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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
2. Supporting details (Restatement/Restriction)
a. Evidence (Illustration) (note card information)
b. Evidence (Illustration) include analysis after every illustration when
you write the paper
B. 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
2. Supporting details (Restatement/Restriction)
a. Evidence (Illustration) (note card information)
b. Evidence (Illustration) include analysis after every illustration when
you write the paper
III. 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
2. Supporting details (Restatement/Restriction)
a. Evidence (Illustration) (note card information)
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b. Evidence (Illustration) include analysis after every illustration when
you write the paper
B. 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
2. Supporting details (Restatement/Restriction)
a. Evidence (Illustration) (note card information)
b. Evidence (Illustration) include analysis after every illustration when
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
Fails to submit 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
Fails to submit paper
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
Fails to submit paper
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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
Fails to submit paper
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
Fails to submit paper
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