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Name__________________________________________Date____Hour______
Research Project / Paper AP Language and Composition
Assignment Initial when complete
1. Answer the "Introduction to Research" questions and discuss as a class (pg. 2 in this packet).
2. Read pages 114-120 in your textbook and complete guided notes (pgs. 3-4 in this packet).
3. Complete Links Project and the self-editing checklist on page 5 of this packet.
4. Pick your topic. Make sure it is researchable. GET MR. STARK TO APPROVE YOUR TOPIC.
5. Answer the "Phase One" questions about your topic.
6. Complete the Synthesis Packet assignment. Make sure you have 7-10 sources in your packet. Follow the guidelines of the assignment and use the sample cover and source page to help you out (pages 8-9 of this packet). You may also look at the sample available on Mr. Stark's website. Use easybib.com to help you create the MLA bibliographic entry for each source. Make sure that you use a hanging indent with each source - this means that the second and any subsequent lines of a source are indented. When you finish your synthesis packet, go through the self-editing checklist on page 10 of this packet and make sure you have met all requirements. Then, have Mr. Stark check it at your computer (for a grade), or e-mail it to him if he doesn't have time to check it prior to the end of the hour.
7. Outline - Using the model provided (pages 11-13 in this packet), construct an outline for your research paper. The outline should include at least 11+ citations from the research (minimum of five different sources). Outline submitted to Mr. Stark by ________________________.
8. First Draft of Research Paper - We will be hand-drafting a six or seven paragraph persuasive research paper with a Works Cited page. Use the model research paper provided to help you out.
9. Typed Draft for Editing - You will need to bring a typed copy of your research paper (with a Works Cited page) with you to class on _____________________. The typed draft should be 4 to 6 pages in length (not including the Works Cited page). It should be double-spaced and presented in MLA format.
10. Complete the self-editing checklist (on page 20).
11. Have your partner complete the peer-editing checklist (on pages 21-22).
12. Have three people proofread your final copy and sign off on the "Three Before Me" sheet.
13. Print off your final copy. Staple the scoring rubric and your "Three Before Me" slip to the back of the final copy. Turn it into the appropriate hour tray on ________________________.
2
Introduction to Research
1. Describe your prior experiences with research / research papers.
2. What are some guidelines you associate with gathering research or writing a research
paper?
3
Notes: pages 114 – 120
Define primary research and secondary research.
PRIMARY RESEARCH: SECONDARY RESEARCH:
Identify and briefly summarize the four stages of the research process (chart on 116).
STAGES OF THE RESEARCH PROCESS
1. 2. 3. 4.
4
Note the guidelines of a researchable hypothesis.
A RESEARCHABLE HYPOTHESIS MUST BE…
List off at least 7 guidelines you should follow when evaluating the credibility of an online source.
1. 2. 3. 4. 5. 6. 7.
5
Self-Editing Checklist: 50 Links Project
YES NO
Is the project in MLA format (MLA heading, title centered, page count in the upper right hand corner, 1 inch margins, size 12 Times New Roman)? Compare your project with the sample links page on Mr. Stark's website.
Did you conduct research on 3-5 topics of interest? Did you clearly identify each of the topics above the links that go with it?
Do you have 50 links to articles related to these topics of interest? Are they numbered 1 to 50? If not, number them.
Is there a 2 sentence summary of the content above each link? *see formatting of Mr. Stark's links page
Are the summaries written in complete sentences? Are the summaries punctuated accurately? Have they been proofread? Have you run spell-check? You will be marked down for sloppiness and inaccuracy.
When your 50 Links Project is complete, e-mail it to Mr. Stark
at [email protected]. You must submit WHATEVER
YOU HAVE COMPLETED on Wednesday, January 23rd (before
2:42).
If you have fewer than 50 links completed, you still need to
submit the project so we can move on with the research
paper.
6
Phase One Questions
1. What is your researchable topic?
2. Identify and briefly define a problem inherent in the topic that gives you reason for writing about the topic. When you discuss the problem, makes sure you discuss the differing viewpoints that define the conflict (3-4 sentences).
3. Discuss the purpose of or the benefits to be gained from conducting research on this topic (1-2 sentences).
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4. Your audience will be made up of educated adults. What might be some of the assumptions, interests, and needs of your audience? (3+ sentences)
5. How will you limit your topic? (1-2 sentences)
6. What is your working hypothesis (possible thesis)?
8
John Doe
Mr. Stark
AP Language and Composition
27 October 2015
Synthesis Packet – Your Topic
*Sample Prompt: Recreate this prompt
Many recent college graduates have faced record levels of unemployment. This situation has led people
to question what they value about higher education. Some high school students and their parents are
wondering if a college education is worth the cost. Others, however, believe that a college education
prepares students for more than just a job or a career. (2014 AP Test)
Carefully read the following ____ sources, including the introductory information for each source. Then
synthesize information from at least five of the sources and incorporate it into a coherent, well-developed
essay that evaluates whether college is worth its cost.
Your argument should be the focus of your essay. Use the sources to develop your argument and explain
the reasoning for it. Avoid merely summarizing the sources. Indicate clearly which sources you are
drawing from, whether through direct quotation, paraphrase, or summary. You must cite the sources
using the author's last name in parenthesis. If the article has no author, place the name of the organization
that published the article, or the first three words of the title
Source 1 (Crawford)
Source 2 (Author's Last Name)
Source 3 (Author's Last Name)
Source 4 (Author's Last Name)
Source 5 (Author's Last Name)
Source 6 (Author's Last Name)
Source 7 (Author's Last Name)
Source 8 (Author's Last Name)
9
Source 1
Crawford, Matthew B. “The Case for Working with Your Hands.” New York Times Magazine.
New York Times, 24 May 2009. Web. 19 Dec. 2011.
The following is excerpted from an article in the Sunday magazine section of a national
newspaper.
High-school shop-class programs were widely dismantled in the 1990s as educators prepared students to
become “knowledge workers.” The imperative of the last 20 years to round up every warm body and send
it to college, then to the cubicle, was tied to a vision of the future in which we somehow take leave of
material reality and glide about in a pure information economy. This has not come to pass. To begin with,
such work often feels more enervating than gliding. More fundamentally, now as ever, somebody has to
actually do things: fix our cars, unclog our toilets, build our houses.
When we praise people who do work that is straightforwardly useful, the praise often betrays an
assumption that they had no other options. We idealize them as the salt of the earth and emphasize the
sacrifice for others their work may entail. Such sacrifice does indeed occur — the hazards faced by a
lineman restoring power during a storm come to mind. But what if such work answers as well to a basic
human need of the one who does it? I take this to be the suggestion of Marge Piercy’s poem “To Be of
Use,” which concludes with the lines “the pitcher longs for water to carry/and a person for work that is
real.” Beneath our gratitude for the lineman may rest envy.
This seems to be a moment when the useful arts have an especially compelling economic rationale. A car
mechanics’ trade association reports that repair shops have seen their business jump significantly in the
current recession: people aren’t buying new cars; they are fixing the ones they have. The current
downturn is likely to pass eventually. But there are also systemic changes in the economy, arising from
information technology, that have the surprising effect of making the manual trades — plumbing,
electrical work, car repair — more attractive as careers. The Princeton economist Alan Blinder argues that
the crucial distinction in the emerging labor market is not between those with more or less education, but
between those whose services can be delivered over a wire and those who must do their work in person or
on site. The latter will find their livelihoods more secure against outsourcing to distant countries. As
Blinder puts it, “You can’t hammer a nail over the Internet.” Nor can the Indians fix your car. Because
they are in India.
If the goal is to earn a living, then, maybe it isn’t really true that 18-year-olds need to be imparted with a
sense of panic about getting into college (though they certainly need to learn). Some people are hustled
off to college, then to the cubicle, against their own inclinations and natural bents, when they would rather
be learning to build things or fix things. One shop teacher suggested to me that “in schools, we create
artificial learning environments for our children that they know to be contrived and undeserving of their
full attention and engagement. Without the opportunity to learn through the hands, the world remains
abstract and distant, and the passions for learning will not be engaged.”
10
Self-Editing Checklist: Synthesis Packet
YES NO
Does the first page follow the same format as the model provided on page 8? It should look exactly the same except it should address your topic.
Did you make sure to include the author's last name (or the organization / title of the article if necessary) in parenthesis?
Did you include between 7 - 10 sources?
Did you make sure that each individual source page begins with an MLA bibliographic entry?
Did you include the most relevant excerpts from each article? Try to keep each source page to 1 (or at max 2) pages. If you want to use multiple parts of the same article, use the *** between paragraphs to indicate that you are excerpting from different areas of the article.
Did you include at least 1-2 source that present opposing viewpoints? You need to have some sources that you can rebut.
Did you include at least one visual source (a photo, a graph, an editorial cartoon)?
Is your synthesis packet properly formatted and complete? Compare your synthesis packet to the sample synthesis packet on Mr. Stark’s website.
When your synthesis packet is complete, have Mr. Stark check
it at your computer. If Mr. Stark doesn’t have time to get to
you by the end of the hour, e-mail it to Mr. Stark at
[email protected]. You must submit WHATEVER
YOU HAVE COMPLETED on Tuesday, January 29th (before
2:42).
11
Sample Research Paper Outline
I. Opening Paragraphs
A. Statement of Problem: Discuss the breakdown in discipline in schools today
related to student “rights.”
1. Many school officials have begun to feel that there is a "time, place, and
manner for everything, and school may not be the place [for offensive clothing]"
(Jahn).
2. Offensive, sloppy, clothing = dress codes
3. Dress codes = difficult to enforce
B. Argument & Thesis
1. Uniforms = simpler than dress codes
2. Uniforms = professional
3. Three points + thesis statement: Implementing uniform policies helps schools
to limit negative messages, to erase the stigma of economic status, and to limit
gang identification. Therefore, schools should begin requiring their students to
wear uniforms.
II. First Body Paragraph: Argument / Topic = Uniforms prevent negative messages.
A. General reason supporting the argument: Teens wear shirts with inappropriate
messages.
1. Specific detail(s): sexually suggestive statements, drug and alcohol
references, obscenity
2. Quote(s) or paraphrase(s) from research: If uniforms were required,
shirts and other clothing with negative, offensive messages would be
eliminated (Smith).
B. General reason supporting the argument: Offensive, distracting messages
1. Specific detail(s): Girls wearing t-shirts with “juicy” or “hottie”
written across their rear ends (Smith).
2. Quote(s) or paraphrase(s) from research: School officials suggest that
students are held “captive” at the location and look to administrators for
education and safety (Jones).
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III. Second Body Paragraph: Uniforms eliminate disparities between rich and poor students.
A. General reason supporting the argument: Kids who can’t afford nice clothes are
ridiculed. .
1. Specific detail(s): Nike, Calvin Klein, Abercrombie & Fitch = signs of
popularity
2. Quote(s) or paraphrase(s) from research: Advocates say that uniforms
promote unity among students by reducing the external disparities that
exit between the well-off and the poor (LaPoint, Holloman, and Alleyne).
B. General reason supporting the argument: Uniforms reduce the amount of money
parents need to spend on clothes.
1. Specific detail(s): 2 or 3 outfits instead of 5 or 6
2. Quote(s) or paraphrase(s) from research: Uniforms “can reduce the
amount of money that young people and their parents spend for clothing”
(Woods and Ogletree).
C. Others may claim that uniforms cost money.
1. Schools have addressed this issue easily.
a. At a middle school in California, eighth-graders donated their
uniforms for students who could not afford to buy new ones. Hundreds
of uniforms were collected (“Groups Ensure Uniform Success”).
IV. Third Body Paragraph: Uniforms limit gang identification.
A. General reason supporting the argument: Gangs use clothing as a membership
marker.
1. Specific detail(s): Starter jackets, types of shoes
2. Quote(s) or paraphrase(s) from research: Dress code restrictions
range from not wearing any gang affiliated clothing to stating exactly
what cannot be worn (Burke).
B. General reason: Gang members stand out if students are required to wear
uniforms.
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1. Research: When a gang member comes on campus, students and staff
know and are able to quickly respond (“Common Denominators in
Clothing”).
2. Research: Shawn Ashley, New York City School Board Member tells
doubters of uniforms to “look at the numbers – look at the reduction of
crime on the city’s public school campuses” (“Common Denominators in
Clothing”).
V. Rebuttal
A. Opponents claim that uniforms limit individuality.
1. Specific quote: Quote from Student Advocate Jane Ansel (Woods and
Ogletree)
B. Concession: Granted, some kids may believe that they are expressing themselves
by wearing a holey shirt or a t-shirt promoting their favorite band.
C. Explain why they’re wrong using logic / reason
2. Clothing isn’t the best way to express oneself.
3. Uniforms allow people to be judged based on their character.
4. Comparison to sports
5. Connection to teachers (Smith)
D. End by coming back to my point strongly: Teachers and other students would
be more likely to treat students fairly if uniform policies were adopted.
VI. Conclusion
A. Reword thesis statement: Obviously, the way some students dress is inappropriate
for school.
B. Review key points briefly:
1. eliminates distractions
2. reduces economic distinctions
3. limits gang identification
C. End with a strong statement / clincher (may be from research): The evidence
indicates that uniforms should be used to improve our schools. It’s time for school
officials to act.
14
Doe 1
John Doe
Mr. Stark
AP Language and Composition
6 November 2015
Uniforms Lead to Unity
Today, many of our public schools are now riddled with major disciplinary problems.
This breakdown in discipline can be linked to a lack of respect for authority and a vast expansion
of student "rights." Somehow the "right" to wear offensive, sloppy, or even overly sexual
clothing has worked its way into our public schools, causing some school officials to conclude
that there is a "time, place, and manner for everything, and school may not be the place [for
offensive clothing]" (Jahn). Unfortunately, developing rules that restrict offensive clothing is a
challenging process, and enforcing an effective dress code is difficult because dress codes tend to
be either too specific or too vague. Dress codes also tend to be enforced arbitrarily, leading to
resentment and confusion among students. Therefore, to combat the problem of inappropriate or
offensive clothing, many school officials have decided to require that students wear uniforms.
Many schools have discovered that requiring students to wear uniforms is a simpler way
to ensure that students dress in a professional manner. Instead of creating a detailed and
confusing dress code, schools with uniform policies require all students to wear the same outfit -
usually a combination of a weather appropriate shirt and dress pants or a skirt. These schools
have found that implementing uniform policies helps schools to limit negative messages, erase
the stigma of economic status, and limit gang identification by students. Although critics claim
that school uniform policies are too restrictive, the benefits uniforms provide outweigh any
minor problems they may create.
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Doe 2
By implementing uniform policies, schools will prevent students from using clothing to
send a negative or distracting message. Unfortunately, many young people today wear t-shirts
that have inappropriate messages on them. Sexually suggestive statements, drug and alcohol
references, and obscenity have become a part of teenage fashion trends. If uniforms were
required, shirts and other clothing with negative, offensive messages would be eliminated
(Smith). Too many t-shirts promoting drugs, sex, or violence are worn daily by students; this is
offensive not only to people in authority but to other students as well. For instance, some
teenage, and even “tween,” girls have begun to wear t-shirts or pants with classless statements
such as “juicy” or “hottie” strategically placed to highlight certain areas of their bodies (Smith).
Obviously, those type of messages are not appropriate for school, and allowing students to
“express” themselves in this manner teaches students nothing while also reinforcing cultural
norms that objectify women. Students, teachers, and administrators come to school every day to
work and learn, not to deal with clothing that is ridiculously out of place and sends an offensive
message. Because public education is mandatory, students are, in effect, held "captive" at the
location and look to administrators for education and safety (Jones). These students who are
relying on adults to ensure their safety should be provided a positive working environment, not
one filled with distractions. Schools have a responsibility to protect students from the negative
messages that many articles of clothing send.
Along with limiting negative and offensive messages, uniforms help prevent
discrimination based on economic status. In schools around the country, teenagers face social
pressure to purchase trendy clothing. Brands such as Nike, Calvin Klein, and Abercrombie &
Fitch are viewed as symbols of wealth and popularity by many teens, and students who cannot
afford to wear expensive clothing are often singled out for ridicule. Uniforms would help reduce
this teasing by requiring all students to wear the same attire. According to Phoenix
16
Doe 3
Superintendent Trisha Newland, when uniform policies are implemented, the external disparities
that exist between the well-off and the poor are reduced, leading to increased unity among
students (Smith). Not only will unity be increased, but students who cannot afford the best
clothes will feel more comfortable in school and will be less pre-occupied with their appearance.
Poorer children who might be embarrassed because they are wearing “out of style” or shabby
clothing will be able to focus on who they are, not what they are wearing. Uniforms will also
help level the playing field for poor families by “reduc[ing] the amount of money that young
people and their parents spend for clothing" (Woods and Ogletree). Specifically, a study by
Woods and Ogletree found that uniforms reduced the amount of clothing that working class
parents had to purchase for their children. Instead of having to buy their children five or six
outfits, they could buy a few pairs of uniforms and a few nice outfits for the weekends.
Naturally, opponents of uniforms would argue that the uniforms themselves cost money.
However, schools have been able to easily address this issue. One solution is to engage in fund-
raising or fund-sharing programs. At a middle school in California, eighth-graders donated their
uniforms for students who could not afford to buy new ones. Hundreds of uniforms were
collected ("Groups Ensure Uniform Success"). Uniforms, along with efforts like this, help
reduce the effects that economic inequality can have on poor students.
Just as uniforms reduce the effects of economic inequality, they also limit the use of
clothing for gang identification. Many gangs use clothing as membership markers. For
example, certain sports-related jackets have been known to symbolize gang membership. In
some communities, red Chicago Bulls’ jackets might represent membership in the “bloods,”
while a blue Knicks’ jacket might represent membership in the “crips.” Unfortunately, innocent
students can get caught up in the crossfire if they make the “mistake” of wearing clothing
associated with the “wrong” gang. Non-gang members would have less to fear if they were
17
Doe 4
forced to wear uniforms. With the increase in gang violence, school board administrators all
over are coming up with ways to curb gang activity, such as imposing restrictions on gang
related clothing and hairstyles. Placing restrictions on gang clothing is also a viable option.
These restrictions range from not wearing any gang affiliated clothing to stating exactly what
cannot be worn (Burke). When schools follow through with tough uniform policies, gang
members stand out like a ketchup stain on a white dress. As a result, when a gang member
comes on campus, students and staff know and are able to quickly respond ("Common
Denominators in Clothing"). Shawn Ashley, New York City School Board Member, now tells
doubters of uniforms to "look at the numbers - look at the reduction of crime on the city's public
school campuses” ("Common Denominators in Clothing"). Schools are supposed to be safe
places, and if requiring students to wear uniforms makes schools safer, then all schools should
mandate that uniforms be worn.
On the other hand, opponents of uniforms claim that they limit individuality. Researcher
and student advocate Jane Ansel maintains that requiring students to wear uniforms “further
damages attempts by young people to establish an individual identity” (Woods and Ogletree).
Granted, some kids may believe that they are expressing themselves by wearing holey jeans or a
t-shirt promoting their favorite band. However, is clothing really the best outlet to express
oneself? Should not students express themselves through their words and deeds, rather than
through their choice of attire? The truth is that uniforms help eliminate social class distinctions
and allow students to be judged based on their character. In fact, appearance during school could
be compared to appearance in sports. When participating in a sport, most athletes are treated
equally because they all look the same while wearing uniforms. Officials and fans do not care
who looks the nicest; they care about results. Coaches judge athletes by their behavior and
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Doe 5
ability, rather than by their outer shell. Teachers would be more likely to treat students in much
the same way if uniforms took the place of "fashionable clothing" (Smith).
Obviously, the way some students dress is inappropriate for school. Parents and school
leaders are now realizing that they need to raise the standards for young people in this country.
Wearing uniforms does just that. Children and teenagers should not be exposed to adult
advertising that promotes sex, drugs, or violence. Requiring uniforms would limit negative
messages, control economic status, and limit gang identification. All of the evidence indicates
that uniforms should be used to help address some of the problems face our schools. It is time
for school officials to act.
19
Doe 6
Works Cited
Burke, Solomon. "Gang Clothing." Neweducator.com. The New Educator, March 2014. Web.
23 October 2014.
"Common Denominators in Clothing." Update for Secondary School Administrators.
MASSP, 14 April 2014. Web. 24 October 2015.
"Groups Ensure Uniform Success." The New York Times. New York Times, 3 February 2014.
Web. 25 October 2015.
Jahn, Travis. "School Uniforms and Other Pro-Active Forms of Discipline." The Modern
Educator. Education Week. 14 June 2013. Web. 24 October 2015.
Jones, Todd. "The Responsibilities of Today's Schools: Beyond the Classroom."
School Administration Monthly. School Administrator, 13 January 2014. Web. 4 October
2015.
LaPoint, Gordon; Holloman, Andrew and Jean Alleyne. "Responsible Schooling."
Secondary Administration. School Administrator, 30 June 2013. Web. 4 October 2015.
Smith, Robert. "Learning to Use Uniforms Successfully." Education Today. National Education
Association, March 2014. Web. 23 October 2015.
Woods, Andrea and Ogletree, Gary. "Listening to Teachers and Parents." Education
World. MASSP, March 2014. Web. 23 October 2015.
20
SELF-CHECK
SELF-CHECK
Good Needs
work
The heading follows MLA format (this includes the title, the name heading, and the header).
Each page has your last name and the page number in the upper right hand corner.
The first paragraph of the essay discusses the problem at hand. The second paragraph transitions into your
specific argument and ends with a clear thesis statement.
Each body paragraph has a clear topic sentence that states the main point of the paragraph.
Each body paragraph is fully developed and contains ample support from the research.
The paper includes at least eleven parenthetical citations from the research. Citations are placed after each quote or paraphrase - (Last Name), (Publishing Organization), or (“First Three Words”).
All quotations are smoothly blended into the paper. Specifically, the writer tended to use blended fragments in order to avoid using too much quoted material.
The writer paraphrases information from the sources and explains how it supports his/her argument.
Transitional words or phrases are used throughout the paper to connect related ideas.
UNITY: Every idea in each body paragraph relates directly to the topic sentence of that body paragraph.
UNITY: Each of the body paragraphs makes one argument in support of the writer's position.
The rebuttal paragraph presents the opposition's point of view and then explains why the writer does not agree.
At least 2+ research citations are included in this paragraph.
The conclusion continues the discussion, reviews key points, and ends with a clincher.
The writer uses some higher-level vocabulary in his/her writing.
The writer avoids using I, ME, MY, YOU or YOUR.
Contractions are not present in this paper. (isn’t = is not, won’t = will not)
The writer uses ACTIVE VOICE. Scan the paper, looking for unnecessary use of linking (am, is, are, was,
were) or helping (be, been, being) verbs.
If you can rewrite these sentences using a power verb, do so.
PASSIVE: One factor is the death penalty’s inability to deter crimes of passion. ACTIVE: In addition, the death penalty fails to deter crimes of passion.
UNNECESSARY HELPER: The use of school uniforms is helping to reduce the disparity between the rich
and the poor.
POWER VERB: The use of school uniforms reduces disparities between the rich and the poor.
The writer varies his/her sentence structure within the paper. (Sentences begin with different words, vary in
length, and avoid repetitious references.)
MOST IMPORTANTLY: The paper is 4 to 6 pages in length, not including the Works Cited page.
The Works Cited page is double-spaced. Entries are in alphabetical order.
Each entry uses a hanging indent. Sources follow MLA format.
At least 5 different sources are included.
21
Name______________________________
Editor's Name______________________________
Title of Paper______________________________
PEER-EDITING: Research Paper – AP Language
Guidelines
1. Remember that when peer-editing, you must always sit next to each other, not across from each other.
2. You must always read your paper aloud to your peer-editor.
3. The writer should hold the pen, and should make all marks on the paper.
Step One
The writer should read his/her paper aloud to the editor. If the writer notices any errors while reading through the
draft aloud, he/she should stop and make changes. ____________ Mr. Stark’s initials
Step Two
The editor should take the paper. Read through the paper, looking closely for mechanical errors. Point out errors to
the writer, so he/she can make changes to the paper.
Step Three
The editor should go through the following checklist. Make sure to be honest and fair in your assessment. If the
writer fails to meet any of the guidelines on this checklist, NOTE THIS ON THE PAPER!!!
PEER- CHECK
Good Needs work
The heading follows MLA format (this includes the title, the name heading, and the header).
Each page has your last name and the page number in the upper right hand corner.
The first paragraph of the essay discusses the problem at hand. The second paragraph transitions into your
specific argument and ends with a clear thesis statement.
Each body paragraph has a clear topic sentence that states the main point of the paragraph.
Each body paragraph is fully developed and contains ample support from the research.
The paper includes at least eleven parenthetical citations from the research. Citations are placed after each
quote or paraphrase - (Last Name), (Publishing Organization), or (“First Three Words”).
All quotations are smoothly blended into the paper. Specifically, the writer tended to use blended fragments in order to avoid using too much quoted material.
The writer paraphrases information from the sources and explains how it supports his/her argument.
Transitional words or phrases are used throughout the paper to connect related ideas.
UNITY: Every idea in each body paragraph relates directly to the topic sentence of that body paragraph.
UNITY: Each of the body paragraphs makes one argument in support of the writer's position.
The rebuttal paragraph presents the opposition's point of view and then explains why the writer does not agree.
At least 2+ research citations are included in this paragraph.
The conclusion continues the discussion, reviews key points, and ends with a clincher.
The writer uses some higher-level vocabulary in his/her writing.
The writer avoids using I, ME, MY, YOU or YOUR.
22
Contractions are not present in this paper. (isn’t = is not, won’t = will not)
The writer uses ACTIVE VOICE. Scan the paper, looking for unnecessary use of linking (am, is, are, was, were) or helping (be, been, being) verbs.
If you can rewrite these sentences using a power verb, do so.
PASSIVE: One factor is the death penalty’s inability to deter crimes of passion.
ACTIVE: In addition, the death penalty fails to deter crimes of passion.
UNNECESSARY HELPER: The use of school uniforms is helping to reduce the disparity between the rich
and the poor. POWER VERB: The use of school uniforms reduces disparities between the rich and the poor.
The writer varies his/her sentence structure within the paper. (Sentences begin with different words, vary in
length, and avoid repetitious references.)
MOST IMPORTANTLY: The paper is 4 to 6 pages in length, not including the Works Cited page.
The Works Cited page is double-spaced. Entries are in alphabetical order.
Each entry uses a hanging indent. Sources follow MLA format.
At least 5 different sources are included.
List off three steps that the writer should follow when they revise:
1.
2.
3.
I have completed the peer-editing steps to the best of my ability. I have taken my time and made
sure to write comments on my partner's copy.
_______________________________________________ __________________
Signature Date
DO NOT TURN IN A PAPER IF IT DOES NOT MEET THESE
GUIDELINES:
1. Four to six pages typed, size 12, Times New Roman
2. Eleven (11) parenthetical citations
3. Works Cited page attached
4. Follows MLA format (heading, 1 inch margins, title, page
count)
23
Three Before Me
Have three people proofread your typed copy before you turn in a final draft. Each
person should sign below. One of these people should be an adult. If you have
somebody edit your paper electronically, and he/she cannot sign, just print their
name and write down the editing date.
_____________________________________________ _______________
Signature Date
_____________________________________________ _______________
Signature Date
_____________________________________________ _______________
Signature Date
1
Research Paper: Scoring Rubric
6 5 4 3 2 1
Ideas and
Content
4-6 pages
Approximately
1500 words
Development of ideas is ample, specific, and
logical. Most ideas are fully elaborated.
The essay addresses complexity by examining
different perspectives on the issue, or by
evaluating the implications and/or
complications of the issue, or by fully
responding to counter-arguments to the writer’s
position.
The introduction and conclusion are effective,
clear, and well developed.
Development of ideas is specific and
logical. Most ideas are elaborated,
with clear movement between
general statements and specific
reasons, examples, and details.
The essay shows recognition of
complexity by partially evaluating
the implications and/or
complications of the issue, or by
responding to counter-arguments to
the writer's position.
The introduction and conclusion are
clear and generally well developed.
Development of ideas is adequate,
with some movement between
general statements and specific
reasons, examples, and details.
The essay may show some
recognition of complexity by
providing some response to counter-
arguments to the writer's position.
The introduction and conclusion are
clear and somewhat developed.
Development of ideas is limited and
may be repetitious, with little, if any,
movement between general
statements and specific reasons,
examples, and details.
The essay may acknowledge a
counter-argument to the writer's
position, but its development is brief
or unclear.
An introduction and conclusion are
clearly discernible but
underdeveloped.
The essay is thinly developed. If
examples are given, they are general
and may not be clearly relevant. The
essay may include extensive
repetition of the writer's ideas or of
ideas in the prompt.
There is little or no recognition of a
counter-argument to the writer's
position.
An introduction and conclusion are
discernible but minimal.
The essay is minimally developed.
The essay may include excessive
repetition of the writer's ideas or of
ideas in the prompt.
There is no counter-argument to the
writer’s position.
If present, an introduction and
conclusion are minimal.
Organization
6 +
paragraphs
The organization of the essay is clear: the
organization may be somewhat predictable or it
may grow from the writer's purpose. Ideas are
logically sequenced.
Most transitions reflect the writer's logic and
are usually integrated into the essay.
The organization of the essay is
clear, although it may be predictable.
Ideas are logically sequenced,
although simple and obvious
transitions may be used.
The organization of the essay is
apparent but predictable.
Some evidence of logical sequencing
of ideas is apparent, although most
transitions are simple and obvious.
The organization of the essay is
simple. Ideas are logically grouped
within parts of the essay, but there is
little or no evidence of logical
sequencing of ideas.
Transitions, if used, are simple and
obvious.
There is some indication of an
organizational structure, and some
logical grouping of ideas within
parts of the essay is apparent.
Transitions, if used, are simple and
obvious, and they may be
inappropriate or misleading.
There is little or no evidence of an
organizational structure or of the
logical grouping of ideas.
Transitions are rarely used.
Conventions There are few, if any, errors to distract the
reader.
There may be a few errors, but they
are rarely distracting.
There may be some distracting
errors, but they do not impede
understanding.
Errors may be distracting and may
occasionally impede understanding.
Errors may be frequently distracting
and may sometimes impede
understanding.
Errors may be frequently distracting
and may significantly impede
understanding.
Style / Word
Choice The essay shows a good command of language.
Sentences are varied and word choice is varied
and precise.
Language is competent.
Sentences are somewhat varied and
word choice is sometimes varied and
precise.
Language is adequate, with some
sentence variety and appropriate
word choice.
Language shows a basic control.
Sentences show a little variety and
word choice is appropriate.
Sentence structure and word choice
are usually simple.
Sentence structure and word choice
are simple.
Focus /
Position
The essay shows a clear understanding of the
task. The essay takes a position on the issue and
may offer a critical context for discussion.
A clear focus on the specific issue in the
prompt is maintained.
The essay shows a clear
understanding of the task. The essay
takes a position on the issue and may
offer a broad context for discussion.
Focus on the specific issue in the
prompt is maintained.
The essay shows an understanding of
the task. The essay takes a position
on the issue and may offer some
context for discussion.
Focus on the specific issue in the
prompt is maintained throughout
most of the essay.
The essay shows some
understanding of the task. The essay
takes a position on the issue but does
not offer a context for discussion.
Focus on the general topic is
maintained, but focus on the specific
issue in the prompt may not be
maintained.
The essay shows a weak
understanding of the task. The essay
may not take a position on the issue,
or the essay may take a position but
fail to convey reasons to support that
position, or the essay may take a
position but fail to maintain a stance.
The essay shows little or no
understanding of the task. If the
essay takes a position, it fails to
convey reasons to support the
position.
Examples /
Blending &
Citing
Quotations
The essay includes apt and specific references
to the work which support the analysis.
The writer has successfully blended 11+
examples from the research into the paper. All
quotations are smoothly blended and are
discussed thoroughly.
No errors in parenthetical citations.
The essay includes specific
references to the work which support
the analysis.
The writer has successfully blended
11+ examples from the research into
the paper. Nearly all quotations are
blended smoothly and are discussed.
1-2 minor errors in citations.
The essay includes some specific
references to the work which
generally support the analysis.
The writer has blended 11+
examples from the research into the
paper. Most of the quotations are
blended properly and are discussed.
Some errors in citations.
The essay relies on paraphrases and
includes more summary than
analysis.
The writer has attempted to blend 9+
examples from the research into the
paper. Quotations are included and
discussed but not generally blended
into the paper.
Errors in citations are noticeable and
sometimes distracting.
The essay writer relies heavily on
plot summary and paraphrase.
Quotations / examples are not
smoothly incorporated and may not
be explained.
The citations are there, but include
distracting errors.
Support from the text is not evident
in this piece of writing.
Citations are completely inaccurate
or are missing.
Works Cited
Page and
Presentation
5+ sources
required!!!
The Works Cited page meets all requirements.
The essay is double-spaced, typed in 12-point
font, Arial or Times New Roman, with MLA
format heading. The presentation is perfect.
The Works Cited page meets nearly
all requirements. A few small errors.
The essay is double-spaced, typed in
12-point font, Arial or Times New
Roman, with 1-2 mistakes in the
MLA format heading.
The Works Cited page meets most
requirements. Some minor errors.
The essay is double-spaced, typed in
12-point font, Arial or Times New
Roman, with 3-4 mistakes in the
MLA format heading.
The Works Cited page meets basic
requirements. Some distracting
errors. The essay is missing one of
the elements of double-spacing,
proper font, and MLA heading.
The Works Cited page and is there,
but includes several distracting
errors. The essay is missing two of
the elements of double-spacing,
proper font, and MLA heading.
UNACCEPTABLE: Re-do. The
Works Cited Page is incomplete or
not formatted correctly. The essay
does not follow the presentation
requirements for this assignment.
*Holistic Score = ____ / 6 Grade Conversion = 6 = 100%, 5 = 90%, 4 = 80%, 3 = 70%, 2 = 60%
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