. PERSIA GEM topic #2:______________________

☼ 2 body paragraphs:

o 1st body paragraph will be about____________________________

Evidence 1: ________________________________________________________

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Analysis 1: ____________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Evidence 2: ___________________________________________________________________

Analysis 2:____________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

________________________________________________________________________

o 2nd body paragraph will be about___________________________________________________

Evidence 1:____________________________________________________________________

Analysis 1:

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Evidence 2: ___________________________________________________________________

Analysis 2:

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

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Your thesis

Step 1: Write your thesis

Criticism(“Although” “Despite”)

Central Argument (your decision…use the

language of your research question)

Controlling idea (this is a general statement

explaining what the evidence will show)

Write out your thesis statement as a formal sentence:

______________________________________________________________________________________________________________

__________________________________________________________________________________________________________

Step 2: Tell the read how your will argue your thesis

Write a sentence that identifies your two organizing ideas. (Either your PERSIA GEMs or the ideas you came up with)________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

Step 3: Put it all together. Combine your thesis statement with your organizing idea statement – Check for flow and clarity

______________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

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CitationsYou are required to have 4-6 citations in your paper- several of these should be well chosen

quotations.

Using quotationsA quote is identical to the original passage, provides support for your claim and adds credibility to your writing. You should use a direct quote when a passage is memorable or compelling.

If you want to quote a passage that is 3 lines or more, see me with specific guidelines.

Using paraphrased statementsA paraphrase statement is your own rendition of information and ideas expressed by someone else, presented in a new form and is one legitimate way, when accompanied by accurate documentation, to borrow from a source.

Ways to paraphrase: Reread the original passage until you understand its full meaning. Set the original aside, and write your paraphrase on a note card.

Some examples to compare:The original passage:Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. Lester, James D. Writing Research Papers. 2nd ed. (1976): 46-47.

A legitimate paraphrase:In research papers students often quote excessively, failing to keep quoted material down to a desirable level. Since the problem usually originates during note taking, it is essential to minimize the material recorded verbatim (Lester 46-47).

Formatting (for both paraphrasing and quotations) if citing a work with: One author: (Author Last Name Page Number). For example: (Scarre 23). Multiple authors - list the author’s names. For example: (Smith, Yang, & Moore 76). Even if there is an author, you only provide a page number if it is from a book. No known author - use a shortened title of the work instead of an author name. Place

the title in quotation marks and provide a page number if available. For example: (“The Reign of Charlemagne”).

Internet source – use the first item that appears in the Work Cited entry (e.g. author name, article name, website name).

Note: The citation is placed at the end of a sentence with period always placed outside of the parenthesis. Source: http://owl.english.purdue.edu/owl/resource/747/1/

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Adapted from Jonathan Freeman’s Grammarrgghhhh!!!: A Grammar, Punctuation Usage, and Writing Handbook for Students Feeling Lost in the Land of Language!

THE BASICS: Your conclusion MUST Restate your thesis in its most persuasive form without using the exact same language. Try to address why your analysis is significant - why what you've written matters.

Be at least four sentences long. It shouldn't seem like the runt of the litter.

• Give the essay a sense of closure. Make sure it sounds like an ending.

So how do you fill up an entire paragraph?

IDEAS FOR ENLIVENING YOUR CONCLUSION: Incorporate (or end with) an effective, provocative quotation from the text that drives your point home.

Was there a really good quotation that you didn't get the chance to use? Now is the time to pull it out. (Don't use a quotation so specific that it really should be supporting an individual claim in one of your body paragraphs.)

If there is a compelling point of connection to another literary work, feel free to make it. BEWARE: Don't force a comparison that isn't there. A strained connection is worse than no connection at all.

Raise and put aside objections to your argument. Anticipate an opposing point of view, then refute that point of view.

Have your argument take a logical "next step" that you didn't address in your body paragraphs - for example, the conclusion of a paper on World War I might make some claims or observations about World War II.

Extend the argument to previously unexplored (but still relevant) areas - for example, a paper about the plight of Gypsies in Turkey might briefly consider the plight of Kurds there as well.

IDEAS FOR RUINING AN OTHERWISE SPLENDID CONCLUSION:

Mention other examples that didn't fit into body paragraphs. Now is not the time to be introducing additional evidence!

Speculate about what might happen next, or what might have happened if things had gone a little differently. Unprovable, and therefore inadmissible.

Make general observations about life, literature, or human nature (such as ''You can never tell what the future will hold").2 The harder you try to impress me with some grand claim about everybody who's ever lived, the more likely you are to make only an over-generalized, inaccurate statement.3

2 For students who turn in conclusions like these, be advised, I can tell what the future will hold. 3And yes, I am aware that "the harder you try to impress me with some grand statement about everybody, the more likely you are to make only an over-generalized, inaccurate statement" risks being an over-generalized, potentially inaccurate statement. So sue me.

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FRESHMEN RESEARCH PAPER FINAL DRAFT CHECKLIST

The big picture:□ An introduction□ Four body paragraphs□ A conclusion□ An annotated bibliography□ Spell check□ Double space□ 4-5 pgs. (must have at least one full paragraph on pg. 4)□ 12- point Times New Roman

The introduction:□ A hook to grab the reader□ Historical context□ A thesis statement that addresses the critic, lays out your central argument and has a

“because”

The first two body paragraphs:□ Uses one PERSIA GEM or organizing idea□ Organized into two themes within that PERSIA GEM□ Employs at least 2 pieces of evidence in each body paragraph□ Includes analysis of each piece of evidence□ Has a transition into the next paragraph□ Uses evidence that connects and backs up thesis□ Cites evidence correctly

The second two body paragraphs:□ Uses one PERSIA GEM or organizing idea□ Is organized into two themes□ Employs at least 2 pieces of evidence in each body paragraph□ Includes analysis of each piece of evidence□ Has a transition into the next paragraph□ Uses evidence that connects and backs up thesis□ Cites evidence correctly

The conclusion:□ Reminds reader of thesis without restating it□ Points out the big issue □ Connects to modern world or human nature

Annotated bibliography:□ At least 7-10 sources that you’ve used in the essay□ Lists a variety of sources including at least one database article, one encyclopedia, one Web

sites, two books□ Should say Works Cited (not bibliography, references, etc.)□ Is in alphabetical order□ Includes a short paragraph for each source summarizing and stating why it is useful

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FRP Notecard RubricExemplary Proficient Developing Limited

Sources Uses a wide variety of highly appropriate print and on-line sources including library databases

Has met or exceeded the expected number of sources

Gathered information for Works Cited accurately

Uses relevant print and on-line sources including library databases

Has met the expected number of sources

Most information gathered for Works Cited is accurate

Has only used a few print and on-line sources

Making progress toward number of sources

Some information gathered for Works Cited is accurate

Uses too few sources; has not yet used print or on-line sources

Has not gathered enough

Did not gather enough information for Works Cited

Notes Takes high quality notes that are extensive, rich and thorough; my ideas box shows sophisticated thought

Uses clear, descriptive subtopics that show analytical thinking

Has met or exceeded expected number of note cards

Takes accurate notes that provide sufficient information; uses my ideas box appropriately

Uses some subtopics that make analysis easier

Making good progress toward expected number of note cards

Takes notes that do not provide enough information; does not use my ideas box

Uses vague, general subtopics making analysis difficult

Needs to make more progress in order to have expected number of note cards

Takes poor quality notes

Does not use subtopics on note cards

Making poor progress toward expected number of note cards

Electronic Note Cards

Most notes paraphrase information from sources; direct quotations are well-chosen

Uses both direct quotations and paraphrasing in notes

Most notes are direct quotations cut and pasted into note cards

All notes are direct quotations cut and pasted into note cards

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Annotate Bibliography Rubric

Criteria Excellent Proficient Developing Limited

Formatting Printed from Word Double Spaced Correctly indented

Printed as an HTML document

Double spaced, but includes extra spacing

Correctly indented most of the time

Printed from the Noodle Tools bibliography page

Not double spaced

Only some citations correctly indented

Not printed Formatting is

incorrect throughout

Sources 7-10 well chosen sources that show thorough research

Well balanced research with a large variety of source types

All sources correctly cited

7 well chosen sources

Research relied on too many databases or reference sources

Almost all sources cited correctly

Did not use 7 sources

Unbalanced research that does not show initiative in finding own sources

Many minor citation mistakes

Only cited 4 sources or less

Did not attempt to use books or other available resources

No sources cited correctly

Annotation Annotations provide an excellent summary of the source

Annotations provide an excellent assessment of the source

Annotations provide an excellent reflection on the usefulness of the source

Spelling and grammar are correct

Annotations provide a good summary of the source

Annotations provide a good assessment of the source

Annotations provide a good reflection on the usefulness of the source

There are some spelling and grammar mistakes

Annotations do not include a summary

Annotations do not include an assessment

Annotations do not include a reflection

There are many spelling and grammar mistakes

Two or more sources are not annotated

Spelling and grammar are incorrect

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