Honors Senior Literature & Composition

Research Paper Handout Packet

Index:

Handout Title / Page
Paper Requirements / 2
Department Policy on Plagiarism / 3
Rubric / 4
Dos and Don'ts for Formal Papers / 5
What is a Thesis? / 6
Title, Introduction, & Conclusion / 9
Internal Citations / 11
Rewrite Examples / 13
Bibliography & Note Cards / 15
Rough Draft Criteria / 16


Honors Senior Literature and Composition Research Paper

Objective: To apply the use of current MLA documented research to the critical analysis of literature through formal academic discourse.

Unit Requirements:

1. Approval of primary source by English teacher

2. Approval of thesis statement by English teacher

3. Use of at least 5 secondary sources, including critical articles, essays, or books about the primary sources

4. Annotated Bibliography

5. Submission of writing plan/outline

6. Works Cited

7. Drafts incorporating internal citations

8. Drafts utilizing current MLA format

9. Length of drafts

·  1820-2600 words

·  7-10 pages of text

10. Peer response (required 2 peer reviews per draft)

What Must Be Turned in for the Final Project:

1. Typed, 1820-2600 word final draft using current MLA requirements

2. Typed writing plan/final outline

3. Annotated Bibliography

4. Evidence of peer response on two preliminary drafts

6. Teacher-graded rough draft

Due Dates:

1. Rough Draft: ______(by 3:00 p.m.)

2. Final Draft: ______(by 3:00 p.m.)

Consequences:

1. Incomplete papers – rough draft and final draft – will not be accepted.

2. Rough drafts must be submitted to the instructor for evaluation at least two class sessions before the morning of the final draft due date. Failure to comply will mean the final draft of the research paper will not be on time.

3. No final draft will be accepted until teacher-evaluated rough draft corrections have been incorporated.

4. Any late paper will receive an automatic grade of F.

5. Failure to submit a final draft of the research paper and all other required items within 2 weeks of the original deadline will result in the loss of credit for second semester.

Note: You will be given a checklist to document your progress on this project. This checklist will include due dates and key steps designed to help you successfully complete your research paper.

4

English Department Policy on Plagiarism

·  Students who commit plagiarism, either intentional or unintentional, will receive a 0 for the final draft of the research paper.

·  The paper must be rewritten and documented to the instructor’s satisfaction that all plagiarism has been eliminated.

Intentional Plagiarism - purchasing or taking a paper in its entirety not written by the student and submitting it as an original work; OR incorporating several unattributed lengthy passages from one or multiple sources. This is the most serious type of plagiarism and the worst kind of intellectual and personal dishonesty.

Unintentional Plagiarism - careless, inadequate or incorrect documentation of direct quotes, paraphrase, or other content borrowed from sources; AND/OR excess undocumented source language.

Honors Sr Lit/Comp: Rubric for Research Papers

Below are the typical characteristics for an A, B, or C research paper (Ds are possible, although I do not expect to see any). This is presented to give you a benchmark to strive for; however, it is not possible to categorize every element of quality writing. There is no definition of "right" or "wrong" for quality writing (Some may argue that, but we are not studying math here. Subjectivity is inevitable at some point.) Everyone in here can earn an 'A', but, since writing is a skill, not all may have the ability to do so at this point.

Do not get caught up with trying to meet each of the expectations below. Just communicate your ideas as effectively as you can, listen to feedback, and think about how the audience perceives your thoughts.

Abbreviations Used:

PS = Primary Source

SS = Secondary Source

A

·  Paper flows and is cohesive with no gaps in discussion supporting an original thesis statement

·  Superior content with specific PS evidence, mature writing style and voice that demonstrates mastery of the topic and control

·  SS are used adroitly

·  Offers a "new" interpretation/ analysis to the reader

·  Use of direct quotes appropriate and integrated with the writer's own thoughts

·  Writer is clearly aware of the audience and works with a informative, conversational tone

·  Sophisticated transitions from point to point

·  Nearly flawless copy - true Final Draft - No errors with format

·  Writing process evident in growth from rough draft to final - serious revision based on peer, instructor and self editing

·  MLA Documentation Mastery

B

·  Strong work evidencing accomplished academic discourse

·  One or more elements of an 'A' paper missing, i.e. - weak or missing transitions, weak or unsubstantiated PS discussion, poor use of SS, occasional reliance on summary as evidence/analysis

·  Lack of sentence variety, too much passive voice

·  Vocabulary is at grade level

·  Paper's meaning is hampered by occasionally weak focus or inclusion of unrelated discussions used to extend content (Padding)

·  Flow of the paper is weak at times

·  Copy may not be a clean/ final draft with proper format (This can make an 'A' a 'B')

·  Despite some weakness, these papers are successful in advancing a solid thesis competently and clearly

·  Writers are aware of audience and considers its understanding of their ideas.

·  Use of PS is appropriate, although over reliance on it may occur at times

·  Use of SS is appropriate, although may be sporadic at times

·  MLA Documentation Mastery with few errors

C

·  Most of these paper use a "reporting" style rather than asserting ideas and critiquing work

·  These papers do not include adequate PS/ SS support

·  Writer ignores needs of audience

·  Ideas and information are valuable, but the presentation needed more attention

·  Rough draft quality of copy


Honors Senior Lt/Comp

Mr. Hayworth's “Dos” & “Do Nots” for Formal Papers

Here is a list of rules that are commonly forgotten, yet are essential for good papers:

1.  Proofread carefully!

2.  Be sure all margins are proper MLA style

3.  When writing about literature, always use the present tense. When we read, we bring the characters and situations back to the present.

4.  DO NOT use abbreviations. They lead to problems.

5.  NEVER use the "Coming Attractions" approach to writing: i.e. - In the following paragraphs…, In the following paper…, I will show you in the following…

6.  For now, do not use 1st person pronouns and related phrases: i.e. - I believe…, In my opinion…. Learn to create a stronger, more assertive voice. Do not protect your opinions from scrutiny by trying to couch them in the fact that claims you make are just "your opinion" or the statement is merely something "you believe."

7.  DO NOT USE the following words in any sense in your paper: Very, Really, Mostly, Definitely, Greatly, Or any other adverb requiring a comparison to have meaning when you are not making a direct comparison

8.  Proofread carefully! (yes, again!)

9.  DO experiment with sophisticated vocabulary when appropriate. When you know there must be a more precise word than what you are using (i.e. - "like new"), looking up a synonym in a thesaurus is appropriate (i.e. - "pristine").

10.  DO NOT just use a word because it sounds fancy or you feel you need to use more big words. Keep your vocabulary in your own, albeit scholarly, voice.

11.  DO NOT bring up new topics in your conclusion or anywhere near the end of your paper.

12.  DO create an authoritative Ethos in your writing

13.  DO NOT write like a wimp!

14.  DO open with purpose and conclude with passion!

15.  Above all: PROOFREAD!

Honors Senior Lt/Com: What is a thesis?

A thesis statement declares what you believe and what you intend to prove. A good thesis statement makes the difference between a thoughtful research project and a simple retelling of facts.

A good tentative thesis will help you focus your search for information. But don't rush! You must do a lot of background reading before you know enough about a subject to identify key or essential questions. You may not know how you stand on an issue until you have examined the evidence. You will likely begin your research with a working, preliminary or tentative thesis that you will continue to refine until you are certain of where the evidence leads.

The thesis statement is typically located at the end of your opening paragraph. (The opening paragraph serves to set the context for the thesis.) Of course, you then need to incorporate a transitional sentence to fluidly move to the first body paragraph.

Remember, your reader will be looking for your thesis. Make it clear, strong, and easy to find.

Attributes of a good thesis:

·  It should be contestable, proposing an arguable point with which people could reasonably disagree. A strong thesis is provocative; it takes a stand and justifies the discussion you will present.

·  It tackles a subject that could be adequately covered in the format of the project assigned. 7-10 pages may seem like a lot of room, but it is actually allows for only a brief foray into most any topic.

·  It is specific and focused. A strong thesis proves a point without discussing “everything about …” Instead of music, think "American jazz in the 1930s" and your argument about it.

·  It clearly asserts your own conclusion based on evidence. Note: Be flexible. The evidence may lead you to a conclusion you didn't think you'd reach. It is perfectly okay to change your thesis!

·  It provides the reader with a map to guide him/her through your work.

·  It anticipates and refutes the counter-arguments

·  It avoids vague language (like "it seems").

·  It avoids the first person. ("I believe," "In my opinion")

·  It should pass the So what? or Who cares? test (Would your most honest friend ask why he should care or respond with "but everyone knows that"?) For instance, "people should avoid driving under the influence of alcohol," would be unlikely to evoke any opposition.

How do you know if you've got a solid tentative thesis?

Try these five tests:

·  Does it inspire a reasonable reader to ask, "How?" or Why?"

·  Would a reasonable reader respond with "Duh!" or "So what?" or "Who cares?"

·  Does it include general phrasing and/or sweeping words such as "all" or "none" or "every"?

·  Does it lead the reader toward the topic sentences (the subtopics needed to prove the thesis)?

·  Can the thesis be adequately developed in the required length of the paper or project?

Proficient vs. Advanced Thesis Statements

Proficient: Inspires the reasonable reader to ask “How?” or “Why?”

Advanced: Inspires the reasonable reader to ask “How?” or “Why?” and to exclaim “Wow!” This thesis engages the student in challenging or provocative research and displays a level of thought that breaks new ground.

Remember: Reading more material and listening to coaching can significantly improve the tentative thesis.

Thesis Brainstorming

As you read your material, look for:

·  Interesting contrasts or comparisons or patterns emerging in the information

·  Is there something about the topic that surprises you?

·  Do you encounter ideas that make you wonder why?

·  Does something an "expert" says make you respond, "no way! That can be right!" or "Yes, absolutely. I agree!"

·  Example of brainstorming a thesis:

o  Select a topic: television violence and children

o  Ask an interesting question: What are the effects of television violence on children?

o  Revise the question into a thesis: Violence on television increases aggressive behavior in preschool children.

o  Remember this argument is your “preliminary” or “working” thesis. As you read you may discover evidence that may affect your stance. It is okay to revise your thesis!

·  Create a list of sample questions to guide your research:

o  How many hours of television does the average young child watch per week?

o  How do we identify a "violent" program?

o  Which types of programs are most violent?

o  Are there scientific research studies that have observed children before and after watching violent programs?

o  Are there experts you might contact?

o  Which major groups are involved in investigating this question?

Now, let's play: Is it a thesis?

Do each of the following statements (following the topic) meet the requirements for a thesis?

I would like to become a chef when I finish school.

"Although both chefs and cooks can prepare fine meals, chefs differ from cooks in education, professional commitment, and artistry."

I enjoy white water rafting.


"A first water rafting experience can challenge the body and spirit and transform an adolescent into an adult."

Men are chauvinists.


"Our American family structure encourages men to repress their true feelings, leaving them open to physical, psychological, and relationship difficulties."

Steroid abuse


"Steroids, even those legally available, are addictive and should be banned from sports."

Hip hop is the best thing that has happened to music in twenty years


"Though many people dismiss hip hop as offensive, hip hop music offers urban youth an important opportunity for artistic expression, and allows them to articulate the poetry of the street."

Many people object to today's violent horror movies.

"Despite their high-tech special effects, today's graphically violent horror movies do not convey the creative use of cinematography or the emotional impact that we saw in the classic horror films of the 1940s and 50s."

William Shakespeare's comedies found humor in day-to-day life

"Shakespeare's strongest comedic characters are driven by an internal desire to please society and fulfill the dreams of others."

Milton's Paradise Lost is about the modern view of religion.

"Milton uses the main character, Satan, to demonstrate what he saw as the fallacies of modern religious faith and, thereby, offers a theistic allegory of the morality of his times."