Woodside High School

Senior Thesis

2015-2016

Faculty

Pablo Aguilera paguilera@seq.org

Marin Aldrich maldrich@seq.org Lisa Camera lcamera@seq.org Rick DeFrancesco rdefrancesco@seq.org Forrest Donnellan fdonnellan@seq.org Jeff Juelsgaard jjeulsgaard@seq.org Lisa Prodromo lprodromo@seq.org Mark Reibstein mreibstein@seq.org Sue Rhodehouse srhodehouse@seq.org Kelsey Theriault ktheriault@seq.org

2015-16 Thesis 1 Senior Thesis

Woodside High School

Welcome to the Senior Thesis! You are about to embark upon a lengthy academic journey, during which you will be given the opportunity (your last before college and the “real” world) to develop essential academic skills. By the end of this journey you will have demonstrated your mastery of these skills: organizing a great deal of information, working with teachers and peers, conducting research that may include an interview or other experiential components, and writing a paper of at least 2000 words in length (at least six pages). In the course of this project you will be developing and honing such skills and habits as the following: ♦ Asking meaningful questions and knowing where to find the answers ♦ Analyzing the content and quality of information you find ♦ Approaching an expert with confidence and maturity (optional) ♦ Seeking advice and help when necessary ♦ Pursuing a project in depth and maintaining focus over time ♦ Developing and managing independence by organizing your time ♦ Writing clearly and logically in support of your point of view ♦ Seeking out an idea of interest to you and pursuing that interest actively and

passionately These skills and habits will be challenges along your journey. Some of you will combat them with frustration or try to find easier paths around them. You might do only what each deadline requires, approaching the project with simply one goal – getting it done. We hope, however, that you choose not to present yourself as one who just gets by. Such a person is generally the one who is passed over for promotions, ignored during the interview process, or lost in a sea of others more eager to succeed. Instead, we hope you will embrace the challenges of this project and become focused on higher goals – finding the best possible answer to your question and having your work reflect who you are in a positive way. With this approach, you will be driven not just by deadlines but by a curiosity and desire to know something thoroughly and by a concern for wanting to show what you are truly capable of as a student. The Senior Thesis can be a momentous culmination of your secondary education, demonstrating, in a way far more meaningful than test scores, that you are ready to graduate from Woodside High School. Begin this journey knowing we are committed to guiding you through each step and we believe each of you is capable of meeting these challenges and producing work of which you, your family, your peers, and your teachers can be very proud!

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Research Papers

According to John Bean, “the starting point of any research paper is developing a problematic question or a risky claim. Although it might be tempting to start with ideas that are familiar or safe, that you already firmly committed to or that are already settled in your mind, that approach usually leads to flat, perfunctory writing that fails to engage readers. The better approach is instead to start with a question that is genuinely puzzling to you, or with a tentative claim that provokes multiple perspectives and invites audience resistance or skepticism.”

Research: What it is.

A research paper is the culmination and final product of an involved process of research, critical thinking, source evaluation, organization, and composition. It is, perhaps, helpful to think of the research paper as a living thing, which grows and changes as the student explores, interprets, and evaluates sources related to a specific topic. Primary and secondary sources are the heart of a research paper, and provide its nourishment; without the support of and interaction with these sources, the research paper would morph into a different genre of writing (e.g., an encyclopedic article). The research paper serves not only to further the field in which it is written, but also to provide the student with an exceptional opportunity to increase her knowledge in that field. It is also possible to identify a research paper by what it is not.

Research: What it is not.

A research paper is not simply an informed summary of a topic by means of primary and secondary sources. It is neither a book report nor an opinion piece nor an expository essay consisting solely of one's interpretation of a text nor an overview of a particular topic. Instead, it is a genre that requires one to spend time investigating and evaluating sources with the intent to offer interpretations of the texts, and not unconscious regurgitations of those sources. The goal of a research paper is not to inform the reader what others have to say about a topic, but to draw on what others have to say about a topic and engage the sources in order to thoughtfully offer a unique perspective on the issue at hand. This is accomplished through two major types of research papers.

Two major types of research papers.

Classical Argument:

An important goal of the classical argument research paper is persuasion, which means the topic chosen should be debatable or controversial.

For example, it would be difficult for a student to successfully answer the following classic argument essential question: Why are cigarettes dangerous?

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Perhaps 25 years ago this topic would have been debatable; however, today, it is assumed that smoking cigarettes is, indeed, harmful to one's health. A better essential question would be the following:

What are the dangers of cigarette smoking and to what extent should they be banned? In this question, the writer is not challenging the current accepted stance that both firsthand and secondhand cigarette smoke is dangerous; rather, she is questioning whether or not the dangers of smoking justify restricting the people’s right to smoke. The student would support this thesis throughout her paper by means of both primary and secondary sources, with the intent to persuade her audience that her opinion or call to action is well informed and viable.

Informative Argument:

The informative argument begins with the student gaining expertise in a topic on which he or she has taken no stance. Such a paper is often an exercise in exploration and evaluation. For example, perhaps one is interested in breast cancer. A relative is suffering from this condition, and the student wants to learn more about it. The essential question may be as follows: What are the best preventative measures to avoid breast cancer? or What are the best breast cancer treatments? Both of these questions require the student to thoroughly research breast cancer to establish expertise in this topic. He or she needs to gain an understanding of all aspects of the disease. Once this knowledge and expertise is obtained, it is important to use it to explore the controversies of this topic. For example, there are different scientific approaches to both breast cancer prevention and treatment. For either topic, the writer must thoroughly research all options and formulate an expert opinion.

******************************

Whenever you write, you need to identify and consider your audience. You will need to establish your credibility (ethos), so your audience sees you as trustworthy. You must provide solid evidence and reasoning (logos) to strengthen your argument. Most importantly, you must engage your reader with your passion (pathos) for the topic.

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NO HANDWRITTEN WORK ACCEPTED FOR THIS PROJECT 

SENIOR THESIS Element Due Dates and Points

Project Element Due

(English or Social Studies)

Due Date (beginning of the

period)

Late work due by…(max. 3/4 credit avail.)

Points possible

Topic Proposal & Essential Question Social Studies Oct. 19, 20

(A, B) Oct. 22 3:15pm 100

Annotated Bibliography Social Studies Nov. 17, 18 (A, B)

Oct 7 3:15 pm 100

Working Outline Social Studies Dec 2, 3 (A, B)

Dec.4 3:15 pm 100

FIRST SEMESTER 300

Analytical Outline English Jan. 19, 20 (A, B)

Jan 21 3:15 pm 100

First Draft* English Feb. 18, 19 (A, B)

Feb 22 3:15 pm 100

Final Paper* English Mar. 21 (A/B)

No late work accepted 200

Reflection Letter English Apr. 13, 14 (A, B)

Apr. 15 3:15 pm 30

SECOND SEMESTER 430

* - Must be submitted to turnitin.com on due date

Name: 2015-16 Thesis 5

English Teacher/Period:

Social Studies Teacher/Period:

Date:

Topic Proposal Rubric

Proposed Topic:______________________________________________________________________ Question: _____________________________________________________________________________________________ _____________________________________________________________________________________________

_____Essential Question (30 pts): APPROVED / NOT APPROVED _____Preliminary Thesis (10 pts) – One sentence answer to your EQ based on what you know right now:

_______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _____Additional Topics of Interest (10 pts) – List 2 other potential topics you are interested in researching:

1)

2)

Topic Proposal (50 pts) – Demonstrate your interest in and commitment to your proposed topic by writing two paragraphs on the subjects listed below. Your proposal should be typed and use MLA format. _____Paragraph 1: Areas of Research (25 pts)

Describe your proposed topic and why it is fascinating and/or controversial. What are some possible arguments your paper may seek to prove? Discuss 3 subtopics/issues you will need to research in order to write an effective paper that proves your

argument.

_____Paragraph 2: Rationale (25 pts)

Explain why this topic interests you as person, thinker and/or member of the community. Describe your background knowledge on this topic, if any. Discuss the resources you know about or may need to gather to complete your study of this subject. (Optional) Describe your ideal (and realistic) interviewee or organization and discuss the knowledge

you hope to attain from this person/place that could enhance your research.

Note: Unapproved EQs earn zero points unless revised by ________

_____/100 points total Evaluated by:________________________

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The Essential Question

The Essential Question is the foundation of your research project. It will guide the direction of your research and help frame your outline. Your paper will essentially be an extended response to this question. Thus you will need to very carefully select the topic to which you will devote this much time and effort. You will need to have your essential question approved by your English or Social Studies teacher who will help you refine the question, but it is your job to work on the question until it reflects exactly what you want to research. Your question is likely to change over time as you further explore your chosen topic, just make sure to complete a revision form with your teachers if you choose to formally change it. Some tips for beginning:

• Choose a topic that interests you and makes you want to find out more.

• Develop a QUESTION. Do not simply come up with a TOPIC. A question requires research and your analysis/opinion. A topic only requires a report of information, as in grade school when you did reports on Nebraska, whales, and George Washington.

• Write your question carefully, so that it asks exactly what you want to try to answer. Below are listed some example ESSENTIAL QUESTIONS. Notice how the questions are worded to require a personal analysis and not a report.

• How did pirates and whalers negatively affect the ecosystem on Pinta Island in the Galapagos and to what extent can the damage be reversed?”

• What are the major causes of global climate change and what role should the United States play in confronting this crisis?

• What are the environmental benefits of electric cars and why has the U.S. been slow to adopt this technology more universally?

• To what extent did Cold War ideology impact the success of the Civil Rights movement in the United States?

Notice that all of the questions above are open-ended in nature. In other words, they can be answered in more than one way. This forces you to take a position and create an argument rather than merely summarizing. Below are some phrases that should help you create an open-ended question: • to what extent can/does ...? • how can...? • how can _______ best be...? • what should _______ do to...?

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Essential Question Brainstorm List

The following topics could be turned into very effective Essential Questions. This list is intended to give you some ideas and let you see some categories from which Essential Questions could emerge. 1. Local issues • Crystal Springs Reservoir and water supplies for the Peninsula • Foreign species being introduced into the San Francisco Bay • San Mateo County welfare programs • Youth programs and facilities for teens in Redwood City 2. State or national issues applied to a local situation • Bi-lingual education in a local elementary school • Youth crime and how Redwood City is addressing it • Homelessness and how San Francisco is solving the problem 3. Current social issues • Gay marriage • Immigration • Pollution 4. Current political and economic issues • Inequality in the U.S. • Tax policy • Political scandals and public opinion 5. History • Vietnam War • Civil rights • Modernization of Japan 6. International issues • Strength of the US economy compared to the world • Peace process in the Middle East • Atomic weapons in Pakistan and India 7. Technology and science • Stem cells and genetic modification • Censorship and the Internet • AIDS research 8. Arts/music/literature • Government funding of the arts • Current trends in music or literature • The influence one artist had on current art 9. Sports and entertainment • Effects of bias or stereotypes in the media • Economic issues in professional sports • Equality in male and female sports 10. Current trends • Population • Technology • Environment ·

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Research Writing Guidelines

Contents: I. Notecards II. eNotecards III. Cornell Notes with Citations IV. Direct Quotation, Paraphrasing, and Summarizing V. MLA In-text Citations VI. The Works Cited Page

I. NOTECARDS You will divide your notecards into two categories:

a. Source cards—Use blue index cards. b. Information cards – use white index cards

A. Source Cards For every source that you use, such as a book, magazine, website, etc., you will need to record some basic information about that source. This information will eventually be used when you create your Works Cited page.

Use the guidelines below to help you write your source cards.

Source Card # ___ When using a book, include the following information: • Author • Title/Subtitle • Edition • Publishing Information (city, publishing company and date) For online sources, also include the following: • Date of access (the date you took information from the online source) • Name of the database

* Also includes notes to yourself such as “useful book.”

Source Card # ___ When using periodical articles, include the following information: • Author of the article • Title and subtitle of the article • Title of the newspaper, journal, or magazine • Date • Volume and issue numbers if relevant

For online sources, also include: • Date of access • Name of the database * Also includes notes to yourself such as, “WHS library” to remind yourself where you found the source.

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Source Card # ___

When using Electronic Sources, include the following information: • Author • Name of the web page • Date of posting/revision • Date of access (the date you took information from the online source) • Name of the database (if relevant, such as Newsbank, Encarta)

* Also includes notes to yourself such as “questionable source.” B. Information Cards Once you find a good source, you will want to take notes that are relevant to your research topic/question. Each note card must have the following items:

1. A topic or title

For example, if you are researching AIDS, some topics might include: History, First Cases in the US; Government Response; Statistics; Medications; Rise in Africa; etc.

2. A Source Card reference Each of your Source Cards needs to be numbered. Then, on each informational card, write the source card number in the top right of the notecard.

3. Information ● It is extremely important that as you read you write your notes in your own words. If you are

not doing this, you are in danger of creating a plagiarized paper. ● Use abbreviations whenever possible. ● Bullet point most of your information. ● Besides bullet pointing, you might choose to quote, paraphrase or summarize the information.

See below for an explanation.

4. Page number (if relevant) Whenever possible, write the page number of where you found the information.

Topic: _________________ SC#: __ ▪ Bullet point info ▪ Use your own words! Pg. #__

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II. eNOTECARDS If you would like to take your notes and track your research online, you may use Google Slides to create eNotecards. The benefits of this format include increased access to your research and the ability to easily search your notes for key terms and ideas. You may still print these cards out for the purposes of sorting and categorizing your notes during the writing process. A. Google Account To make and submit eNotecards you will need a Google account. While you may use your own existing account if you already have one, all students are provided with a Woodside Google account (@seq.org). Follow the directions below to access it. The login scheme is the same as the one for your School Loop account:

User ID: Six-digit Student number Password: initials + six-digit birth date (ex. fd030779)

B. Creating eNotecards in Google Drive Once you have created your Google account and are logged in follow the steps below to create your eNotecards using Google Slides. 1) Go to the Woodside High School website and select Senior Thesis from the dropdown menu under

“Resources”

2) Click on the eNotecard Template

3) Select Use this Template. This will add a copy of the template to your Docs list. You can start editing this document directly in Google Docs.

4) Name the document using the following matrix: First Name + Last Name + Senior Thesis Notecards � Example: “Forrest Donnellan Senior Thesis Notecards”

5) Follow the directions on the slides contained within the template. Delete the instructional slides when you no longer need them so that the document only contains a cover slide and your eNotecards.

C. Submitting your eNotecards To turn in your eNotecards you need to share your Google Slides document with your English or Social Studies teacher. To do this follow the steps below. 1) From within the open document click Share in the upper right corner 2) Type in your teacher’s Google address in the Invite People box 3) To the right Invite People box, select “Can edit” from the dropdown box (usually the default

selection) 4) Make sure Notify people via email is checked 5) Click the blue Send button at the bottom of the screen **Any copying/duplicating of notecards is considered an Academic Integrity Violation and will be treated as such.

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III. CORNELL NOTES WITH CITATIONS A. Sourcing

● Each source should have its own set of Cornell notes (for instance, if you have 6 sources, you should have 6 sets of Cornell notes)

● Write the source information at the top of the notes B. Information

● In the right margin, write information relevant to your essential question and/or thesis. This can also include parenthetically cited quotes

● In the left margin, write the topics/subtopics that the information in the right margin corresponds to. Also, you may write questions you have about the source’s information or ideas that help you to work with the text

● At the end of the notes, write a summary of the information explaining how it relates to your essential question, thesis, and subtopics

Cornell Notes Example

Source Breslow, Jason M. "League of Denial: The NFL's Concussion Crisis." PBS. PBS, 30 Jan. 2014. Web. 01 Oct. 2015.

What has the NFL done about concussions? What are long-term effects of concussions?

“NFL owners approve a new rule designed to reduce, but not completely eliminate, hitting with the crown of the helmet” (Breslow). There have been many players (Tony Dorsett, Terry Bradshaw, Brett Favre), including Hall of Famers, who have discussed effects of head injuries long since their playing days have ended (Breslow).

Summary This source helps to answer the essential question by showing steps the NFL has taken to reduce concussions as well as providing the stories of former NFL players who have experienced long-term effects.

IV. DIRECT QUOTATIONS, PARAPHRASING, AND SUMMARIZING A. Direct Quotations

Requirements • When you quote, be sure to copy the exact words of your source, including punctuation and

capitalization. Note the following example: Source: Garcia, “Clawing into Controversy” (40)

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Line from student’s paper: Garcia explains that because the mountain lions’ natural habitat can no longer sustain the population, older lions “are forcing younger cats into less suitable terrain, including residential areas” (40).

• Use quotations sparingly. Integrating many quotations can be awkward. • Use quotations for memorable phrases, parts of historical documents, etc. • Do not use quotations to explain facts. • When you include a direct quotation in your paper, you must include the source within your paper

so that your reader would then be able to find the complete source on your Works Cited page. This is called an in-text citation. It’s most common to include the author’s last name and the page number of the source in parentheses after the quotation but before end punctuation. There are variations on this format, however, depending on the accessible information about your source.

Quoting Practice: Circle the statement that would be most appropriate to quote directly in your paper, and answer the following questions. 1. “Japan bombed Pearl Harbor on Sunday, December 7, 1941” (Nash 506).

2. “More than 2,400 Americans were killed” (Nash 506).

3. The Supreme Court “concludes that in the field of public education the doctrine of ‘separate but equal’ has no place. Separate facilities are inherently unequal” (Nash 671).

4. “When the Supreme Court declared in 1954 that school segregation was illegal, they said nothing about how integration was to be carried out” (Nash 671).

● Who is Nash?

● What does 506 and 671 refer to?

● Do you put the citation before or after the end quotation marks?

● Do you put the citation before or after the period?

B. Paraphrasing “Paraphrasing translates all of the source’s content into different words, and the overall paraphrase is about the same length as the original source. It ensures your understanding of the material and records both the author’s reasoning and the supportive details. Like quoting, paraphrasing can be time consuming. Be alert that all the material you record is relevant to your topic and purpose” (Chopra 109).

Paraphrasing Practice: Paraphrase the above paragraph.

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C. Summarizing Summarizing entails reducing a few paragraphs or even pages to a couple of sentences that are in your own words. You must cite your sources when you are summarizing someone else’s ideas. Summarizing Practice: In the space below, summarize the difference between quoting, paraphrasing, and summarizing information. V. MLA IN-TEXT CITATIONS

A. Requirements Whenever you include a direct quotation in your paper or anytime you use someone else’s ideas, you must cite your source.In order to make your paper more readable, vary your use of the following formats: 1. Signal Phrases introduce the cited material with a phrase that includes the author’s name and perhaps even more details about the source. Use a signal phrase to emphasize your most impressive, persuasive sources.

● In an interview with civil engineer Rodney Brown, the author of Ten Ways to a Safer Society, Brown acknowledges that hands free phones are not any safer in vehicles than other cell phones. He suggests that crashes involving cell phones may “result from a driver’s limitations with regard to attention rather than dexterity.”

2. Parenthetical Citations include the author’s last name and a page number in parentheses after the cited material and before the end punctuation. This example is from a book written by a person with the last name of Sundeen.

● Most states do not keep adequate records on the number of times cell phones are a factor in accidents; as of December 2000, only ten states were trying to keep such records (Sundeen 2).

3. The following demonstrates a combination of a signal phrase and a parenthetical citation that includes a page number from the editorial section of a newspaper. This example is from Cohen’s letter to the editor.

● Peter Cohen, a driver at the scene of a terrible accident near Boston in December, reports

that after he was rear-ended, the guilty party emerged from his vehicle still talking on the phone (E5).

The parenthetical citation should be placed after the quotation or paraphrased information and before the period (right here). If no author is listed, use a shortened version of the title. NEVER use a web address! B. Types of Citations 1.When you have an author and page number:

Flagpole-sitting was one of the oddest fads of the 1920’s (Nash 371).

2. When the author is unknown, either use the complete title of the source in a signal phrase or use a shortened form of the title in parentheses after the information. Titles of books and websites are underlined; titles of articles and other short works are in quotation marks.

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As of 2001, at least three hundred town and municipalities had considered legislation regulating the use of cell phones while driving (Lawmaker 2).

3. When there is no specific author named, but the source is sponsored by a government agency or an organization, use that entity as the author:

In 2004, researches found that the risks of driving while phoning were small compared with other driving risks (Harvard Center 3-4).

4.When there is no page number as with many Internet sources AND no author, give a short form of the title of the source (one or two words only) and punctuate the title correctly (underline or put in quotation marks).

The 1920’s was a time of great change in which various worlds clashed to produce an explosive, exciting, and challenging decade (Roaring 20’s).

5. If you are using a direct quotation from a secondary source, you must identify it as such. For example, if you are quoting a statement from JFK found in your textbook, you must identify this.

In his Inaugural Address, JFK inspired many when he urged Americans to “ask not what your country can do for you- ask what you can do for your country” (qtd. in Nash 701).

VI. THE WORKS CITED PAGE A. Requirements The purpose of the works cited page is to provide the needed information for the reader to locate any source used within the paper (Owl). It will be the last page of your paper, will be entitled “Works Cited,” and will include a list of all the sources referenced in your paper. Follow these rules for format:

• Alphabetize the list by each author’s last name (or the name of the corporate author, if applicable). • If there is no author, use the title, alphabetizing by the first main word of the title of the source. • Italicize all titles • After the first line of each source, indent the subsequent lines five spaces. • Double-space both within and between entries. • Put a period at the end of each entry.

B. Format for Entries There is a very specific way in which you must list your information in the Works Cited page. Below you will find instructions and examples of how to list your information. Please follow these formats. The following information comes from the Owl at the Purdue University website: http://owl.english.purdue.edu/handouts/research/r_mla.html.

Book Author(s). Title of Book. Place of Publication: Publisher, Year of Publication.

● Book with one author Henley, Patricia. The Hummingbird House. Denver: MacMurray and Beck, 1999.

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● Book with more than one author Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer Tutoring. Boston: Allyn and

Bacon, 2000. Note: If there are more than three authors, you may list only the first author followed by the phrase et al. (the abbreviation for the Latin phrase "and others") in place of the other authors' names, or you may list all the authors in the order in which their names appear on the title page.

● Book with a corporate author American Allergy Association.Allergies in Children. New York: Random, 1998.

● Book with no author named (such as an encyclopedia) Encyclopedia of Indiana. New York: Somerset, 1993.

● Article with no author named

"Cigarette Sales Fall 30% as California Tax Rises." New York Times 14 Sept. 1999: A17. Note: For parenthetical citations of sources with no author named, use a shortened version of the title instead of an author's name. Use quotation marks and italics as appropriate. For example, parenthetical citations of the two sources above would appear as follows: (Encyclopedia 235) and (Decade 26).

● Anthology or collection Peterson, Nancy J., ed. Toni Morrison: Critical and Theoretical Approaches. Baltimore: Johns

Hopkins UP, 1997.

A Part of a Book (such as an essay in a collection) Author(s). "Title of Article." Title of Collection. Ed. Editor's Name(s). Place of Publication:

Publisher, Year. Pages. ● Article from a reference book

"Jamaica." Encyclopedia Britannica. 1999 ed.

An Article in a Periodical (such as a newspaper or magazine) Author(s).Title of Article. Title of Source Day Month Year: pages.

● Magazine or newspaper article Poniewozik, James. TV Makes a Too-Close Call. Time 20 Nov. 2000: 70-71. Trembacki, Paul. Brees Hopes to Win Heisman for Team.Purdue Exponent 5 Dec. 2000: 20. Note: When citing the date, list day before month; use a three-letter abbreviation of the month (e.g. Jan., Mar., Aug.). If there is more than one edition available for that date (as in an early and late edition of a newspaper), identify the edition following the date (e.g. 17 May 1987, late ed.).

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A Web Site Author(s). Title of the site. Date of publication or last update. Name of institution/organization

affiliated with the site. Date of your Access. ● Website example

Felluga, Dino. Undergraduate Guide to Literary Theory. 17 Dec. 1999. Purdue University. 15 November 2000.

Note: It is necessary to list your date of access because web postings are often updated, and information available at one date may no longer be available later.

An Article on a Web Site Author(s).Article Title.Name of web site. Date of posting/revision. Name of institution/organization

affiliated with site. Date of access.

● Article on a web site Poland, Dave. The Hot Button. Roughcut. 26 Oct. 1998. Turner Network Television. 28 Oct. 1998.

An Article in an Online Journal or Magazine Author(s).Title of Article.Title of Journal Volume. Issue (Year): Pages/Paragraphs. Date of Access.

● Online journal article Wheelis, Mark. Investigating Disease Outbreaks Under a Protocol to the Biological and Toxin Weapons

Convention.Emerging Infectious Diseases 6.6 (2000): 33 pars. 5 Dec. 2000.

Note: Some electronic journals and magazines provide paragraph or page numbers; include them if available. This format is also appropriate to online magazines; as with a print version, you should provide a complete publication date rather than volume and issue number.

An Electronic Database Author. Title of Article. Relevant information for the database. Date of access.

● An electronic database (such as NewsBank) Derks, Sarah A. Binge Drinking and College: New Pressures for An Old Mixer. Commercial Appeal 8

Dec. 1997: A1. NewsBankNewsfile Collection, Vers. 2.40. Note: Provide the bibliographic data for the original source as for any other of its genre, then add the name of the database along with relevant retrieval data (such as version number and/or transcript or abstract number).

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Other Types of Sources ● Pamphlet

Office of the Dean of Students.Resources for Success: Learning Disabilities and Attention Deficit Disorders. West Lafayette, IN: Purdue University, 2000.

● Interview that you conducted Purdue, Pete. Personal Interview. 1 Dec. 2000. ● Television or radio program The Blessing Way.The X-Files. Fox. WXIA, Atlanta. 19 Jul. 1998. ● Sound recording U2. All That You Can't Leave Behind. Interscope, 2000. ● Film The Usual Suspects. Dir. Bryan Singer. Perf. Kevin Spacey, Gabriel Byrne, Chazz Palminteri, Stephen

Baldwin, and Benecio del Toro. Polygram, 1995.

Additional Help with In-text Citations and Works Cited Entries

For more information, refer to “MLA guidelines” online or consult the MLA handbook at your library. The Purdue University Owl Writing Lab and Diana Hacker’s Writer’s Reference websites may also be helpful. Diana Hacker’s Writer’s Reference http://www.dianahacker.com/resdoc/humanities/list.html The Purdue University Owl Writing Lab http://owl.english.purdue.edu/handouts/research/r_mla.html You may also choose to use an online service that automatically formats works cited entries, but be careful that the advice offered is in MLA format and that the page layout looks like the sample works cited page in this packet. Here are a few online services you might explore:

Citation Machine http://citationmachine.net/ Easy Bib http://easybib.com/ Noodle Tools http://noodletools.com/ ***Use the most recent version of the MLA Handbook***

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Annotated Bibliography

An annotated bibliography is a way to keep track of your sources as you do your research. By completing an annotated bibliography, you can determine the usefulness (value and limitations) of your sources while noting the main ideas to help you in writing your paper. If you are unable to complete an annotated bibliography for a source you have selected, find a better source. Students will create an annotated bibliography for at least six sources.

1. List your sources in alphabetical order (by first word in your citation), formatted according to MLA requirements for your Works Cited. Use Easybib.com to help you turn format your sources correctly.

2. For each source, write a summary. Follow this guideline:

Paragraph 1 - A minimum of three sentences summarizing the information and explaining how it connects to your Essential Question.

Paragraph 2 - A minimum of three sentences explaining why the source and its author are credible (the source’s value and limitations).

Paragraph 3- A minimum of two sentences explaining why this source is helpful and how you intend to use it.

(Example) Annotated Bibliography

Essential Question: How has Samuel Coleridge influenced Mary Shelley’s literary career?

Thesis: Frankenstein reflects the literary and philosophical influence Samuel Taylor Coleridge had on young Mary

Wollstonecraft Shelley.

Holmes, Richard. Coleridge: Early Visions. New York: Penguin Books, 1990. Print.

This book is a biography of Samuel Taylor Coleridge. While it emphasizes his early life and his passions, it

also establishes the relationship ST Coleridge had with William Godwin, Mary Shelley’s father. He clearly

establishes the depth of their friendship and the influence Coleridge had on Godwin both philosophically and

religiously. Mary, as a young woman privy to the adult conversations held in her father’s study, was also greatly

influenced by Coleridge. There is also an entire chapter that focuses on the Mariner (ch 8). This provides more

insights into the production and inspiration of the poem specifically.

Richard Holmes’ book is well documented with extensive notes and bibliography. Holmes considers himself

a biographer. Born and educated in London and Cambridge, he is a well respected expert in Coleridge and the

Romantic period. He is a Fellow of The Royal Society of Literature and a Fellow of the British Academy. This is

certainly both a historical and biographical account of Coleridge’s life, and it is extremely reliable and effective.

This will help me establish Coleridge’s influence on William Godwin. Mary Shelley reflects on her

memories of hearing Coleridge and her father converse in her father’s study when she was a child. This book informs

me of what they conversed about--and implies how that might have influenced young Mary. This will prove very

helpful to me in my research.

Name: 2015-16 Thesis 19

English Teacher/Period:

Social Studies Teacher/Period:

Date: Senior Thesis Annotated Bibliography

Excellent (100 pts.) Good (85pts.) Satisfactory (75 pts.) Unsatisfactory (65 pts.)

Sources

-Includes more than six sources

-A variety of sources demonstrate

thoughtful research

-Bibliographic entries perfectly

follow MLA formatting

requirements

-Includes six sources

-A variety of sources demonstrate

thoughtful research

-Bibliographic entries nearly

perfectly follow MLA formatting

requirements

-Includes six sources

-Sources seems repetitive, giving

the same sort of information,

rather than varied

-Bibliographic entries follow

MLA formatting requirements

with some errors

-Includes fewer than six sources

-Sources do not seem to be reliable

-Bibliographic entries have

numerical formatting errors

Summary

-All summaries thoroughly explain

what each source is about

-The content of all summaries

clearly connects to the thesis

statement/EQ

-All summaries thoroughly explain

what each source is about

-The content of all summaries

connects to the thesis statement/EQ

-Most summaries attempt to explain

what each source is about

-The content of most summaries

shows an attempt to connect to the

thesis statement/EQ

-Summaries are missing or do not

explain what each source is about

-Summaries do not connect to the

thesis statement/EQ

Evaluation

of

credibility

-In depth evidence that sources are

credible and relevant, including the

author’s educational or

professional background

-Significant, explicit evidence

that authors are experts in the

topic

-Solid evidence that sources are

credible, including the author’s

educational or professional

background

-Significant evidence that

authors are experts in the topic.

-Attempts to provide evidence

that sources are credible, which

may include the author’s

educational or professional

background

-Evidence that the author is an

expert in the topic

-Does not provide enough

evidence that sources are

credible or fails to consider the

author’s educational or

professional background

-Little to no evidence that the

author is an expert in the field

Usefulness

of source

-Thoughtful statements clearly

indicate how the sources will

connect to the thesis

-Thoughtful evidence that the

student has read the source

through a statement of how the

sources will apply to the research

as a whole

-Explicit statement of how the

sources will connect to the thesis

-Clear evidence that the student

has read the source through a

statement of how the sources will

apply to the research as a whole

-Attempts to explain how the

sources connect to the thesis

which may lack specificity.

-Some evidence that the student

has read the source, though this

may be less explicit than the

upper level bibliographies

-No attempt to explain how the

source connects to the thesis

-No evidence that the student has

read the source

Format/

Mechanics

-Correct MLA formatting -No spelling or grammatical errors -Evidence of editing AND

proofreading -Sophisticated language and formal

academic tone -Correct bibliography format followed. -Sources are alphabetized

-Correct MLA formatting -Few spelling or grammatical errors -Evidence of editing and some

proofreading -Clear language and formal academic

tone -Correct bibliography format followed. -Sources are alphabetized

-MLA formatting with minor

manuscript errors -Some spelling or grammatical errors -Some evidence of editing -Clear language, but tone is not always

formal -Bibliography format followed with

some minor errors. -Sources are alphabetized

-MLA formatting has major

manuscript errors -Many spelling or grammatical errors -No evidence of proofreading or

editing -Language is informal and unclear -Bibliography format is incorrect -One or more paragraphs missing -Sources are not alphabetized

Comments: Grade:__________________/100 points total

Name: 2015-16 Thesis 20

English Teacher/Period:

Social Studies Teacher/Period:

Date:

Working Outline

Excellent (100 points) Good (85 points) Satisfactory (75 points) Unsatisfactory (65 points)

Thesis Original and sophisticated thesis that

goes beyond answering the essential

question

A clear working thesis that answers all

aspects of the essential question Thesis addresses the essential question No clear thesis statement

Minimum of 8 Topics/questions:

Topics advance thesis providing a

complex claim Questions delve deeply into the issue

and will require extensive

analysis/evidence to answer Topics and questions are ordered

cohesively bringing clarity to a

complex issue Entire paper is outlined

Topics will advance thesis with

corresponding questions. Questions will lead to answers that will

serve as topic sentences for body

paragraphs and advance thesis Topics and questions logically ordered

to guide the paper’s organization Entire paper is outlined

Topics and questions relate to essential

question, but may not clearly advance

the thesis They attempt to guide organization

logically A question follows each topic

Topics and/or questions do not relate to

the EQ/thesis They may skip from topic to topic,

and/or lack logical organization Questions may be missing

Minimum of two

subtopics support each

topic

More than two (but a minimum of two)

subtopics answer topic questions,

clearly advancing thesis

Two subtopics support thesis and topic

questions Two subtopics address topics and their

questions Subtopics are present but do not relate

to topic question There may be fewer than two subtopics

per topic

Format Correct MLA formatting Essential question and thesis

incorporated after title No spelling or grammatical errors. Outline is well edited AND proofread.

Format is followed. Clear language/formal academic tone

Correct MLA formatting Essential question and thesis

incorporated after title No or minor spelling or grammatical

errors that do not interfere with

reader’s understanding Evidence of editing AND proofreading Clear language/formal academic tone Outline format followed

MLA format with minor manuscript

errors Essential question and thesis

incorporated Few spelling or grammatical errors Few proofreading errors Clear language and formal tone Outline format generally followed

MLA format not followed. Many spelling or grammatical errors No essential question incorporated

after title Outline format not consistently

followed

Comments: Grade:__________________/100 points total

2015-16 Thesis 21

The Working Outline

What is the purpose of an outline?

The purpose of an outline is to formally plan out and arrange your ideas for a paper. It is a way to map out the ideas you will present and plan out how you will build a sophisticated argument in response to your essential question. You will be creating what’s called a topic outline - it uses only short phrases throughout. You should not be writing full sentences here, just phrases that are long enough to explain your full idea. Phrases should be more than one or two words. How should I organize my outline?

It will help a great deal if you think about the best ways to organize your information. Although all papers will be arguments in the sense that you will support a claim (thesis), some will benefit from a classical argument structure, and others will be primarily informative.

The classical argument, which includes rebuttal of a counter-claim, works best when, after identifying a clear and significant controversy at the heart of your topic and then doing the bulk of your research, you frame your discussion persuasively, committing to a position in that controversy.

An informative argument is organized differently. Here are some examples of approaches that might work as organizing principles: chronology, cause and effect, process, classification, or compare and contrast. While these papers do not stake out a clear position in a controversy, all of them must still arrive at a general claim based on analysis, using terms that have been clearly defined and for which you have established significance.

Basic Outline Format. Notice the spacing and use of Roman Numerals. You are required to have at least 8 topics and 2 subtopics for each main topic. After each topic, you must ask a question.

I. Topic: Question?

A. Subtopic (Remember, use 3-5 word phrases, not full sentences)

1. Can add evidence or detail here (Just a phrase)

2. More details (if no 2, then no 1)

B. Subtopic

2015-16 Thesis 22

Sample Outline Essential Question: How did pirates and whalers negatively affect the ecosystem on Pinta Island in the

Galapagos and to what extent can the damage be reversed?

I. Pirates’ First Contact With the Galapagos: When did pirates first reach the Galapagos and what

were their impacts?

A. Introduction of goats to the islands

B. Moving location of tortoise populations

II. Impact of Goats on Pinta Island: How did goats change the ecosystem on Pinta Island in the

Galapagos?

A. Initial (minimal) impact of goats on part of island

B. Crossing the volcanic rock and destroying most vegetation on Pinta Island

III. Tortoise Populations on Pinta Island: How was the Pinta Island tortoise population impacted by

the changing ecosystem?

A. Lack of food

B. No escape from the sun

C. Fresh water sources dried up

IV. Scientists Goals to Restore Pinta Island: How did scientists plan to restore the Pinta tortoise

population on the island?

A. Scientists find lone Pinta Tortoise

B. Plan to have Pinta Tortoise reproduce with similar tortoises (from nearby islands)

C. Plan B: Restore tortoise population with tortoises from nearby island

V. Scientists Deal with the Goat Issue: How did scientists plan to eliminate the goat population on

Pinta Island?

A. Scientists meet with solutions for the goat problem

B. Settle on eliminating (killing) all of the goats on Pinta island

C. Snipers in helicopters shoot goats

2015-16 Thesis 23 VI. Goats Evolve: How did the goats eventually learn to evade the helicopter snipers and how did the

scientists revise their plan?

A. Goats began hiding under trees or in caves

B. Scientists began using “planted” goats with GPS to find and eliminate other goats

VII. Scientists Finally Eliminate Goat Problem and Move Forward with Restoration of the Ecosystem:

How are scientists minimizing the goat problem and restoring Pinta Island to its original

ecosystem?

A. Keeping the sterile “planted” goats on Pinta Island

B. Moving tortoises from nearby island to Pinta

C. Monitoring the ecosystem

. VIII. Accomplishment of the Goal: To what extent was the damage reversed?

A. Recovery of tortoise populations

B. Minimization of goat effects

C. Future Plans

Name: 2015-16 Thesis 24

English Teacher/Period:

Social Studies Teacher/Period:

Date:

Senior Thesis Analytical Outline and Works Cited

Excellent (100 pts.) Good (85 pts.) Satisfactory (75 pts.) Unsatisfactory (65 pts.)

Introduction -Introduction presents an original,

engaging opening to hook the

reader. -Introduction offers exemplary

background information, delving

into in-depth analysis

-Introduction presents an interesting

opening to hook the reader -Introduction offers sufficient background

to topic.

-Some effort to create interesting

introduction.

-Introduction presents some

background to topic

-Only a basic statement of facts

provided with little or no effort to

present an interesting opening

-Insufficient background to topic

provided

Thesis -Introduction includes an original

(underlined), analytical thesis that

addresses all aspects of E.Q.

-Introduction includes a clear (underlined)

thesis that addresses all aspects of the

essential question

-Introduction includes a basic

statement that addresses the

essential question

-The first paragraph does not

contain a clear thesis statement

Topic

Sentences -Topic sentences have claims that

bring insight as they advance

thesis. Topic sentences are

logically ordered and lead to an

astute conclusion.

-Topic sentences have claims that clearly

advance thesis

-Topic sentences are logically ordered to

guide the paper’s organization

-Topic sentences have claims that

relate to essential question, but may

not clearly advance the thesis

-Topic sentences attempt to guide

organization logically

-Topic sentences do not have clear

claims (they may be facts/evidence)

or do not relate to the EQ/thesis

-TS may skip from topic to topic,

and/or lack logical organization

Evidence -Two or more sources are

identified for each topic sentence

-A quotation or paraphrased idea

that enhances and supports the

topic sentences accompanies each

source

-All evidence cited, corresponding

to Works Cited list

-At least two sources identified for each

topic sentence that could support/develop

its claim

-A quotation or paraphrased idea that

relates to the topic sentence accompanies

each source

-All evidence cited, corresponding to

Works Cited list

-At least one source identified for

each topic sentence

supports/develops its claim

-A quotation or paraphrased idea

accompanies each source

-Evidence is incompletely cited or

does not correspond to WC list

-Sources of evidence not identified

for some or all topic sentences

-Quotations/Paraphrased ideas are

missing and/or are irrelevant to the

topic sentence/thesis

-Missing citations and/or WC list

-Citations do not correspond to WC

Analysis -Sophisticated analysis explains

how the evidence proves the claim

-Clearly explains how the evidence

supports the claim for all topic sentence

-Explains how the evidence

supports the claim for most topic

sentences

-Explanation of the evidence is

missing or unclear

Format/

Mechanics

-Correct MLA formatting

-No spelling or grammatical errors

-Evidence of editing AND

proofreading

-Clear language and formal

academic tone

-Outline format followed

-Correct Works Cited formatting

-Correct MLA formatting

-No or minor spelling or grammatical

errors

-Evidence of editing AND proofreading

-Clear language and formal academic tone

-Outline format followed

-Correct Works Cited formatting

-MLA format with minor

manuscript errors

-Few spelling or grammatical errors

-Few proofreading errors

-Clear language and few

proofreading errors

-Outline format generally followed

-Works Cited format mostly correct

-MLA manuscript, citation or works

cited format not followed.

-No essential question incorporated

after title

-Outline format not consistently

followed

-Works Cited formatting is

incorrect

Comments: Grade:__________________/100 points total

2015-16 Thesis 25

Name_____________________________________

English teacher/Period______________________/Social Studies Teacher/Period ______________________________ Turnitin.com%_____________

First Draft Rubric

Final drafts and Thesis folders should be submitted in your English class on February 18 (A)/19 (B). First drafts will be submitted with a rubric and a revised works cited page. The Thesis folder

will also be submitted and must contain all graded Thesis work. Final drafts will also be submitted electronically to Turnitin.com. NO LATE WORK WILL BE ACCEPTED. No Credit for: Paper with no citations, no works cited, not submitted to Turnitin.com Penalized for: Shorter than 2000 words (-20 pts per page/325 words), insufficient editing (failure to address comments)

Excellent Good Satisfactory Unsatisfactory

Format

5 % Flawless MLA manuscript, citation and works cited

format Nearly flawless MLA manuscript, citation and

works cited format MLA format with minor manuscript, citation

or works cited error(s)

MLA manuscript, citation or works cited format not followed No essential question after title

Title/Into/ Thesis

10 % Title creatively reflects thesis and entire stated

essential question. Introduction presents engaging

opening. Introduction includes an original and

sophisticated thesis that goes beyond answering the

essential.

Title adequately reflects thesis and stated essential question. Introduction presents an

interesting opening. Introduction includes a

clear thesis that answers all aspects of the

essential question

Title reflects thesis and stated essential question. Introduction presents topic.

Introduction includes a basic statement that addresses the essential question. Some effort to create interesting intro.

Ineffective or missing title Little or no effort to present an interesting

opening The first paragraph does not contain

a clear thesis statement.

Topic

Sentences 15 % Topic sentences with sophisticated claims that

directly relate to thesis/E.Q., and add insight to

argument, guide organization, are logically ordered,

and provide transitions. Paragraph content

specifically and consistently relates to topic

sentences. Paper stays focused.

Topic sentences with claims that relate to

E.Q. and advance thesis, guide organization

logically, and provide transitions. Paragraph

content usually relates to topic sentences.

Topic sentences have claims that relate to

E.Q. attempt to guide organization

logically, and provide basic transitions.

Paragraph content generally relates to topic

sentences.

Topic sentences do not address the essential question, skip from topic to topic,

and/or lack transitions. Paragraph content is

often not related to topic sentences. Lacks

consistent focus

Evidence/ Citing

Sources

25 % An appropriate balance of direct quotation,

paraphrasing and summarizing builds a

sophisticated argument. All evidence and analysis

supports and/or proves topic sentence. Paragraph

remains focused on topic sentence. An appropriate use of in-text citations, including

both signal phrases and parenthetical citations, is

demonstrated. Each and every in-text citation is

clearly linked to a complete works cited entry An

excellent variety of sources is cited throughout the

paper. Paper uses all sources listed on WC page.

Adequate balance of direct quotation,

paraphrasing and summarizing. Relevant and

specific evidence is provided in all body

paragraphs. Evidence and analysis supports

and/or proves topics sentence. Paragraph

remains focused on topic sentence. The incorporation of direct quotation, paraphrasing and summarizing is evident An appropriate and consistent use of citations

is demonstrated. In-text citations are linked to

a complete works cited page. A variety of

sources is cited throughout paper. Paper uses

all sources listed on WC page.

Effort to balance direct quotation,

paraphrasing and summarizing Relevant and specific evidence relating to

topic sentence is provided An effort to incorporate direct quotation, paraphrasing and summarizing is evident. An appropriate use of citation is usually demonstrated. In-text citations are linked to WC page. Varied sources are cited throughout paper.

Inadequate balance of direct quotation,

paraphrasing and summarizing Relevant and specific evidence is lacking. Inconsistent or inaccurate use of citation is evident. In-text citation(s) is not linked to works cited

page. Limited sources are cited throughout the paper. Works cited page contains sources not cited within the paper.

Analysis 25 % Consistently presents a sophisticated analysis of the

evidence as it relates to the topic sentences and the

thesis.

Presents an analysis of the evidence as it

relates to the topic sentence and the thesis. An effort to provide meaningful analysis of the evidence that relates to the topic is demonstrated.

Sufficient and/or meaningful analysis is

frequently lacking. Paragraphs end on citations.

Conclusion 10 % Conclusion eloquently summarizes the answer to

the essential question and presents a compelling

prediction, recommendation, judgment, and/or link

to broader issues.

Conclusion summarizes the answer to the essential question and presents a prediction,

recommendation or judgment. Paper offers closure for the reader.

Conclusion summarizes the answer to the essential question and provides concluding

remarks.

Conclusion refers to the topic but offers little or no resolve.

Style/ Mechanis

10 % -No spelling or grammatical errors -Clear sign of proofreading AND editing -Formal, academic tone Clear, persuasive and sophisticated language -Smooth incorporation of evidence

-A few minor spelling or grammatical errors -Evidence of proofreading AND editing -Academic tone -Clear and persuasive language -Effort to smoothly incorporate evidence

-Few spelling or grammatical errors -Few proofreading errors -Academic tone attempted -Clear language -Evidence provided without introduction.

-Many spelling and grammatical errors -Proofreading errors; weak editing -Informal or inappropriate tone -Awkward

language -Paper needed much more attention -Weak or no incorporation of evidence

Evaluated by:_______________________________ Comments: Final grade:__________________/200 points total

2015-16 Thesis 26

Name_____________________________________

English teacher/Period______________________/Social Studies Teacher/Period ______________________________ Turnitin.com%_____________

Final Paper Rubric

Final drafts and Thesis folders should be submitted in your English class on March 21st. Final drafts will be submitted with a rubric and a revised works cited page. The Thesis folder will also be

submitted and must contain all graded Thesis work. Final drafts will also be submitted electronically to Turnitin.com. NO LATE WORK WILL BE ACCEPTED. No Credit for: Paper with no citations, no works cited, not submitted to Turnitin.com Penalized for: Shorter than 2000 words (-20 pts per page/330 words), insufficient editing (failure to address comments)

Excellent Good Satisfactory Unsatisfactory

Format

5 % Flawless MLA manuscript, citation and works

cited format Nearly flawless MLA manuscript, citation and

works cited format MLA format with minor manuscript, citation

or works cited error(s)

-MLA manuscript, citation or works cited format not followed -No essential question after title

Title/Into/ Thesis

10 % Title creatively reflects thesis and entire stated

essential question. Introduction presents engaging

opening. Introduction includes an original and

sophisticated thesis that goes beyond answering

the essential.

Title adequately reflects thesis and stated essential question. Introduction presents an

interesting opening. Introduction includes a

clear thesis that answers all aspects of the

essential question.

Title reflects thesis and stated essential question. Introduction presents topic.

Introduction includes a basic statement that addresses the essential question. Some effort to create interesting intro.

Ineffective or missing title Little or no effort to present an interesting

opening. The first paragraph does not contain

a clear thesis statement.

Topic

Sentences 15 % Topic sentences with sophisticated claims that

directly relate to thesis/E.Q., and add insight to

argument, guide organization, are logically

ordered, and provide transitions. Paragraph

content specifically and consistently relates to

topic sentences. Paper stays focused.

Topic sentences with claims that relate to

E.Q. and advance thesis, guide organization

logically, and provide transitions. Paragraph

content usually relates to topic sentences.

Topic sentences have claims that relate to

E.Q. attempt to guide organization logically,

and provide basic transitions. Paragraph

content generally relates to topic sentences.

Topic sentences do not address the essential question, skip from topic to topic,

and/or lack transitions. Paragraph content is

often not related to topic sentences. Lacks

consistent focus.

Evidence/ Citing

Sources

25 % An appropriate balance of direct quotation,

paraphrasing and summarizing builds a

sophisticated argument. All evidence and analysis

supports and/or proves topic sentence. Paragraph

remains focused on topic sentence. An appropriate use of in-text citations, including

both signal phrases and parenthetical citations, is

demonstrated. Each and every in-text citation is

clearly linked to a complete works cited entry

An excellent variety of sources is cited

throughout the paper. Paper uses all sources listed on WC page.

Adequate balance of direct quotation,

paraphrasing and summarizing. Relevant and

specific evidence is provided in all body

paragraphs. Evidence and analysis supports

and/or proves topics sentence. Paragraph

remains focused on topic sentence. The incorporation of direct quotation, paraphrasing and summarizing is evident An appropriate and consistent use of citations

is demonstrated. In-text citations are linked to

a complete works cited page. A variety of

sources is cited throughout paper. Paper uses

all sources listed on WC page.

Effort to balance direct quotation,

paraphrasing and summarizing Relevant and specific evidence relating to

topic sentence is provided An effort to incorporate direct quotation, paraphrasing and summarizing is evident. An appropriate use of citation is usually demonstrated. In-text citations are linked to WC page. Varied sources are cited throughout paper.

Inadequate balance of direct quotation,

paraphrasing and summarizing Relevant and specific evidence is lacking. Inconsistent or inaccurate use of citation is evident. In-text citation(s) is not linked to works cited

page. Limited sources are cited throughout the paper. Works cited page contains sources not cited within the paper.

Analysis 25 % Consistently presents a sophisticated analysis of

the evidence as it relates to the topic sentences

and the thesis.

Presents an analysis of the evidence as it

relates to the topic sentence and the thesis. An effort to provide meaningful analysis of the evidence that relates to the topic is demonstrated.

Sufficient and/or meaningful analysis is

frequently lacking. Paragraphs end on citations.

Conclusion 10 % Conclusion eloquently summarizes the answer to

the essential question and presents a compelling

prediction, recommendation, judgment, and/or

link to broader issues.

Conclusion summarizes the answer to the essential question and presents a prediction,

recommendation or judgment. Paper offers closure for the reader.

Conclusion summarizes the answer to the essential question and provides concluding

remarks.

Conclusion refers to the topic but offers little or no resolve.

Style/ Mechanics

10 % -No spelling or grammatical errors -Clear sign of proofreading AND editing -Formal, academic tone -Clear, persuasive and sophisticated language -Smooth incorporation of evidence.

-A few minor spelling or grammatical errors -Evidence of proofreading AND editing -Academic tone -Clear and persuasive language -Effort to smoothly incorporate evidence.

-Few spelling or grammatical errors -Few proofreading errors -Academic tone attempted -Clear language -Evidence provided without introduction.

-Many spelling and grammatical errors -Proofreading errors; weak editing -Informal or inappropriate tone -Awkward

language -Paper needed much more attention -Weak or no incorporation of evidence

Evaluated by:_______________________________ Comments: Final grade:__________________/200 points total