OVERVIEW OF THE RESEARCH PAPER 2013
AMERICAN LITERATURE: ENGLISH 132
AMERICAN HUMANITIES: ENGLISH 134
21ST Century Learning Expectations:
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•
•
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Communicate effectively in visual, oral, and written forms.
Read, comprehend, and analyze information effectively.
Exhibit proficient use of technology.
Demonstrate responsibility through ownership or personal actions.
Demonstrate a knowledge, understanding, respect, and tolerance for other cultures and beliefs.
Objectives:
The paper is designed to encourage you to read and research a literary selection that is of individual
interest to you and to use critics’ opinions in order to develop a clear thesis. Further, you will gain
knowledge of such mechanics as parenthetical notation, Works Cited, thesis statement, and
organization. You will also gain practical knowledge of how to select from a bulk of material
that is applicable to a narrow thesis.
SUBJECT:
The subject of the paper must deal with interpreting a work of American literature and researching
critical opinions of that work. Subjects include literary forms such as the novel and drama. The work of
literature on which you base the paper is the PRIMARY SOURCE. No two students in the same class
section may choose the same primary source, though different books by the same author are acceptable.
Critics have written about the primary source: their comments are called SECONDARY SOURCES.
These sources may be articles in databases, essays, or books.
A minimum of FIVE (5) secondary sources MUST be included in your paper. Therefore, you must
research EIGHT critical sources and use a minimum of 5 in your paper.
You must create an arguable thesis that will be supported by your selected critical sources. Therefore,
topics such as “Tennessee Williams is a great writer” are not possible.
The Research Paper will count as 50% of the third quarter grade which computes to 10%
of the final year average.
Successful completion of Research Paper is a graduation requirement.
Requirements:
•
The introduction through the conclusion of your paper must be a full 8 pages
minimum – 15 pages maximum double-spaced at 12 point font Times New Roman,
with 1” margins.
Once the paper is complete, you will be presenting your findings in a 3-5 minute
presentation to the class.
•
Plagiarism:
PLAGIARISM WILL RESULT IN A FAILING GRADE FOR THE PAPER.
•
Materials to be Submitted with Final Paper:
Electronic copy of paper in teacher folder on U Drive (Instructions will be given by teacher).
All note cards and rough draft materials used during the project.
All library books must be returned to the library.
Suggested Materials:
3 X 5 LINED INDEX CARDS (No florescent cards)
ACCORDION FOLDER
HIGHLIGHTERS
RUBBER BANDS
GLUE STICK
SCOTCH TAPE
8 ½ X 11 PAPER PADS
1” THREE RING BINDER
FLASH DRIVE (REQUIRED)
Research Paper Assignments 2013:
Assignment
1
Description
Bring in primary source title and materials
Weight
HOMEWORK
2
Find biographical information of your author
and type answers to the questions in 1-2
pages (revise pages 10-11). It may be more
than one source.
QUIZ
3
Create a Tentative Topic (3)
4
Preliminary bibliography cards (8)
QUIZ
5
Preliminary Thesis and Preliminary Outline
QUIZ
6
Primary Source Cards (75)
TEST/PROJECT
7
All Secondary Source Note Cards
Completed: 5 sources, 75 cards, strive for 15
per source.
TEST/PROJECT
8
Final thesis, outline, and labeled note cards.
TEST/PROJECT
9
First check rough draft: Title, outline with
the thesis, roman numerals, parenthetical
citations, and works cited.
WRITING
10
Final paper DUE. Includes: Title, outline
with thesis, all roman numerals,
parenthetical citations, and complete works
cited.
FINAL PAPER
HOMEWORK
Biographical Background
After you have chosen your primary source, you need to familiarize yourself with both the author
and the work you will be researching. At this point, you need to find biographical material on
your author. Use the following guidelines to organize your findings.
A copy of the source(s) must accompany this sheet. Use this sheet to record the information you
find. You will submit a final 1-2 page document labeled with all of the headings below.
Remember to use correct grammar and sentence structure.
Bibliographic Information
Primary Source:
Biographical Source(s)
Required Notes:
A. General information about primary source author (personal background and/or
accomplishments):
B. Time during which author lived and wrote:
C. Significant events of that time period: Time and place (setting) in which the primary source
is set:
D. General themes of author (consider his/her attitude toward social, environmental,
psychological issues):
E. Possible connections between setting and themes (author’s message/meaning) of your
primary source:
TENTATIVE TOPICS:
Having become more familiar with your author and primary work, you need to use this
information to begin to form a tentative topic that will become the basis of your research and,
eventually, your thesis. You must submit at least three tentative topics. These topics are
necessarily broad at this point and will become narrower as you continue with your research.
The following list contains examples of suitable tentative topics:
1. The difference between appearance and reality in Tennessee Williams’ A Streetcar Named
Desire.
2. Children as the bearers of truth in J. D. Salinger’s The Catcher in the Rye.
3. The importance of the river in Mark Twain’s The Adventures of Huckleberry Finn.
4. The corruption of the American dream in F. Scott Fitzgerald’s The Great Gatsby.
5. An examination of the strengths and weaknesses of Holden Caulfield in J. D. Salinger’s The
Catcher in the Rye
Tentative Topics
Primary Source Title _______________________________________
Name ____________________________________________
Directions: Please write your tentative topics in the spaces below. *Star your top choice. (You
only need 3 choices, yet there are 5 slots in case you came up with more.)
Topic 1
Topic 2
Topic 3
Topic 4
Topic 5
PRELIMINARY BIBLIOGRAPHY CARDS
The purpose of writing the preliminary bibliography cards is to insure that secondary sources do exist on
your author and title. Just as importantly, the preliminary bibliography cards will help to insure that
these secondary sources are available to you. In some cases, you might have to look ahead in your
research to request the secondary sources from other libraries.
Requirements:
Each source must be written on a separate, lined note card.
The top line of each note card must be left blank.
● Each item of information must be written on a new line.
● Each item must be punctuated correctly; consult the sample entry
list which follows.
● The information from the bibliography cards will be formatted
differently for the Works Cited page; however, the punctuation
will be the same.
● Articles / essays selected from critical anthologies must be listed
on separate cards.
● Check with your teacher if you are using a secondary source for
which a sample bibliography format has not been listed.
●
●
Preparing Bibliography Cards
Books, Periodicals, and Other Print Publications
Card Items:
Author’s Name
Title of Book in Italics
Publication Information
Date of Publication
Medium of Publication
1. Work by a single author:
Meckier, Jerome.
Aldous Huxley: Satire And Structure.
New York: Barnes and Noble,
1969.
Print.
2. Work by two authors:
Laird, James D., and Nicholas S. Thompson.
Psychology.
Boston: Houghton Mifflin Company,
1992.
Print.
3. Work by more than two authors:
Sabranek, Patrick, and others.
Write For College.
Wilmington, MA: Great Source Education Group,
1997.
Print.
4. Work by an author and an editor:
Ozick, Cynthia.
“Physical Combat in a Busy World.”
Modern Critical Views: Saul Bellow.
Ed. Harold Bloom.
New York: Chelsea House Publishers,
1986.
Print.
5. Work by an editor and no author:
Harold Bloom, ed.
Modern Critical Views: Saul Bellow.
New York: Chelsea House Publishers,
1986.
Print.
6. Work in a multi-volume set:
“John Knowles.”
Contemporary Literary Criticism, Vol. 26.
Ed. Jean C. Stine.
Detroit: Gale Research Company,
1983.
Print.
7. Introduction from a work by another author:
Kazin, Alfred.
“Forward.”
Maggie: Girl of the Streets.
Stephen Crane.
New York: Signet Classics,
1991.
vii-xviii.
Print.
8. Article with an author from a magazine:
Carter, Everett.
“The Meaning of A Connecticut Yankee.”
American Literature.
Nov. 1978: 418-439.
Print.
Electronic Publications
9. Works from a Library Subscription Service (Online Databases) :
Author’s Name (last name, first name)
Title of the document (chapter, section, or article) in quotation marks
Title of the book in italics and information about the print publication
Title of the online database in italics
Medium of Publication (Web)
Date of access (day, month, and year)
DISCOVERING COLLECTIONS
Sandock, Mollie.
“Themes and Construction.”
Exploring Novels. Detroit: Gale, 2003.
Discovering Collection. Gale.
Web.
12 Dec. 2010.
SCRIBNER WRITERS SERIES
Schorer, Mark.
“Sinclair Lewis.”
American Writers. Vol 2: 439-461.
Charles Scribner’s Sons, 1974.
Scribner Writers Series. Gale Group.
Web.
12 Dec. 2010.
\
TWAYNE’S AUTHOR SERIES
Eble, Kenneth.
“The Great Gatsby.” F. Scott Fitzgerald.
Twayne’s United States Authors Series Online. New York: G. K.
Hall and Co., 1999.
Twayne’s Author’s Series. Galenet.
Web.
9 Dec. 2010.
LITERATURE RESOURCE CENTER
Cardwell, Guy A.
“The Adventures of Huckleberry Finn: Overview.”
Reference Guide to American Literature. 3rd ed.
Literature Resource Center. Galenet.
Web.
9 Dec. 2010.
BIOGRAPHY RESOURCE CENTER
“Charles Dickens.”
Authors and Artists for Young Adults. Vol. 23
Gale Research, 1998.
Biography Research Center. Farmington Hills, MI: Gale.
Web.
9 Dec. 2010.
CONTEMPORARY LITERARY CRITICISM
Fiedler, Leslie A.
“The Higher Sentimentality.”
The Return of the Vanishing America. Stein and Day Publishers,
1968.
Contemporary Literary Criticism—Select. Galenet.
Web.
12 Dec. 2010.
Reminders:
Some works may not have all the publication information available
for citation. The following abbreviations are used when citation
information is unavailable:
n.p.
n.d.
n.pag.
no place of publication or no publisher
no date of publication
no pagination
These abbreviations are inserted on the card in the place where the
bibliography entry would appear.
PRELIMINARY THESIS AND
PRELIMINARY OUTLINE
Directions for Preliminary Thesis: Up to now, you have been reading your primary
source. On the basis of your reading, you have decided on a broad topic and are in the
process of narrowing the topic down. You are at the point where it is necessary to decide
on a preliminary thesis. Somewhere in your reading and thinking, you will come across
some point which strikes you as a truth or an issue worth further research. As you are
formulating your thesis, remember that you must have two parts at this point: “what” and
“how.” The “what” part of your thesis states specifically WHAT you are proving; the
“how” lists the points you are using to prove your thesis. You should use the included
preliminary thesis worksheet to help brainstorm.
Example: Suppose you are using Mark Twain’s The Adventures of Huckleberry Finn as
your primary source and you want to examine Huck’s growth as a character. Your
preliminary thesis might read as follows:
I shall prove that Huck’s character evolves from a boy to a mature man by
examining Huck and Jim’s relationship change as they travel down the river, the
exposure to American society’s hypocrisy, and learning the importance of
following personal morals versus conforming to society.
The “what” part of this thesis statement is expressed by:
“Huck’s character evolves from a boy to a mature man’”
The “how” part of this thesis statement will prove the “what” part by exploring:
1. Huck and Jim’s changing relationship as they travel down the river
2. The exposure to American society’s hypocrisy
3. Learning the importance of following personal morals versus conforming to
society
Requirements:
Your Preliminary Thesis statement must contain:
●
●
What you are proving in your research paper
How you are proving your thesis
Research Paper Temporary Thesis Brainstorming Worksheet
In ___________________________________ by _______________________________
(title of primary source)
(author)
I shall prove that __________________________________________________________
(WHAT ARE YOU PROVING)
by examining
(1) _________________________________________________________
(HOW)
(2)__________________________________________________________
(HOW)
(3)_______________________________________________________________
(HOW)
Directions for Preliminary Outline: Using the information from your preliminary
thesis, you are ready to formulate your preliminary outline. Each of the how points of
your thesis becomes the main topic headings for your outline.
You must submit a preliminary outline word processed in 12pt. Times New Roman with:
1) The title “Outline”
2) Your preliminary thesis statement
3) A tentative title for your paper
4) Labeled roman numerals I-V including the introduction and conclusion
Example:
Outline
Thesis Statement:
I shall prove that in The Adventures of Huckleberry Finn by Mark Twain that
Huck’s character evolves as he travels down the Mississippi River by examining
Huck and Jim’s relationship change as they travel down the river, the exposure to
American society’s hypocrisy, and his learning the importance of following
personal morals versus conforming to society.
The Maturation of Huck Finn
I.
Introduction
II.
The change in Huck’s relationship with Jim
III.
The exposure to American society’s hypocrisy
IV.
Learning the importance of following personal morals
V.
Conclusion
Note:
This outline is strictly a temporary framework. Your continued research
may require that you change the classifications. For example, you may
find no support for a given Roman numeral item; in which case, you
would replace or drop that topic. If you think you have sufficient
information on only one aspect in your outline, then select that narrower
area for your topic and break that item down further to create your outline.
As you proceed in your research and you modify your preliminary thesis and preliminary
outline, consider the following classification possibilities as they might relate to your
subject.
●
problem—cause—effect—solution
● social
● the
causes—psychological causes—etc.
various effects (or solutions or manifestations) of some
concept, situation, etc.
●
different types of irony or values or attitudes
●
different (or similar) characteristics of someone or something
● different
ways (or aspects) of evaluating your topic
The final outline will be determined by whatever method of classification best organizes
your proof in support of your thesis.
PRIMARY SOURCE NOTE CARDS
You have been reading your primary source with your topic in mind, underlining and
highlighting any place where mention is made of your topic. As a result of reading your
primary source and investigating supporting secondary sources, you have been able to
formulate a preliminary thesis. You are now ready to take notes from your primary source.
With the primary source and blank index cards before you, follow these rules:
1. Place the letter “A” in the lower right hand corner of your primary source
bibliography card. As you take notes, place a letter “A” in the upper left-hand corner
of each note card you take from your primary source.
2. Put the number of the page from which you are quoting before writing the first
word on the note card. Do not copy any quotes unless the letter “A” and the page
number have first been written on the card.
3. Take notes from those places that are in any way related to your tentative topic.
4. Write only ONE idea from the source on each card. You may have more than one
quote from a given page.
5. Use only one side of a note card for a quote; if you need more room you need to
break the information down into two or more cards.
A note card with a direct quotation (verbatim):
Copy the quote exactly as printed.
● Make no changes.
● Enclose the entire quotation in double quotation marks.
● If there are double quotation marks within the passage, the quotation
marks will be written as single quotation marks in the quote.
●
A
106
“Carol forgot her misery – hunting in this solidarity of
family life.”
A note card with a direct quotation where a word or phrase has been omitted:
This option is called “ellipsis”.
● The word or passage omitted is indicated by 3 periods with a
space before, after, and between each period.
●
A
10
“They made out the day’s menu together . . . when Carol
came in from marketing, Bea plunged into the hall to take
off her coat . . .”
A note card with a direct quotation where you add information for clarification.
●
Brackets are used to enclose material that you add within
the quotation or to indicate a change in the form of some word.
A
24
“She [Carol] had walked northward to the upper
shore of Plover Lake.”
A note card in which you use your own words (paraphrase):
Use this method with caution, for it is easy to be careless and
end up being a plagiarist.
● Read the passage well, close the book, and write your paraphrases
from memory.
● Use this method to simplify long esoteric passages or to put the lines
in your own words.
● Place a capital “P” at the end of the quote to remind yourself that the
words on the quote are your own; you will still credit the appropriate
source when using the quote in your paper.
●
A
82
The clothes the villagers wore in the winter were
a subject of gossip because they reflected the social
class of the townsfolk.
(P)
SECONDARY SOURCE NOTE CARDS
(5 SOURCES COMPLETED)
Directions: After rewriting your thesis and drafting a preliminary outline, you are ready
to start taking notes from your various secondary sources. Follow these rules:
1. Leaving the top line blank, place the identifying letter of the secondary source at
hand in the upper left-hand corner of each note card that you take from this
source.
2. As with your primary source note-taking, put the number of the page from which
you are quoting under the identifying letter. Again, do not copy any quotes unless
the letter and the page number have been placed in the upper left-hand corner of
the card. If using an an online database without page numbers, write n.pag.
3. With the thesis statement and preliminary outline in front of you to guide and
focus your note-taking, take notes that are related to your purpose and that will
serve as support for that purpose. Write only ONE idea from the source on each
card.
4. As with you primary source notes, you may take more than one quote from a
given page but each of the quotes must be on its own note card.
Examples:
A note card with a direct quotation (verbatim):
• Copy the quote exactly as printed.
• Make no changes.
• Enclose the entire quotation in double quotation marks.
• If there are double quotation marks within the passage, the quotation marks will
be written as singly quotation marks in the quote on the note card.
B
89
“Her romantic imagination derives its stimuli
from and operates in respect to two areas: the
Europe of fiction, poetry and painting and the
natural grandeur of the prairie with its associated
memories of the frontier.”
A note card with a direct quotation where a word or phrase has been omitted:
• This option is called “ellipses.”
• The word or phrase omitted is indicated by 3 periods with a space before
and after and between each period.
• When using ellipsis, be careful not to chance the author’s intent or
meaning.
B
89
“Towards the end of the novel, Carol . . . is unconscious
that the prairie is no longer the empty land she had once
thought it. . . ”
A note card with a direct quotation where you add information for clarification, etc.:
•
Brackets are used to enclose material that you add within the quotation or
to indicate a change in the form of some word.
B
89
“It [ Main Street ] begins and in one sense may be
said to end with meditations on empire.”
A note card on which you use your own words (paraphrase):
•
•
•
Use this method with caution, for it is easy to be careless and end up
being a plagiarist.
Read the passage well, close the book, and write your paraphrases from
memory.
Place a capital “P”at the end of the quote to remind yourself that the words
on the quote are your own; you will still credit the appropriate source
when using the quote in your paper.
B
89
Carol is a reader of Yeats. However, she is
unable to interest her husband in her poetic
musings. She ultimately ceases the attempt
to impose a cultural sensibility on her husband and she
escapes the confines of Gopher Prairie.
(P)
FINAL THESIS, FINAL OUTLINE, LABELING
NOTE CARDS
Directions for Final Thesis:
Now that you have completed your research, you are ready to write your Final Thesis
statement. This statement will become the controlling idea for your paper and will be the
statement that all your research will support and prove. This statement is extremely
important. You need to think and write carefully as you develop your final thesis
statement.
Reminders:
•
•
•
•
•
Read through all your primary and secondary note cards
before beginning to write your final thesis.
Check your thesis to be sure that the thesis statement
reflects as specifically as possible the material you have
gathered.
The what of your thesis statement should be developed and
specifically stated.
The how of your thesis statement should be developed and
specifically stated in separate sentences.
Your thesis statement needs to clearly express conclusions
based on your research.
Example:
Preliminary Thesis:
Huckleberry Finn matures greatly throughout his journey down the river, which is
demonstrated through Huck and Jim’s evolving relationship, Huck’s exposure to
American society’s hypocrisy, and realization of the importance of following
personal morals instead of conforming to society’s standards.
Final Thesis:
In The Adventures of Huckleberry Finn by Mark Twain, Huck matures as he
journeys down the Mississippi River with the runaway slave Jim. Huck’s maturity
is demonstrated through his evolving relationship with Jim. Huck gains insight
through his exposure to society’s hypocrisy. The more Huck matures, the more
he recognizes the importance of following personal morals instead of conforming
to the unjust society around him.
Directions for Final Outline and Labeling Note Cards:
Having completed your final thesis, it is now time to write the final outline and
label/organize your note cards.
• Using your preliminary outline and all of your note cards as a guide, it is now
time to subdivide each Roman Numeral into sub-topics that are directly relevant
to the more general topic above it and to your thesis.
• Be sure your headings and sub-topics are arranged in logical order: order of time,
order of importance, order of complexity, and so forth.
• Remember that no item can be divided into just one part. Every A must have a
B; every 1 must have a 2, and so forth.
• The first letter of each heading and sub-topic of your outline must begin with a
capital letter.
• Make sure that each heading or sub-topic of your outline is consistently written in
sentence form or topic form throughout the outline.
• You may find that some points may not be subdivided because the cards are
repetitious. Choose the best note card to prove the point and place an “X” at the
top of the other cards.
Example of Final Outline:
Outline
Thesis:
In The Adventures of Huckleberry Finn by Mark Twain, Huck matures as he journeys
down the Mississippi River with the runaway slave Jim. Huck’s maturity is
demonstrated through his evolving relationship with Jim. Huck gains insight through
his exposure to society’s hypocrisy. The more Huck matures, the more he recognizes
the importance of following personal morals instead of conforming to the unjust
society around him.
Huck’s Maturity in The Adventures of Huckleberry Finn
I.
Introduction
II.
The relationship of Huck and Jim
A. Huck’s original perception
1. Attitudes towards Jim
2. Prejudices towards Jim
B. Huck’s respect for Jim
1. Changing towards Jim
2. Reasons for change
C. Huck and Jim’s hopes for their journey
III.
The hypocrisy of society
A. Examples of hypocrisy in society
1. Involving Huck
2. Involving the people Huck observes
B. Reasons for the hypocritical lifestyle
IV.
Following personal morals versus conforming to society
A. Huck’s personal examples
1. Involving Jim
2. Involving members of society and himself
B. Huck’s motives for following personal morals
1. Society’s unjust views
2. Huck’s developing compassion
V.
Conclusion
Examples for Labeled Note Cards:
Example of descending points of an outline:
I.
A.
B.
1.
2.
a.
b.
(1)
(2)
(a)
(b)
Samples of labeled note cards:
III. Removal of immigrants’ sense of culture and disillusion B.
D
119
“Bjornstam no sooner abandons his freedom
of foot and spirit for an attempted accommodation
with twentieth century domesticity than he is crushed.”
I. Intro
A
264
“There you got it – good market, and these
towns keeping us [farmers] it . . . ”
IV. Disintegration of Carol Kennicott’s individuality A. 1.
B
122
“Carol, an advocate of social progress
and scientific experimentation, wonders
if this empty land will continue to harbor
inequalities.”
II. Injustice toward hired hands C. 2.
E
34
“ . . . this view is caused by the immigrants,
therefore, the ‘hired hands’ as well, restriction
to be the bottom class of society.”
FIRST CHECK / ROUGH DRAFT
Directions: You have completed your research, labeled your primary and secondary
source note cards, written your final thesis and outline and organized your note cards to
the final outline. At this point, you are now ready to write your rough draft. Your rough
draft must be submitted with a title page, final outline with the final thesis, Roman
Numerals II and III, parenthetical citations, and a Works Cited page.
Writing Techniques for the Research Paper:
1. Because your research paper is a longer paper than most that you write, you must be
careful to work toward your proof in a gradually building way. Each paragraph
should take the point forward one more step.
2. Therefore, each paragraph must have a lead statement that clearly links the ideas of
the paragraph to the thesis of the paper. In this way, the reader will see the
relationship of each part of the paper to the whole.
3. Each point (a single paragraph or group of paragraphs) must be thoroughly
investigated, with proof, before you go on to the next point.
4. Be careful to delineate paragraphs appropriately.
5. Incorporating proof of each of your points is essential, but equally important is the
way you present the evidence. You should support each idea with evidence from
BOTH primary and secondary sources. It is never enough to simply place the
material from these sources in a paragraph. You must introduce each point by
commenting on its content or relevance, and you must evaluate (explain) the point
once you have included it. This discussion will be in your own words.
6. When you introduce primary or secondary evidence, NEVER write something like
the following: “The following quote shows this idea”, or “This quote means…”
Correct form would look something like this: “This intolerance of the immigrants’
culture is a main aspect of Gopher Prairie society.” Following this assertion, you
would cite a sentence from a primary source or a secondary source showing an
example of intolerance of a new culture.
7. Vary your use of sources throughout the paper; do not go through a section which
uses more than three references (an approximate number) to one source. Find other
critics who will reinforce the opinion of your first source.
8. Make sure parenthetical reference information is included on your note cards.
9. Remember to adjust tense, punctuation, and capitalization of quoted material to
conform to the grammar of your own sentence. Use brackets around changes you
make from the direct quote.
10. REMINDER: Your rough draft must be submitted with a title page, final outline
with the final thesis, Roman Numerals II and III, parenthetical citations, and a Works
Cited page.
Writing Procedures for the Rough Draft:
1. Now that your thesis and outline are in their final form, be sure that all the note cards
you decide to use are labeled and in direct correspondence to the outline headings.
Put all cards that do not fit into any point of your paper away. Do not destroy these
cards.
2. Do not begin by writing your introduction. Wait to write the introduction when
your paper is completed and you can see what you are introducing. Develop your
Roman numeral II heading first. Arrange the note cards for the Roman Numeral II
heading to correspond with the order in that part of your outline and plunge right in as
if you were writing a short essay with Roman Numeral II as your thesis.
3. Write on one side of the paper only and skip a line between each line of your
writing so that you can cross out poor or awkward phrases and add better wording
when you revise. If you type your first draft, double space for the same reason.
4. Attempt to vary your use of note cards so that you use both direct quotes and
paraphrased quotes from your primary and secondary sources. This approach avoids
monotony and repetition.
*Paraphrasing Tips: be sure that you do not change the meaning of the quote.
Put the card aside as you write your paraphrase and be sure to change the
language significantly. Remember, even though this is a paraphrase in your own
words, it still must be followed with a PARENTHETICAL CITATION.
5. Once you have finished the first draft, check the following:
a. Check to see that you have followed the basic rules for good English sentence
structure and style.
b. Check the accuracy of your paragraph development and diction (word choice).
c. Check to see that you have smooth transitions from sentence to sentence,
paragraph to paragraph, section to section.
d. Check punctuation.
e. Check to see that your finished paper sounds logical and that everything you have
included in your paper presents relevant, logical proof of your thesis.
f. Check to see that you have avoided the repetition of facts or ideas. A padded
paper is boring and meaningless.
EXAMPLES:
The following excerpts from a research paper on Sinclair Lewis’ Main Street will
illustrate the use of primary and secondary quotes to support the material. Pay
particular attention to the way the documentation is introduced and explained.
Example One:
With the arrival of immigrants in the town, Gopher Prairie immediately displays
its infection with the “village virus” by attempting to extinguish any culture the
immigrants introduce. This intolerance of the immigrants’ culture is a main aspect of
Gopher Prairie society. In fact, the objective of Gopher Prairie is for “the Main Street
mediocrity . . . to level immigrants” (Bucco 90). Main Street is the center of Gopher
Prairie and is characterized by its dullness and modesty. The town attempts to instill
these characteristics into the immigrants while removing the immigrants of their own
culture. Being “hired hands,” the immigrants are forced to live at the bottom of both the
social and economic classes. Naively believing they can rise in the prejudiced society,
the immigrants try to mimic the townspeople’s ways. With this attempt to adopt Gopher
Prairie’s ways, the immigrants lose their own culture. For example, “Gopher Prairie’s
philosophy of dull safety . . ., within two generations, standardizes the Scandinavian and
German settlers and makes them ashamed of the old World ways which are actually the
richest aspects of their lives” (Grebstein 67). The philosophy of dull safety is the “village
virus,” in which Gopher Prairie reflects its intolerance of variety and prejudice against
“hired hands” and immigrants. By crushing the immigrants’ cultures, Gopher Prairie
loses unwanted opportunities to diversify its ideas and social activities.
Scandinavian women . . . are being Americanized into uniformity, and in
less than a generation are losing in the grayness whatever pleasant new
customs they might have added to the life of the town. Their sons finish
the process. In ready-made clothes and ready-made high-school phrases
they sink into propriety, and the sound American customs have absorbed
without one trace of pollution another alien invasion. (Lewis 308)
Thus, Gopher Prairie removes the immigrants’ sense of culture by forcing them to
conform to the town’s ways.
Example Two:
One of the final ideas that Carol introduces is hated by the town but is welcomed
in the cities. The idea is the liberation of women from domesticity. “[Carol] consciously
rejects a life of housekeeping and dishwashing because she wants to be active in the
world and not sequestered in the home” (Maglin 111). Carol believes that she has
attended college for a reason and should not be “a woman with a working brain and no
work” (Lewis 97). Of course, the town rejects the idea of a woman working. A woman
is intended, in the town’s eyes, to raise children, cook, and clean the house. Yet, “Carol
feels . . . feminist contempt for old men who demand that women bear children” (Bucco
43). To Carol, having children is a sentence to being stuck in the house serving others,
which is against her nature. “As the shifts of war oblige Carol to do more of her own
housework, she imagines the ‘death-rimmed years’ of millions of women” (Bucco 96).
When Carol takes on the role of being a maid to her own house, she complains and
appreciates her hired maids even more that ever. Thus, she resolves that women should
not be forced to live as servants in the home, but rather as great minds in the world.
HOW TO WRITE AN INTRODUCTION
Directions: When writing your introduction, follow the suggestions below:
a. The introduction should supply your reader with general information about the
author and or the work with which you are dealing.
b. The introduction may point out the timelessness of your research or the value of
your research.
c. The introduction may explain the particular interests in your topic or author.
d. Whatever your approach, your introduction should gain the immediate attention
of your reader.
e. Most important of all, the introduction MUST include your final thesis.
f. Attempt to incorporate 1-3 meaningful quotations into your argument.
Example:
In the following sample from Main Street, note how the author, in a single paragraph,
gives us a historical context in which to view the work, the thematic basis for the thesis,
and the thesis. All elements come together to clearly indicate what this paper is about.
Sinclair Lewis’s “Village Virus”
Sinclair Lewis’s first great novel was written in the early twentieth century. With
this novel, Main Street, Sinclair Lewis predicted the life and revolution of the 1920s.
“Shortly after Main Street was published in October 1920, Warren G. Harding was
elected president of the United States, which put the final nail in the coffin of Wilsonian
idealism and internationalism. The nation was in retreat: puritan, conservative, smalltown America was back in the saddle” (Dickstein viii). The image of small town
America is exactly what Sinclair Lewis reveals in his novel. He proves that “the village
as an important unit in capitalist economy has ceased to exist, has become backwash,
and, with that life gone from it, its social and moral attitudes have become fixed in the
rigidities of the past” (Tuttleton 145). In other words, Sinclair Lewis attacks the small
towns for being frozen between the age of pioneers and the age of modernization. Using
the fictional town of Gopher Prairie as an example, Sinclair Lewis illustrates his concept
of the small towns of the 1920’s being infected with the “village virus.” Some aspects of
this “virus” are the tendency towards uniformity, the intolerance of new ideas, the
prejudices and stereotypes against certain classes, and the overall narrow-mindedness of
the towns. For example, Gopher Prairie is a “smug in-between town, which has
exchanged ‘Money Musk’ for phonographs grinding out ragtime, it is neither heroic old
nor sophisticated new” (Lewis 174). By showing Gopher Prairie’s injustice towards
“hired hands,” the removal of immigrants’ sense of culture, the destruction of spirited
outsiders, and the disintegration of Carol Kennicott’s own individuality, Sinclair Lewis
undeniably depicts the small towns of the 1920’s as being infected with the “village
virus.”
HOW TO WRITE A CONCLUSION
Directions: When writing your conclusion, follow the suggestions below:
a. Restate your thesis.
b. The conclusion should be more specific than the introduction.
c. Comment on the significance of the work; i.e. “SO WHAT?”
d. Attempt to incorporate 1-3 meaningful quotations into your argument.
In the following example from Main Street, note how the author, in the first
sentence reintroduces the thematic thrust of the paper. The author goes on to
reemphasize the historical significance of the work, “America in general found that
a new image of itself had suddenly been thrust upon it” (Dickstein xiv). Finally the
author comments on the significance of the work by stating that “America
underwent a social and economical revolution. . . .”
Thus, Sinclair Lewis wrote his novel in order to destroy the utopian image of
small towns common to the 1920s. “Lewis gave Americans a keen sense of themselves
as people in transition, caught between the town and the city, between commercial values
and a cosmopolitan sense of art and culture, between the rude west and the refined east,
between women as homemakers and women as independent beings, and between the
older demands of the family and community and the new stress of self-fulfillment”
(Dickstein xix). Sinclair Lewis proves the small towns to be intolerant of change,
prejudiced against certain classes, and narrow-minded. Therefore, the novel “Main Street
and the mood of the time made Sinclair Lewis the voice for which the young rebels had
been listening. America’s intellectuals and a good part of its thinking citizenry had
become introspective, self-conscious, and self-critical” (Grebstein 72). As Mark Schorer
has said, “If [Main Street] was not the most important revelation of American life ever
made, it was the most infamous libel upon it . . . America in general found that a new
image of itself had suddenly been thrust upon it” (Dickstein xiv). In his novel Main
Street, Sinclair Lewis satirically reveals the injustice of the small towns of the 1920’s in
order to have America awaken to rectify cruelties. “Main Street became both a caustic
farewell to small town America and a lively prologue to the cultural divisions of
America’s first genuinely modern decade” (Dickstein xix). With the acceptance of
Sinclair Lewis’s novel, America underwent a social and economical revolution, causing a
revival of the small town. Undeniably, the publication of Sinclair Lewis’s Main Street
became a pivot point in American history, followed by the construction of the modern
twentieth century.
Name ________________________________Date ___________________ Block ___
ORAL COMPONENT FOR THE RESEARCH PAPER
Directions: Now that you have completed your research, it is time to share what you
have learned with the class. This presentation should highlight the most important points
of your paper, but you should not read your paper to us. Be sure that your thesis is made
evident throughout the presentation, and all Roman numeral topics from your outline are
represented. Create a visual (PowerPoint or Prezi) to enhance your presentation, but be
sure that it does not distract from your purpose (proving your thesis). Your presentation
should be between 3-5 minutes in length.
Rubric for Oral Component (TEST/PROJECT GRADE)
Component
Presentation includes plot summary/overview
Points
Possible
16
Support of Thesis: The presentation includes a great
deal of support for the thesis.
Statement of Thesis: The presentation includes a clearly
communicated thesis statement. The thesis is expressed
at the beginning and the end of the presentation.
Creativity: The presentation reflects extra effort and
initiative
Time: The presentation is between 3-5 minutes.
16
21st century expectations (on back)
20
Total Points
100
16
16
16
Points Earned
21st Century Learning Expectations:
Objective: Student communicates effectively in visual, oral, and written form.
Exemplary (4)
Proficient (3)
Developing (2)
The student’s
The student’s
The student’s
presentation consistently presentation often
presentation seldom
includes thoughtful
includes thoughtful
includes thoughtful
ideas and is developed
ideas and is developed
ideas and is only
logically and clearly.
logically and clearly.
partially developed.
Student’s writing
Student’s writing
Student’s writing
demonstrates an
demonstrates an
demonstrates some
excellent command of
acceptable command of command of the English
the English language.
the English language.
language.
The student is able to
The student is able to
The student has
address the audience
difficulty addressing the
actively address the
audience (DOES NOT
(READS SOME OF
audience (READS
THE
MOST OF THE
READ
PRESENTATION),
PRESENTATION),
PRESENTATION) and
uses appropriate tone
uses appropriate tone
uses appropriate tone
and volume, and builds
and volume. The
and volume, and builds
student has difficulty
connections between
connections between
ideas. The student’s
ideas. The student’s
building connections
presentation is logical
presentation is logical
between ideas. The
and organized.
student’s presentation
and organized.
shows some
organization.
Visuals are uniform,
Visuals are uniform,
Visuals are inconsistent
attractive, appropriate
appropriate and relevant in form, and only
and relevant to the
to the presentation. The partially relevant to the
presentation. The
presentation is logical
presentation. The
presentation is logical
and organized.
presentation shows
and organized.
some logic and
organization.
Objective: Students will exhibit proficient use of technology
Exemplary 4
Proficient 3
Developing 2
Consistently employs
Generally employs
Requires support to
appropriate technology
appropriate technology
employ appropriate
tools to effectively
tools to effectively
technology tools to
organize information
organize information
effectively organize
(PowerPoint or Prezi)
(PowerPoint or Prezi)
information
(PowerPoint or Prezi)
Beginning (1)
The student’s
presentation rarely
includes thoughtful ideas
and is undeveloped.
Student’s writing
demonstrates a poor
command of the English
language.
The student does not
address the audience
(READS THE ENTIRE
PRESENTATION) and
fails to use appropriate
tone and volume. The
student does not build
connections between
ideas. The student’s
presentation is
disorganized
Visuals are not uniform,
and are irrelevant to the
presentation. The
presentation is illogical
and disorganized.
Beginning 1
Rarely or does not
employ technology tools
to effectively organize
information
(PowerPoint or Prezi)
Name ________________________________________ Date _____________ Block ___
Rubric for Biographical Information (QUIZ GRADE)
Component
Both biographical entries are complete and written in
correct format
Includes important general information about primary
source author
Includes important details about the author’s time period
Includes significant events of the time period in which
the primary source is set
Includes general themes of the author
Includes possible connections between setting and themes
of the author’s works and those of the primary source
21st Century Expectations
TOTAL POINTS
Points Possible
20
Points Earned
20
7
7
15
15
16
100
21st Century Learning Expectations:
•
Students will read, comprehend, and analyze information effectively.
•
Students will communicate effectively in written, oral, and visual forms.
Objective: Student communicates effectively in written form.
Exemplary (4)
Proficient (3)
Developing (2)
The student’s writing
The student’s writing
The student’s writing
consistently includes
often includes
seldom includes
thoughtful ideas and is
thoughtful ideas and is
thoughtful ideas and is
developed logically and developed logically and only partially developed.
clearly.
clearly.
Student’s writing
Student’s writing
Student’s writing
demonstrates an
demonstrates an
demonstrates some
excellent command of
acceptable command of command of the English
the English language.
the English language.
language.
(mechanics)
(mechanics)
(mechanics)
Beginning (1)
The student’s writing
rarely includes
thoughtful ideas and is
undeveloped.
Student’s writing
demonstrates a poor
command of the English
language.
(mechanics)
Objective: Demonstrates insightful comprehension of main and supporting ideas in written
pieces.
Exemplary 4
Proficient 3
Developing 2
Beginning 1
Consistently shows
Often shows insightful
Seldom shows insightful Does not show insightful
insightful
comprehension of main
comprehension of main
comprehension of main
comprehension of main
and supporting ideas in
and supporting ideas in
and supporting ideas in
and supporting ideas in
written pieces
written pieces
written pieces
written pieces
Objective: Critically analyzes material for supporting evidence.
Exemplary 4
Proficient 3
Developing 2
Consistently critically
Often critically analyzes Seldom critically
analyzes material for
material for supporting
analyzes material for
supporting evidence
evidence
supporting evidence
Beginning 1
Does not critically
analyze material for
supporting evidence
Name ________________________________________ Date _____________ Block ___
Rubric for Tentative Topics (HOMEWORK GRADE)
Component
Includes 3 Topics
Topics can be researched in a critical and analytical way
Topics have literary merit
Topics can be supported with quality secondary sources
21st Century Expectations
TOTAL POINTS
Points Possible
15
10
7
6
12
50
Points Earned
_____x 2 = _____/100
21st Century Learning Expectations:
•
Students will read, comprehend, and analyze information effectively.
•
Students will communicate effectively in written, oral, and visual forms.
Objective: Student communicates effectively in written form.
Exemplary (4)
Proficient (3)
Developing (2)
The student’s writing
The student’s writing
The student’s writing
consistently includes
often includes
seldom includes
thoughtful ideas and is
thoughtful ideas and is
thoughtful ideas and is
developed logically and developed logically and only partially developed.
clearly.
clearly.
Student’s writing
Student’s writing
Student’s writing
demonstrates an
demonstrates an
demonstrates some
excellent command of
acceptable command of command of the English
the English language.
the English language.
language.
Beginning (1)
The student’s writing
rarely includes
thoughtful ideas and is
undeveloped.
Student’s writing
demonstrates a poor
command of the English
language.
Objective: Demonstrates insightful comprehension of main and supporting ideas in written
pieces.
Exemplary 4
Proficient 3
Developing 2
Beginning 1
Consistently shows
Often shows insightful
Seldom shows insightful Does not show insightful
insightful
comprehension of the
comprehension of the
comprehension of the
comprehension of the
main idea
main idea
main idea
main idea
Name ________________________________________ Date _____________ Block ___
Rubric for Preliminary Bibliography Cards (8) (QUIZ GRADE)
Component
A minimum of 8 cards complete
Each source written on a separate lined note card
Top line of each note card is blank
Each item of information written on a new line
Each item punctuated correctly
Articles/essays from anthologies listed on separate note
cards
21st Century Expectations
TOTAL POINTS
Points Possible
24
10
10
10
24
10
Points Earned
12
100
21st Century Learning Expectations:
•
Students will read, comprehend, and analyze information effectively.
•
Students will communicate effectively in written, oral, and visual forms.
Objective: Student communicates effectively in written form.
Exemplary (4)
Proficient (3)
Developing (2)
Student’s writing
Student’s writing
Student’s writing
demonstrates an
demonstrates an
demonstrates some
excellent command of
acceptable command of command of the English
the English language.
the English language.
language.
(mechanics)
(mechanics)
(mechanics)
___x 3= ____/12
Beginning (1)
Student’s writing
demonstrates a poor
command of the English
language.
(mechanics)
Name ________________________________________ Date _____________ Block ___
Rubric for Preliminary Thesis and Preliminary Outline (QUIZ GRADE)
Component
Thesis statement includes what will be proved in the
paper
Thesis statement includes 3 subtopics, indicating how
the topic will be proved in the paper
Outline follows correct format (headings, spacing,
Roman numerals, punctuation)
Outline includes working title, formatted properly
Outline includes the introduction, 3 subtopics, and
conclusion
21st Century Expectations
TOTAL POINTS
Points Possible
20
Points Earned
20
30
2
12
16
100
21st Century Learning Expectations:
•
Students will read, comprehend, and analyze information effectively.
•
Students will communicate effectively in written, oral, and visual forms.
Objective: Student communicates effectively in written form.
Exemplary (4)
Proficient (3)
Developing (2)
The student’s writing
The student’s writing
The student’s writing
consistently includes
often includes
seldom includes
thoughtful ideas and is
thoughtful ideas and is
thoughtful ideas and is
developed logically and developed logically and only partially developed.
clearly.
clearly.
Student’s writing
Student’s writing
Student’s writing
demonstrates an
demonstrates an
demonstrates some
excellent command of
acceptable command of command of the English
the English language.
the English language.
language.
(mechanics)
(mechanics)
(mechanics)
Beginning (1)
The student’s writing
rarely includes
thoughtful ideas and is
undeveloped.
Student’s writing
demonstrates a poor
command of the English
language.
(mechanics)
Objective: Demonstrates insightful comprehension of main and supporting ideas in written
pieces.
Exemplary 4
Proficient 3
Developing 2
Beginning 1
Consistently shows
Often shows insightful
Seldom shows insightful Does not show insightful
insightful
comprehension of main
comprehension of main
comprehension of main
comprehension of main
and supporting ideas in
and supporting ideas in
and supporting ideas in
and supporting ideas in
written pieces
written pieces
written pieces
written pieces
Objective: Critically analyzes material for supporting evidence.
Exemplary 4
Proficient 3
Developing 2
Consistently critically
Often critically analyzes Seldom critically
analyzes material for
material for supporting
analyzes material for
supporting evidence
evidence
supporting evidence
Beginning 1
Does not critically
analyze material for
supporting evidence
Name ________________________________________ Date _____________ Block ___
Rubric for Primary Source Note Cards (75) (TEST/PROJECT GRADE)
Component
A minimum of 75 cards complete
Each card is legible
Each card is labeled with letter A in the upper left hand
corner to correspond with primary source bibliography
card
Each card has a page number from which the quote was
taken under the letter A
Each quote is accurate and supports the thesis
Each card contains only one idea (more than one quote
may be taken from a given page)
Each quote is written on one side of one card only (if
more than one card is necessary, information is broken
down or paraphrased)
21st Century Expectations
TOTAL POINTS
Points Possible
10
10
12
Points Earned
12
20
10
10
16
100
21st Century Learning Expectations:
•
Students will read, comprehend, and analyze information effectively.
•
Students will communicate effectively in written, oral, and visual forms.
Objective: Student communicates effectively in written form.
Exemplary (4)
Proficient (3)
Developing (2)
The student’s writing
The student’s writing
The student’s writing
consistently includes
often includes
seldom includes
thoughtful ideas and is
thoughtful ideas and is
thoughtful ideas and is
developed logically and developed logically and only partially developed.
clearly.
clearly.
Student’s writing
Student’s writing
Student’s writing
demonstrates an
demonstrates an
demonstrates some
excellent command of
acceptable command of command of the English
the English language.
the English language.
language.
(mechanics)
(mechanics)
(mechanics)
Beginning (1)
The student’s writing
rarely includes
thoughtful ideas and is
undeveloped.
Student’s writing
demonstrates a poor
command of the English
language.
(mechanics)
Objective: Demonstrates insightful comprehension of main and supporting ideas in written
pieces.
Exemplary 4
Proficient 3
Developing 2
Beginning 1
Consistently shows
Often shows insightful
Seldom shows insightful Does not show insightful
insightful
comprehension of main
comprehension of main
comprehension of main
comprehension of main
and supporting ideas in
and supporting ideas in
and supporting ideas in
and supporting ideas in
written pieces
written pieces
written pieces
written pieces
Objective: Critically analyzes material for supporting evidence.
Exemplary 4
Proficient 3
Developing 2
Consistently critically
Often critically analyzes Seldom critically
analyzes material for
material for supporting
analyzes material for
supporting evidence
evidence
supporting evidence
Beginning 1
Does not critically
analyze material for
supporting evidence
Name ________________________________________ Date _____________ Block ___
Rubric for ALL Secondary Source Note Cards (5 sources) (TEST/PROJECT GRADE)
Component
A minimum of 75 cards complete (approx. 15 cards per
source)
Each card is legible
Each card is identified with a capital letter corresponding
to the bibliography card
Each card has a page number from which the quote was
taken under the letter (Note: sources without a page
number use “n.pag.”)
Each card has quotation marks at the beginning and end
of each quote
Period is inside the quote; ellipses, and/or brackets are
used correctly
Each quote is accurate and supports the thesis
Each card contains only one idea (more than one quote
may be taken from a given page)
Each quote is written on one side of one card only (if
more than one card is necessary, information is broken
down or paraphrased)
21st Century Expectations
TOTAL POINTS
Points Possible
10
8
10
10
10
10
10
8
8
16
100
Points Earned
21st Century Learning Expectations:
•
Students will read, comprehend, and analyze information effectively.
•
Students will communicate effectively in written, oral, and visual forms.
Objective: Student communicates effectively in written form.
Exemplary (4)
Proficient (3)
Developing (2)
Beginning (1)
The student’s writing
The student’s writing
The student’s writing
The student’s writing
consistently includes
often includes
seldom includes
rarely includes
thoughtful ideas and is
thoughtful ideas and is
thoughtful ideas and is
thoughtful ideas and is
developed logically and developed logically and only partially developed. undeveloped.
clearly.
clearly.
Student’s writing
Student’s writing
Student’s writing
Student’s writing
demonstrates an
demonstrates an
demonstrates some
demonstrates a poor
excellent command of
acceptable command of command of the English command of the English
the English language.
the English language.
language.
language.
(mechanics)
(mechanics)
(mechanics)
(mechanics)
Objective: Demonstrates insightful comprehension of main and supporting ideas in written
pieces.
Exemplary 4
Proficient 3
Developing 2
Beginning 1
Consistently shows
Often shows insightful
Seldom shows insightful Does not show insightful
insightful
comprehension of main
comprehension of main
comprehension of main
comprehension of main
and supporting ideas in
and supporting ideas in
and supporting ideas in
and supporting ideas in
written pieces
written pieces
written pieces
written pieces
Objective: Critically analyzes material for supporting evidence.
Exemplary 4
Proficient 3
Developing 2
Beginning 1
Consistently critically
Often critically analyzes Seldom critically
Does not critically
analyzes material for
material for supporting
analyzes material for
analyze material for
supporting evidence
evidence
supporting evidence
supporting evidence
Name ________________________________________ Date _____________ Block ___
Rubric for Final Thesis, Outline, and Labeled Note Cards (TEST/PROJECT GRADE)
Component
Thesis statement reflects careful revision from preliminary stage
Three subtopics are written in 3 separate sentences
Outline follows correct format (headings, spacing, Roman numerals,
punctuation, no A without B, etc.)
Outline includes title of paper, properly punctuated
Outline includes introduction, 3 subtopics, and conclusion
Each subtopic is directly relevant to the general topic above it. Each major
topic is directly relevant to the thesis
Topics are arranged in logical order (order of time, order of importance,
order of complexity, etc.)
Outline written consistently in either topic or sentence form (topic form uses
parallel structure)
Primary and secondary note cards sorted and labeled according to headings
of outline
Cards are subdivided into subtopics based on headings
Topics do not overlap and can be divided into more than one part
Cards labeled according to outline form (Roman numerals, upper case
letters, Arabic numbers, lower case letters). Cards that are repetitious or
irrelevant are marked with an X.
21st Century Expectations
TOTAL POINTS
Points Possible
7
9
7
5
6
7
7
7
7
7
5
10
16
100
Points Earned
21st Century Learning Expectations:
•
Students will read, comprehend, and analyze information effectively.
•
Students will communicate effectively in written, oral, and visual forms.
Objective: Student communicates effectively in written form.
Exemplary (4)
Proficient (3)
Developing (2)
Beginning (1)
The student’s writing
The student’s writing
The student’s writing
The student’s writing
consistently includes
often includes
seldom includes
rarely includes
thoughtful ideas and is
thoughtful ideas and is
thoughtful ideas and is
thoughtful ideas and is
developed logically and developed logically and only partially developed. undeveloped.
clearly.
clearly.
Student’s writing
Student’s writing
Student’s writing
Student’s writing
demonstrates an
demonstrates an
demonstrates some
demonstrates a poor
excellent command of
acceptable command of command of the English command of the English
the English language.
the English language.
language.
language.
(mechanics)
(mechanics)
(mechanics)
(mechanics)
Objective: Demonstrates insightful comprehension of main and supporting ideas in written
pieces.
Exemplary 4
Proficient 3
Developing 2
Beginning 1
Consistently shows
Often shows insightful
Seldom shows insightful Does not show insightful
insightful
comprehension of main
comprehension of main
comprehension of main
comprehension of main
and supporting ideas in
and supporting ideas in
and supporting ideas in
and supporting ideas in
written pieces
written pieces
written pieces
written pieces
Objective: Critically analyzes material for supporting evidence.
Exemplary 4
Proficient 3
Developing 2
Beginning 1
Consistently critically
Often critically analyzes Seldom critically
Does not critically
analyzes material for
material for supporting
analyzes material for
analyze material for
supporting evidence
evidence
supporting evidence
supporting evidence
Name ________________________________________ Date _____________ Block ___
Rubric for First Draft (WRITING GRADE)
Component
Includes title page properly formatted
Includes final thesis and final outline page
Completion of Roman numerals II and III
Each idea is supported with quotations/evidence from secondary sources
and/or primary source
Each quotation is woven into the text of the paper (introduced by
commenting on its relevance or context)
Each quotation is evaluated/analyzed (explained) and tied to subtopic/thesis
Does not use more than (approx) 3 references to one source in a row
Adjusts tense, punctuation, and capitalization of quoted material to
conform with grammar of text. Uses brackets around changes made from
direct quotations.
Draft is double spaced
Draft includes all parenthetical citations formatted correctly
Includes complete Works Cited page formatted correctly (includes primary
source and all secondary sources used)
21st Century Expectations
TOTAL POINTS
Points Possible
2
3
10
10
15
15
4
7
2
8
8
16
100
Points Earned
21st Century Learning Expectations:
•
Students will read, comprehend, and analyze information effectively.
•
Students will communicate effectively in written, oral, and visual forms.
Objective: Student communicates effectively in written form.
Exemplary (4)
Proficient (3)
Developing (2)
Beginning (1)
The student’s writing
The student’s writing
The student’s writing
The student’s writing
consistently includes
often includes
seldom includes
rarely includes
thoughtful ideas and is
thoughtful ideas and is
thoughtful ideas and is
thoughtful ideas and is
developed logically and developed logically and only partially developed. undeveloped.
clearly.
clearly.
Student’s writing
Student’s writing
Student’s writing
Student’s writing
demonstrates an
demonstrates an
demonstrates some
demonstrates a poor
excellent command of
acceptable command of command of the English command of the English
the English language.
the English language.
language.
language.
(mechanics)
(mechanics)
(mechanics)
(mechanics)
Objective: Demonstrates insightful comprehension of main and supporting ideas in written
pieces.
Exemplary 4
Proficient 3
Developing 2
Beginning 1
Consistently shows
Often shows insightful
Seldom shows insightful Does not show insightful
insightful
comprehension of main
comprehension of main
comprehension of main
comprehension of main
and supporting ideas in
and supporting ideas in
and supporting ideas in
and supporting ideas in
written pieces
written pieces
written pieces
written pieces
Objective: Critically analyzes material for supporting evidence.
Exemplary 4
Proficient 3
Developing 2
Beginning 1
Consistently critically
Often critically analyzes Seldom critically
Does not critically
analyzes material for
material for supporting
analyzes material for
analyze material for
supporting evidence
evidence
supporting evidence
supporting evidence
Name ________________________________________ Date _____________ Block ___
Rubric for FINAL PAPER (50% of Third Quarter Grade)
Component
Includes title page properly formatted
Includes final thesis and final outline page corresponding to the format of
your final paper
Introduction includes T-A-G, brief plot summary, and thesis statement
Conclusion draws your paper to a satisfying close; includes re-statement of
thesis, main ideas, “SO WHAT”
Each idea is supported with quotations/evidence from secondary sources
and/or primary source
Each quotation is woven into the text of the paper (introduced by
commenting on its relevance or context)
Each quotation is evaluated/analyzed (explained) and tied to subtopic/thesis
Does not use more than (approx) 3 references to one source in a row
Adjusts tense, punctuation, and capitalization of quoted material to
conform with grammar of text. Uses brackets around changes made from
direct quotations. Entire paper written in PRESENT TENSE and DOUBLE
SPACED.
Final includes all parenthetical citations formatted correctly
Includes complete Works Cited page formatted correctly (includes primary
source and all secondary sources used)
21st Century Expectations *on back
**TOTAL POINTS**
Points Possible
2
5
5
5
10
15
15
4
7
8
8
16
100
Points Earned
21st Century Learning Expectations:
•
Students will read, comprehend, and analyze information effectively.
•
Students will communicate effectively in written, oral, and visual forms.
Objective: Student communicates effectively in written form.
Exemplary (4)
Proficient (3)
Developing (2)
The student’s writing
The student’s writing
The student’s writing
consistently includes
often includes thoughtful
seldom includes
thoughtful ideas and is
ideas and is developed
thoughtful ideas and is
developed logically and
logically and clearly.
only partially developed.
clearly.
Student’s writing
Student’s writing
Student’s writing
demonstrates an excellent
demonstrates an
demonstrates some
command of the English
acceptable command of
command of the English
language.
the English language.
language.
(mechanics; paper uses 1” (mechanics; paper uses 1” (mechanics; paper uses 1”
margins, Times New
margins, Times New
margins, Times New
Roman size 12, page
Roman size 12, page
Roman size 12, page
numbers on the body of
numbers on the body of
numbers on the body of
the paper and Works
the paper and Works
the paper and Works
Cited)
Cited)
Cited)
Beginning (1)
The student’s writing
rarely includes thoughtful
ideas and is undeveloped.
Student’s writing
demonstrates a poor
command of the English
language.
(mechanics; paper uses 1”
margins, Times New
Roman size 12, page
numbers on the body of
the paper and Works
Cited)
Objective: Demonstrates insightful comprehension of main and supporting ideas in written pieces.
Exemplary 4
Proficient 3
Developing 2
Beginning 1
Consistently shows
Often shows insightful
Seldom shows insightful
Does not show
insightful
comprehension of main and
comprehension of main and
insightful
comprehension of main supporting ideas in written
supporting ideas in written
comprehension of main
and supporting ideas in pieces
pieces
and supporting ideas in
written pieces
written pieces
Objective: Critically analyzes material for supporting evidence.
Exemplary 4
Proficient 3
Developing 2
Consistently critically Often critically analyzes material Seldom critically analyzes
analyzes material for
for supporting evidence
material for supporting
supporting evidence
evidence
Beginning 1
Does not critically
analyze material for
supporting evidence