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41 Guidelines for the Graduation Project Paper

42 Creating a Thesis Statement

46 The Research Process

47 Interview Tips

48 Interview Evaluation Form

49 After the Interview

50 Source Cards and Note Cards Evaluation

51 Sample Outline

53 Works Cited Handout

56 Avoiding Plagiarism

57 Basic Paper Format

59 Parenthetical (In-text) Citations

61 Quotations

64 Writing Tips

65 Works Cited Instructions

67 Research Paper 1st Draft Checklist

68 Research Paper Submission Checklist

69 Onslow County Research Paper Rubric

71 State Research Paper Rubric

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Guidelines for the Graduation Project Research�Paper

1. The research-based paper can be written in any of the following genres:

compare and contrast

cause and effect

argumentative (persuasive)

2. The following are the requirements for the research paper portion of the Graduation

Project. This research paper component will be written/completed in the English IV

course. Students meeting deadlines of the research paper will be exempt from the

English IV Exam unless otherwise mandated differently from the state. The outline,

research paper with student generated visual, works cited page, and interview questions

are to be included in the portfolio.

3. The Research Paper must be 8 to 10 pages. This is a minimum of 5-7 pages of text that

must include an additional half page of a student generated visual and an additional

page of a Works Cited.

4. There must be a workable clear and well-defined thesis statement.

5. A minimum of 10 sources are required to be in the research paper including 3 print

sources, 6 electronic sources, and 1 interview. Of course, more sources may be included.

6. Use MLA format.

7. Wikipedia is NOT an acceptable source; do not use it. Check any dot com (.com)

sources with your advisor or English teacher.

8. If using Citation Maker/Citation Machine/EasyBib to compile bibliography entries,

double-check them against this handbook to make sure you have completed all

information correctly.

9. Students must carefully document all research information they cite in their papers,

including parenthetical documentations and a list of Works Cited at the end of the paper.

10. Include a student generated visual or diagram that extends the concepts developed in your

text.

11. Source and note cards are required, but may be done electronically using PowerPoint. A

minimum of 50 note cards is required. (See your English teacher for more details.)

12. Students must prepare a formal outline prior to beginning the paper that will be included

in the portfolio.

13. Return an outline of the paper, all drafts and editing sheets with the final paper to your

English Teacher.

14. The rough draft must be typed, double-spaced, Times New Roman, 12 pt. font,

1”margins. Return a hard copy of the rough draft to your English teacher. Save all drafts

and the final copy to a disk and gaggle accounts. Turn in a hard copy of the research

paper.

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Creating a Thesis Statement

Using your Topic Selection Worksheet, you will create a workable thesis statement.

This statement tells readers specifically what you plan to put in your paper. It also serves as a

guide to keep you on track as you research your subject. A thesis statement is subject to revision

as you research your topic.

How to Generate a Thesis Statement if the Topic is Not Assigned

Even if your assignment does not ask a specific question, your thesis statement still needs to

answer a question about the issue you would like to explore. In this situation, your job is to

figure out what question you would like to write.

A good thesis statement will usually include the following four attributes:

• a take on a subject upon which reasonable people could disagree

• deal with a subject that can be adequately treated given the nature of

the assignment

• express one main idea

• assert your conclusions about a subject

How to Tell a Strong Thesis Statement from a Weak One

1. A strong thesis statement takes some sort of stand.

Remember that your thesis needs to show your conclusions about a subject. For example, if you

are writing a paper for a class on fitness, you might be asked to choose a popular weight-loss

product to evaluate. Here are two thesis statements:

There are some negative and positive aspects to the Banana Herb Tea Supplement.

This is a weak thesis statement. First, it fails to take a stand. Second, the phrase negative and

positive aspects are vague.

Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss

of muscle and lean body mass, it poses a potential danger to customers.

This is a strong thesis because it takes a stand, and it is specific.

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2. A strong thesis statement justifies discussion.

Your thesis should indicate the point of the discussion. If your assignment is to write a paper on

kinship systems, using your own family as an example, you might come up with either of these

two thesis statements:

My family is an extended family.

This is a weak thesis because it merely states an observation. Your reader will not be able to tell

the point of the statement and will probably stop reading.

While most American families would view consanguineal marriage as a threat to the

nuclear family structure, many Iranian families, like my own, believe that these marriages

help reinforce kinship ties in an extended family.

This is a strong thesis because it shows how your experience contradicts a widely accepted view.

A good strategy for creating a strong thesis is to show that the topic is controversial. Readers

will be interested in reading the rest of the essay to see how you support your point.

3. A strong thesis statement expresses one main idea.

Readers need to be able to see that your paper has one main point. If your thesis statement

expresses more than one idea, then you might confuse your readers about the subject of your

paper. For example:

Companies need to exploit the marketing potential of the Internet, and Web pages can

provide both advertising and customer support.

This is a weak thesis statement because the reader cannot decide whether the paper is about

marketing on the Internet or Web pages. To revise the thesis, the relationship between the two

ideas needs to become clearer. One way to revise the thesis would be to write:

Because the Internet is filled with tremendous marketing potential, companies should

exploit this potential by using Web pages that offer both advertising and customer support.

This is a strong thesis because it shows that the two ideas are related. Hint: Many clear and

engaging thesis statements contain words like because, since, so, although, unless, and however.

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4. A strong thesis statement is specific.

A thesis statement should show exactly what your paper will be about and help you to keep your

paper to a manageable topic. For example, if you are writing a 7 to 10 paper on hunger, you

might say:

World hunger has many causes and effects.

This is a weak thesis statement for two major reasons. First, world hunger cannot be discussed

thoroughly in seven to ten pages. Second, many causes and effects are vague. You should be

able to identify specific causes and effects. A revised thesis might look like this:

Hunger persists in Glandelinia because jobs are scarce and farming in the infertile soil is

rarely profitable.

This is a strong thesis statement because it narrows the subject to a more specific and

manageable topic, and it identifies the specific causes for the existence of hunger.

Produced by Writing Tutorial Services, Indiana University, Bloomington, IN

1. Equations: Think about the thesis equations as you ask questions and move toward a tentative

thesis.

A tentative thesis should look something like this:

• Specific topic + Attitude + Angle/Argument = Thesis

• What you plan to argue (specific topic) + Why you want to argue (attitude) +

How you plan to argue it (angle/argument) = Thesis

2. Thesis Stems: Consider using these stems to help students move from proficient to advanced

thesis statements.

Rank with justification

• Most important to least important

• Least important to most important

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Contrasts (of perspectives of sources)

• Although newspapers at the time claimed X, the most significant

cause/explanation/reason, etc. is

• While So and So maintains that ................, more accurately/importantly, etc, # 2's

position is the stronger one. (Substitute "most historians" for So and So and the

appropriate person or view or source for #2.)

Perception versus reality:

Although Turner himself may have believed X, the real causes were Y and Z.

Good versus bad reasons:

Historians generally list six reasons as the cause for X, but among these are four that are valid

and two that are not.

Cause and Effect:

• Certainly, X was the cause and Y was its effect, but between the two are two other

factors of equal importance.

• Separately the causes would have not necessarily led to a rampage; however,

together their effect was inevitably murderous.

• Although the effects of the rampage were . . ., the causes were

understandable/justifiable/inevitable.

• The more important effects of Nat Turner's rebellion went beyond those of the

local rampage.

Challenge:

Nat Turner's rebellion not a righteous response to the injustice of slavery; it was motivated

purely by disturbing psychological issues.

Developed by Carol Rohrbach and Joyce Valenza, Springfield Township School District

Thesis Checklist:

_____ identifies a limited, specific subject

_____ focuses on a particular feature or feeling about the subject

_____ is stated in a clear, direct sentence

_____ can be supported with convincing facts and details

_____ meets the requirements of the assignment

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The Research Process

You will now begin to do research based on your THESIS STATEMENT. Take notes on

materials that you feel you can include in your research paper. Once you decide to take notes on

the source, you must complete a source card. This can also be completed electronically using

Microsoft PowerPoint. Remember you must have 50 note cards and 10 source cards. 3 print

sources, 6 electronic sources, and 1 interview.

Source Information:

Complete a source card for every source that you decide to write notes.

Be sure to record all the source information for the works cited page. Use the Works Cited

instructions on page 65 for the correct written format of the source.

USE EASYBIB.COM AS YOU FIND A SOURCE SO YOU CAN BEGIN YOUR WORKS

CITED PAGE.

Source Number #

Author(s). Name of Page. Date of Posting/Revision. Name of institution/organization affiliated with the

site. Date of Access <electronic address>.

Sample

Fields, Ricky. Stream Fishing. 30 Nov. 1998. University of Georgia. 20 Nov. 2006

http://www.streamfishing.org/today/again.html.

Location of source Type of source:

print, interview, internet, etc

Once you completed your source card, you are now ready to take notes on your note cards.

Note Card format:

Topic/subtopic (main idea of paragraph(s) Source Card #

This is also your outline indicator

Write your notes/quotes here: Paraphrase, summary or “quote” from the source.

Page # if available

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You will also need to include 1 interview source.

INTERVIEW TIPS

The most important aspect of this process is the preparation you do before the actual interview.

Being focused and polite will help you get the information you need.

TIPS:

1. Select someone to interview who is an expert in the field you are researching.

2. Remember that you want to gain as much specific information as possible about the topic so

that you can incorporate these facts/data/statistics into your paper so have questions

prepared. These questions and answers will be placed in the portfolio.

3. Make an appointment with a specific date, time, and location. Make sure you are on time

and dressed neatly for this appointment. A good rule of thumb is to arrive at least 10

minutes before the scheduled time. Turn off all electronic devices upon entering the work

environment.

4. When arriving, introduce yourself in a professional manner. This means a firm

handshake, smile, and eye contact. Remember to speak clearly and loudly enough to be heard

easily. Do not sit until to do so.

5. State the purpose of the interview again and thank the person for his or her time.

6. During the set-up call, you may want to ask about any pamphlets or other sources that the

interviewee can provide for you as additional resources that you can take home with you after

the interview.

7. Prepare a list of questions. Look at your working outline and write detailed questions that

you hope this person can answer. Be aware that other questions/answers will come up

during the interview. This is a good thing! Write down this additional information as well.

8. During the interview, do not be afraid to ask the interviewee to clarify information. While

most of the notes will be written in phrases and bulleted, any direct quotes must be written

EXACTLY. It is OK to say, “Let me make sure I’ve quoted you correctly. You said....��Then

read back the sentence or sentences to him or her.

9. At the end of the interview, thank this person again for his or her time and give them the

interview evaluation form and an envelope.

*Remember, you are a representative of Northside High School and your family.

Make us proud!

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Interview Evaluation Form

This form must be completed and signed by any person you interview during the Graduation

Project Research paper or product.

To the Interviewee:

Thank you for taking the time to help our senior in the Graduation Project at Northside High School.

This interview will help in the process. The interviewer will use this information for the research paper,

product, and presentation. We would find it very helpful if you could spend a few minutes completing

the following information regarding the interview. This information will help determine how effectively

the student used this opportunity. After completing the evaluation, please give this form to the

student so he/she can return it to his/her advisor to be placed in his/her portfolio.

Please print:

Student: _____________________________________Topic: ____________________________ Advisor: _________________________________________________________________

Name of Person Interviewed: _______________________________________________________

Address: _______________________________________________________________________

Phone: __________________________________ Cell: ____________________________

Length of interview: ________________________________________

**SIGNATURE of person interviewed: ____________________________________________

The student ... Excellent Good Poor

was punctual.

was neatly dressed.

had prepared a list of

appropriate questions.

phrased questions well.

spoke clearly.

was polite.

took notes.

Please add written comments: Please contact us with any questions or concerns.

Northside High School

Attn: Graduation Project Coordinator

365 Commons Drive South

Jacksonville, NC 28546

910.455.4868

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After the interview: �

� Write a thank-you letter to the person. See page 36. Follow the same format as the Mentor

Thank-You Letter.

� Review your notes as soon after the interview as possible.

� Transfer this information to note cards – consolidate information and omit information you

cannot use. Keep in mind information must be on note cards and used in research paper.

� These interview note cards will become a part of the total note card count.

� Do not forget to create a source card of the interview.

� Record direct quotes are accurately. If in doubt about a specific comment, contact the person

again for clarification.

� Make a list of additional resources you have uncovered during the interview.

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10 Source Cards and 50 Note Cards Evaluation Form

Before you start your actual paper, you must have your note cards and source cards

evaluated.

Name: _____________________________________ Date:________________________

Type of Source Number of

sources cards

submitted

Resubmission

of source

cards needed

to complete

requirement

Source

Cards are

Complete

Number of

note cards

submitted

Resubmission

of note cards

needed to

complete

requirement

Note Cards

are

Complete

Interview (1)

Print (3)

Internet (6)

TOTAL

_____Approved to continue to write the outline and 1st draft of research paper

_____Please continue to research your topic and resubmit your source and note cards for evaluation

Are you having any problems that the Graduation Project teachers, coordinators, or administrators should

be aware?

English Teacher Signature: _____________________________________________

Date: ____________________________

------------------------------------------------------------------------------------------------------------------- RESUBMISSION

______ Approved to continue to write the outline and 1st draft after this resubmission of source cards and

note cards.

English Teacher Signature: _____________________________________________

Date: ____________________________

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Sample Outline

You will turn in a formal outline, which will be typed, double-spaced, Times New Roman, 12 pt.

font with 1-inch margins. Follow the TRIAC format in preparing your outline and in writing

your research paper. The information written should not be in sentence format. The information

you write are snippets to help you stay on topic as you write your research paper.

Name

Teacher

Subject

Date

Outline: (put title of paper or topic)

Introduction:

I. Thesis statement (this is the only sentence)

Body: II. Category/subtopic

A. Topic (This will become a sentence when your write your paragraph)

1. Supporting details (Restatement/Restriction)

a. Evidence (Illustration) (note card information)

b. Evidence (Illustration) include analysis after every illustration when

you write the paper




you write the paper

B. Topic (This will become a sentence when your write your paragraph)




you write the paper




you write the paper

III. Category/subtopic

A. Topic (This will become a sentence when your write your paragraph)




you write the paper



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you write the paper

B. Topic (This will become a sentence when your write your paragraph)




you write the paper




you write the paper

Continue the same format as many times as needed to complete paper

IV Conclusion

A. Conclude your paper by summarizing your research paper

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Works Cited Handout

In documenting your sources, you need to include the following basic information: author, title,

place of publication, publisher, and date of publication according to MLA format. Follow the

examples below for each type of source. Using EasyBib.com will help with formatting your

Works Cited Page.

Books

Author(s). Title of Book. Place of Publication: Publisher, Year of Publication.

Book with one author

Adams, Henley. The Family Tree. Athens, GA: Booth Publications, 1989.

Book with more than one author

Finlen, Anna and Lori Finstein. Not Far from the Tree. Reidsville, IL: Whirlwind Press, 2005.

If there are more than three authors, you may list only the first author followed by the phrase et

al. the abbreviation for the Latin phrase “and others”) in place of the other authors’ names, or

you may list all the authors in the order in which they appear on the title page.

Book with no author named

Encyclopedia of Geography. Chicago: Billson, 2004.

Anthology or collection

Chin, Beverly Ann, ed. Literature: The Reader’s Choice. Columbus, Ohio: Glencoe, McGraw-

Hill, 2000.

A part of a book (such as an essay in a collection)

Author(s). “Title of Article.” Title of Collection. Ed. Editor’s Name(s). Place of Publication:

Publisher, Year. Pages.

Article in a reference book

“Kenya.” World Book Encyclopedia. 1999 ed.

The Bible (specific editions)

The New Jerusalem Bible. Susan Jones, gen. ed. New York: Doubleday, 1985.

Newspapers and Magazines

Author(s). “Title of Article.” Title of Source Day Month Year: pages.

Ponzy, Jeffery. “Giraffes in North Carolina.” North Carolina Today 10 Sept. 2006: 80-81.

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Basic Forms for Electronic Sources

If no author is given for a web page or electronic source, start with, alphabetize by the title of the

piece, and use a shortened version of the title for parenthetical documentation.

A web site

Author(s). Name of Page. Date of Posting/Revision. Name of institution/organization affiliated

with the site. Date of Access <electronic address>.

Fields, Ricky. Stream Fishing. 30 Nov. 1998. University of Georgia. 20 Nov. 2006

http://www.streamfishing.org/today/again.html.

An article on a web site

Author(s). “Article Title.” Name of web site. Date of posting/revision. Name of

institution/organization affiliated with site. Date of access <electronic address>. Pollock,

Jeff. “The Real Reason.” Now is the Time. 2003. Livingstone Lab. 29 Oct. 2006

http://www.nowtime.com/vol5/research.html.

An article in an online journal or magazine

Author(s). “Title of Article.” Title of Journal Volume. Issue (Year): Pages/Paragraphs. Date of

Access <electronic address>.

E-mail (or other personal communications)

Author. “Title of message (if any)” Email to person’s name. Date of message.

Email to you

Cassidy, Odette. “Re: Medical Assistance.” E-mail to author. 12 Nov. 2006.

Article in a reference database on CD-ROM

“World War II.” Encarta. CD-ROM. Athens, NC: Roseduck, 1999.

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Other Sources

Government publication

United States Dept. of Health and Human Services. Healthy People 2010: Understanding and

Improving Health. Washington: GPO, 2000.

Pamphlet

Office of the Dean of Students. Resources for Success: Learning Disabilities and Attention

Deficit Disorders. West Lafayette, IN: Purdue University, 2000.

Interview that you conducted

O’Neal, Carrie. Personal Interview. 5 Oct. 2006.

A Lecture or Speech

Putty, Daniel. “Beowulf, the Great.” 2005 English Teacher Conference. NCETA. Sheraton

Hotel, Durham, NC. 10-12 Oct. 2005.

Advertisement

Dove. Advertisement. Newspeak 20 Jan 2005:15.

Television or radio program

“The Blessing Way.” The X-Files. Fox. WCTI, Greenville. 20 June 2004.

Sound recording

The Beatles. Yellow Submarine. Apple Records, 1973.

Film

The Usual Suspects. Dir. Bryan Singer. Perf. Kevin Spacey, Gabriel Byrne , Chazz Palminteri,

Stephen Baldwin, and Benecio del Toro. Polygram, 1995.

TV Advertisement

Staples. Advertisement. CBS. 3 Dec, 2006.

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Avoiding Plagiarism

Plagiarism is… 1. Copying word for word without quotation marks or acknowledging the author or the source.

2. Using some key words or phrases without quotation marks or acknowledging the author of

the source.

3. Paraphrasing and giving no author or source credit.

4. Submitting work that was written for another course without permission.

To avoid plagiarism, you should:

� Cite not only direct quotes but also ideas that you borrow from your sources. Basically,

if you did not think of it yourself and it came from one of your sources, you must

document it.

� When summarizing or paraphrasing a writer’s idea, credit the author by name and cite the

work in which you found the idea.

� Give a new citation when using additional information from a previously cited source.

� Remember to use quotation marks around words or phrases taken directly from the

source.

� Cite everything that you borrow, unless you are certain it is common knowledge.

Documenting means:

� Using parenthetical documentation within your paper.

� Listing sources in a list of works cited to give credit to those from whom you borrowed

information.

Common knowledge is not documented. Material is common knowledge if:

� reliable authors refer to it without citing the source.

� most people knowledgeable in the field accept it as fact.

� few experts would dispute it.

� it is reported in most introductory textbooks or basic reference books on the subject.

Plagiarism (n.):

The presentation of another writer’s ideas or words as if they were your own, without

acknowledging the source.

Intellectual Property (n.):

Property that results from original creative thought.

Plagiarism is unacceptable and it will result in a “0” on the research paper until

resubmitted.

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Basic Paper Format

General guidelines:

• The paper will be 8-10 pages long in its final form. At least 5-7 pages of text, 1/2 of

page of a student-generated visual and a Works Cited page.

• A student-produced visual must be WITHIN the body of the paper.

• Double-space your entire paper.

• Use 12 pt. Times New Roman font only.

• Use 1-inch margins top, bottom, left, and right.

• Create a header that numbers all pages consecutively in the upper right-hand corner, 1/2

inch from the top and flush with the right margin.

Formatting the first page of the paper:

• 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.

• Center your title on the line below the header with your name and begin your paper

immediately below the title.

Sample First Page

(1-inch margins: top, bottom, left, and right)

John Rosent

Mr. Ken Ross

English IV

12 November 2006

A Look at the Future

It is not unusual that one might be willing to look to his future with anxiety

and anticipation. Science Fiction writers have written many books, which show

the desire of mankind to know what is or is not going to happen in the years to

come. Much of this is based on fact and much on fiction.

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Sample Second Page

(Header) Rosent 2

Continue to write your research on the following pages and your page number in

the header should change automatically.

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Parenthetical (In-Text) Citations

MLA Format follows the author-page method of citation. This means that the author’s last name and

the page numbers(s) from which the quotation is taken must appear in the text, and a complete reference

should appear in your works cited list.

Works with an Author: The author’s name may appear either in the sentence itself or in parentheses following the quotation or

paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your

sentence.

Example

Wordsworth stated that Romantic poetry was marked by a “spontaneous overflow of powerful

feelings” (263).

Romantic poetry is characterized by the “spontaneous overflow of powerful feelings”

(Wordsworth 263).

Works with two or more authors:

Two authors with the same last name: Use first initial

Although some medical ethicists claim that cloning will lead to designer children (Miller, R. 12),

others note that the advantages for medical research outweigh this consideration (Miller, A. 46).

Two works by the same author: Use the title of writing piece

Ligthtenor has argued that computers are not useful tools for small children (“Too Soon” 38),

though he has acknowledged that early exposure to computer games does lead to better small

motor skill development in a child’s second and third year (Hand-Eve Development 17).

Many students object to the development of the on-line college transcripts (Richards New

Ways 59). They would rather have paper forms mailed in a timely manner in order to avoid

tampering by unwanted sources (Richards Next Year’s).

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Works without an author: If the work you are making reference to has no author, use an abbreviated version of the work’s title or

name that begins the entry in the Works Cited page.

For non-print source, such as films, TV series, pictures, or other media, or electronic sources, include the

name that begins the entry in the Works Cited page.

Example

An anonymous Wordsworth critic once argued that his poems were too emotional (Wordsworth

Is a Crybaby 278).

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Quotations

When you directly quote the works of others in your paper, you will format quotations differently

depending on whether they are long or short quotations. Here are some basic guidelines for incorporating

quotations into your paper.

Short Quotations

To indicate short quotations (fewer than four typed lines of prose or three lines of verse):

� Enclose the quotation within double quotation marks and incorporate it into your text.

� Provide the author and specific citation (in the case of verse, provide line numbers) in the text,

and include a complete reference in the works-cited list.

� Punctuation marks such as periods, commas, and semicolons should appear after the

parenthetical citation.

� Question marks and exclamation points should appear within the quotation marks if they are a

part of the quoted passage but after the parenthetical citation if they are a part of your text.

For example:

According to some, dreams express “profound aspects of personality” (Foulkes 184), though

others disagree.

According to Foulkes’s study, dreams may express “profound aspects of personality” (184).

Is it possible that dreams may express “profound aspects of personality” (Foulkes 184)?

Cullen concludes, “Of all the things that happened there/ That’s all I remember” (11-12).

Long Quotations

� Place quotes four typed lines or more in a freestanding block of typewritten lines.

� Omit quotation marks.

� Start the quote on a new line, indented one inch from the left margin, and maintain double-

spacing.

� Your parenthetical citation should come after the closing punctuation mark. When quoting verse,

maintain original line breaks. (You should maintain double-spacing throughout your essay.)

� Avoid long quotes unless necessary.

Block Quotation Example:

Nelly Dean treats Heathcliff poorly and dehumanizes him throughout her narration:

They entirely refused to have it in bed with them, or even in their room, and I had no more

sense, so, I put it on the landing of the stairs, hoping it would be gone on the morrow. By

chance, or else attracted by hearing his voice, it crept to Mr. Earnshaw’s door, and there he

found it on quitting his chamber. (Bronte 78)

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Indirect Quotation

Sometimes you may have to use an indirect quotation. An indirect quotation is a quotation that

you found in another source that was quoting from the original. For such indirect quotations, use

“qtd. in” to indicate the source.

For example:

Ravitch argues that high schools are pressured to act as “social service centers, and they don’t

do that well” (qtd. in Weisman 259).

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How to Quote

1. Always introduce your quote, paraphrase, or summary. It must be part of a sentence. It should

not stand alone.

Ex: John Smith, world-renowned scholar on Mayan culture, elaborates on the influence the

ancient civilization has had on today’s world, “We will probably never know to what magnitude

the Mayans have truly influenced our everyday lives.”

2. Quote should support ideas.

3. Quote should flow smoothly into the paper. Ex: Do not say:

The following quote is about….Or on page 32 in the poem the author means…

4. Keep a direct quote as written.

5. If a quote is 4 lines or less:

a. integrate it into the paper Ex: “It was the best of times, it was the worst of times,” wrote Charles Dickens of the

eighteenth century.

b. place the period after the citation

Ex: your quote goes here” (Shaw 32).

6. If a quote is longer than four lines:

a. isolate the quote from the text

b. introduce the quote with a colon:

c. use no quotation marks around it

d. place the period at the end of the quotation; hit the space bar twice and write the citation

e. double space the text of the quote just like the rest of the paper

f. tab twice from the left margin; the right margin remains one inch

Example:

At the conclusion of Lord of the Flies, Ralph and the other boys realize the horror of their actions:

The tears began to flow and sobs shook him. He gave himself up to them now for the first

time on the island: great, shuddering spasms of grief that seemed to wrench his whole body.

His voice rose under the black smoke before the burning wreckage of the island; and infected

by that emotion, the other little boys began to shake and sob too. (Golding 186)

**** Never have back-to-back quotes, over quote or start a body paragraph with a quote.

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Writing Tips

Introduction:

� Begin with an attention grabber. An attention grabber can be an interesting quote, an example, a

case study, or an analogy. Involve the reader and make him or her want to read the paper.

� Write 3-4 sentences that may include some history or just general-specific information about your

topic.

� Include the thesis as it is written on the revised outline towards the end of the introduction.

Body Paragraphs:

� Write a topic sentence for each body paragraph that is in your words. Do not use a quote!

� Write a sentence to introduce the sub points that are your words (restatement/restriction).

� Use information from the note cards to write sentences to explain each section. The note cards

are in the order that you want to use them based on your outline. Transfer the information from

each card to the paper by paraphrasing, summarizing, or quoting. Be sure to use quotation marks

if you use exact words from the text. (Illustration).

� Remember to cite the information by using parenthetical citations.

� Analyze every piece of information that you use from your notes (Analyze every Illustration)

� REMEMBER: You must include at least 2 in-text citations per sub point. Elaborate! Explain!

� End each paragraph with a concluding sentence that sums up the main idea for the paragraph or

transitions to the next paragraph.

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Conclusion:

� Write 1-2 sentences to summarize each Roman numeral of your outline.

� Restate the thesis using different words but focusing on the same main idea.

NOTE: The conclusion is different from the intro in that you gave the readers a taste of what you

were going to discuss in the beginning; in the conclusion, you reiterate exactly what you explained.

WRITING TIPS:

1. Do not use the pronoun �you. 2. Do not use contractions.

3. Use spell check.

4. Write in complete sentences.

5. Follow standard mechanical and grammatical rules.

6. Follow the outline. If you decide you want to change the order as you write, you must

also make this change on the outline.

7. Write in-text citations/parenthetical citations AS YOU WRITE THE PAPER.

8. Make sense.

9. Use transitional words and phrases.

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NOTE

� Approximately 70% of your paper will be documented even though most of the paper is

written in your own words. If your paper is simply one quotation after another, you have

not done this correctly.

� Approximately 30% of the paper should be your analysis, which evidences critical thinking.

� Documentation at the end of the last sentence in a paragraph cannot be for the entire

paragraph.

� Remember analysis, your own explanation, should always follow documented information.

� It is unusual but possible to combine material from two sources in one sentence (Smith 31)

and thus have documentation twice in the same sentence (Brown 480).

Works Cited Instructions

1. The Works Cited page(s) follows the last page of the research paper.

2. Word Processor setup: Best to use Easy Bib and create a word document.

12 pt. times New Roman and double spacing

Hanging Indentations and double spacing

3. Center Works Cited and capitalize the “W” and the “C.”

4. Alphabetize your corrected sources (never alphabetize by “a,” “an,” and “the.”

5. Take out source card information if not cited in your research paper.

SAMPLE ON NEXT PAGE

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Last name and page #

Works Cited

Amos, Robert. “History.” Pre-67 VW. 22 Aug. 2005 <http://www.pre67vw.co.uk/

history/default.asp>.

“The British Years.” Serial Design.com. 2 Sept. 2005 <http://www.serial-

design.com/mechanicaldesign/vw4.htm>. Denton, Jackie. Personal interview. 31 Aug.

2005.

Hannon, Kerry. “Beetle Proves a Bumpy Ride for Volkswagen.” USATODAY.com. 15 Sept.

2005 <http://www.usatoday.com/money/autos/2001/12/10.htm>.

Kelly, Prescott. “Ferdinand Porsche.” Auto History Online. 14 Sept. 2005

<http://www.autohistory/org/feature6.html>.

Lugo, Gabriel. Personal interview. 27 Aug. 2005.

Muir, John. How to Keep Your Volkswagen Alive. Sante Fe: John Muir, 1999. “The Rebirth.”

Serial Design.com. 2 Sept. 2005 <http://www.serial-

design.com/mechanical._design/vw5.htm>.

Spiers, Coryn. “From Fuhrer’s Wagen to Fahrvergnugen” Original VW Beetles Page. 22 Aug.

2005 <http://www.angelfire.com/bc/beetles/fuhrer.html>.

“A Phoenix That Emerged from the Fire of War.” Original VW Beetles Page. 22 Aug. 2005

<http://www.angelfire.com/bc/beetles/phoenix.html>.

“VW History.” VWNetwork.com. 22 Aug. 2005 <http://www.vwnetwork.com/history1.asp>.

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Graduation Project Research Paper 1st Draft Checklist

Student: ____________________________________________________ Date: ________________

Format: ________ Outline is provided in correct format

________ 12 pt. font Times New Roman

________ 1 inch margins all around

________ Double space

________ Correct Heading in left hand corner doubled space

________ Title is centered and capitalized correctly

________ 8 - 10 pages including student visual and Works Cited

________ Last name is at top right hand corner with pg #

Notes

Grammar /Mechanics/Spelling:

________ Demonstrates meaningful variety in sentence structure

________ Limited grammar/mechanic errors

________ Limited spelling errors

________ Avoided using contractions

________ Avoided using second person point of view (you)

Introduction: ________ Has a good lead

________ Identifies the subject

________ Provides background information

________ Provides a thesis statement

Body

________ Topic sentence is provided and well organized

________ Follows TRIAC paragraph format

________ Contains relevant support

________ Effectively and insightfully analyzes support with

outstanding critical thinking ________ Transitional words/phrases are provided

________ Interview is well represented and coherent to topic

Parenthetical Citations (in-text) ________ Relevant support is cited with in-text citations

________ In-text citations are in correct format

________ Citations are found in Works Cited page

Graph/Visual

________ Student generated graph/visual is relevant to the topic

________ Graph/visual well supported in text

Conclusion: ________ Reaffirms thesis statement

________ Leaves reader with final thought

Works Cited Page

________ Displayed in MLA format

________ Ten required sources are presented

________ Citations match with in-text citations of paper

________ Hanging indentions

________ Inch margins all around

________ In alphabetical order

English Teacher Signature: ___________________________________ Date:______________________

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Final Research Paper Submission Checklist Before you give your research paper to your English Teacher, please

initial the following to indicate that they are included:

_______ the rough draft of outline and research paper with teacher’s comments.

_______ a clean copy of an outline of the research paper.

_______ a clean copy of the final draft which includes:

______ parenthetical in-text citations

______ student generated visual

______ interview embedded in research paper

______ Works Cited page

_______ a blank Research Paper Component Rubric.

I have adhered to the Graduation Project Ethical Commitment and have completed

the research and writing of this paper on my own.

Student’s Name __________________________________ Date _________

Student’s Signature _________________________________________

English Teacher: __________________________________________

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Onslow County Schools Graduation Project: Research Paper Component Rubric

Please review the explanation of the standards established by the North Carolina Dept. of Public Instruction and

the criteria for reaching each standard level. Use those guidelines to grade the student’s paper.

Student: _________________________________ Topic: ___________________________________

Focus Exemplary Satisfactory Developing/

Emerging

Resubmission

Necessary

Presents an insightful, focused thesis statement 4 3 2 1

Draws strong, clear connections between thesis and

significant related ideas 4 3 2 1

Organization

Effectively provides a logical progression of related ideas

and supporting information in body of paper 4 3 2 1

Effectively uses transitions to connect supporting

information clearly 4 3 2 1

Arrives at a well-documented, logical conclusion

involving critical thinking 4 3 2 1

Support/Elaboration

Effectively synthesizes complex ideas from research

sources 4 3 2 1

Demonstrates exceptional selection of supporting

information clearly relevant to thesis and related ideas 4 3 2 1

Provides a meaningful presentation of multiple

perspectives 4 3 2 1

Effectively balances use of quotations and student

paraphrasing 4 3 2 1

Skillfully integrates student-generated visual aids (i.e.

diagrams, charts, graphs, pictures, graphic organizers) to

emphasize important content

4 3 2 1

Style

Exhibits skillful use of language, including effective

word choice, clarity and consistent voice 4 3 2 1

Demonstrates exceptional fluency through varied

sentence structure, paragraphing, flow of ideas and

transitions

4 3 2 1

Conventions

Demonstrates a sophisticated use of prescribed format

(MLA), including title page, pagination, and citations 4 3 2 1

Consistently uses standard writing conventions in

grammar, spelling, capitalization, punctuation, and usage 4 3 2 1

Information Literacy

Conscientiously and consistently demonstrates integrity

in citing practices 4 3 2 1

Effectively employs an extensive variety of primary and

secondary sources, including a significant amount of

current information

4 3 2 1

Demonstrates strong evaluation skills in determining

resource credibility and reliability 4 3 2 1

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Total by Column

Total Score ________________ /68 = ____________

Notes:

English Teacher: ______________________________________ Date: ______________________

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State Research Paper Component Rubric

Review the descriptions below to determine the criteria used to grade the Graduation Project research paper. In order to successfully complete this component, students must earn at least satisfactory status on all criteria.

<<<<<<< Successful Completion >>>>>>>> <<<<<<<<<<< Has Not Completed >>>>>>>>

Exemplary Satisfactory Developing/Emerging Resubmission Necessary

Not Submitted

Focus

Presents an insightful, focused thesis statement

Presents a thesis statement with adequate insight and focus

Presents a thesis statement with minimal insight and focus

Presents a thesis statement with no insight and focus

Fails to submit paper

Draws strong, clear connections between thesis and significant related ideas

Draws adequate connections between thesis and related ideas

Draws insufficient connections between thesis and related ideas

Shows no understanding of connections between thesis and related ideas

Organization

Effectively provides a logical progression of related ideas and supporting information in body of paper

Adequately provides a progression of ideas and supporting information in body of paper

Provides a poorly organized progression of ideas and supporting information in the body of the paper

Does not provide a progression of ideas and supporting information in the body of the paper


Effectively uses transitions to connect supporting information clearly

Adequately uses transitions to connect supporting information clearly

Ineffectively uses transitions to connect supporting information clearly

Does not use transitions to connect supporting information clearly

Arrives at a well-documented, logical conclusion involving critical thinking

Arrives at an adequately-documented conclusion

Arrives at an insufficiently-documented conclusion

Does not arrive at a documented conclusion

Support/Elaboration

Effectively synthesizes complex ideas from research sources

Sufficiently synthesizes ideas from research sources

Ineffectively synthesizes ideas from research sources

No evidence of synthesizing ideas from research sources


Demonstrates exceptional selection of supporting information clearly relevant to thesis and related ideas

Demonstrates sufficient selection of supporting information clearly relevant to thesis and related ideas

Demonstrates insufficient selection of supporting information clearly relevant to thesis and related ideas

Lacks supporting information clearly relevant to thesis and related ideas

Provides a meaningful presentation of multiple perspectives

Provides an adequate presentation of multiple perspectives

Provides a limited presentation of multiple perspectives

Does not present multiple perspectives

Effectively balances use of quotations and student paraphrasing

Adequately balances use of quotations and student paraphrasing

Insufficiently balances use of quotations and student paraphrasing

Does not balance use of quotations and student paraphrasing

Skillfully integrates student-generated visual aids (i.e. diagrams, charts, graphs, pictures, graphic organizers) to emphasize important content

Effectively integrates student-generated visual aids (i.e. diagrams, charts, graphs, pictures, graphic organizers) to clarify content

Includes student-generated visual aids (i.e. diagrams, charts, graphs, pictures, graphic organizers) to clarify content

Shows no use of student-generated visual aids (i.e. diagrams, charts, graphs, pictures, graphic organizers) to clarify content

Style

Exhibits skillful use of language, including effective word choice,

Exhibits good use of language, including some mastery of word choice,

Exhibits ineffective use of language, including weak word choice, limited clarity and

Exhibits severely flawed use of language, including weak word choice, no


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clarity and consistent voice

clarity and consistent voice inconsistent voice clarity and no voice

Demonstrates exceptional fluency through varied sentence structure, paragraphing, flow of ideas and transitions

Demonstrates sufficient fluency through sentence structure, paragraphing, flow of ideas and transitions

Demonstrates limited fluency through sentence structure, paragraphing, flow of ideas and transitions

Lacks fluency through sentence structure, paragraphing, flow of ideas and transitions

Conventions

Demonstrates a sophisticated use of prescribed format (MLA), including title page, pagination, and citations

Demonstrates a adequate use of prescribed format (MLA), including title page, pagination, and citations

Demonstrates limited use of prescribed format (MLA), including title page, pagination, and citations

Demonstrates no use of prescribed format (MLA), including title page, pagination, and citations


Consistently uses standard writing conventions in grammar, spelling, capitalization, punctuation, and usage

Generally uses standard writing conventions in grammar, spelling, capitalization, punctuation, and usage

Minimally uses standard writing conventions in grammar, spelling, capitalization, punctuation, and usage

Does not use standard writing conventions in grammar, spelling, capitalization, punctuation, and usage

Information Literacy

Conscientiously and consistently demonstrates integrity in citing practices

Generally demonstrates integrity in citing practices

Inconsistently demonstrates integrity in citing practices

Does not demonstrate integrity in citing practices


Effectively employs an extensive variety of primary and secondary sources, including a significant amount of current information

Adequately employs a sufficient variety of primary and secondary sources, including a sufficient amount of current information

Employs a limited variety of primary and secondary sources, including an insufficient amount of current information

Does not employ a variety of primary and secondary sources and/or does not include current information

Demonstrates strong evaluation skills in determining resource credibility and reliability

Demonstrates sufficient evaluation skills in determining resource credibility and reliability

Demonstrates limited evaluation skills in determining resource credibility and reliability

Demonstrates no evaluation skills to determine resource credibility and reliability

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