A G u i d e f o r th e
R es e ar c h P r oc es s
&
th e R e s e a r c h P a p e r
“Research means that you don’t know,
but you are willing to find out”
–Charles F. Kettering
Canal Winchester High School
Created by:
Ms. Shari Phillips, CWHS Media Specialist
&
CWHS English Department
“If we knew what we were doing, it wouldn’t be called
research.” –Albert Einstein
Table of Contents
The Writing Process
3
What is a Research Paper?
4
Plagiarism
Getting Started in Research
Research Steps: In-Depth
Step One: Topic
Step Two: Pre-Writing
Step Three: Source Cards
Sample Source Cards
Step Four: Thesis or Purpose Statement
Audience and Purpose
Step Five: Note Cards
Sample Note Cards
Step Six: Drafting an Outline
Sample Hybrid Outline
Sample Phrase Outline
Step Seven: Rough Draft
Parenthetical Documentation
Long Quotations
Sample Rough Draft
Sample Works Cited
Step Eight: Revision
Step Nine: Proofread
Step Ten: Publishing and Final Draft
MLA Checklist
Compiling Your Works Cited Page
5-6
7
8-32
8
8
8-15
8-15
15
15
16-18
16-18
18-19
20-21
22-23
24-27
24-25
26-27
28-29
30
31
31
31-32
31
32
Works Cited
33
Index
34
Revised Edition © 2010-2011 School Year
2
The Writing Process
Pre-writing- A means of generating ideas for any type of writing. Even though the word is
pre-writing, it may or may not involve some type of writing. When generating ideas, it is
important to include all ideas generated and go back and limit ideas later. Some methods of
pre-writing include:
Brainstorming- Focused thinking or discussion of a topic.
Free writing- Start writing on a topic to see what you know. Do not stop to think about
what you are writing. Just write continuously for about 10 minutes.
Listing- List ideas to help you generate topics or sub-topics. This is a good thing to do
before webbing or clustering.
Webbing- Start with general topic and web ideas that come to mind.
Clustering- A bit more organized than webbing, when clustering, related ideas are
chunked together in clustered webs stemming from one main idea.
Outlining- More of an organizational tool, outlining can help a writer see relationships
between ideas and subtopics within more general topics.
Other Graphic Organizers- Venn Diagrams, Sequence Chains, Flow Charts, etc.
Drafting- Writing in a deliberate, organized manner. Drafting is the actual composing of a
paper and may go through several stages from rough to final.
Revising- Re-thinking a written draft. When revising, major changes are made in a paper’s
organization, structure and wording. This may occur several times during the writing process.
The following is a good reminder of revision strategies:
• Add sentences, paragraphs, explanations, details
• Remove wordy, irrelevant or redundant information
• Move sentences, paragraphs, and words to make the paper flow
• Substitute words and phrases to be more specific and stylistically interesting
Editing- Polishing writing to prepare for publication. In this stage, a piece of writing is
examined for surface mistakes such as spelling, grammar and minor mechanical errors.
Sometimes during this part of the process, the need for further revision arises as well. The
following is suggested for editing:
•
•
Read your paper aloud to yourself. By actually hearing what you wrote instead of just
listening silently in your head, you can catch mistakes you might otherwise pass over.
Have someone read your paper to you. Make note of places where they stumble or
seem confused and adjust as necessary.
Publishing- Presentation of the final draft of writing. Publishing does not have to be a formal
printing and distribution. This can be handing a paper in for a grade or presenting it to the
class.
3
What Is A Research Paper?
A research paper IS NOT:
• A report
• Creative Writing
• A list of what sources say about a topic
• A Summary
A research paper WILL:
• Present factual information about an interesting topic.
• State and develop a thesis statement.
• Prove a thesis statement with evidence gathered during research.
• Bring together information from a variety of sources.
• Credit sources for ideas, quotations, and information.
• Stick to facts and present evidence.
• Have a clear beginning, middle, and end that make conclusions based on what you
learned.
What Is Plagiarism?
• Plagiarism is defined as:
− “The act of taking and using the ideas or writing of another as one’s own.”
• Plagiarism is:
− A form of stealing.
− Considered a serious offense.
− Grounds for receiving a failing grade or being asked to leave a college or
university.
Avoid Plagiarism by…
• Giving credit where credit is due.
• Citing all sources.
• Using parenthetical citations.
• Doing a complete “Works Cited” page.
Important Points to Remember:
• Using quotation marks is NOT enough to avoid plagiarism.
• Changing words around is NOT enough to avoid plagiarism.
• Doing a “Works Cited” page is NOT all there is to avoiding plagiarism.
See examples of acceptable and unacceptable uses of information on the following two
pages.
4
Examples of Plagiarism
Example One:
Original source:
• “They visited some two dozen sites including al-Muthanna, where Iraq once produced
chemical weapons agents.”
-
Source: McGeary, Allan. “Weapons of Mass Destruction.” Time. 13 February
2003: p. 27.
Student Version A (Unacceptable):
• Weapons inspectors visited many sites like al-Muthanna, where chemical
weapons were made by Iraq.
-
This is an example of plagiarism because the words were changed, but the idea
remains the same. Credit must still be given to show where the idea originated.
Student Version B (Acceptable):
• Weapons inspectors visited many sites like al-Muthanna, where chemical
weapons were made by Iraq (McGeary 27).
Example Two:
Original source:
• Despite the growth of these new technologies and the importance of the mass media
in our lives, our schools have failed to do anything in the way of developing a
systematic curriculum aimed at helping students to understand the form, content,
ownership, and organization of the mass media.
Source: Considine, David M. “Visual Literacy and the Curriculum: More to It
Than Meets the Eye.” Language Arts 64. 1987.
Student Version A (Unacceptable):
• Despite new technology that makes the mass media important in our lives, the schools
have failed to develop systematic curriculum aimed at helping students to understand
television. In fact, schools operate as though print were the main means of
communication in our culture. But young people have a high-tech, visual sense of
communication.
5
-
The piece of writing on the previous page is a clear example of plagiarism.
Material stolen without documentation is obvious. The writer has simply
borrowed from the original source, even to the point of retaining the essential
wording. No documentation was provided which implies to the reader that these
sentences are an original creation when, actually, nothing belongs to the writer.
Student Version B (Acceptable):
• Modern communication technology is here to stay and cannot be ignored. We live in
the information age, bombarded by television and radio in our homes and automobiles,
annoyed by ringing telephones, and infatuated by computers and their modems. David
Considdine sees the conflict as chalkboards and talking by teachers versus an
environment of electronic marvels (635). He argues, “While schools continue to
operate as though print were the main means of communication in our culture, an
increasingly high-tech society requires a new definition of literacy that encompasses
visual, computer, and media literacy” (619).
6
Getting Started in Research
The research process is recursive rather than linear; that means that you, as the writer, will
frequently jump back to the previous step before moving ahead to the next. The following is a
basic overview of what research-based writing involves:
Step One: Choosing a Topic
A topic is a general subject or area that you must further define before actually beginning the
research.
Step Two: Pre-writing
Formulate a list of things you want to know about your topic. Your paper cannot be a report;
you must have things to prove about the topic.
Step Three: Source Cards
Once you have a restricted topic, you may begin purposeful reading about your subject. As
you read, develop a separate source card for each source that you use. Consider nontraditional resources such as interviews and site visits.
Step Four: Thesis or Purpose Statement
As you read, refine your focus by improving your thesis or purpose statement.
Step Five: Note Cards
As you read, take notes on 3X5 inch index cards. Make certain that you indicate the source
and page of each note that you take and that each card has a keyword.
Step Six: Outline
After you have finished your note cards, begin your outline. This will allow you to see gaps in
your research or undeveloped ideas before you begin the rough draft. If you need to create
more note cards, this is a good time to do so.
Step Seven: Rough Draft
Draft your paper, including all documentation as well as an introduction and conclusion. The
length of the introduction and conclusion is proportional to the length of your paper. In a
paper that is 5-6 pages, the introduction may be two paragraphs and the conclusion may be
one; in a longer paper, both the introduction and the conclusion would be expanded.
Step Eight: Revision
Examine your paper closely to see where you need additional research. Refine your thesis
and reorganize your ideas as needed.
Step Nine: Proofread
Your final draft must be error-free in terms of sentence structure, word choice, mechanics,
and spelling.
Step Ten: Publishing/Final Draft
Your final draft should be a precise representation of your research efforts. It should appear
in proper MLA format with parenthetical documentation and a Works Cited Page.
7
Research Steps: In-Depth
Step One: Topic
Choose a topic that meets criteria specified by the teacher.
Step Two: Pre-writing
Formulate a list of things you want or need to know about your topic. Use a pre-writing
strategy, such as brainstorming, listing, webbing, clustering, or outlining that allows you to
identify questions that you want to answer when doing research. Remember, when
generating ideas it is important to include as many as possible so that you will be able to limit
them later.
Step Three: Source Cards
Use relevant, reliable sources from which you can learn valuable information about your
topic. Keep in mind that though the Internet is easy and convenient, it is not always reliable.
You may want to look for reliable sources at:
-
Library Media Centers
Databases (www.infohio.org)
Multi-media
Internet
Television and videos
Use the following examples to create your source cards using proper MLA format:
Source Card
This is the index card you fill out as soon as you pick up a source. It is where you will record
all the bibliographic information for a source so that you will have it when you do your Works
Cited Page.
Once source cards are
completed, alphabetize
and number them.
Source 1
If a source is from a
library, you must put the
Call # so you can find the
book later.
Call Number
Bibliographic Information
You will use the MLA Format
Example Pages to gather the
necessary bibliographic
information from a source to
create a correct citation. You
want author, title, publishing
details, copyright date, etc.
Type of Source
What kind of source is
it? Book, magazine,
Internet, etc. ?
8
MLA Format Source Card Examples
Many times you will not have all of the information specified below, so you will simply use
what is available.
Book by one author:
Author's Name. (Last Name, First Name) Title of Book. Place of Publication:
Publishing Company, Copyright date.
Source 1
920
FRI
Friedman, Ina. The Other Victims: First Person
Stories of Non-Jews Persecuted by the
Nazis. Boston: Houghton Mifflin Company,
1990.
Example of a
source card
for a book.
Book
Book with two authors:
Authors’ Names. (Last Name, First Name for the first author and First and Last Name of
second author) Title of Book. Place of Publication: Publishing Company, Copyright
date.
Source 2
363.5
SCH
Scholes, Robert, and Eric S. Rabkin. Science
Fiction: History, Science, and Vision. New
York: Oxford, 1977.
Example of a
source card
for a book
with more
than one
author.
Book
Book with more than two authors:
First Author’s Name (Last Name, First Name) followed by et al. Title of Book. Place of
Publication: Publishing Company, Copyright date.
Source 3
363.5
SCH
Scholes, Robert et al. Science Fiction: History,
Science, and Vision. New York: Oxford,
1977.
Example of a
source card
for a book
with more
than two
authors.
Book
9
Book with an author and an editor:
Author. (Last Name, First Name) Title of Book. Editor. Place of Publication: Publishing
Company, Copyright date.
Source 4
363.5
PLA
Plath, Sylvia. The Collected Poems. Ed. Ted
Hughes. New York: Harper, 1981.
Example of a
source card
for a book
with an
author and
an editor.
Book
Book with an Editor:
Editor Name, (Last Name, First Name) followed by ed. to indicate editorship. Title of Book.
Place of Publication: Publishing Company, Copyright date.
Source 5
425.9
GAM
Gammond, Peter, ed. The Oxford Companion to
Popular Music. New York: Oxford UP, 1991.
Example of a
source card
for a book
with just an
editor.
Book
Web Site:
Name of the author or editor or compiler. (Last Name, First Name) “Title of specific article
used from within website.” Website title. Date of publication or latest update, whichever
is most recent. Name of any institution or organization sponsoring or publishing the
web site. Date you accessed the source (starting with the day then the month and
year).
Source 6
Mead, Rodney. “Food Composition”. Food and
Nutrition Information Center. 11 Nov. 2003.
Agriculture Network. 8 Jan. 2004.
Example of a
source card
for an Internet
source.
Internet
10
Web Site:
Name of the author or editor or compiler. (Last Name, First Name) “Title of specific article
used from within website.” Website title. Date of publication or latest update, whichever
is most recent (if there is no publication date, put n.d.). Name of any institution or
organization sponsoring or publishing the web site (if there is not a company listed,
use n.p.). Date you accessed the source (starting with the day then the month and
year).
Source 6
“Food Composition”. Food and Nutrition Information
Center. n. d. n.p. 8 Jan. 2004.
Example of a
source card for
an Internet
source, missing
necessary
information.
Internet
Unsigned Article in an Encyclopedia (Use for a traditional encyclopedia, like World
Book)
"Title of Article." Title of Book. Edition number followed by ed. to indicate it’s the edition
number. Copyright date.
Source 7
R
031
WOR
“Holocaust.” World Book Encyclopedia. 2004 ed.
2004.
Example of a
source card for
an encyclopedia
article without
an author.
Encyclopedia
Signed Article in an Encyclopedia (Use for a traditional encyclopedia, like World Book)
Author. (Last Name, First Name) "Title of Article." Title of Book. Edition number followed by
ed. to indicate it’s the edition number. Copyright date.
Source 8
R
031
WOR
Haverdink, William H. “Engine.” World Book
Encyclopedia. 4th ed. 2004.
Example of a
source card for
an
encyclopedia
with an author.
Encyclopedia
11
Article from an anthology or compilation (like Current Biography or Contemporary
Authors)
Editor. (Last Name, First Name) "Title of Article." Title of Book. City of Publication:
Publishing Company, Copyright date.
Source 9
R
920.03
CUR
Moritz, Charles. Ed. “Lombardo, Guy.” Current
Biography 1975. New York: H.W. Wilson
Co., 1976.
Example of a
source card
for an article
in an
anthology.
Anthology
Article from a book with articles written by different authors (like Taking Sides or
Opposing Viewpoints)
Author of article. (Last Name, First Name) "Title of Article." Title of Book. Name of Editor,
proceeded by Ed. to indicate editorship. (Editor’s name appears in standard order).
City
of Publication: Publishing Company, Copyright date.
Source 10
R
361.4
TAK
Olson, Robert K. “Does Wilderness Have Intrinsic
Value.” Taking Sides on Controversial
Issues in Society. Ed. Theodore D.
Goldfarb. New York: Dushkin Publishers,
1993.
Example of
source card for
book with
articles written
by different
authors.
Book
Magazine or Newspaper Article
Author's name (Last Name, First Name). "Title of Article." Title of Magazine. Publication date:
(starting with the day then the month and year) Page numbers of article.
Source 11
Sinclair, Stephanie. “A Year at War.” People
Weekly. 22 March 2004: p. 99.
Example of a
source card for
a magazine
article.
Magazine
12
Magazine or Newspaper Article with an Anonymous Author
"Title of article." Title of magazine. Publication date: (starting with the day then the month
and year) Page numbers of article.
Source 12
“A Year at War.” People Weekly. 22 March 2004:
pp.99-102.
Example of a
source card for
a magazine
article with an
anonymous
author.
Magazine
E-Mail Communication
Name of the Writer. (Last name, First Name) “Title of the message taken from the subject line
of the email.” Description of the e-mail which includes the recipient. Date. (starting
with the day then the month and year)
Source 13
Belsky, Kristine. “Re: Birth Certificate.” E-mail to
Danielle Hvala. 15 May 2005.
Example of a
source card
for an e-mail
source card.
E-Mail
Video
Title. Director. Distributing Company. Year of Release.
Source 14
VT
940.5318
HOL
•
•
The
• Holocaust: In Memory of Millions. Dir.
Jonathan Ward. Discovery Channel. 1994.
•
•
•
Video
•
Example of a
source card
for a video.
13
Television or Radio Program
“Title of the episode or segment.” Title of the program. Title of the series, if any. Name
of the network. Call letters and city of the local station, if any. Broadcast date. (starting
with the day then the month and year)
Source 15
Example of a
source card
for a
television or
radio
program.
“The Ultimate Road Trip: Traveling in
Cyberspace.” 48 Hours. CBS. WBBM,
Chicago. 13 Apr.1995.
Television Program
Personal Interview
Name of the person interviewed. (Last Name First) Type of Interview. Date or dates the
interview was conducted. (starting with the day then the month and year)
Source 16
Welsh, Stephanie. Personal Interview. 22 July
2005.
Example of a
source card
for an
interview.
Interview
Map or Chart
Author. “Article Title.”, in Name of Database Used, address of database,
Source 16
Athens Ohio. Map. Chadwick Publishers, 2004.
Example of a
source card
for a map or
chart.
Map
14
Online Database found on InfOhio (AccessScience, Biography Reference Bank,
WorldBook Encyclopedia, etc.)
Author’s Name. (Last Name, First Name) “Article Title.” Copyright date. Name of Database.
Access Type. Date you accessed the source (starting with the day then the month and
year).
Source 17
Walters, Bock. "Blood Vessels." 2004.
AccessScience. Web. April 10, 2000.
5 April 2006.
Example of a
source card
for an online
database.
Database
Step Four: Thesis or Purpose Statement
Guidelines:
•
•
•
•
•
A thesis is a single declarative sentence; it is not a question. If you have phrased your
restricted topic as a question, your thesis is a one-sentence answer to the question.
The thesis will direct your entire paper. It will provide focus.
A thesis contains the subject of the paper and the writer’s attitude or focus toward that
topic.
A thesis controls the direction of the paper through a method of development. All
information in the paper must contribute to the thesis.
Do not state conclusions in your thesis.
Do not inject doubt into your thesis by using words such as “probably,” “might,” “I
think,” etc.
Example Thesis Statement:
Students who wish to write successful research papers must know as much as possible
about library resources and must be knowledgeable about finding useful Internet sources.
Audience and Purpose
Before beginning to write your paper, you must decide on audience and purpose. Audiences
vary in what they need to know or want to know. For an audience that knows little about your
subject, you must define terms and provide background information; for a more informed or
more technical audience you could skip the background and begin with details.
The purpose affects the details that you include in your paper. It controls the direction of your
paper and the way in which you express your ideas.
15
Step Five: Note Cards
As you research, you will record notes on 3x5 index cards from the sources used. Each of
your note cards will correspond with a source card, completed in step three. It is important to
remember that each note card should contain only one fact or idea.
Your note cards will have the following parts (See example on the following page for format):
• Keyword (upper left hand corner)-indicates how the note card fits into your outline
• Author’s Last Name and Source Card Number (upper right hand corner)-ensures that
you can properly credit the source
• Notes (middle of the card)
• Type of method used (lower left hand corner)-See the explanation of each method
below.
• Page number of information (lower right hand corner)
Keyword
Romanians
Notes -Remember,
notes should be only
one critical fact or
piece of information.
Author and corresponding
source card number.
Friedman 2
Considered scapegoats too, like the Jews were,
because they were outsiders and didn’t speak
the same language.
S
8
Page where
information
was found.
If there is no page number
(when using an Internet
resource, for example), you will
put n. pag., which stands for
no pagination.
Method-in this case it is a summary.
When you take notes, you can quote directly, summarize, or paraphrase. Sometimes, a
single source contains a great deal of information that relates to your topic. When this
happens, you might have different kinds of notes from the same source
You will use one of the following note-taking methods:
• Summary (S)-record the general idea of large amounts of material.
• Paraphrase (P)-restate material in your own words.
• Direct Quotation (DQ)-copy material exactly as it appears in the source, enclosing it in
quotation marks.
Summary: A summary note includes only the main ideas and the most important supporting
ideas. Shorter than the original material, it allows you to save space. Write the note in your
own words and sentence structure. Most of your notes will be summary notes.
16
Twain’s themes
Dixon 9
The Adventures of Huckleberry Finn is Mark Twain’s greatest work, but some
people still object to its view of slavery and racial issues.
S
104
Paraphrase: A paraphrase note includes most of the author’s ideas, not just the main ones.
Like the summary note, it’s written in your own words. You paraphrase to simplify the material
you have read. Begin by identifying the writer whose words you are paraphrasing.
Cartoons and live action
Travers 10
Peter Travers claims that Disney has always done well in combining cartoons and
live action. Animators for Who Framed Roger Rabbit have done even better this
\
time. Live action and animation fit together perfectly to create a fun and exciting
film.
P
11
Direct Quotation: If the author has an especially good way of saying something, you may
want to quote him or her directly. Be sure to copy the author’s exact words, using the same
capitalization and punctuation marks. To avoid plagiarism, put quotation marks at the
beginning and end of any quoted material.
Evil
Smith 11
“In his novel Lord of the Flies, Golding reveals man’s inner most struggle with evil.”
Paraphrase and Summary: Further Explanation
DQ
67
To paraphrase, rewrite a passage in your own words. Your paraphrase should be about as
long as the original passage. To summarize, express the main idea of a passage in your own
words, leaving out details. A summary is about one-third as long as the original. Study the
examples below:
Original Source:
The Adventures of Huckleberry Finn, published in the United States in 1885, is
considered Mark Twain’s greatest work. This story of two runaways-Huck Finn and the slave
Jim-has created great controversy. The Concord, Massachusetts Public Library banned the
book because of Huck’s unrefined behavior and ungrammatical language. Nowadays the
17
book’s seeming acceptance of slavery and its use of racial stereotyping continue to make it
objectionable reading for some people.
Donald Dixon, from Mark Twain and His Critic
Paraphrase:
According to Donald Dixon, Mark Twain’s greatest work is The Adventures of
Huckleberry Finn. It was published in the United States in 1885 and is about Huck and the
slave Jim. The book was banned from the Concord, Massachusetts, library because of the
way Huck behaved and talked. Today some people still object to the novel because it seems
to accept slavery and racism (132).
Summary:
The Adventures of Huckleberry Finn is Mark Twain’s greatest work, but some people
still object to its view of slavery and racial issues (Dixon 132).
Step Six: Drafting an Outline
Using an outline can help you organize your material and can also help you discover
connections between pieces of information that you were not aware of when you first
conceived the plan of your paper. It can also make you aware of material that is not really
relevant to the purposes of your paper or material that you have covered before and should
therefore be removed. Consider it a map of where you want your paper to go.
There are two different types of outlines:
• Phrase Outline
• Sentence Outline
o A teacher may also assign and explain hot to create an outline using a
combination of these types, as demonstrated with the hybrid model shown in
this manual.
An outline should enhance the organization and coherence of your research paper. Material
that is not relevant to the purpose of your paper as revealed in your outline should be
removed from the paper; if portions of your outline seem vague in comparison to others, more
research may be required to create a sense of balance in your argument and presentation.
In a phrase outline, all you need to do is to look at the titles on your note cards and separate
them into piles in accordance with the chronology of the events. Only the first word in each
entry is capitalized unless the word is a proper noun or pronoun. It must be presented in the
Modern Language Association (MLA) format, with spacing to be determined by the teacher.
Outlines can be organized according to your purposes. The MLA Handbook suggests the
following for labeling parts of an outline:
18
I.
A.
1.
a.
(1)
(a)
(b)
(2)
b.
2.
B.
II.
Logic requires that if you have an “A” in your paper, you need to have a “B”; and a “ 1”
requires a “2”.
See sample outlines on the following pages.
The following examples are actual outlines used by a former freshman. The examples include
portions of a hybrid, or combined, outline and a phrase outline. The work has been
condensed to save space in this handbook, but each should be double spaced. This model
is designed to give you a very detailed idea of what your work should look like from one step
of the research process to the next.
THIS EXAMPLE IS SINGLE SPACED. YOUR COPY NEEDS TO BE DOUBLE SPACED.
19
Smith 1
Hybrid Outline Example
This example is SINGLE spaced. Your copy needs to be DOUBLE spaced.
Jane Smith
Mrs. Teacher
CP/Honors English, Pd. 1
15 March 2010
Person: John Dillinger
Thesis Statement: Although he robbed banks, broke out of jail, and was named Public
Enemy No. 1, John Dillinger was a gentleman who people looked to as a hero and celebrity.
I. Introduction
A. Attention Grabber
B. Thesis Statement
II. Birth and Early Life
A. John Dillinger was born in Indianapolis, Indiana on June 22, 1903 (Helmer 204).
B. Mother died when he was three years old, father remarried when he was nine.
(MacNee 133).
C. Considered good kid by neighbors (MacNee 133)
1. Liked to play baseball.
2.Sometimes worked in his father’s store.
D. Started to hang around the wrong crowd (Bio n.pag.)
1.When Dillinger was a teenager, his father decided to move their family to
a farm in Mooresville, thinking rural life would settle his son down (Federal
Bureau n. pag.).
2. “The young Dillinger was never too far away from trouble and even led a
neighborhood youth gang called ‘The Dirty Dozen’” (Bio n.pag.).
3. Dillinger found himself in court for the first time when he was twelve
years old. He was caught stealing coal (MacNee 134).
III. First Criminal Offenses
A. Navy
1. Joined Navy to avoid consequences of stealing a car (MacNee 134)
2. Deserted five months later (MacNee 134)
B. Marriage and Divorce
C. First Robbery
1. Dillinger and his friend, Ed Singleton robbed a store in Mooresville
because they both needed money (Federal Bureau n.pag.).
2. Dillinger confessed and was given ten to twenty year sentence (MacNee
136).
3. Met Harry Pierpont, who was later part of the Dillinger Gang (MacNee
136).
D. Many people think the harsh jail sentence made Dillinger a bitter man (MacNee
136).
E. Parole
1. On parole, Dillinger immediately robbed a bank in Lima, Ohio, and was
put in jail there to await trial (Federal Bureau n.pag.).
20
Smith 2
2. Harry Pierpont and many others that would become part of the Dillinger
Gang came and broke Dillinger out of jail, killing a sheriff in the process
(Federal Bureau n.pag.).
III. Crime Spree
A. After escaping from the Lima jail, Dillinger and his gang started robbing banks and
police arsenals (Federal Bureau n.pag.).
1. “He was very good at staying one step ahead of the law, or when they
were able to catch up, to take another, often dramatic step” (Bondi 269).
2. Fast-Paced Robberies
a. One of the gang members would often stand in the doorway and
time the other robbers (Bondi 269).
b. Dillinger was known for being athletic. He often jumped over the
counter in a single leap (MacNee 137).
B. Crown Point Jail
1. Dillinger and his gang were arrested in Tucson, Arizona. Dillinger was
arrested for killing a police officer in East Chicago, Indiana (Federal
Bureau n.pag.).
2.Taken to Crown Point, Indiana which was home of an “escape-proof jail”
(Helmer 204)
3. Escaped with a supposed carved wooden pistol and stole the sheriff’s
car (Helmer 204)
C. Plastic Surgery
IV. Death
A. Anna Sage, also known as the “Woman in Red,” was the one who betrayed
Dillinger (Peterson 104).
B. Sage told FBI agents she would wear an orange skirt, which looked red under the
marquee lights, so she could be easily identified (Peterson 104).
C. Dillinger, Sage, and Polly Hamilton went to see Manhattan Melodrama. Dillinger
was shot when he walked out of the Biograph Theater around 10:40 p.m. (MacNee
142).
D. Died July 22, 1934
E. Once Dillinger was dead, people tried to gather anything they could get from him.
Some even dipped their handkerchiefs in his blood.
V. Celebrity
A. John Dillinger may have done many horrible things, but people still loved him.
B. “Gentleman Johnnie” (MacNee 133)
C. Was considered a “Robin Hood” (Peterson 104).
D. Thousands of people visited his body at the morgue and funeral home (Peterson
104).
VI. Conclusion
A. Restate thesis statement
B. Closing sentence
21
Smith 1
Phrase Outline Example
This example is SINGLE spaced. Your copy needs to be DOUBLE spaced.
Jane Smith
Mrs. Teacher
CP/Honors English, Pd. 1
15 March 2010
Person: John Dillinger
Thesis Statement: Although he robbed banks, broke out of jail, and was named Public
Enemy No. 1, John Dillinger was a gentleman who people looked to as a hero and celebrity.
I. Introduction
A. Attention Grabber
B. Thesis Statement
II. Birth and Early Life
A. Birth: born in Indianapolis, Indiana on June 22, 1903 (Helmer 204)
B. Mother died when he was three, father remarried when he was nine (MacNee 133)
C. Considered good kid by neighbors (MacNee 133)
1. Liked to play baseball
2.Sometimes worked in his father’s store
D. Wrong crowd (Bio.n.pag.)
1. Teenager: moved with father to a farm in Mooresville, to get away (Federal
Bureau n.pag.)
2. Never too far away from trouble and even led a neighborhood youth gang
called ‘The Dirty Dozen’” (Bio.n.pag.)
3. Ended up in court for the first time when he was twelve (MacNee 134)
III. First Criminal Offenses
A. Navy
1. Joined Navy to avoid consequences of stealing a car (MacNee 134)
2. Deserted five months later (MacNee 134)
B. Marriage and Divorce
C. First Robbery
1. Robbed a store with friend in Mooresville for the money (Federal Bureau
n.pag.)
2. Confessed and was given ten to twenty year sentence (MacNee 136)
3. Met Harry Pierpont, who was later part of the Dillinger Gang (MacNee 136)
D. Harsh jail sentence made Dillinger a bitter man (MacNee 136)
E. Parole
1. Immediately robbed a bank in Lima, Ohio, and was rearrested (Federal
Bureau n.pag.)
2. Harry Pierpont and the Dillinger Gang came and broke Dillinger out of jail,
killing a sheriff in the process (Federal Bureau n.pag.)
III. Crime Spree
A. After escaping from the Lima jail, Dillinger and his gang started robbing banks
(Federal Bureau n.pag.)
22
Smith 2
1. “He was very good at staying one step ahead of the law, or when they
were able to catch up, to take another, often dramatic step” (Bondi 269).
2. Fast-Paced Robberies
a. Often used a lookout while robbing banks (Bondi 269)
b. He was athletic and jumped over the counters (MacNee 137)
B. Crown Point Jail
1. Arrested in Tucson, Arizona, for killing a police officer in East Chicago,
Indiana (Federal Bureau n.pag.)
2.Taken to Crown Point, Indiana, which was home of an “escape-proof jail”
(Helmer 204)
3. Escaped with a supposed carved wooden pistol and stole the sheriff’s
car (Helmer 204)
C. Plastic Surgery
IV. Death
A. Anna Sage, also known as the “Woman in Red,” betrayed (Peterson 104)
B. Sage told FBI agents she would wear an orange skirt, which looked red under the
marquee lights, so she could be easily identified (Peterson 104)
C. Went to see Manhattan Melodrama. He was shot when he walked out of the
Biograph Theater around 10:40 p.m. (MacNee 142)
D. Died July 22, 1934
E. Once Dillinger was dead, people tried to gather anything they could get from him.
Some even dipped their handkerchiefs in his blood.
V. Celebrity
A. John Dillinger may have done many horrible things, but people still loved him.
B. “Gentleman Johnnie” (MacNee 133)
C. Was considered a “Robin Hood” (Peterson 104)
D. Thousands of people visited his body at the morgue and funeral home (Peterson
104)
VI. Conclusion
A. Restate thesis statement
B. Closing sentence
23
Step Seven: Rough Draft
After organizing your notes into outline format, you will write a rough draft of your paper which
allows you to organize your ideas before handing in a final copy; do not expect your first draft
to be the finished product. Stay focused during the writing by following your outline closely.
Your rough draft, like the final copy, must be in MLA format. Keep the following ideas in mind
as you write and type your paper:
• MLA Format-1 inch margins, double-spaced, Times New Roman font, last name and
page number in upper right hand corner of each page (header).
• MLA Format-Name, instructor’s name, class and date (starting with the day then the
month and year) in the upper left hand corner, double-spaced.
• Include a title for your paper.
• Do not use contractions.
• Do not use I or You in a research paper-third person only.
• Be aware of commonly misused words, such as there and their.
• Do not skip any extra lines between paragraphs.
• When referring to a person, use their full name or just their last name, never just their
first.
• Write out numbers up to ten (“six” rather than “6”).
Using Parenthetical Documentation in Your Paper (MLA format)
When writing your draft (and final copy), you will use parenthetical documentations (also
called parenthetical citations) to cite your sources. These will go directly in your paper
following either a sentence or paragraph where information came from an outside source.
Remember, when you use someone else’s thought or ideas, even if you change words
around, you MUST cite or give credit to that person. If you do not give credit to the source,
you are committing plagiarism.
Below are some examples of how to use parenthetical documentations when writing the text
of your paper:
One Author
Example using a paraphrase or summary:
People from the Mediterranean prefer elbow-to-shoulder distance from each other
(Morris 131).
Author
Page Number (You will get this information from your source and note cards.)
Example using a direct quotation:
The evidence states, “Artificial light reduced SAD-related depression in 87 percent of patients
within a few days” (Binkley 203-04).
Author
Page Numbers
24
OR
Author
Binkley states, “Artificial light reduced SAD-related depression in 87 percent of patients within
a few days” (203-04).
Page Numbers
Two or Three Authors
Example using a paraphrase or summary:
As children get older, they become more aware of standards for personal space (Worchel
and Cooper 536).
Author
Page Number
Example using a direct quotation:
The evidence states, “Artificial light reduced SAD-related depression in 87 percent of patients
within a few days” (Binkley and Cooper 203-04).
Authors
Page Numbers
OR
Author
Binkley and Cooper state, “Artificial light reduced SAD-related depression in 87 percent of
patients within a few days” (203-04).
Page Numbers
Three or More Authors
If a source has three or more authors, you would put only the first author listed followed by et
al.
Example using source with more than three authors:
One example of ergonomic design is a type of computer keyboard that features special
shaping and support to prevent strain on hands and wrists (Liao et al. 349).
No Author Provided
If no author is named, use the title in the parenthetical documentation. Shorten it for
your citation. The following example is from an article titled “Are You a Day or Night
Person?”
The “morning lark” and “night owl” connotations are typically used to categorize the human
extremes (“Are You” 121).
Shortened title
Page Number
25
Electronic Sources (Internet)
An electronic source uses the author’s last name and page number if they are provided.
Many times, one or both of these may not be given. When this applies, you will use what is
available. If there is no title, you will use an abbreviation of the title as your citation. If there
are no page numbers, you will use just the author’s name or the abbreviated title followed by
n.pag., to indicate that there is no pagination.
Example using electronic source:
Britannica Online states, “Walt Disney was the original founder of the Children’s Charity
Network, established in 1975 (Disney Charity”).
This example uses the name of the electronic source (Britannica Online) and then
uses an abbreviation of the article title in the parenthetical documentation (“Disney
Charity”). There may not be page numbers listed for the Internet, if not, just use the
title of the article as the above illustrates.
Including Long Quotations in your Paper (MLA Quotations)
If you want to include a quotation in your paper that is more than four lines long, set it off from
your text by beginning a new line, indenting one inch from the left margin and typing it
double-spaced, without adding quotation marks. You will put the page number for the
quotation at the end.
Example of Long Quotation:
At the conclusion of Lord of the Flies, Ralph and the other boys realize the horror of
their actions:
Their 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. (186)
If the long quotation is more than a paragraph long, indent the first line of each paragraph an
additional three spaces.
See the example on the following page.
26
Example for Long Quotations Longer than a Paragraph:
In Moll Flanders, Defoe maintains the autobiographical narration typical of the
picaresque tradition:
My true name is so well know in the records, or registers, at Newgate and in
Remember,
when there is
more than one
paragraph, you
must indent the
first line of each
an additional
three spaces.
the Old Bailey, and there are some things of such consequence still depending
there relating to my particular conduct, that it is not to be expected I should set
my name or the account of my family to this work…
It is enough to tell you, that…some of my worst comrades, who are out of the
way of doing me harm…know me by the name of Moll Flanders…(1)
The following example is an actual paper used by a former freshman. This example includes
a rough draft and a works cited page. The work has been condensed to save space in this
handbook, but each should be double spaced. This model is designed to give you a very
detailed idea of what your work should look like from one step of the research process to the
next.
THIS EXAMPLE IS SINGLE SPACED. YOUR COPY NEEDS TO BE DOUBLE SPACED.
27
Smith 1
Rough Draft Example
This example is SINGLE spaced. Your copy needs to be DOUBLE spaced.
Jane Smith
Mrs. Teacher
CP/Honors English, Pd. 1
22 March 2010
John Dillinger, Public Enemy No. 1
Many times, a good-looking, clean-cut man would walk into a bank, as pleasant as
could be, only to turn around and rob it. This man was John Dillinger, one of the most
infamous criminals of the 1930’s. Although he robbed banks, broke out of jail, and was
named Public Enemy No. 1 by the F.B.I., John Dillinger was a gentleman who people looked
to as a hero and celebrity.
Dillinger came from simple beginnings, growing up in the Midwest. He was born in
Indianapolis, Indiana on June 22, 1903 (Helmer 204). His mother died when he was three
years old, and his father remarried when he was nine (MacNee 133). His older sister took
care of him until his stepmother came into the picture (Bio n.pag.). As a young boy, many of
Dillinger’s neighbors considered him as a good kid. He loved baseball and sometimes
worked in the store that his father owned (MacNee 133). When he became a teenager
though, he started to hang around the wrong crowd (Bio n.pag.). Bio says, “The young
Dillinger was never too far away from trouble and even led a youth gang called 'The Dirty
Dozen'.” He had to make his first court appearance when he was twelve years old because
he had been caught stealing coal (MacNee 134). The young Dillinger’s rebellion caused his
father to move the family to the small town of Mooresville, thinking rural life would settle his
son (Federal Bureau n.pag.). Sadly, living in the country did nothing for John Dillinger, who
still found trouble no matter where he was.
Dillinger’s crimes were not just part of a rebellious teenage phase. As he got older, he
just got worse. Even though his father had moved his family to the country, Dillinger still
chose to commute to Indianapolis everyday to work in the city (Bio n.pag.). Later, he joined
the Navy just to avoid the consequences for stealing a car, and then deserted five months
later (MacNee 134). After retuning home, he married sixteen-year-old Beryl Ethel Hovius
(MacNee 136). Dillinger then had trouble finding a job, so he and his friend Ed Singleton
robbed a grocery store in Mooresville just to get money (Federal Bureau n.pag.). When they
were in court, Dillinger confessed that he was guilty and received ten to twenty years in
prison. Between the harsh sentence and Beryl’s choice to divorce him in 1929, Dillinger
became a very bitter man (MacNee 136).He had been denied parole many times, too but was
finally granted parole to visit his dying stepmother. While he was out of jail he went to visit his
family, but didn’t make it home before his stepmother died (Bio n.pag.). After her death,
Dillinger immediately went to Ohio and robbed a bank in Lima. He was put in the Lima jail to
await trial, and some of the men he met while in jail in Indiana came to break him out, killing a
sheriff in the process (Federal Bureau n.pag.).
After escaping from the jail in Lima, Ohio, John Dillinger and his gang started their
crime spree. They robbed banks and police arsenals throughout the Midwest (Federal
Bureau n.pag.). The gang performed very fast-paced robberies, and often had one man
stand in the doorway with a stopwatch to time the other men (Bondi 269). John Dillinger was
very athletic in his robberies too . He usually could jump over the bank counter in a single
28
Smith 2
leap (MacNee 137). Bondi says, “He was very good at staying one step ahead of the law, or
when they were able to catch up, to take another, often dramatic step,” (269). All of this
made Dillinger a hard man to catch. In Tucson, Arizona, though, his quick and clever moves
did not save him from jail . He was caught and arrested for killing a police officer earlier in
East Chicago, Indiana (Federal Bureau n.pag.). After shackling Dillinger, they sent him back
to Indiana (Bio n.pag.). His third time in jail was spent in Crown Point. The prison was
supposed to be “escape-proof,” but Dillinger escaped yet again with what he claimed was a
carved wooden pistol (Helmer 204). He stole the sheriff’s car and started to drive to the state
line, which violated a federal law and made him a fugitive of the F.B.I. (Helmer 204). He
continued to rob banks and even underwent plastic surgery, so it would be harder for the
police and F.B.I. to catch him (Peterson 104). MacNee explains, “The hunt for Dillinger, at
that time, the largest manhunt in the history of the country” (140). In fact, the F.B.I. wanted to
catch him so badly the reward for Dillinger was ten thousand dollars (Bio n.pag.). Dillinger
and his gang were almost impossible to catch which embarrassed the F.B.I and police to no
end (Peterson 104).
July 22, 1934 ended the hunt for John Dillinger. Anna Sage, a friend of Dillinger, faced
deportation, and she thought if she turned him in, she would not have to leave the country
(Helmer 204). Sage told F.B.I. agents that she, Dillinger, and another friend would be at the
movie theater that night, and that she would be wearing an orange skirt to be easily identified
(Peterson 104). The trio went to the Biograph Theater in Chicago to see Clark Gable in
Manhattan Melodrama. Around 10:40 P.M., they left the theater. Three federal agents
followed the group closely. All three fired shots, and finally Dillinger fell to the ground
(MacNee 142). Dillinger died and two bystanders were wounded from the shots. Other
people who had been standing on the sidewalk rushed around Dillinger trying to gather
anything they could get from him. Some even dipped their handkerchiefs in his blood
(MacNee 142). Dillinger was later buried in Crown Hill Cemetery in Indianapolis (Federal
Bureau n.pag.). His father had his grave reinforced with cement, so people wouldn’t steal
anything from it (MacNee 142). The F.B.I finally got the man they had been after for so long.
Later that year, the remaining members of the Dillinger gang were either caught or killed,
ending the John Dillinger era (Federal Bureau n.pag.)
Dillinger’s death did not keep him from being a celebrity. Thousands of people visited
his body at the morgue and funeral homes (Peterson 104). The public looked at him as a
hero, even after all he had done. They also cheered when they saw him in newsreels. In fact,
the people in Mooresville were so excited over Dillinger that federal agents put the town
under surveillance for a while (Bio n.pag.). People everywhere were fascinated by him.
“Dillinger liked to say that he robbed banks, not people. Known as ‘Gentleman
Johnnie,’ he was said to have been pleasant -and often flirtatious- during his many bank
robberies,” MacNee says. John Dillinger may have caused trouble for many different people
throughout his life, from his own father to the F.B.I., but he was also a gentleman, an easy
person to talk to, and one of the most famous people of his time.
This pleasant, sociable “Gentlemen Johnnie,” as so many people called him gave people in
the Great Depression era a whole new attitude towards criminals.
29
Smith 3
Works Cited Example
Works Cited
Bio. “John Dillinger Biography.” The History Channel. 12 March 2010.
<http://www.thebiographychannel.co.uk/biographies/john-dillinger.html>. Web.
Bondi, Victor. American Decades 1930-1939. Cincinnati: Gale Research Inc. 1995. Print.
Federal Bureau of Investigation. “Famous Cases John Dillinger.” U.S. Federal
Government. 8 March 2010. <http://www.fbi.gov/libref/historic/famcases/dillinger/
dillinger.htm>. Web.
Helmer, William J. “Dillinger, John Herbert.” World Book Encyclopedia. 2004. Print.
MacNee, Marie J. Outlaws, Mobsters, and Crooks. Ed. Jane Hoehner. Detroit: U.X.L.,
1998. Print.
Peterson, Linda. “John Dillinger.” Biography. February 2002. p. 104. Print.
MLA requires all sources to have
a publication marker after each
bibliographic citation. For
example, books receive the
marker “Print” and a web site
would have “Web”after the
citation.
30
Step Eight: Revision
Before turning in a final paper, you should revise for:
• Ideas
• Paper requirements
• Unity
• Coherence
• Sentences
• Paragraphs
• Word Choice
Step Nine: Proofread
Before turning in your final paper, you should proofread for:
• Spelling
• Punctuation
• Grammar
Step Ten: Publishing/Final Draft
Before turning in your final paper, you should read through again and check for any
previously missed errors with spelling, punctuation, and grammar.
You should also make sure that your paper follows your teacher’s guidelines, as well as MLA
format.
MLA Checklist:
•
•
•
•
•
•
•
•
•
Paper is required length, double spaced, and typed in Times New Roman and 12-point
font.
Paper includes a header, including your last name and page number, starting with the
outline and continuing through the Works Cited page.
Paper uses 1-inch margins at the top, bottom, and sides.
Paper uses MLA format for name, which includes: your name, instructor’s name, class
title and due date (starting with the day then the month and year); placed in the upper
left hand corner, double-spaced.
Center the title above the text. Do not underline your title or put it in quotation marks.
It should not be in all capital letters, follow the rules for capitalization.
Paper includes an outline and a Works Cited page.
Paper uses parenthetical documentation following proper MLA format.
Each paragraph is indented ½ inch (Five spaces from the left margin).
There is not extra space between paragraphs.
31
Compiling Your Works Cited Page
•
•
•
•
•
•
•
•
•
•
The Works Cited page is a bibliography of the sources you cited in your paper.
All entries are listed in alphabetical order according to the author or editor’s last name.
If there is no author or editor given, begin with the title of the work. Note that the words
“the,” “a,” and “an” are not alphabetized when they begin a title.
Do not number the entries on the “Works Cited” page.
When two books by the same author are cited, use three hyphens in the second entry
instead of the author’s last name. Alphabetize these entries according to title of the
book.
All sources cited in your paper must be included.
Place a header in the upper right hand corner with your last name and the page
number.
The title Works Cited is centered. Do not underline the title or place it in quotation
marks.
All lines are double-spaced.
Indent second and subsequent lines of entries five spaces.
32
James 5
Example Works Cited
Works Cited
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 6th ed. New
York: Modern Language Association of America, 2003. Print.
Owl Online Writing Lab. “Purdue’s Writing Lab.” 19 April 2004. Purdue
University. 9 June 204. Web.
“Researching and Writing the Research Paper.” English Composition 2. 11 June
2002. Illinois Valley Community College. 10 June 2004. Web.
MLA requires all sources to have
a publication marker after each
bibliographic citation. For
example, books receive the
marker “Print” and a web site
would have “Web”after the
citation.
33
Index
A
M
R
Audience and Purpose 15
MLA checklist 31
Research paper:
Definition 4
Revision 3, 7, 31
Rough draft 7, 24
D
N
S
Draft(ing) 3, 7, 24, 28
Direct quotation 17, 24
Note cards 16
Examples: 16-18
Source cards 8
Examples 8-15
Summary 16-18
E
O
T
Editing 3
(Also see Revision)
Outline 3, 7, 18
Phrase outline ??
Sample phrase outline 22-23
Sample hybrid outline 20-21
Thesis 4, 7,15
Topic 7, 8
F
P
W
Final draft 3, 7, 31
Paraphrase 17
Parenthetical documentation 24
Examples: 24-27
Phrase outline 22
Plagiarism
Definition 4
Examples 5-6
Pre-writing 3, 7, 8
Proofreading 7, 31
Publishing 3, 31
Works cited 32
L
Long Quotation 26-27
34