junior theme packet -...

Junior Theme PacketIt is a requirement to write a Research Paper for this

class. Failure to write the paper could result in failing English III. Late work will not be accepted except for the final paper. The paper will be accepted for up to a 70 if turned in the following class day.

Students are required to: Read research on your research question that

answers your research questions. Research what has been said about the topic

using all available materials, periodicals, reference books, and computer sources.

Highlight a minimum of 40 quotes. Make a chart with a minimum of 5 sources and

include bibliography information. The sources must come from credible databases. See the list created by the library that was given to you.

Create a topic outline from which you will develop your paper. It should follow the outline provided for you in this packet.

Write a final copy consisting of 1) cover page, 2) outline, 3) 1000 word essay with parenthetical documentation, and 4) Works Cited page.

Type the final copy in the SHHS computer lab for a final grade.

The following materials are needed by:

One large manila envelope (10 X 13) with a clasp

One Highlighter Notebook paper

Please be sure that these guidelines are crystal clear. The final product counts as 2 test grades. Your presentation over your paper will count as one test grade. This paper is a process and must be completed in stages. You MUST follow the schedule for turning in work. If you are absent the day the paper is due you MUST have someone bring it to school for you.

For the computer lab: You must have a user name and password

Research Paper Deadline Schedule

Due Item Teacher

Research Question Materials 5 Main Sources Highlighted Sources ______ Research Charts ______ Thesis Statement Outline Rough Draft Final Paper _______ Presentation _______

REMEMBER—NO late papers will be accepted after the following class after the deadline. If you are absent, someone must bring it to school for you. ABSENCES DO NOT EXTEND DEADLINES FOR FINAL PAPER DUE DATE!!!

Library Research: We will only be using the computers for 2

weeks. Once our scheduled time is up, you are responsible for getting your research done on your own time. This policy applies to all students. If you are absent these days, you are responsible for getting your research done on your own time.

You must make copies of the pages from which you take notes for every source you use and bring them to class daily.

Do not include information on a source chart if you cannot provide a hard copy for the source. Failure to do so will be considered plagiarism and could result in a failing grade.

The photocopied pages from your sources must be included with your final draft.

If you do not include parenthetical documentation within the paper or hard copies of your sources, it will result in a 0 (no credit)

I understand the requirements of the major research paper, the due dates, and the stipulation that no late work will be accepted for any reason.

Student Signature

Parent Signature

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Checklist for Final Paper Turn in—

You must turn in all of the following items on the final due date: late work will not be accepted!

Use the following list to make sure you have all the required materials ready to turn in on the due date.

Research Chart

Rough Outline

Rough Draft

Peer Edit

Hard Copy of all sources

Title Page—typed

Outline—typed

Final Paper—typed

Word Count

(You may not count the title page or works

cited page in your word count.)

Works Cited Page—typed

Students: It is your responsibility to make sure you understand all the enclosed information. Excuses where you claim “I didn’t understand.”, “I didn’t know.”, “I forgot.”, or “You didn’t tell me.” will not be accepted. Since this project is so large, it is recommended that you work on it at home. Do not count on getting your paper done during class time. And remember, late papers will not be accepted for any reason; so make sure you turn your paper in on the due date.

Furthermore, you are required to sign that you turned your paper in on the due date. Therefore, do not turn your paper in to anyone but me. Do not leave it on my desk either. I will not be responsible for papers not handed to me directly.

Rubric for your paper—

Your project is worth 2 test grades. Thus, your paper will be graded on the following scale:

Research: this is your first grade for this paper.Highlighted Sources/Research Chart/Photocopies (50pts.)

Research Chart Hard copies of all sources

Rough Outline and Rough Draft—10 points Rough Outline Rough Draft Peer Edits

Title Page—5 points Original Title Your name Date Class Period All centered on page

Works Cited Page—30 points Alphabetical order by author’s last name Punctuated correctly

Word Count of paper only—2 pointsEverything in Manila Folder—3 points

Name Date and Class Period written on outside

Grade=100%

Essay: this is your second grade for this paper.Organization—10 points

Does paper flow smoothly?Content—35 points

Outline followed? Paragraphs fully developed? 750 words or more?

Parenthetical Documentation—35 points Punctuation correct? Format correct? 5 different sources used in your paper?

Grammar/Syntax—20 points Comma usage correct? Punctuation correct? Subject/verb agreement? Word usage?

Grade=100%

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Junior Theme Research Paper

Your outline will look like this:

Suggested Organization for your Theme

I. IntroductionThesis Statement:

II. First TopicIII. Second TopicIV. Third TopicV. Conclusion

The body follows the introduction, and breaks down the points the author wishes to make.

Checklist for Avoiding Plagiarism:1. What type of source are you using: your own

independent material, common knowledge, or someone else’s material? You must acknowledge someone else’s material.

2. If you are quoting someone else’s material, is the quotation exact? Have you inserted quotation marks around quotations run into the text?

3. If you are paraphrasing or summarizing someone else’s material, have you used your own words and sentence structures? When you resort to the author’s exact language do you insert quotation marks? Have you represented the author’s meaning without distortion?

4. Is each use of someone else’s material acknowledged in your text? Are all your citations complete and accurate?

5. Does your list of works cited include all the sources from which you have drawn information in writing your paper?

Research Guide:

The order of your strongest and weakest points—called the order of disclosure—is important to think about as well. How do we know which order will work? One effective way to order your points is this: start with the second most important point, go to the next points of lesser importance, and then conclude with your strongest point. When you place

your two strongest points first and last, you give your important points the two most memorable and emphatic positions, at the beginning and the end of your discussion. When you wrap up your discussion with the strongest point coming last, you emphasize the strength of your argument and give it punch. This pattern is considered powerful for overcoming the initial resistance of the reader/audience. However, many arguments use the order of the weakest points to the strongest points.

Your conclusion should state your conviction strongly. Review your main points and tell your audience what action you would like them to take; address and resolve the main points from your introduction.

Organizing your Research: Be sure you always keep your note cards

organized by topic on the top of each card. To avoid loosing them, keep them together with a rubber band.

Once separated, stack them in order of logical importance or significance. You may find that some of these are main divisions, some subdivisions, and some other minor subdivisions. These stacks will help you to decide what to include in your outline.

Use your organized cards to develop your outline.

Parenthetical Documentation:Since a research paper is based upon material

taken from the work of others, proper credit must be given to the person from whose work the material was taken. No one paragraph should be taken from one source; rather, several sources should be used in each paragraph.

Generally, no more than three references from one source should be cited consecutively.

Proper credit must be given to the author of any material used in a research paper. MLA requires the source to be inserted as a brief parenthetical documentation within a text (MLA 135). For further information, refer to the handout on parenthetical documentation.

Punctuation and Grammar:1. No contractions or abbreviations.2. Spell our numbers that can be written as one or

two words.3. Underline the titles of books, plays, TV series,

paintings, magazines, and long poems.3

4. Use quotations marks with titles of short stories, essays, newspaper articles, songs and short poems.

5. Use an ellipsis (. . . ) to indicate the omission of material from a quotation.

6. Comma use: Dates (May 8, 2005) Between city and state (Arlington,

Texas) In a series (He wrote poetry, short

stories, and novels.) Set off an introductory clause or long

phrase (During the winter in Texas, I visit my grandmother in Mexico.)

Content: Organization of the paper must follow

the topic outline. Paper must contain an introduction and

conclusion paragraph. Each body paragraph must contain a

topic sentence. Paper should maintain clarity. (Does it

make sense?)

Paper should be interesting and easy to read. (Sentence variety)

Each paragraph must contain at least one example of parenthetical documentation (Author #).

Writing Style:1. No use of there. Avoid weak starts such as there

is/there are.2. Avoid the use of vague terms such as a lot, very,

get/got, things.3. Avoid passive voice—the “be” verbs.4. Avoid the use of first and second person unless

in a direct quotation.5. Limit the use of “be” verbs-is, am, are, was,

were, be, being, been.6. Use present tense when referring to a piece of

literature.7. No prepositions without an object.8. Use a variety of sentences. (use of various

phrases; use of different beginning structures)9. Use effective transitions especially at paragraph

beginning.10. Reasonable paragraph length (4-6 sentences).

Works Cited Entries

One Author:Koontz, Dean. The Bad Place. New York: Berkeley Books, 1990.

One Author with Editor and/or Edition:Chaucer, Geoffrey. The Works of Geoffrey Chaucer. Ed. F. N. Robinson. 2nd ed. Boston: Houghton

Mifflin Company, 1957.

Two or Three Authors:Brown, John M., Jr., and Estelle Resnik. Literary Movements. Bloomington, IN: Prestwick Books,

1988.

Berry, Jason, Jonathan Foose, and Tad Jones. Up from the Cradle of Jazz: New Orleans Music Since

World War II. Athens: U of Georgia P, 1986.

More than Three Authors:Marine, Paul, et al. Literary Focus. Englewood Cliffs, NJ: Prentice Hall, 1993.

Quirk, Randolph, et al. A Comprehensive Grammar of the English Language. London: Longman,

1985.

Two or More Books by the Same Author:4

Von Oech, Roger. Edgar Allen Poe’s Life. New York: Harper, 1993.

---. Poe’s Works. New York: Macmillan, 1993.

Multivolume Work with an Editor:Ziegler, Alan, ed. Contemporary Literary Criticism. Vol. 2. Detroit: Gale Research Company, 1994.

(If multiple editors, use “eds.”)

Multivolume or Anthology with Author of Article and Editor of Book:Brooks, Ann. “Poe’s Tone.” Contemporary Literary Criticism. Ed. Alan Ziegler. Vol. 2. Detroit:

Gale Research Company, 1983.

Lazard, Naomi. “In Answer to Your Query.” The Norton Book of Light Verse. Ed. Russell Baker.

New York: Norton, 1986. 52-53.

An Introduction, Preface, Foreword, or Afterword:Bernstein, Carl. Afterword. Poison Penmanship: The Gentle Are of Muckraking . By Jessica Mitford.

New York: Vintage-Random, 1979. 275-77.

Borges, Jorge Luis. Foreword. Selected Poems, 1923-1967. By Borges. Ed. Norman Thomas Di

Giovanni. New York: Delta-Dell, 1973. xv-xvi.

An Article in a Reference Book:“Thornton Wilder.” Merriam Webster’s Collegiate Dictionary, 10th ed. 1994.

“Melodeon.” Encyclopedia Americana, 1985 ed.

An Article in a Newspaper:Stanley, Allessandra. “Robert Ludlum’s Style.” New York Times 20 Mar. 1994, 4A.

An Article in a Weekly Magazine:Tully, Shawn. “The Message of Mark Twain.” Time 4 Apr. 1994: 14-16.

An Article in a Monthly Magazine:Ferrara, Jerry L. “Why Vultures Make Good Neighbors.” National Wildlife June-July 1987: 16-20.

An Article in a Monthly Magazine with an Illustrator:Murphy, Cullen. “Women and the Bible.” Il. Davis Jones. Atlantic Monthly Aug 1993: 39-64.

Interviews:(Format: Person interviewed. Type of interview (personal or telephone). Date.)

Mink, Patsy T. Telephone interview. 21 June 1997.

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Web Sites:(Format: Author’s Name. “Title of Page.” Name of Database or Project. Date of posting or update.

Name of Organization. Date of access <URL>.)Sinclair, Dawn. “The Sky is Falling?” Dateline: Meteors. 1998. MSNBC>15 Mar. 1998

<http://www.msnbc.com/onair/nbc/dateline/m-skyfalling.asp>.

CD-ROM Databases:(Format: Author’s Name. “Article Title.” Periodical Title Date: Page (s). Title of Database. ED-

ROM. Name of Vendor. Electronic Publication Date.)

Coates, Steve. “Et Tu.” New York Times 28 Oct. 1996: 39-42. New York Times Ondisc. CD-ROM.

UMI-ProQuest. Dec. 1996.

Online Encyclopedias:“Middle Ages.” Academic American Encyclopedia. Online. Prodigy. 30 Mar. 1997.

Junior Theme Outline Example

OUTLINE

I. IntroductionThesis: Japanese theater rose from a popular to elite and then returned to a popular art form.

II. Early theatrical forms

A. BugakuB. SarugakuC. Primitive NohD. Authors and Audience

III. Noh theater

A. AuthorsB. Props

1. Masks

a. womenb. demonsc. old men

2. Structure of Stage

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http://www.msnbc.com/onair/nbc/dateline/m-skyfalling.asp

C. Themes

1. Buddhist influence2. The supernatural

D. Kyogen interludesE. Audience

IV. Kabuki

A. AuthorsB. Props

1. make-up2. special effects

C. Themes

1. Love stories2. Revenge

D. Audience

V. Bunraku (puppet) theater

A. AuthorsB. PropsC. Themes

1. Love stories2. Historical romances

D. Audience

VI. Conclusion

The body follows the introduction, and breaks down the points the author wishes to make.

Note that some section have subdivisions, others do not, depending on the demands of the paper.

In this outline, II, III, & IV all have similar structure, but this will not necessarily be true for all papers. Some may only have three major sections, others more than the five given here.

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How to do a Works Cited List

Each time you cite a source in your paper, pull the bibliography card for that source from your working

bibliography and place it in a new stack of Works Cited cards. When you have completed the final draft of your

paper, you will have a complete set of Works Cited cards. Arrange those cards in alphabetical order. Then type

up your final Works Cited list from the cards, following their style exactly. Your final Works Cited list should

include a complete entry for every source that you have cited in your paper. Here is a sample Works Cited list

for a research paper on saving forests.

Pappas 23

Works Cited

Caldicott, Helen. If You Love This Planet: A Plan to Heal the Earth. New York:

Norton, 1992.

Dietrich, William. The Final Forest: The Battle for the Last Great Trees of the

Pacific Northwest. New York: Simon, 1992.

Frome, Michael. Regreening the National Parks. Tucson: U of Arizona P, 1992.

Hamilton, Harriet. “From Stones and Clay an Abundance of Trees.”

Conservationist Sep.-Oct. 1991: 32-35.

Harrison, Robert Pogue. Forests: The Shadow of Civilization. Chicago: U of

Chicago P, 1992.

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Should Smoking Be Banned in Public Restaurants?

In the perfect situation, smoking policy would be set by bar or restaurant owners, and customers would

patronize the establishments with the policy they prefer. Customers would decide—without the government’s

help—if they want to avoid smoke-filled rooms or enter them. They might even choose to sit in an area

sectioned off for smokers or non-smokers, but the ultimate issue is choice (Ruwart 1). When the government

starts telling restaurant owners what their customers can and cannot do, the government is overstepping its

boundaries.

Our government aims to protect us—to save us from society’s evils. However, in an attempt to protect

the public from the effects of passive smoking (second hand smoke)—of which, according to the nonpartisan

Congressional Research Service in 1994, “the statistical evidence does not . . . support a conclusion that there

are substantive health effects . . .” (Krauthammer)—the feds have failed to protect a vital part of the U.S.

economic population: business owners. Many people who drink also tend to smoke; banning drinkers from

smoking has hurt business in some bars and restaurants. “According to the California Licensed Beverage

Association, business has dropped as much as 85 percent . . . since the prohibition took effect” (“Bar Owners

Vow” 1). The decrease in customers and subsequent loss of revenue has far-reaching effects on employers. A

study by the American Beverage Institute entitled “Effect of 1998 California Smoking Ban on Bars, Taverns,

and Night Clubs” asked 300 respondents about the effects of the ban on their businesses. When asked if the ban

caused owners to lay off employees or cut working hours, 29.7 percent of respondents answered “yes”; 59

percent gave the same answer when asked if they experienced a loss of tips/gratuities for bar and serving-staff

employees (1). The plight of restaurant and bar owners is often ignored, but it is a serious issue for them and for

their employees.

While the argument rages over the effects of smoking on public health, the question that remains is this:

“How much is society entitled to penalize smokers for their decisions because—in society’s view—those

decisions are unhealthy?” (Samuelson). Smoking tobacco is not an illegal act, yet the 25 percent of Americans

who do smoke are often treated as if they were criminals. They are incessantly nagged, blamed for numerous 9

illnesses and unpleasantries, and made to feel guilty by self-righteous nonsmokers (Bork 28). The

Environmental Protection Agency estimates that living with a smoker increases your chance of lung cancer by

19 percent. What they fail to tell you is that, in contrast, (firsthand) smoking increases your chance 1,000

percent (Buckley). Why is the act of smoking tobacco, which merely injures oneself, so scrutinized and shunned

by society, while drinking alcohol, which is by far more deadly to innocent bystanders, is accepted by society

and virtually unregulated? (Krauthammer). One may not wish to be seated near an extremely obese person in a

restaurant, but it would certainly be unconstitutional to deny service to these patrons. In modern society, the

government knows better than to discriminate against minorities, senior citizens, or the physically handicapped;

it does not hesitate, however, to discriminate against smokers.

Personal choice is a simple principle that is highly valued in American society. Banning smoking in all

public restaurants violates this principle and jeopardizes our freedom. Smoking should not be banned in all

restaurants. A ban on smoking imposes unnecessary governmental interference in private business, affects

business owners negatively, and discriminates against smokers. Like the black Southerner turned away because

of racial segregation, the smoker is unfairly treated. Sadly, just when our government claims to be whisking

away the clouds of smoke, it is legislating a cloud of discrimination.

Works Cited

“Bar Owners Vow to Continue to Fight California Smoking Ban; Owners Contend Disruption, Lost Revenues,

and Customer Dissatisfaction.” Forces.org. 24 Feb. 2001. National Smokers Alliance. 26 Feb. 2001.

<http://www.forces.org/californ/calud/calud4.htm>.

Bork, Robert H. “Addicted to Health.” National Review 28 July 1997:28-30.

Buckley, William F., Jr. “Tobacco Settlement Time?” National Review 20 April 1998:63. “Effect of 1998

California Smoking Ban on Bars, Taverns, and Night Clubs.” abionline.org. American Beverage Institute. 8

March 2001 <http://abionline.org/ca_smoking6.html>.

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Krauthammer, Charles. “The New Prohibitionism.” Time 6 Oct. 1997:112.

Ruwart, Dr. “Ask Dr. Ruwart: Libertarians on Smoking Bans.” self-gov.org. 19 Mar. 1998. Advocates for Self-

Government. 8 Mar. 2001 <http://www.self- gov.org/ruwart/q0028.html>.

Samuelson, Robert J. “The Amazing Smoke Screen.” Newsweek 30 Nov. 1998:47.

Rough Draft Outline

I. Introduction

A. Background

B. Thesis Statement ___________________________________________

___________________________________________________________

___________________________________________________________

II.___________________________________________________(First subtopic)

A._________________________________________________(First Point or Claim)

1._______________________________________(Reason: Factual Support/evidence)

2._______________________________________(Warrants: Logical Support) 11

B.________________________________________________(Second Point or Claim)

1._______________________________________ (Reason: Factual Support/evidence)

2._______________________________________ (Warrants: Logical Support)

II.__________________________________________________(Second subtopic)

A.__________________________________________________(First Point or Claim)


2._______________________________________(Warrants: Logical Support)



2._______________________________________ (Warrants: Logical Support)

IV.___________________________________________________(Third subtopic)

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A.__________________________________________________(First Point or Claim)






V. Conclusion

A.(Restate

Thesis

)_________________________________________________________________________________________________________________________________________________________________________________________________________________

B.(Implications for

Future)______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

C. (Implications for

Future)______________________________________________________________________________

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________________________________________________________________________________________________________________________________________________________________________

D. (Closing

Statement)___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Junior Theme Rubric

Essay:Parenthetical Documentation (35pts.) __________-5 sources-properly punctuated

Content (35pts.) ___________ -paragraphs fully developed-transitions-answers thesis

Grammar (20pts.) ___________-word usage-spelling-punctuation-contractions-“be” verbs

Organization (10pts.) ___________-follows outline

Grade:_____________

Proper Documents Included:Works Cited (30pts.) __________-proper format

Research Charts/Photocopies (50pts.) __________

Outline (10pts.) __________-proper format

Cover Page (5pts.) __________

Rough Draft with Peer Edit (5 pts.) __________

Grade: ___________

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Parenthetical Documentation

One Author: Citing an Idea from throughout a Work: With Author in Text (preferred way): In Contemporary Authors, James Woods acknowledges

Poe’s obsession.

Without author in text: Poe’s obsessions create suspenseful writing (Woods 395).

One Author: Citing a Direct Quote or Specific Idea: With Author in text: Bullock emphasizes the “close relationship between historical

background and Hawthorne’s fictional settings” (35).

Without author in text: A “close relationship exists between historical background and Hawthorne’s fictional settings” (Bullock 35).

No Author Given: Poe’s work “exemplifies Romantic qualities” (Romanticism 101).

Two or Three Authors: Melville’s Billy Budd represents an “allegory of good versus evil using Biblical symbols” (Smith

and Jones 85).

Indirect Source: Bishop’s poem “The Fish” uses strong images: “He was speckled with barnacles, / Five rosettes

of lines / and infested / with tiny white sea-lice . . .” (qtd. in Callan 95).

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