English 9 - Mr. Ubriaco

You don't have to burn books to destroy a culture.
    Just get people to stop reading them.
~ Ray Bradbury test

Writing the Research Paper Handbook

English – Grade 9

As freshmen, one of the most important writing assignments you will complete is the research paper.  You will learn many different skills that you will use throughout high school and in college.

This binder and handbook are a very important part of your project.  You must bring them to class every day we are working on the paper.  This is a valuable resource, and it also clearly outlines the various parts of the project and how you will successfully complete the research paper.

Step One- Choosing Your Travel Adventure

Due Date: April 16th

The subject of this paper is a Travel Adventure that will challenge you and help you grow.  The place can be anywhere in the universe but it has to be a place that both interests you and challenges you.  You cannot choose a place just because it sounds fun and relaxing. It has to have some depth.  I will give you some ideas of some choices to consider.  You must have 1 non-fiction book, 1 magazine or newspaper article, 1 internet source, and an interview.   You will be reading a lot of information about this place.  You will be researching the internet, the library, and you will be taking plenty of notes as well. You will be writing four to seven pages (double-spaced) explaining why you have chosen this as your Travel Adventure.

You must check with me on your subject before you begin your search.  Unfortunately, some of the places you may choose may not be suitable for a research paper of this magnitude.

Step Two – Research

Due Date: In class research ends on May 6.

There are four categories of research that you need to complete for this research paper.  They are the following: 1) a Non-Fiction Book 2) the Internet 3) Magazine or Newspaper Article 4) Interview.  You will need to complete at least one blue research note sheet for each category.  The more research you complete the easier it will be to write your paper.  You will probably have to do some research on your own time.

A.  Reading a Non-Fiction Book

            Due date: May 2nd

After you have chosen a subject that is acceptable, you will need to find a non-fiction book about the place.  This may take several forms. If you are lucky you find a book that is all about your place.  If not, you will have to find a book with a wider scope that contains your place.  For example, if you are researching Dublin but you can’t find a book on Dublin then you will have to find a book about Ireland.  If you are researching Yosemite you might have to use a book about California. You must have me check your book choice before you begin reading.

B.  Internet

            Due date: between April 16 – May 9

You will need to find at least one reliable Internet web site.  You must check with me to make sure that your internet site is reliable.  When you have found a web site and it has been approved, you will need to print it out.  Please note the size of the article.  It would be a good idea to print the parts you need instead of the whole thing.  Be sure you print the bibliographic information at the beginning of the article (especially the web address).

C.  Magazine or Newspaper Article

          Due date: between April 16 – May 9

You will need to find at least one article from a magazine or newspaper article.  It can be a current article or a primary document.  The magazine or newspaper article can be found on the internet but it will not count as your Internet source.  If you find an article from the Internet you will have to print one copy.

          D. Interview

                        Due date: by May 15

One of the required sources for this paper is an interview.  You need to find someone who has been to your place, near it, or knows a lot about it.  Ask them about their experiences.  Ask how their trip has influenced them and their view of the world.  We will go over more about this in class.

You can interview people you know personally and take notes on your conversation.  Teachers are a great place to start.  Talk to a teacher with the same background of your subject.  You could also call or email local organizations, or national and international groups for information. Think creatively about whom you could contact, do it in a timely manner, and your paper will also reap the benefits of a strong interview.

Step Three - Blue Note Sheets

The next step of your research project involves taking notes on your chosen topic.  As you proceed, keep the purpose or controlling idea of your paper in mind.  How will this Travel Adventure challenge you and spur you to grow? How will this place help you follow your passion? How will it expand your horizons, your view of the universe and your place in it?

Please remember, you are only required to write four to seven pages.  You are not rewriting a history on your place.  You are not providing information about every single thing that has occurred at this place.  You are focusing on what makes this place worth visiting according to your criteria.

Your place’s history is not a place you’ll probably want to spend a lot of time - unless you are really interested in history. What are some things you can discover about your subject that demonstrates the uniqueness of this place? These events are the only ones on which you will take notes.  For example, Paris is a place many people wish to visit.  But if you are an artist Paris is particularly an important destination.  Paris has a long history connected to the arts and it has the Louvre – arguably the most important art museum in the world.  These reasons would make Paris a more meaningful place to research for you than Cancun (if you happen to just like its beaches). 

The Blue Note Sheets are a vital part of this paper.  You will be graded on the content, quality, and quantity of your notes.  Take your time and don’t try to rush through this part of the paper.

Recap on Research

In order to write a successful research paper you need to do extensive research.  To aid in your success please follow each of the following steps:

• Use human resources: Librarians and Aides can be extremely helpful during all stages of your research.  Mrs. Derwin is extremely knowledgeable in the areas of research and they would love to help you.  So ask her!  This is also true for any library you use in the future.  If you are having trouble finding the information you need – ask a librarian for help.  People like to be helpful and show what they know.
• Avoid using encyclopedias, such as Encarta.  These sources often duplicate information from other major sources. 
• You will need to have at least one of each of the following types of sources:

• The minimum requirement for the paper is four sources.
• Once you find a source on the computer that will be useful, you will need to print it out.  Please note the size of the article.  It would be a good idea to print the parts you need instead of the whole thing.  Be sure you print the bibliographic information at the beginning of the article.
• For each new source you need to complete a Blue Note Sheet.  You need to complete all aspects of the Blue Note Sheet for full credit.  The minimum number requirement of Blue Note Sheets is seven.
• Number and save these articles with all your other information until you have a final grade for the project.  All of your articles should be hole-punched and included in this binder.
• As you search, it is important to try to find varied views on the topic. Be sure your sources are reliable and current.
• You will list each new source on your bibliography page.
• Visit local libraries to locate additional sources, including Galway, Saratoga Springs, Amsterdam, and Schenectady.

Step Four – Rough Outline/ Mind Map

Once you have gathered enough research to have a foundation of knowledge on your topic it is time to begin to create a thesis (for this paper: How will this Travel Adventure challenge you and spur you to grow), create an outline, and begin writing your paper.  To prepare to write your outline/mind map, you should look through your Blue Note Sheets and make notes on the main topics.  Look for topics that appear consistently.  The rough outline/mind map is what you expect will appear in your rough draft.  Please note that it is very simple, it covers the main topics, and does not provide details.  The details will come when you write your paper.  Note: The outline/mind map is not static.  It should be fluid.  You will need to revise your outline/mindmap as your paper progresses.

Rough Outline example:

Paris, France

I.                     Famous Artists

A.       Styles

B.       Periods

C.       Mediums

II.                   The Louvre

A.       Collection

B.       Studies

III.                 Art Stores

A.       Famous ones

B.       Locations

C.       Stories

IV.                 Culture

A.       Lodging

B.       Fitting In

C.       What to expect

Step Five – First Draft

Once you have created your rough outline/mind map it is time to begin writing your paper.  Advice:  Don’t put too much pressure on yourself!  This is just your first draft.  It is not going to sound perfect the first time.  You have completed a lot of hard work during your research.  Now just let that knowledge fly.  We will make it sound professional during the revision process.  Use your rough outline to guide you but don’t let it tie you down. 

Step Six – Revisions

Once you have written your first draft the real work begins.  What separates most good writers from great writers is the amount of effort put into the revision process.  It is during this stage you will discover what research still needs to be completed to round out your paper.  It is also the stage when you will discover you have information (maybe quite a bit) that needs to be cut out and thrown away or moved to a different location.  This can be painful. So put your boots on because it is going to get messy.

The paragraph is the main component of an essay and this is where we will be focusing the majority of our efforts during the revision process.  Please read the following section closely.

Body paragraphs and integrating sources

Adapted from  http://owl.english.purdue.edu/workshops/hypertext/ResearchW/paragrf.html

Your body paragraphs are perhaps the most important part of your paper; without them your thesis is meaningless and your research question . . . well . . . remains an unanswered question.

The number of paragraphs you have will entirely depend on the length of your paper and the complexity of each subtopic. However, after you have begun to double space your prose, there should be a new paragraph somewhere on each page; a page without an indent is usually a signal that a paragraph somewhere is running too long.

According to Bell and Corbett's The Little English Handbook, the three most important features of a paragraph (and unfortunately the most common errors as well) are unity, coherence, and adequate development.

 Unity is the development of a single controlling idea usually presented in the topic sentence. Each sentence should somehow develop that idea and no other. A paragraph on the role of midwives in child-birth should not digress to child-rearing in the same paragraph. Thus, if you're typing a sentence in your draft that doesn't seem to fit where it is, keep it in but flag it somehow. During revision, you'll see whether there isn't a better spot for it or if it ought to be scrapped.

 Coherence is a quality where the writer makes it explicitly clear what the connections are between thoughts. In Latin, coherence basically means "to stick together." Make things stick together for your readers. You won't be there beside them saying "oh, this is what I meant." Tell them what you mean in writing! Don't think "but, that's obvious"--make it obvious by saying it. Bell and Corbett include the following tips for achieving coherence:

·         Repeat key words. Using synonyms may be great for creative writing but in research papers, key words are markers!!

·         Use pronouns for important nouns. Of course, you can't always be saying the same words over and over again so luckily the English language has a device called the pronoun to refer back to the same word. If you say that 'the educational system is troubled' in one sentence and begin the next with "it," the reader knows the 'it' here refers back to educational system.

·         Use demonstratives. "This policy . . . ," "that event," or " . . . these examples" are great ways to, again, point back to a previous sentence.

·         Establish some logical order to the sentences in your paragraph such as cause to effect, or general to particular.

·         Use transitional words. Transitional words like "therefore," "moreover," "however," aren't just great links between paragraphs but also signal the type of relationship one sentence has to another.

 Adequate development is what it sounds like: fulfill what you promise in your topic sentence. If you say you will discuss several unusual items found in drugstores, then discuss several. Give your readers enough meat to chew on about the topic. What is adequate? Well, it's quite subjective but remember this little saying (sexist implications aside) from one of my early English teachers: "An essay or paragraph is like a woman's skirt: it should be long enough to cover the topic and short enough to be interesting."

Step Seven –Adding Citations, Working with Quotes,                               & Avoiding Plagiarism

When you write a report or research paper you need to support your ideas with information from other sources and give credit to those sources. Not giving credit is a serious error called plagiarism.  There are two ways to share a source’s information: 1) quote directly or 2) paraphrase what other people have written.  When you paraphrase you use your own words to restate the author’s ideas; when you quote directly, you include the exact words of the author and put quotation marks around them.  In both cases you need to give credit to the appropriate source by including a citation.

When to use citations:

o       When using direct quotations

o       When using statistics, graphs, charts, etc.

o       When using the ideas of others or knowledge not known by the general public – It is better to have too many citations than not enough!

o       General ideas or common knowledge need not be cited.  If you are in doubt, cite the source.

Citing Sources

When you give credit to the appropriate source of information (author, book, web site, etc…), you are citing your sources.  There are two ways to give credit to your sources: Parenthetical citations & Signal phrases.

1. Parenthetical Citation: Simply insert the appropriate information (usually the author and page number) in parentheses after the words or ideas taken from another source.  Leave a space between the author’s last name and the page reference.  This usually comes at the end of the sentence or paragraph.

Ex:  I must agree with the statement, “Cuba is one of the most beautiful places on earth” (Smith 23).

            If no author is available, use a short form of the title (the shortest form that will   allow you to recognize the work properly).  For instance, if you were working     with an article called “Thirty Reasons to Visit Cuba,” you might use the             following: 

Ex:  I must agree with the statement, “Cuba has some of the best nightclubs in the world” (“Thirty Reasons” 26).

2. Signal Phrase: Directly refer to the name of the author or work in the text (your paper).  This method is often preferred, especially for electronic resources (web sites).

Ex:  According to Smith, “Cuba is one of the most beautiful places on earth” (23).

        According to the article “Thirty Reasons,” “Cuba has some of the best nightclubs in the world” (26).

        According to the “entertainment” section of the website Cuba Travel, “The music scene in Cuba has really taken off.”

Notice on the last example no page number is given.  If your source does not have page numbers, leave out this information.  You need to help the reader locate the information as easily as possible.  That is why “entertainment” is included in the sentence.

Signal Phrases

Use a signal phrase to introduce cited material consisting of a short quotation, paraphrase, or summary.  A signal phrase can be set off by a comma or a signal verb with a “that” clause, as in the following examples.

Signal phrase set off by a comma examples:

            According to the “uncommon sense” section of the website You’ll Shoot Your Eye Out, “You should never tie your shoes while riding a bicycle.” 

            Mr. Jones stated emphatically, “You should never take a bath with electrical equipment balancing precariously on the edge of the water.”

            The article “Thirty Reasons” concludes, “Everyone should love a monkey who can sing and juggle” (39).

Signal verb phrase with a “that” clause example:

            In his May 5, 2002 letter to congress, Mr. Jones suggests that “the very air we breathe should not be free, we are passing up on the greatest taxable commodity.”

Working with Quotations

Quotations that constitute fewer than five lines in your paper should be set off with quotation marks [“ ”] and be incorporated within the normal flow of your text. For material exceeding that length, omit the quotation marks and indent the quoted language one inch from your left-hand margin. If an indented quotation is taken entirely from one paragraph, the first line should be even with all the other lines in that quotation; however, if an indented quotation comes from two or more paragraphs, indent the first line of each paragraph an additional one-quarter inch.

Here are some additional thoughts on the use of quotes in your research paper: Adapted from  http://owl.english.purdue.edu/workshops/hypertext/ResearchW/paragrf.html

·         Use your sources as support for your insights, not as the backbone of your paper. A patchwork of sources stuck in a paper like random letters in a ransom note does not a research paper make.

·         Summarize (condense a text by stating the main ideas in your own words) and paraphrase (say the same thing in a different way) much more often than you use direct quotes (same words as the original, in quotation marks).

·         Don't use direct quotes as fillers but because the author says something so aptly or dramatically that a paraphrase would lose that power. Or, if you're analyzing the language of a passage.

·         If do you use a direct quote, the explanation should be twice as long as the quote. Even summaries and paraphrases don't become your own thoughts just because they're in your own words. You have to explain them too. Readers have to know why you include source material where you do.

·         If multiple sources say the same thing, summarize what they say and put a few key names in brackets at the end of the sentence. This can both add credibility and reduce space!

·         When you do use direct quotes, the most fluid way to integrate them is to incorporate key words right into your text. So write: "We can see this change when Othello calls his wife a 'strumpet' (4.2.81) . . . ." rather than include the entire line where he called her a strumpet.

Step Eight - Works Cited Page/Bibliography

·        Arrange the items on your reference list alphabetically by author, interfiling books, articles, web sites, etc… If no author is available, arrange alphabetically by name of article or web page.

·        Articles (a, an, the) do not count when alphabetizing works.  Ex:  The Meating Place – you alphabetize it by the letter “m” for the word “Meating,” not the “t” for the word “The.”

·        Double space all lines

·        Indent the second and following lines 5 spaces (or one half inch).

·        If no author is given, start with the title.

·        Abbreviate the names of all months except May, June, and July.

·        All entries must end with a period.

·        Websites: include the author if available, title of the web page, the name of the entire website, the organization that posted it (this may be the same as the name of the website).  Also include the full date the page was created or last updated (day, month, year if available) and the date you viewed it.  Lastly, include the web address.

On the following pages you will find examples of how to cite your sources in your paper and in your bibliography for a variety of sources. If you cannot find an example for a certain situation refer to the class website under MLA.  You will also find an example of a correct bibliography at the end of the examples.  Use this as your model. Note: the citations are single spaced in the individual examples due to space but they need to be double spaced as in the model.

Step Nine – Editing

We will be editing our papers in class.  You can also have a friend or family member help you with this step.

Some editing tips:

1. Print two copies of your paper.  Have a partner read along with you as you read your paper out loud.  Try to hear the errors.  Have them stop you if they notice a mistake or if they notice you did not read it the way it is written.  Make corrections.  We will do this in class but it may benefit you to do it again with someone outside of class.
2. Create a personalized checklist of your own common grammar and punctuation errors.
3. Run a blank sheet line-by-line down each page of your essay as you read.
4. Circle all suspected spelling errors first and only then - look them up.
5. List at the top of your paper the most frequent errors you make, and then read the paper through three times, each time focusing on one of the three errors.
6. Read your paper backwards sentence by sentence, starting with the final sentence, in order to break up the flow and avoid filling in gaps, missing words, or typos as you read.
7. Have a knowledgeable friend read over your paper for specific sorts of errors.
8. Highlight or underline “be” verbs (i.e. am, is, are, was, were, be, being, been, etc.) to check for use of passive voice, shifts in verb tense, or over use of the verb “to be.”
9. Underline repeated word choices or patterns and revise to create more effective wordings.

Step Ten – Proofreading

We will be proofreading our papers in class.  You can also have a friend or family member help you with this step.

Step Eleven – Final Draft

Due Date:  June 5, 2007

Once you have completed the first eleven steps you should be ready to finally hand in your paper!  Please do your best to be sure your paper is complete before you hand it in.  Your final copy will be graded based on the rubric I will give you.

Remember: Do not throw anything away until you get the folder checklist.

Some other important reminders:

o       All papers must be typed

o       All papers should have at least four double spaced pages of text, using the prescribed margins and font size.  You should type your paper in Times New Roman or Palatino, size 12.

o       All final papers must include:

                  Title page

                  Final outline – typed

                  Text of paper

                  Works Cited Page

                  All the materials included on the folder checklist

o       You will hand in your final paper with your binder.  Your binder will have your rough draft and grade sheet, your Blue Note Sheets, printed articles, this packet, and anything else you have gathered or that I have given you for this project.

o       I will not accept your project in pieces.  You will lose points if anything is missing.

Step Twelve – Folder

    It will benefit you greatly if you use your folder/binder consistently and correctly.  I will collect this with your paper.  At the end of the project you will receive a checklist that shows what you are required to hand in with your binder.