table of contents secondary writing unit for...

Table of Contents Secondary Writing Unit for Research

12/7/12

Planning Instruction Table of Contents Instructional Plan Multi-Genre Resources (See MGR) Teacher Notes Assessing the Genre Clipboard Clouds Genre Vocabulary Inter-rater Chart Peer-editing Clock Prompt Results Chart Rubric (Scoring Guide) Windowpane Building on Background I am a Researcher Questions I Have In the News Students as Writers (See MGR/Building on Background – this is already there in English) Understanding the Genre Investigating the Research Question Creating Unity and Coherence Language Frames Organizers & Outlines Student Sample Teacher-modeled Essay Acquiring Academic Language Author Bias (see MGR) Cause and Effect Vocabulary (see MGR) Critical Questioning (See MGR) Fact vs. Opinion (see MGR) Research Skills Supporting a Thesis (see MGR) Transitions (see MGR)

Writing Unit for Argumentative: Secondary © WRITE Institute, October 2012

Instructional Plan for Research Writing

Note: All documents are located in the Research Folder, except for items in the Multi-Genre Resources Folder (marked “MGR”)

Introducing the Genre (Teacher-Guided)

1Assessing the Genre • Clouds • Windowpane • Genre Vocabulary • Argumentative Rubric

1Building on Background

• Choose 1-3 activities from this section

1Multi-Genre Resources • Jackdaw • Journaling • Vocabulary Notebook

Unpacking the Genre (Teacher-Guided)

1Understanding the Genre • Genre Vocabulary • Investigating the Research Question • Creating Unity and Coherence • Teacher-modeled Essay (Annotate) • Language Frames • Organizers (Big Picture, Outlines)

1Assessing the Genre • Student Sample • Inter-rater Chart • Peer-Editing Clock

1Acquiring Academic Language • Research Skills

1Multi-Genre Resources • Author Bias • Cause/Effect Vocabulary • Critical Questioning • Fact vs. Opinion • Summarizing • Transitions • Thesis Statements

Collaborating on Writing (Student-Guided)

1Understanding the Genre • Language Frames • Students as Writers

1Acquiring Academic Language • Research Skills

1Multi-Genre Resources

• Summary Writing • Summary Posters • Catchers, Cubes & Maps • Reciprocal Teaching • Critical Questioning • Journaling

Things to consider: • Time • Technology

Organizing the Essay (Student-guided)

1Multi-Genre Resources • Write rough drafts

1Understanding the Genre • Language Frames • Organizers & Outlines

1Assessing the Genre • Clipboard • Prompt

Things to consider: • Access to Computers • Use of Music

Editing & Revising (Student-guided)

1Multi-Genre Resources • Editing and Revising • Writing Conferences • Grammar Mini-lessons

Things to consider:

• Access to Computers • Use of Music

Publishing (Student-guided)

1Multi-Genre Resources • Publishing/Presentation • Journaling

1Understanding the Genre • Language Frames • Organizers

Things to consider:

• Technology • Web 2.0 Tools

Essential Activities Recommended Things to Consider

Writing Unit for Research: Secondary © WRITE Institute, January 2013

My

Research

Question

Draft of

Thesis Statement

Research

Key points

Key points

Key pointsResearch

ReflectionWhat am I trying to accomplish?What is my purpose for writing?

Editing & Revision

Final Draft & Publication

Need to

change thesis?

Key points

If "yes," change research question first.

First Draft

Editing & Revision Next

Draft

If "no," begin writing.


Notes on The Research Paper 1. Search Develop your research question. Focus on one specific point you want to make. Remember that this is your paper. You will use other people’s research to support your point. You may begin with a thesis idea: the statement will evolve as you research and write. The best and most focused thesis statements are refined and rewritten many times throughout the pre-writing process. 2. Record and Document Explore a variety of sources, including both primary and secondary sources. Evaluate the sources with the following criteria:

Is the source up-to-date? Is the source dependable and unbiased? Does the evidence support my claim?

Avoid plagiarism by summarizing, paraphrasing and quoting. Plagiarism is derived from the Latin verb meaning “to kidnap.” Organize the information from each source on index cards and prepare a bibliography. (Prepare the bibliographic information for each source and a card including a summary, paraphrase and/or quote.) Use quotes strategically and sparingly in supporting key ideas. Quotes can be very effective; however, they should not be used in excess or strung together in long series. Introduce the quote and note the difference between citing long and short quotes. Annotate copies of articles to interact with the text and to develop ideas. Cite all facts and statistics (unless they are common knowledge), as well as quotations and someone’s ideas or opinions. 3. Write Rewrite and refine constantly to build unity and coherence. Create unity to develop a harmonious feel to your paper. If you are having a difficult time focusing your thesis question, ask yourself the following questions:

What am I trying to accomplish? What is my purpose for writing?

Create coherence by connecting ideas and paragraphs. Transitions, repetition, having a logical order and including details (i.e., who, what, when, etc) are the glue thats hold the paper together

Types of Research(use multiple sources)

Title of Research Paper:

Clipboard for aResearch Paper

Name ________________________________Class __________________ Date __________


The "So what?" Factor: Conclusion: (revisit the thesis)

Author and Rearcher:

IntroductionResearch Question: Thesis Statement:(answers research question)

Supporting Details(Facts and Examples)

1.

2.

3.

4.

5.

Name __________________________________________________ Class____________________________ Date ____________


What do you think

should be in a

research paper?

Introducing the Writing Style

The writer documents multiple references

appropriately.

The writer uses an appropriate level of conventions such as sentence structure,

grammar, and mechanics.

The writer uses precise language and

domain-specific vocabulary.

The thesis provides an answer to a self-

generated, well-thought-out research question.

The essay is organized logically to create a

cohesive, unified whole.

Main ideas are synthesized in the

writer's own words in order to avoid

plagiarism.

The thesis is supported with clear

topic sentences.

The introduction includes an original,

focused thesis statement.


The conclusion supports the information presented and

demonstrates an understanding of the

subject under investigation.

The writer supports the topic sentence by citing

and quoting significant and relevant facts and

examples appropriately.

The plot is well-structured.

The writer clearly communicates how the

subjects are alike.

The writer uses reasonand/or emotion to

persuade.

The essay concludes with a resolution of the

conflict.

The writer identifies a counterargument for the

proposed solution.


The writer uses compare/contrast words and

phrases appropriately.


Term Definition Example/Explanation

Expository To explain, describe, inform or provide information.

Persuasive, research and evaluation writing are all expository.

Research To investigate and inquire in a systematic way.

During his research of city gardens, he learned how to create his own garden in his apartment.

Evaluate To judge or determine the significance, worth or quality.

After reading an evaluation of the movie, she decided to see another show.

Persuade To cause someone to do or believe something through reasonable arguments.

Due to his stellar behavior and excellent grades, he persuaded his father to let him use the family car.

Quote To cite or copy the words of another.

She used quotation marks to quote the author in writing.

Summarize A short, concise version of a longer text.

In this story, the author shows how people should try to understand one another better.

Paraphrase To express something in other words.

The students paraphrased the articles of the Constitution in their own words.

Commentary

Observations or about a topic.

In class, the students listened to the news commentaries about the President’s speech.

Reflection Careful thinking about an event or topic.

I still think that it was a good idea to write the letter to my friend.

Research Genre Vocabulary


=

Genre Vocabulary Cards

Paraphrase

Supporting Evidence

Transitions

Focused Thesis Question

Summary

? = 1. ✔ 2. ✔ 3. ✔

“__________”___”

Quote

TS TS TS


Inter-Rater Reliability Matrix for Research Paper Class ____________________

Performance Standard Rubric Score 0 1 2 3 4 5 6

The introduction includes an original, focused thesis statement.

The thesis provides an answer to a well-thought-out research question.

The writer supports the thesis statement with clear topic sentences.

The writer supports the topic sentences by citing and quoting specific facts and examples.

The writer summarizes and paraphrases main ideas in his/her own words.

The writer demonstrates proficiency in the formal research process.

The writer documents a variety of references appropriately.

The essay is organized logically and includes transitional sentences.

The writer uses an appropriate level of conventions, such as sentence structure, grammar and mechanics.

The conclusion provides a summary of the thesis, a commentary and/or a personal refection.


Map of Japan

____ is

Peer Editing Clock for a Research Paper

Name of Author ___________________________ Name of Editor ___________________________ Class ___________________ Date ___________

12

6

3 9

2

1 11

10

8

7 5

4


Map of Japan

____ is

Peer Editing Clock for a Research Paper

Name of Author ___________________________ Name of Editor ___________________________ Class ___________________ Date ___________

12

6

3 9

2

1 11

10

8

7 5

4

The conclusion demonstrates an understanding of the subject under investigation.


The thesis provides an answer to a self-generated, well thought-out

research question.


The writer supports the topic sentences by citing and quoting significant and relevant

facts and examples appropriately.

The writer synthesizes main ideas in his/her own words in order to avoid

plagiarism.

The writer uses precise language.

The writer documents multiple references appropriately.

The conclusion supports the information presented.

The writer uses an appropriate level of conventions such as sentence

structure, grammar, and mechanics.

The essay is organized logically to create a cohesive, unified whole.

o

c

T

The writer uses domain-specific vocabulary.

Name _________________________________ Class_________________ Date ____________


The Criteria What I think it means…

Con

tent

and

Org

aniz

atio

n O

rgan

izat

ion


The thesis provides an answer to a self-generated, well-thought-out research question.


The writer supports the topic sentences by citing and quoting significant and relevant facts and examples appropriately.

The writer synthesizes (i.e. summarizes and paraphrases) main ideas in his/her own words in order to avoid plagiarism.

The writer uses precise language and domain-specific vocabulary.

The writer documents multiple references appropriately.

The essay is organized logically to create a cohesive, unified whole (i.e., paragraphs, transitions, formatting, graphics, etc.).

The writer uses an appropriate level of conventions such as sentence structure, grammar, and mechanics.

The conclusion supports the information presented and demonstrates an understanding of the subject under investigation.

Understanding the Scoring Criteria for a Research Paper

Note: Italicized print indicates correlation to standards. Writing Unit for Research: Secondary © WRITE Institute, January 2013

Research Paper _________________________ ______________________ Student Name Class name and level _________________________ ______________________ School Teacher

Writing Prompt As informative/explanatory writing, research writing examines and conveys complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. A research paper answers a self-generated, well thought-out question related to a specific topic. The writer gathers research and documents significant, relevant evidence to support a focused thesis statement. The research paper should include well-developed paragraphs with clear topic sentences, supporting detail and transitional sentences. It should also include precise language and domain-specific vocabulary. In addition to establishing and maintaining a formal style and objective tone, the writer should clearly demonstrate an understanding of the subject under investigation. Remember an effective research paper includes: • an introduction includes an original, focused thesis statement • a thesis that provides an answer to a self-generated, well thought-out research

question • clear topic sentences that support the thesis statement • significant and relevant facts and examples that support the topic sentences • main ideas synthesized (i.e., summarized and paraphrased) in the writer’s own

words in order to avoid plagiarism • precise language and domain-specific vocabulary • multiple references appropriately documented • logical organization to create a cohesive, unified whole (i.e., paragraphs,

transitions, formatting, graphics, etc.)

Note: Italicized print indicates correlation to standards. Writing Unit for Research: Secondary © WRITE Institute, January 2013

Choose one of the following to write about: • Research one question pertaining to an historical event. • Research one question pertaining to a current event. • Research one question pertaining to an invention or scientific discovery. • Discuss one effective program that makes a difference in your school,

community, country or world. • Other: __________________________________


Results Chart for Research Paper Class ___________________ Criteria

Intro

duct

ion

Thes

is

Topi

c Se

nten

ces

Cite

s & Q

uote

s

Sum

mar

izes

&

Para

phra

ses

Res

earc

h Pr

oces

s

Ref

eren

ces

Org

aniz

atio

n

Con

vent

ion

Con

clus

ion

Tot

al S

core

Student Name Student ID Number

ELD Level

WRITE Institute Scoring Guide for Research Paper

As informative/explanatory writing, research writing examines and conveys complex ideas, concepts and information clearly and accurately through the effective selection, organization, and analysis of content. A research paper answers a self-generated, well-thought-out question related to a specific topic. The writer gathers research and documents significant, relevant evidence to support a focused thesis statement. The research paper should include well-developed paragraphs with clear topic sentences, supporting detail and transitional sentences. It should also include precise language and domain-specific vocabulary. In addition to establishing and maintaining a formal style and objective tone, the writer should clearly demonstrate an understanding of the subject under investigation.

Scoring Range Each category is worth 0-6 points.

0 = off topic/no evidence 1 = minimal evidence of proficiency 2 = some evidence of proficiency, but weak 3 = developing proficiency

4 = proficient 5 = exceeding expectations 6 = outstanding

Directions: Total points and divide by 10 to yield a score of 0-6. CONTENT & ORGANIZATION ____ The introduction includes an original, focused thesis statement.

____ The thesis provides an answer to a self-generated, well-thought-out research question.

____ The writer supports the thesis statement with clear topic sentences.

____ The writer supports the topic sentences by citing and quoting significant and relevant

facts and examples appropriately.

____ The writer synthesizes (i.e., summarizes and paraphrases) main ideas in his/her own

words in order to avoid plagiarism.

____ The writer uses precise language and domain-specific vocabulary.

____ The writer documents multiple references appropriately.

____ The essay is organized logically to create a cohesive, unified whole (i.e., paragraphs,

transitions, formatting, graphics etc.).

____ The writer uses an appropriate level of conventions such as sentence structure,

grammar and mechanics.

____ The conclusion supports the information presented and demonstrates an

understanding of the subject under investigation.

_____ Total (divided by 10) = ________ Score


Windowpane for a Research Paper


Windowpane Script for Research Paper

1. The introduction includes a focused thesis

statement [that answers a research question.]

2. The topic sentences support the thesis. 3. Facts and examples support the topic

sentences. 4. The writer cites and quotes facts and

examples. 5. The writer uses summary verbs to

paraphrase main ideas and transition words to connect ideas.

6. The conclusion revisits the thesis, and

provides an understanding of the research subject.

Dreams for My Future...


I am a Researcher...Name _____________________________ Class____________________ Date _____________

I feel strongly about

c

c

c

c

c

c

Topics I like to investigate... c My Heritage c My Language c My Environmet c My Community c __________________ c __________________

Historical/Current Events during My Lifetime...

Careers I would like to find out more about...

Authors I Admire... Favorite Quotes or Sayings...

What Inspires Me...

Problem: ________________________ ______________________________ ______________________________ Where: _______________________ _______________________________ When: _____________________

Who is invloved: __________________________________________________________

Causes: ______________________________________________________

Effects: ______________________ ______________________________

Title of the article/

Name the problem

Three or more important facts about the problem:

_______________________________________________________________________________

______________________________________________________________________________

__________________________________________________________

Who does this benefit? _____________________________________________________________________

What solutions have been proposed and/or attemplted?If none, propose your own solution.

_______________________________________________________________________

_________________________________________________________________________

_______________________________________________________________________

______________________________________________________________________

_______________________________________________________________________

A report about a problem in the

news...

EXTRA! The Daily Times


In the News

Name________________________ Class _________________ Date ____________


Questions I Have About…

Medicine & Technolog

y

The World

My Community

History

Environment

Health & Fitness

Media & Society

Language & Cultures

Questions

1.

2.

3.

QuestionCards

WritingUnitforResearch:Secondary ©WRITEInstitute,January2013

? Thequestiondrivingmyresearch:

Thequestiondrivingmyresearch:






The Tapestry of Unity and Coherence

transitions

logi

cal o

rder repetition

thesis

supporting details

topic sentences

WritingUnitforResearch:Secondary ©WRITEInstitute,January2013

EVALUATION

ARGUMENTATIVE

RESEARCH

Acknowledgestheopposingviewpoint

Providesacounterargument

Answersawellthought‐outresearchquestion

Includesathesisstatementsupportedbycleartopicsentences

Usesspecificevidenceandexamples

Cites,quotesandparaphrases

Usesreason

Summarizeskeypoints Includesareflectionand/oranalysis

Targetsaspecificaudience

Providesaclaim

Hooksthereader

Usescriteriatosupporttheclaim

Includestransitionalsentences


Investigating the Research Question: Part 1

How are the testimonies of Anne Frank and Elie Wiesel representative of what young people experienced during the Holocaust?

The testimonies of a young girl’s diary and a survivor’s memoir are representative of the emotional, psychological, and physical torment young people faced during the Holocaust.

How do the testimonies of Anne Frank and Elie Wiesel differ?

Anne Frank’s private diary, authored in the natural voice of a teenage girl, provides a chronicle of daily life, while Wiesel’s memoir, authored years later, weaves his personal experience in with his fictional character, a protagonist named Eliezer.

How does the Convention on the Human Rights of the Child expand the vision of the 1948 Declaration of Human Rights?

An international treaty, the Convention of Human Rights of the Child seeks not only to ensure the realization of human rights, but also to monitor progress of the living conditions of children around the world.

What is causing the delay in the U.S. ratification of The Convention on the Rights of the Child?

The lengthy investigation period for each human rights treaty, in addition to a policy of examining only one international treaty at a time, has resulted in the United States and Somalia being the only two nations in the world yet to ratify The Convention on the Rights of the Child.

Who?

________________

_______________

_______________

_______________

What?

_______________

_______________

_______________

_______________

When?

________________

________________

________________

________________

Where?

________________

________________

________________

________________

Why?

_________________

__________________

_________________

__________________

How?

________________

________________

________________

________________

Topic__________

_________

__________

My Research Question:___________________________________________________________

___________________________________________________________

Why I chose It:___________________________________________________________

___________________________________________________________

InvestigatingtheResearchQuestion:Part2


Genre Language Patterns Research Paper Sample Frames


Intermediate/Early Advanced/Advanced

The introduction includes an original, focused thesis statement. ____________________[subject], ________________________[explanatory phrase], is _______________________[what?] because (of) ______________________[three reasons]. The writer supports the thesis statement with clear topic sentences. One reason________________. Another reason ______________________ A third reason _____________________. One [strong, solid rational, valid] argument _________________________________. The writer supports the topic sentences by citing and quoting significant and relevant facts and examples appropriately. The writer synthesizes (i.e., summarizes and paraphrases) main ideas in his/her own words in order to avoid plagiarism. According to ______________________, “_________________________.” In the view of _____________________[someone], ____________________. ________________________[someone] maintains/says/thinks/feels/claims/ points out/is of the opinion, supports ________________. The conclusion supports the information presented and demonstrates an understanding of the subject under investigation. I think that___________________. This reminds me of _______________. Overall, the _________________[subject] _______________________. In _______________________[subject], we __________________________[learning or realization].

Big Picture Cloze for Research Paper


_________________ [subject], _______________

[explanatory phrase], is ___________________ [what?]

because (of) _______________ [3 reasons]. Summarize

key information 1-2 sentences.

One reason that _____________________ [rephrase

claim] is because _____________________ [explanation].

[Support the reason/criteria with specific evidence and

examples].

Another reason that __________________ [rephrase



examples].

A third reason that ___________________ [rephrase



examples].

_________________________________________________

____________________________ [restate the thesis statement].

_____________________________________[commentary/

reflection in 2-3 sentences.]

Transitional Sentence

Transitional Sentence

Essay Organizerfor

Research Paper

Thesis Statement

Introduction

Commentary or Personal ReflectionRevists the thesis

1 Topic Sentence and Supporting Details (first idea)

2 Topic Sentence and Supporting Details (second idea)

3 Topic Sentence and Supporting Details (third idea)

Conclusion

The Big Picture

Research Question


Name ______________________________ Class _______________ Date __________


Outline for a Essay Research Paper

I. Introduction

Create a context, thesis statement (answer research question), introduce main points

II. Body of the Essay

A. Body Paragraph 1

Topic sentence (introduce main point), supporting details, transition

B. Body Paragraph 2


C. Body Paragraph 3


Add more body paragraphs as needed.

III. Conclusion

Restate thesis, summarize key points (topic sentences), commentary or personal reflection

Name _______________________________ Class ___________________ Date ______________


An effective conclusion of a research paper… 1. Revisits the thesis statement. 2. Provides a commentary or personal reflection.

Witnesses to unbelievable horror, Anne Frank and Elie Weisel’s testimonies personalize the atrocities of the Holocaust. They remind us that the 1.5 million children who died tragically, as well as the tens of thousands of others who were permanently changed, were victims of hate and indifference. As we read their accounts, and are touched by the strength of the human spirit, we must vow to remember what led to their demise. I think Elie Wiesel’s words best embody the need for humanity to remember: Let us remember, let us remember the heroes of Warsaw, the martyrs of Treblinka, the children of Auschwitz. They fought alone, they suffered alone, they lived alone, but they did not die alone, for something in all of us died with them. (Wiesel, 3)

Effective Conclusions

So what? Sometimes writers like to refer to conclusions as the “So what?” factor: What did the reader get out of the essay? Why should the reader care?

Big Idea (restated thesis)

The “So

what?” factor

Personal Reflection

Name ________________________________________ Class ___________________Date ______


An effective introduction of a research question… 1. Includes an original, focused thesis statement. 2. Provides an answer to a well-thought-out research question. 3. Creates a context for the thesis statement. (i.e., introduces the thesis.) 4. Introduces the main points.

Example:

Both Anne Frank: The Diary of a Young Girl and Night by Elie Wiesel are eyewitness accounts that tell the story of Jewish children coming-of-age during the horrors of the Holocaust. The testimonies of a young girl’s diary and a survivor’s memoir are representative of the emotional, psychological, and physical torment young people faced during the Holocaust. It is through their steadfast struggle to survive, their constant battle with fear and abject terror, and their shockingly vivid descriptions of their surroundings that we begin to imagine that horror Jewish young people faced during the years of the Holocaust.

Effective Introductions

Main points

Answers question: How are the testimonies of Anne Frank and Elie Wiesel representative of

what young people experienced during the Holocaust?

t of the Holocaust?

Creates a Context

thesis

Name _____________________________________________________ Class ______________________________ Date _____________


Exploring Sources

Sources of Information

Books Encyclopedias

& Reference Books

Periodicals (newspapers &

magazines)

The Internet Multi-media

(CD-ROM, etc.) Other

Sources

PROS

CONS

“Research is...the attempt to take external events and data and, by passing them through the sensibilities of the writer, to produce a text that reflects both the outer and the writer’s inner worlds of meaning.” --James V. Catano, Navigating the Fluid Text


PRIMARY SOURCES Eyewitness Information

• autobiographies • lists • notes, letters, diaries by original writer • interviews by original investigators • original accounts of events in newspapers, magazines (hard copy or online), television, radio, film, photographs • testimonial literature, oral histories • original legal documents (maps, treaties, etc.) • original tapes, novels, short stories, poems, realia, films, music, works of art, artifacts, architecture Other: ______________________

POTENTIAL ADVANTAGES: More accurate Less biased/filtered through another writer Reflects historical points of view through eye-witnesses

POTENTIAL DISADVANTAGES Language, specialized information difficult to interpret

SECONDARY SOURCES Second-Hand Information

• biographies • essays, articles, books that report on the work of another writer • histories presented by other than the eye-witness • accounts of events in newspapers, magazines, journals television, radio, documentary NOT reported by eye-witnesses • encyclopedias, almanacs & other reference work • CD Rom, online databases and library catalogs Other:_______________________

POTENTIAL ADVANTAGES: Interpretations, explanations may be given for difficult language and concepts Summaries and evaluations given of another’s work

POTENTIAL DISADVANTAGES Second-hand reporting guilty of omissions, bias

Quote—Paraphrase—Summary


What is the foundation of social justice? The belief that all people have certain undeniable rights, such as the pursuit of freedom, the right to an education, and the right to voice their opinions without fear of being harmed, that all people are created equal regardless of race, creed, language or cultural heritage.

The foundation for social justice is the belief that all people are created equal regardless of race, color, reli-gion, language or beliefs and that all people have the same basic rights to freedom, education and opinion.

We are like soldiers in our con-stant inner battle to make the right choices. Like generals, we direct ourselves towards the right actions. We lead successful lives by making responsible choices.

We are all warriors choosing right from wrong in our quest for a victorious life.

The Himalayan Mountains in India are the highest and among the oldest mountains in the world. These moun-tains form a natural wall between the Tibetan region of China and northern India. Fertile rice paddies and fruit trees color the valleys with a deep, rich green. Cool, blue lakes add to the Himalayan majestic beauty.

The Himalayan Mountains are the highest and oldest in the world. They separate China from India. The Himalayan Mountains contain rice paddies and fruit trees. There are fertile, green valleys and cool, blue lakes. They are beautiful and majestic.

Himalayan Mountains serve as natural border between India and China. They are beautiful, fertile and majestic.

The Himalayan Mountains in India are the highest and among the oldest mountains in the world. These mountains form a natural wall between the Tibetan region of China and northern India. Fertile rice paddies and fruit trees color the valleys with a deep, rich green. Cool, blue lakes add to the Himalayan majestic beauty.

In a sense, everyone is a warrior. We are in constant battle with the forces of good and evil within us. Every day we make choices that affect and shape our future. Real freedom involves doing the right thing at the right time. When we are able to respond to situations in our daily lives with honor, we become Generals of Responsibility, leading to victory in life!

In a sense, everyone is a warrior. We are in constant battle with the forces of good and evil within us. Every day we make choices that affect and shape our future. Real freedom in-volves doing the right thing at the right time. When we are able to respond to situations in our daily lives with honor, we become Generals of Re-sponsibility, leading to victory in life!

What is the foundation of social justice? The belief that all people have certain undeniable rights, such as the pursuit of freedom, the right to an education, and the right to voice their opinions without fear of being harmed, that all people are created equal regardless of race, creed, language or cultural heritage.

Social justice is the belief that all people are created equal and have certain undeniable rights.

Read the text in the box on the left and then label the other three boxes either as QUOTE (add quotation marks "" ), PARAPHRASE, or SUMMARY


Organizing Sources

Bibliographical Note Card

Summary Note Card

Quote Note Card

Weisel,Elie,Night.NewYork:Bantam,1960.

AyoungJewishboysurvivestheNaziDeathcamps.Duringthecourseofhishorrible

experience,helosesfaithinGodandhumanity.First,Eliezerisforcedintoaghetto,

andthenheissenttoaconcentrationcamp.Hedescribesthecruel,inhumane

conditionsthatleadtheabusedpeopletoattempttosurviveanywaytheycan.

ShortlyafterEliezerhasafootoperation,theNazisevacuatethecamp.Eliezerand

hisfathersupporteachotherthroughalong,cold,harshjourney.Atthenewcamp,

Eliezer’sfatherdies.AlthoughEliezersurvives,heisshakentothecorebyhis

dreadfulexperiences.

“WhereisGod?WhereisHe?”someonebehindmeasked.…Formorethanhalfan

hourhe[thechildinthenoose]stayedthere,strugglingbetweenlifeanddeath,dying

inslowagonyunderoureyes…

BehindmeIheardthesamemanasking:“WhereisGodnow?”

AndIheardavoicewithinmeanswerhim:

“WhereisHe?HereHeis—Heishanginghereonthisgallows…”

Night

pages61‐62


1. Short Quotes

While Anne fully realizes that she is far better off than many of her friends, the small quarters take a toll on her. Although Anne realizes the magnitude of the horrors of the Holocaust, she still wants to been seen “as a teenager badly in need of some good, plain fun” (124).

2. Long Quotes (3 lines or more)

Living a nightmare of fear and anxiety, Anne creates a powerful metaphor for her suffering.

I see the eight of us in the Annex as if we were a patch of blue sky surrounded by menacing black clouds…[They loom] before us like an impenetrable wall, trying to crush us, but not yet able to. I can only cry out and implore, “Oh ring, ring, open wide and let us out!” (115).

An “

Quoting Sources (MLA Format)

Quote

Name______________________________________ Class___________________ Date____________

Ex: “...it all seems so unreal. It was quite a different Anne who enjoyed that heavenly existence from the Anne who has grown wise within these walls."

1. “_________________________________

______________________” (________ ___)

2. “_________________________________ ______________________” (________ ___)3. “_________________________________

______________________” (________ ___)

4. “_________________________________

______________________” (________ ___)5. “_________________________________

______________________” (________ ___)

6. “_________________________________

______________________” (________ ___)

Information copied exactly as it appears in the source

Author’s last name Page(s)(Frank, 168).


Quoting Sources: Citing Text


Documenting Sources

Format Examples Books

Author. Title of the book. Place of publication: Editor, date.

Levin, Meyer. Anne Frank: A Play. M. Levin., 1967. Schnabel, Ernst. Anne Frank: A Portrait of Courage. New York:Harcourt Brace, 1958. Weisel, Elie. Night. New York: Bantam, 1960.

Reference Books (e.g., encyclopedias) Author (if given). “Name of the article or theme.” Title of the reference book or encyclopedia: information about the editor.

Shur, Irene G., Franklin H. Littell, and Marvin E. Wolfgang, eds.. “Reflections on the Holocaust: Historical, Philosophical, and Educational Dimensions.” Annals of the American Academy of Political Science, v.450. Philadelphia: American academy of Political Science, 1980.

Periodicals (e.g., magazines, newspapers) Author’s name “Title of the Article.” Title of the Newspaper or Magazine. Date: pages

Bettelheim, Bruno “The Ignored Lesson of Anne Frank.” Harper’s. Nov. 1960: 45-50. Montgomery, Paul. “Drafting an Epilogue to Anne Frank’s Diary.” New York Times. 18 June, 1989.

CD-ROMs Author (if given). “Title of the information.” Title of the product. Information of the producer.

“India.” Microsoft Encarta. CD-ROM. 1st ed. 1994.

Internet Author (if given). “Title of the information.” (Date of the information). Title of the database. Internet. Date of access. Available: internet address (optional, but advisable).

Tornquist, Cynthia. “Survivors Tell a New Generation about Anne Frank.” CNN Interactive. (20 April 1997). Online. Internet. 11 Nov. 2004. Available: http://www.cnn.com

Personal Interview Name of the interviewer. Person doing the interview. Title of the program (if given). Publication or transmitted information (if given). Date ___________.

Castillo, Miguel. Interview with Swami Ananda. Center for Religious Studies. World Unity University. Oct. 16, 1997.

Name ____________________________Class______________Date____________


Bibliography “ Anne Frank House: A House with a Story.” Me Media. CD-ROM.

Cinegram Media, Inc. 2000. Goldman, Gregorio. Personal Interview. 30 October 2004. Lee, Carol Ann. The Hidden Life of Otto Frank. New York: Harper

Collins Publishers, Inc., 2003. Lowry, Lois. Number the Stars. New York: Bantam Doubleday Dell,

1989. Shur, Irene G., Franklin H. Littell, and Marvin E. Wolfgang, eds.

“Reflections on the Holocaust: Historical, Philosophical, and Educational Dimensions.” Annals of the American Academy of Political Science, v 450. Philadelphia: American Academy of Political Science, 1980.

Sonnenberg Menkel, Irma. “I Saw Anne Frank Die.” Newsweek. 25

Aug 1997: 15. Tornquist, Cynthia. “Survivors Tell a New Generation About Anne

Frank.” CNN Interactive. (20 April 97). Online Internet. 11 Nov. 2004.

Available: http://www.cnn.com Weisel, Elie. Night. New York: Bantam, 1960.

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