122 British Literature

Service Learning Research Paper/Project

1. Topic: You will first need to identify an issue/problem that you want to address/research. You will

research the problem, the causes and history of the problem, and solutions to the problem, and then you

will evaluate the most probable solutions and/or ideas to raise awareness of the problem. You will have

the most success with problems that you are interested in and problems that are occurring in the Atlanta

area. You will be contacting people involved with solving this problem/raising awareness for this

problem, and you will also be doing your own service or project about this problem. Choose to write

about a problem you are interested in pursuing!!!

2. Sources: The next step is to research this issue and what is currently being done in the area to fix the

problem.

You will need to find 4 valid sources (using the search engines the media center suggests) that

discuss this issue. Start broad but then narrow down your research. The next step will help bring

the issue closer to home.

Media Center presentation scheduled 10/11

3. Interview: You will also have to research groups/services in the area that help solve this problem/raise

awareness for the issue. You will then have to interview one person who is involved with solving this

issue (a phone interview or an e-mail interview is fine).

4. Annotated Bibliographies and Paper: You will then complete preliminary work (annotated

bibliographies) and write a minimum of 2.5 pages in a research paper (with at least 2 quotes and 2

paraphrases). Your paper will identify the problem/issue, discuss the causes/history of the issue, discuss

what can be done to help/raise awareness about the issue (broad global solutions), discuss what is

currently being done to help/raise awareness(you can use your interview as a source here), and then end

with the best solution(s), from your point of view based on your analysis, to help solve/raise awareness

to the issue.

5. Service Learning Component: The last part of the project is that you have to either volunteer with an

organization that is currently in the area helping to solve your issue, or you have to create a project that

brings awareness to the problem.

If you choose to volunteer, you must submit a plan of when and where you will volunteer and

then spend a minimum of 3 hours helping an organization that addresses your issue. It cannot be

volunteer work you have done in the past, though it is ok if you have already helped at this

organization in the past, but the hours must be current. You will need a signed form (the one

guidance uses is fine) from them showing your hours. These hours can be used to satisfy any

community service hours you may need for scholarships or college applications, etc. You must

also write a reflection after you serve so I can find out what you learned!

If you choose to create a project that brings awareness, you will need to submit a plan/outline for

the project. Some ideas include, but are not limited to: creating a website, blog, video- PSA type,

a speech recorded and presented to others via youtube or other source… It needs to be a project

that takes about 3-4 hours to create and present. A quick, unedited video will not earn full credit.

Talk to me if you have additional ideas; the point is that you are bringing awareness to others

about this problem and giving them ways they can help.

122A Research Paper

*All assignments are due on the due date EVEN IF YOU ARE ABSENT/SICK/AT THE DOCTOR, etc.

Make arrangements for someone to bring your work to class for you. A penalty of 10 points a day will be

deducted from the assignment grade for every day that the assignment is late. This project is weighted 10% of

your entire grade this semester.

Assignment Weight/

research

category

Due Date

1. Pick Topic-Students within one class cannot repeat topics 20% of

1x

Wed.

10/ 9

2. Highlighter, Research Folder (with brads), and change for copies in the media center 20% of

1x

Fri.

10/ 11

3. Interview Preparation-See worksheet(name of person to contact for interview,

organization/connection to your issue, contact information, script for phone call or copy

of the e-mail you will send)

20% of

1x

Fri.

10/18

4. 4 ANNOTATED scholarly sources (must print or make a copy of the source)

*ONLY PRINT A FEW PAGES IN THE MEDIA CENTER

No ENCYCLOPEDIAS

Helpful sites-Cobb Virtual Library (no encyclopedias), Newsbank, SIRS, and Infotrac.

Annotation means take notes, summarize each paragraph, underline quotes you might

want to use and comment on why, etc.) *see instructions

20% of

1x

Wed.

10/23

5. 3 of 4 sources covered in an Annotated Bibliography 1x Wed.

10/28

6. Interview Due (a transcription of the interview is due this day)-*Another annotated

source if you try but are unsuccessful in getting an interview, but you must bring in 2

timed stamped e-mails indicating that you tried to obtain an interview

1x Wed.

10/30

7. Service Learning Hours Plan or Project Outline/Plan 20% of

1x

Fri. 11/ 1

8. Rough Draft 2 x Fri. 11/ 8

9. Service Learning Hours or Project 1x Fri. 11/15 10. Final Copy of Research Paper-typed, turned in, submitted to blackboard

Minimum of 2.5 pages

Minimum of 2 different sources used

Must include at least 2 quotes and 2 paraphrases

Final copy should be turned in WITH YOUR RESEARCH FOLDER-Your

research folder should contain the following

i. 4 annotated sources

ii. 3 annotated Bibliographies

iii. Interview Preparation

iv. Interview

v. Service Learning Plan

vi. Service Learning Reflection or Project

vii. Rough Draft

viii. Final Project/Service Learning Reflection

ix. Final Copy of Research Paper

4x Thurs.

11/ 21

Topic Possibilities-*Topics cannot be repeated within a class, so make sure you have multiple options ready!

Homelessness (MUST Ministries, Safe House Outreach, and Atlanta Union Mission)

o Chronic Homelessness

o Homelessness and Drug Abuse

o Women and children and Homelessness

o Job loss and homelessness

o Families and homelessness

Services for

o Children with chronic or serious diseases (Ronald McDonald House)

o The Elderly

o The Unemployed

o Children with Disabilities

Help for social skills

Help for physical/motor skills

Academic Services

o Adults with Disabilities

o Immigrants/Refugees (Clarkston, Georgia)

o Veterans

o Veterans/Military Members wounded (Wounded Warrior Project)

Ministries at Church or other Religious Institution (mission trips, hosting families, etc.)

Historical Issues

o Research town history/preservation of town history

o Research historical buildings/sites that need renovation or recognition/preservation

Community

o Research level of blood supply in community and/or needs (American Red Cross, Blood Banks)

o Public transportation available and needs in community

o Community clean-ups

o Food banks/providing food for the underprivileged

o Housing for Underprivileged (Habitat for Humanity)

o Other services for the underprivileged (for example, college scholarships, job training, internet/power, etc)

o Animal abuse/neglect

o Foster care system

School Improvement

o School pride (cleanliness, respect, morale, etc.)

o Graduation rates

o Attendance in high school

Youth Development

o Junior Raider advertisements/promotions (research benefits of playing a sport for a school or in general. Maybe have

more than two per class, but no more than two per sport. Or, one per sport?)

o Same thing as above, but through the arts (band, orchestra, chorus, etc)

o Services for/Mentoring at risk youth (tutoring, Big Brother, YMCA)

o Child abuse and protection (Georgia Center for Child Advocacy)

o Educating youth (youth for understanding)

o Bullying

o Teen Suicide

Environmental Issues:

o recycling or composting

o waste disposal in school- maybe research a composting bin for cafeteria

o pollution

o water quality testing

o invasive species research

o native plants

o erosion and containment

o poor air quality and effect on people or environment

Check out link for more ideas of places to volunteer. http://www.kennesaw.edu/stu_dev/vksu/cobb.html

Topic Due- Oct 9th 1. The topic I am researching is _____________________________________________________

2. My Junior research paper topic was ______________________________________________

3. My Spring semester English teacher was __________________________________________

Annotation or active reading as it is sometimes called, allows the reader to delve deeper into the material and increases understanding. Use the information provided below and annotation will not seem so difficult. Eventually you will grow in confidence, skill, and become an accomplished annotator. Eventually you will fear no article. Good Luck! Step One: Discovering Purpose

When annotating an article, make sure you define what information and questions you are hoping to answer. You need to identify your goal before you set out reading the article. This is the single most important step! (Remember. You can’t hit the target if you don’t know what you’re aiming at).

o Ask yourself: What am I hoping to learn from this article? What information am I seeking? (Many times this question has already been addressed by the teacher or is the topic of the unit).

Step Two: Skim the Article

As you skim the article begin looking for main ideas.

The idea is to grasp a broad idea of the author’s reason for writing the article.

(Tip: Pay special attention to phrases, ideas, and key words that are repeated). Step Three: Reread and underline (with a pencil or pen) or highlight Now that you have a basic understanding of the article’s message it is time to get more specific

Reread the article focusing particularly on information that deals with your purpose from step one

Underline any main ideas in each paragraph

Step Four: Write Notes in the Margins

On the left side of the page, summarize each paragraph. This may be a sentence, phrase, or bullets in the margin. This will help you later quickly identify topics when you study

On the right side of the page, note how you might use the article or how it applies to another article in your research.

Step Five: Underline possible quotes

Underline quotes or sentences that you might quote or paraphrase in your paper. These will correspond with the notes you have made on the right side of the page.

Step Six: Write Down Questions as you Read *You may have many questions about one article and no questions about another. This step will vary by article and your prior knowledge. However, you should have some questions. If you already know everything about your topic, you are an expert and should be teaching a college course.

As you read the article write questions in the margins as they come to you

Focus on Clarifying and Furthering/Extension questions: o Clarifying Questions seek to answer specific questions within the text. These are questions that

students have directly about the article. o Furthering/ Extension Questions are questions that cause the reader to contemplate a deeper meaning

from the text. These questions usually cannot be answered using evidence form the article, but cause the reader to make connections to other information.

That’s it! Use these six steps wisely and you are the path to success!

WHAT LETTER ARE YOU?!?!? Annotation Self-Check Rubric: In order to receive a high grade on the annotation of your articles you should make sure you have the following annotation items on EACH (that’s all four) of your research paper articles. An “A” annotation is going to have:

Clear summaries for each paragraph or section (on the left hand side of the page)

A solid attempt at analysis and what you might eventually use this article for or how you can compare it to other articles (on the right hand side of the page)

When I see an “A” annotation, I know you took care and time to actually read your research and think about how you might use it in the near future to create a thesis statement and eventual research paper.

To earn a high A on this, you must do all of the above for all six of your articles. A “B” annotation is going to have all of the above, but you might not fully analyze how you will use each article. A “B” annotation is a solid effort, but you might not have gone the extra mile to earn the A. Or, maybe you did a lot of work on two of your articles, but the other two don’t have the same stellar effort. A “C” annotation will be very apparent at first glance. You will have summary and some highlighting or underlining, but nothing else. A “D” annotation means that you turned in some paper to me with some summary and some highlighting and/or underlining. It will be very clear to me that you decided to do it before school or at lunch and that you aren’t too concerned about thinking about your upcoming research paper assignments. An “F” annotation takes a lot of skill to earn. This means that you either did not turn it in which would qualify for a zero, or you took hardly any notes, indicating that you have no idea what your articles are about.

Service Learning Research Project Interview

DUE DATE _____________________

As part of your research project, you must interview someone who is connected to your topic in some way. This

can be someone working in the profession, academic discipline, or community service field you are exploring or

someone who has been personally affected by your topic in some way (i.e. someone who has experienced

homelessness if your topic is homelessness). You may conduct this interview in person, by telephone or by e-

mail.

Steps of the interview process:

1. Identify a person to interview

Start with a list of people outside of your family you already know - neighbors, co-workers,

supervisors, friends of the family. Professional organizations, organizational directories, and the

Yellow Pages are good sources. You may contact an organization, school, or business directly

and ask for the name of a person who would be willing to be interviewed.

2. Arrange the interview.

Once you have identified the person you wish to interview, you must contact them to set up an

appointment. Make sure you clarify your purpose to the person you will be interviewing. You

can make this contact:

By telephone.

By e-mail or letter, followed by a telephone call

In person

By having someone who knows the person make the appointment for you.

3. Prepare for the interview.

Gather as much information as you can about this person before you conduct the interview.

Prepare a list of questions that will help guide your research paper, as you will be using this

as a source.

4. Conducting an interview in person:

Dress appropriately, arrive on time, and be polite and professional.

Be prepared to spend a minimum of 20-30 minutes with your interviewee. Average 10-20 questions.

Let the person know that you will be referencing this information in a documented paper and an oral

presentation.

If you hope to use a tape recorder, be sure to ask permission first.

Take notes (even if you are taping).

HAVE YOUR INTERVIEWEE PRINT AND SIGN THEIR NAME ON YOUR NOTES. 5. Conducting an interview by telephone or e-mail:

Be prepared to spend a minimum of 20-30 minutes with your interviewee. Average 10-20 questions.

Let the person know that you will be referencing this information in a documented paper and an oral

presentation.

Take notes

6. Follow-up with the interviewee.

Immediately following the interview, record the information gathered.

Within a week, be sure to send a thank you note to the person you interviewed.

The following list includes questions you might ask at an informational interview. Use these questions as a

guide to create your own list based on the topic you have chosen to research, the person you are interviewing

and the information you are seeking.

Sample Questions:

1. What does this topic mean to you?

2. How are you connected to this topic?

3. What is your background related to this topic? How did you become involved?

4. How long have you been connected with/affected by this topic?

5. Do you have first-hand experience with the topic?

6. How does this topic affect people living in Atlanta?

7. In your experience has the problem changed over time? If so, how?

8. Do you think this is a serious problem that must be addressed immediately, or something that can be

managed in the future?

9. What are the statistics (data) – the number of people affected by the problem?

10. What are your thoughts on how to improve the problem?

11. What solutions exist in other areas of the country?

12. What steps are essential in finding a solution?

13. What situation exists that prevents this problem from being corrected or solved?

14. How can people raise awareness?

15. What can I do as a teenager to improve the situation?

16. What are your thoughts on the opposing views (if any)?

17. What is the most challenging aspect of your role?

18. What is the most rewarding aspect?

19. What is the most important advice you can give a person researching this topic or hoping to raise

awareness of this topic?

20. Ask questions that relate specifically to your research assignment.

MLA - Formatting a Personal Interview

Personal interviews refer to those interviews that you conduct yourself. List the interview by the name of the

interviewee. Include the descriptor Personal interview and the date of the interview.

Purdue, Pete. Personal interview. 1 October 2013.

Interview Preparation Worksheet

Instructions: Complete this worksheet AND attach a draft of an e-mail or script for a phone call you will make

to make initial contact with the person you want to interview.

Student Name:

Student E-mail Address:

Class Period:

Topic:

Full Name AND TITLE of Person to be contacted about providing an interview:

Contact Information for Person Providing an Interview (e-mail address or phone number):

Organization Name, Website, Address, and Phone Number:

Plan for initial contact (e-mail, phone call):

Attach A SCRIPT FOR A PHONE CALL or DRAFT OF THE E-MAIL you will use to contact this

individual.

Preparing an Annotated Bibliography

An annotated bibliography is a list of sources about a particular topic in which each citation is followed by a

brief paragraph that discusses aspects of the source. An annotated bibliography is useful for documenting your

research in a specific area, exploring varying viewpoints, and summarizing main points from different sources.

The citation includes the bibliographic information of the source. The annotation is a brief paragraph

following the citation.

The annotation can serve many different purposes including any or all of the following:

You are required to write an annotated bibliography for 3 of the 4 sources you have collected. Only sources

which have been annotated can be used in the final paper.

For the purposes of this research assignment, your annotation should include the following:

a summary of the author’s thesis and summary of the essay/article

an evaluation of the writer’s credibility for all sources (if the source is from a database, your evaluation of the

writer’s credibility can include an indication that the writer has been vetted and published by a credible

database)

an explanation of how you intend to use this information in your paper

Format your citations in the same manner as for a normal reference list; then follow these instructions for

adding an annotation.

1. Use hanging indents.

2. As with every other part of an MLA formatted essay, the bibliography is double spaced, both within the

citation and between them. Do not add an extra line between the citations.

3. The annotation is a continuation of the citation. Do not drop down to the next line to start the annotation.

4. The right margin is the normal right margin of your document.

5. The title of your annotated bibliography is the working title for your paper.

See the sample annotated bibliographies on the next page.

Sources:

www.uwc.ucf.edu/handouts/Writing_Annotated_Bib.pdf

www.lesley.edu/library/guides/citation/mla_annotated.html

Walton 1

John Walton

Ms. LeTellier

12th British Lit/Comp 122A-Period _

23 October 2013

In Pursuit of Daisy, the Flower of the American Dream

Fryer, Sarah Beebe. "Beneath the Mask: The Plight of Daisy Buchanan." Critical Essays on F. Scott Fitzgerald's The Great

Gatsby. Ed. Scott Donaldson. Boston: G.K. Hall, 1984. 153-166. This is a feminist essay that argues that Daisy is

trapped in cultural constructions of Rich Wife and Pretty Girl. She chooses the "unsatisfactory stability" of her

marriage because of those constructions. She is afraid to wander outside of society’s expectations for her life. Fryer

seems to sympathize with Daisy’s fear and “plight.” Fryer's only mention of Jordan is a foil to Daisy: "Like Jordan,

Daisy is affected" (156). Fryer is a professor of American studies at Westmore College and teaches a seminar on

Fitzgerald. She has published numerous articles on his writings and is therefore a credible source. I will use this

information to support my claim that women are both passive and active agents in the novel. Fryer’s ideas will

contribute to my argument that women characters can serve dual roles depending on the situations they face. Fryer’s

general ideas support my specific example of Daisy acting passively when she is with Nick but actively when she is

with Gatsby.

Mandel, Jerome. "The Grotesque Rose: Medieval Romance and The Great Gatsby." Modern Fiction Studies 34(1988): 541-558.

Mandel argues that Gatsby follows many of the conventions of medieval romance and analyzes East and West Egg as

competing courts. Mandel explains that Buchanan is a prince/Lord. Mandel also explains that Daisy is an unattainable

queen/fair lady. Gatsby and Nick are both construed as knights; Jordan is only mentioned in passing as a sort of

attendant figure on Queen Daisy. Mandel continues to construct and expand upon this construction. Mendel is a

professor emeritus at State University. This article appeared in Modern Fiction Studies, a peer-reviewed periodical

specializing in the study of early nineteenth writers and is therefore a credible source. Mandel’s argument supports my

contention that Daisy is the ultimate cause of Gatsby’s fall. I will specifically use Mandel’s ideas about how Daisy is

“unattainable” and “magical” to support my idea that Gatsby reaches for an impossible goal and lives in a dreamlike

world at the beginning of the novel and is therefore doomed to fall.

Works Cited Examples

Opposing Viewpoints Resource Center

Source Citation: “Complex Life May or May not be Rare” by NASA Panel Discussion. Contemporary Issues

Companion: Extraterrestrial Life. Sylvia Engdahl, Ed. Opposing Viewpoints Series. Greenhaven Press, 2006.

Preprinted with permission from the author. Opposing Viewpoints Resource Center. Thomson Gale. 20 January

2007. http://galenet.galegroup.com/servlet.OVRC

Your citation should look like this:

NASA Panel Discussion. "Complex Life May or May Not Be Rare." Contemporary Issues Companion:

Extraterrestrial Life. Ed. Sylvia Engdahl. Detroit: Greenhaven Press, 2006. Opposing Viewpoints

Resource Center. Web. 4 Dec. 2009.

SIRS

Has the MLA citation at the bottom of the article, looks like this

Citation: You can copy and paste this information into your own documents.

This is correct; copy text but make sure to add double space and hanging indents.

Article from a Website Morrison, David "Carl Sagan’s Life and Legacy as Scientist, Teacher, and Skeptic." Skeptical Inquirer.

January-February 2009. Web. 7 Mar 2009. <http://www.csicop.org/si/2007-01/sagan.html>.

Online Newspaper

Broad, William J. “Even in Death, Carl Sagan’s Influence is Still Cosmic.” New York Times. New York Times,

1 Dec 1998. Web. 20 Mar 2008.

Magazine Article from Database

Eicher, Dave. "CARL SAGAN, 1934-1996." Astronomy 25.3 (1997): 28. Academic Search Premier. Web. 3

Mar 2009.

Clayton, Mark. "NRC Approves First New Reactors Since 1978." Christian Science

Monitor. 09 Feb 2012: n.p. SIRS Issues Researcher. Web. 12 Mar 2012.

Annotated Bib Self / Peer Edit / Rubric Name __________________________ Per. ___

Self Peer Teacher

Check Check Requirement Grade

MLA Format _____/10

______ ______ The annotated bib is typed in Times New Roman, size 12;

double spaced with no extra spaces; heading on the left

side of the page, header in upper right corner with author’s last name

and page number; Title is the working title of your paper (for example, Grendel: Hero or

Villain) and is centered; heading looks like this:

Student Name

Teacher Name

British Lit 121A-Period ___

17 February 2012

_____ _____ The citations are correct. _____/20

_____ _____ Each annotation begins after the access date. It contains a clear _____/30

concise statement of the writer’s thesis and ideas which is 4-8 sentences in length.

_____ _____ Each annotation includes a 1-2 sentence evaluation of the credibility _____/10

of the source.

_____ _____ Each annotation includes a 2-4 sentence explanation of how you _____/30

will use the source to support your argument.

Total: ________/100

MLA Heading

______________________________________

______________________________________

______________________________________

______________________________________

Source – Must be in

proper MLA

format. You may

go to

www.owl.english.p

urdue to make sure

you have the source

cited correctly.

Summary of the

author’s thesis

1-2 Sentences

Summary of the

article/author’s

main points

3-5 Sentences

Evaluation of

credibility of source

and author’s

argument

1-2 sentences

Reflection of source

(How will you use it

in your essay?)

How will it support

your argument as a

reflection of your

thesis? Respond to

the writer’s

argument. You

may use “I” here.

2-4 Sentences

Service Learning Hours/Project Planning Worksheet

Due ___________

Check which option you are going to choose:

______ Volunteer 3 hours AND 400 word reflection

______ Create a project raising awareness about my issue

Volunteering Option

Name of the Organization:

Organization Web Site/Web Address:

Address and Telephone Number of the Organization:

Contact Person at the Organization:

Date you are Volunteering:

What are you going to do as a volunteer?

Project Option

What type of awareness project are you planning? List 3 ideas and explain your plan in detail.

Idea 1:

Idea 2:

Idea 3:

Approved by Teacher (Signature)_________________________________________________________

Service Learning Instructions

For the service learning aspect of your senior research project, you have the choice of two options: volunteering

at an organization that is involved in some way with what you have been researching, or creating a project

which brings awareness to your issue.

VOLUNTEER INSTRUCTIONS: You must volunteer a minimum of three 3 hours. The volunteer work

cannot be work you have done in the past, though it is okay if you have already helped at this organization in

the past, but the hours must be current.

If you choose to volunteer you must do the following:

Write a proposal of your plan (see attached document). Volunteer at least three hours and get a signed form documenting your time (the sheet guidance uses is

acceptable for this project). Write a minimum of 400 words (MLA guidelines) about your experience.

o Reflection should include the who, what, when, and where of your volunteer time. o Reflection should also include your personal reaction to what you saw, felt, and experienced. o The final part of your reflection should offer a proposal as to how you feel you can help your

organization in the future. This could be a variety of things (raise awareness, continue to

volunteer, etc.), but we really want you to reflect about how you can make an impact on the

future of the problem.

PROJECT INSTRUCTIONS: You must create a project that brings awareness.

If you choose to create a project you must do the following:

Submit a proposal of your plan (see attached document). Create a project that brings awareness. Some ideas for your project include, but are not limited to:

creating a website, blog, video (public service announcement), posting a video or speech to YouTube or

other source, etc. The project should take you 3-4 hours to create and present. The purpose of the project is to answer the question: How will you raise awareness?

o Project should be neat, edited, and professional in nature o The project should include background information about the issue (statistics, pictures, voices,

etc.). o The project should include what people can do to help this organization and why they should

care. o Project should include how you are spreading awareness. In other words, you need to spread

awareness, not just give something to your teacher. You can spread awareness through several

different venues. Think outside the box. Put your heart into it. You can make a difference. Own

it.

Lead-ins *Note: Adapted from Source Unknown

You are expected to include a variety of quotes in your analysis paper. Readers should be able to move from your own

words to the words you quote from a source without feeling a jolt. Avoid dropping a quotation or summary into the text

without warning. To keep a paper reading smoothly, all quotations must have a lead-in, so pay particular attention to this

information

There are 3 different types of lead-ins:

1. Somebody said lead-in

2. Blended lead-in

3. Sentence lead-in

The lead-in links the quotation to what surrounds it in the context of the paper. If a quote is just dropped in to a sentence

without a proper lead-in, it is you a - you guessed it - a dropped quote.

Here is an example of a dropped quote (DO NOT DO THIS):

Although the bald eagle is still listed as an endangered species, its ever-increasing population is very encouraging.

“The bald eagle seems to have stabilized its population, at the very least, almost everywhere” (Sheppard n.pag.).

Instead do this:

Although “the bald eagle seems to have stabilized its population,” it is still listed as an endangered species

(Sheppard 96).

Lead-in Explanations

Somebody said lead-in: This type of lead in is most frequently used. It is the weakest lead-in so it does not need to be

overused. The author’s name is used to introduce the quote.

Example: Jane M. Agee comments, “Many students who would not have attempted college even seven years ago

are not coming into universities through junior colleges” (10).

Blended lead-in: This type of lead-in provides flexibility to the writer. The writer chooses the part of the quote

necessary for his paper and blends it smoothly into the rest of the sentence.

A comma before the quotation is not needed unless the structure of the sentence normally calls for one. The sentence

must, however, read as a complete statement, without being awkward.

Capitalization and punctuation of the original quotation may be changed to fit the grammatical structure of your

sentences.

Example: State universities are serving a broader student population than ever before by admitting students from

junior colleges and through “special remedial programs where students who do not meet entrance requirements

are admitted on probation” (Agee 10).

Sentence lead-in: This is an effective lead-in where the sentence prior to the quote leads directly to the following

sentence. It is almost an introduction to the quote.

This lead in is followed by a colon.

Example: Agee insists that English instruction on the college level will not be improved until educations examine

the situation realistically: “Public school teachers, professors of English Education, students, and state leaders

need to sit down together and evaluate the current realities before any real progress can be made” (10).

Something to remember-Do not use the author’s name as a possessive and then make reference with a personal pronoun

NOT THIS: In Steinbeck’s novel, he says, “There grew up governments in the world, with leaders, with elders” (266).

BUT THIS: In the Grapes of Wrath, Steinbeck comments, “There grew up governments in the world, with leaders, with

elders” (266).

Parenthetical Documentation - MLA

What is Parenthetical Documentation?

It is a way to let people know where your information came from. Whenever you use material that you got from another

source, you must let your audience know immediately where it came from, right after your use it. MLA interacts with the

works cited list, as each reference cited MUST match to a bibliography on the Works Cited page.

Why should you use it?

It lets your reader know that you want to make clear to them which ideas and words are someone else’s. If you don’t cite

sources, you are committing plagiarism.

When do I have to do it?

Direct quotations

Paraphrased quotations (these are quotes whose words you have changed somewhat)

Statistical Data (numbers about things)

Original ideas that are attributed to someone else, even if you put them in your own words.

General Guidelines:

There must be an entry on the list of works cited for every source cited in your paper. So, there must be a match

between your documentation and the sources listed on the Words Cited page.

Place a parenthetical reference as close as possible to the information it documents – usually at the end of a

sentence.

The ( ) come before the period. (Smith 62).

If you use the author’s name in a sentence, do not repeat it in the parentheses. If the author’s name does not

actually appear in your sentence, you must include it in the parentheses.

If you don’t have an author, use the first thing that you wrote in the bibliography – this is usually the article title.

Put article titles in “quotation marks”.

Working with Internet ----- The Internet DOES NOT have page numbers. You have page numbers when you

printed out your article, but the Internet article itself doesn’t have page number. So, write (n.pag.).

Sometimes the author of your article quotes someone else. In that case:

Use qtd.in if your author quotes someone else

Put the abbreviation qtd.in before the source you cite. Your lead-in should name the person quoted because the

indirect source will not appear in the Works Cited page. (qtd. in Agee 10).

Author NOT Named in Quote The central argument of the essay is that teaching a slave to read and write was teaching a slave to not be a

slave, “that education and slavery were incompatible with each other” (Douglass 74).

Author Named in a Blended Quote

Frederick Douglass in “Learning to Read and Write” argues that literacy was tantamount to his freedom saying,

“I wish to learn how to write, as I might have occasion to write my own pass” (74).

Two or More Authors NOT Named Quote

Literacy cannot be monolithic, unchanging, and dictated by the few over the many for there is “no single

literacy, instead a multiplicity of practices and values” (Collins & Blot 3).

Secondary Source Quoting Someone Else

Mina Shaughnessy says, “No education can be total, it must be continuous” (qtd. in Bartholomae 419).

Internet Source

The hope of GIS 140 is to foster the idea that “learning and knowledge and experience are more than just

rubrics, rote, numbers, syllabuses, tests, grades, and graduation requirements” (Chang n.pag.).

Unknown Author and Internet Source (Article Title Only)

The state continues to perpetuate an “ideological monopoly over those that do not have the resources to enact

change themselves” (“State Problems” n.pag.).

*NOTE: INCLUDE HEADER on your Works Cited (your last name and the page number-last page in your

paper)

YOU MUST INCLUDE THE PRIMARY SOURCE on your Works Cited page.

Works Cited

DiBlasio, Natalie. “Schools Once Again Face Bind Over Censorship vs. Book Lists.” USA TODAY. 19 Aug

2011: A.1. SIRS Issues Researcher. Web. 13 Mar 2012.

Penner, Diana, and Karoline Kallweit. “Librarians lead Fight Against Banned Books.” Global Information

Network. 24 Sept 2010: n.p. SIRS Issues Researcher. Web. 13 Mar 2012.

Potter, Mitch. “Libya Celebrates Banned Books.” Toronto Star. 15 Nov 2011: A.19. SIRS Issues Researcher.

Web. 13 Mar 2012.

“To Kill a Mocking Book.” Indian Express. 01 Oct 2011: n.p. SIRS Issues Researcher. Web. 13 Mar 2012.

Checklist: Creating the Works Cited page

The works cited is THE LAST PAGE of your paper.

Organize your sources in alphabetical order by the last name of the author. If there is no author, use the

first word of the title to alphabetize.

Works Cited is your title. Center this at the top of the page. Do not underline or bold. You will have a

header in the upper right hand margin because this is the last page of your paper.

Use a hanging indent with each source citation. Go to Paragraph; Special; Hanging Indent.

Use MLA Formatting: TNR, 12 pt., Double Space, No extra spacing after paragraph marks

Rough Draft Format

*Remember, you MUST include at least 2 quotes and 2 paraphrases. However, most of you will include more

because you MUST CITE ALL IDEAS THAT ARE NOT YOUR OWN.

*No I or you. Write in 3rd

person.

Introduction including a

Hook

Short Overview of Issue

Thesis Statement

Thesis Statement:

Definition of the Problem (include who is affected here)

Causes/History of the Problem

Current Solutions to the Problem and commentary/an evaluation of these solutions (Are these solutions

successful/viable? Why or why not? What problems might people encounter when enacting these solutions?)

A proposal of the BEST solution to the problem AND an explanation of why this solution is the best solution

*This section could include an original idea or a combination of solutions that best solve the

problem/raise awareness about the issue.

Research Paper Rough Draft Instructions

Requirements:

Uses at least 2 sources

At least 2 direct quotes from sources with correct citations

At least 2 paraphrases with correct citations

ALL information that is not your own must be cited

MUST HAVE A WORKS CITED PAGE

Folder:

Name on the front of the folder

In the RIGHT pocket (in this order)

1. Annotated Sources

2. Interview Preparation Worksheet

3. Interview Transcription

4. Annotated Bibliography

5. Outline

In the LEFT pocket

1. Rough Draft-stapled (Works Cited is the last page of this document)

Format:

1 inch margins

Times New Roman

Size 12

Double Space

NO EXTRA SPACES (go to paragraph on Microsoft word and check the box that says “do not add

space after paragraphs of the same style)

Header with YOUR last name (space) and page # (insert PAGE NUMBER and add your last name)

Heading

o Your Name

o Teacher Name

o Course Name-Class Period (British Lit. 121A-Period __)

o Date (*number 1st, no commas, 14 March 2012)

Center Title

Indent Paragraphs

Works Cite Page

Format:

1 inch margins

NO HEADING-the works cited should be the 4th

(or 5th

) page of your research paper)

the Works Cited Page is the last page of your paper-NOT A NEW DOCUMENT

Hanging Indent

Alphabetical Order

“Article Titles” in quotations

Book, Magazine, Journal, Website Titles in italics or underlined

Rough Draft of Research Paper including Works Cited page

Requirements Student Teacher

Rough Draft of the Research Paper

Length: minimum 2.5 pages

Direct quotes from sources: 2 (minimum)

Paraphrases from sources: 2 (minimum)

Citations are included for every quote in the paper (all direct quotes and

paraphrased quotes)

Be careful not to plagiarize information from your sources. If you use a

specific idea or definition in your paper, you must cite the source.

Research Folder

______/50

______/50

Works Cited page

2 sources (minimum)

Every source that is used in the paper is listed on the Works Cited page

The Works Cited page is the last page of your rough draft, NOT a new

document. Therefore, this will most likely be the 4th

or 5th

page of your

rough draft (depending on the length of your paper).

The title (Works Cited) is centered on the page. No bold or underline.

Use hanging indent

Alphabetical order

“Article Titles” in quotations

Book, Magazine, Journal, Website, Database Titles in italics.

______/30

______/30

MLA formatting

Heading on page one: Student Name

Ms. Hafner

British Lit. 121A-Period ___

16 March 2012

All lines are double spaced

Page number header (Insert; Page number – put in your last name)

1 inch margins

Times New Roman font in 12 pt. size

NO EXTRA LINE SPACES (go to Paragraph menu and click on the box

that says “do not add space after paragraphs of the same style”)

______/20

______/20

TOTAL for Rough Draft and Works Cited

______/100

______/100

Your research folder should include:

Your name on the front of the folder

In the RIGHT pocket (in this order)

1. Annotated Sources

2. Interview Preparation Worksheet

3. Interview Transcription

4. Annotated Bibliography

In the LEFT pocket

1. Rough Draft – typed and stapled (Works Cited in the last page of this document)

British Literature Research Paper

1. Research and Format ****ROUGH DRAFT x2 research grades ____________________/100

Research topic thoroughly

At least 2 quotes with correct lead-ins and citations

At least 2 paraphrases with correct citations

Documentation of all direct quotations

Lead-ins for all direct quotations

Documentation of all paraphrases (ANY idea that is not your own)- ALL information that is not your

own MUST BE CITED

Included all sources mentioned in paper on Works Cited Page

Works Cited page correctly formatted

Used Three Sources

Lead-ins for all direct quotes

Included all items in research folder in correct order

Length (minimum 2.5 pages)

2. Content x2 research grades ____________________/100

Effective introduction

Solid thesis statement/claim

Solid conclusion

Clear topic sentences/good transitions (topic sentence relates to thesis/claim/argument)

Clear organizational strategy-each paragraph is coherent and relates back to topic sentence

Plenty of development of examples and topic sentences

Paper uses secondary sources to ENHANCE ARGUMENT

3. Mechanics/Style x2 research grades ______________________/100

Sophisticated level of prose

Varied Sentence Structure

Lead-ins correctly punctuated

Word Choice

Spelling

Contractions/numbers

Punctuation errors

First, second person used

Incorrect quotation punctuation

Subject, verb agreement

Inconsistent tense

Fragments

Run-ons, commas splices

Pronoun reference errors

On Blackboard on time (-5 if not)