Topics
Option 1: Standardized Testing
Option 2: Vocational Education
Option 3: Healthy Living
Option 4: Student Loans and/or Debt
Option 2: Vocational Education
Option 3: Healthy Living
Option 4: Student Loans and/or Debt
Why are we writing a research paper?
- It is required by Decatur City Schools for graduation.
- The process of locating sources, note-taking, drafting, and editing offers you the opportunity to delve into a specific question on a topic. The result can be deeply rewarding; when you finish a well-researched and well-crafted paper, you’ll feel as though you truly own your material and your assessment of the topic as an expert.
- It is a rite of passage for you to complete something that takes time and continued effort to complete.
Which standards will students need to master for this assignment?
Topic Proposal
23. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. [W.11-12.5]
24. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. [W.11-12.6]
25. Conduct more sustained research projects to answer a question, including a self-generated question, or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.11-12.7]
28. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences. [W.11-12.10]
36. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.11-12.2]
Annotated Bibliography
20b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. [W.11-12.2b]
22. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [W.11-12.4]
23. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. [W.11-12.5]
24. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. [W.11-12.6]
26. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. [W.11-12.8]
27. Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.11-12.9]
28. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences. [W.11-12.10]
36. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.11-12.2]
MLA FORMAT
Body Paragraph Outline
20b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. [W.11-12.2b]
20c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. [W.11-12.2c]
20d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. [W.11-12.2d]
20e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [W.11-12.2e]
22. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [W.11-12.4]
24. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. [W.11-12.6]
27. Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.11-12.9]
28. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences. [W.11-12.10]
36. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.11-12.2]
MLA FORMAT
Introduction Outline
20a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. [W.11-12.2a]
20c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. [W.11-12.2c]
20d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. [W.11-12.2d]
20e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [W.11-12.2e]
22. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [W.11-12.4]
24. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. [W.11-12.6]
28. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences. [W.11-12.10]
36. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.11-12.2]
MLA FORMAT
FINAL COPY
20. Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [W.11-12.2]
20a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. [W.11-12.2a]
20b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. [W.11-12.2b]
20c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. [W.11-12.2c]
20d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. [W.11-12.2d]
20e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [W.11-12.2e]
20f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). [W.11-12.2f]
22. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [W.11-12.4]
24. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. [W.11-12.6]
26. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation. [W.11-12.8]
27. Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.11-12.9]
28. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences. [W.11-12.10]
36. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.11-12.2]
MLA FORMAT
Works Cited
26. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation. [W.11-12.8]
MLA Format
23. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. [W.11-12.5]
24. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. [W.11-12.6]
25. Conduct more sustained research projects to answer a question, including a self-generated question, or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.11-12.7]
28. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences. [W.11-12.10]
36. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.11-12.2]
Annotated Bibliography
20b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. [W.11-12.2b]
22. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [W.11-12.4]
23. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. [W.11-12.5]
24. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. [W.11-12.6]
26. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. [W.11-12.8]
27. Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.11-12.9]
28. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences. [W.11-12.10]
36. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.11-12.2]
MLA FORMAT
Body Paragraph Outline
20b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. [W.11-12.2b]
20c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. [W.11-12.2c]
20d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. [W.11-12.2d]
20e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [W.11-12.2e]
22. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [W.11-12.4]
24. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. [W.11-12.6]
27. Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.11-12.9]
28. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences. [W.11-12.10]
36. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.11-12.2]
MLA FORMAT
Introduction Outline
20a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. [W.11-12.2a]
20c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. [W.11-12.2c]
20d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. [W.11-12.2d]
20e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [W.11-12.2e]
22. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [W.11-12.4]
24. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. [W.11-12.6]
28. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences. [W.11-12.10]
36. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.11-12.2]
MLA FORMAT
FINAL COPY
20. Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [W.11-12.2]
20a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. [W.11-12.2a]
20b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. [W.11-12.2b]
20c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. [W.11-12.2c]
20d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. [W.11-12.2d]
20e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [W.11-12.2e]
20f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). [W.11-12.2f]
22. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [W.11-12.4]
24. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. [W.11-12.6]
26. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation. [W.11-12.8]
27. Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.11-12.9]
28. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences. [W.11-12.10]
36. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.11-12.2]
MLA FORMAT
Works Cited
26. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation. [W.11-12.8]
MLA Format
What do students need to know to do this well?
The topic must be approved by the teacher. You have the freedom to choose your own topic, but it must be an informative or explanatory topic appropriate for school
All sources used in the annotated bibliography, outline, and subsequent drafts must come from Alabama Virtual Library or must be approved by the teacher.
Teacher approval must be granted before the assignment is turned in and may take a day or two.
The required components of this assignment are:
Audience: Mrs. Haughaboo. I expect you to elevate your use of language in a paper of this magnitude, but I do want you to be yourself. Extensive thesaurus use can get you into trouble sometimes so be careful that you sound like a polished version of you--not someone else.
All sources used in the annotated bibliography, outline, and subsequent drafts must come from Alabama Virtual Library or must be approved by the teacher.
Teacher approval must be granted before the assignment is turned in and may take a day or two.
The required components of this assignment are:
- research documentation in MLA format (annotated bibliography),
- an outline citing sources in MLA format,
- a first draft citing at least four sources in MLA format,
- a final draft citing at least four sources in MLA format and a minimum of 1500 words,
- a works cited page in MLA format.
Audience: Mrs. Haughaboo. I expect you to elevate your use of language in a paper of this magnitude, but I do want you to be yourself. Extensive thesaurus use can get you into trouble sometimes so be careful that you sound like a polished version of you--not someone else.
What activities will facilitate the learning?
- In-class demonstrations and practice.
- Teacher feedback
- Writing workshops
Assessment—How will the student demonstrate the learning?
- Annotated Bibliography
- Sentence Outline
- Drafts
- Writing Workshop
- Final Paper
- Works Cited
Rubrics
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Schedule
Be prepared with all assignments on the days they are due. I have "chunked" this assignment to keep it from being too overwhelming and to keep you from waiting until the last minute.
Annotated Bibliography
Use the file below to get started on your annotated bibliography.
| annotated_bibliography.pdf |
Formal Outline
| formal_outline_fall2018.docx |
Outline Instructions
How to write a body paragraph:
- Topic sentence
- Develop your topic sentence with another sentence
- Introduce the quote (If from the book: In chapter seven, CONTEXT OF THE QUOTE TO HELP IT MAKE SENSE. If from an article: In the article, "Article Title" by Author's first and last name, s/he says SUMMARY TO GIVE CONTEXT TO THE QUOTE)
- Quote
- Explain how the quote you used works w/your TOPIC SENTENCE
- Explain more about how the quote you used works w/your TOPIC SENTENCE
- Explain how this paragraph goes with your thesis
- Transition sentence
How to write your introduction paragraph:
1. An interesting sentence somehow connected with your thesis statement.
2. Some background information about your topic.
3. More background information about your topic.
4. More background information about your topic.
5. Thesis Statement.
6. Preview of Main Points (transition sentence)
1. An interesting sentence somehow connected with your thesis statement.
2. Some background information about your topic.
3. More background information about your topic.
4. More background information about your topic.
5. Thesis Statement.
6. Preview of Main Points (transition sentence)
How to write a conclusion paragraph:
- Summary of your first body paragraph.
- Summary of your second body paragraph.
- Summary of your third body paragraph.
- Summary of your fourth body paragraph.
- Summary of your fifth body paragraph.
- Summary of your sixth body paragraph.
- Restate Thesis: Exact same as above.
- Closure: Develop a creative closing that will give the paper a sense of ending. This point may be more than one sentence.
Final Checklist for Research Papers
Final Checklist for a Formal Research Paper
- Punctuate your title correctly by capitalizing the first and last words of the title and all other words except for articles, prepositions, and coordinating conjunctions.
- Do not underline, italicize, or place quotation marks around the title of your paper.
- Do use appropriate punctuation for the title of a published work if it is part of your title.
- Write an effective opening with a strong thesis statement.
- In literary analysis, use present tense: Romeo’s decision indicates. . . .
- When discussing historical context, use past tense: Hemingway died in 1961.
- The first time you name the author of a work, give the author’s first and last name. For all subsequent references, use only the author’s last name. Omit formal titles, such as Mr., Mrs., or Miss.
- Make sure you have a textual attribution for the first time you use each source (minimum of 3 in your paper).
- Never refer to an author by first name.
- In literary analysis, give the author’s name and the title of the work(s) in your introductory
- paragraph.
- Write only in third person. Use he, she, they, it.
- Do not use first or second person (I think, in my opinion, you, your, our, we, us)
- Do not use contractions (can’t) or slang (a lot) or vague diction (seems or thing).
- Use transitions to move smoothly from one paragraph to another.
- Do not make self-conscious references to your paper, such as “In the following paragraphs, it will be shown” or “As mentioned before.”
- Write clear topic sentences for each paragraph.
- Avoid plot summary in literary analysis, except when needed to support, explain, or clarify an idea.
- Use quotations sparingly.
- Correctly integrate and internally document all paraphrases and quotations.
- Be sure to have a lead-in for all quotations.
- Remember to block quote if your quote is four lines of type or longer.
- Make sure that all sources cited in the paper are listed alphabetically on the Works Cited page and that all sources listed on the Works Cited page have been used in the paper.
- Write an effective conclusion that lends finality to the paper while reaffirming its thesis.
- Use proper format, including one-inch margins, the correct heading, times new roman 12 font, and double-spacing.
- Check for correct usage, grammar, spelling, punctuation, and sentence structure errors.
- Revise when necessary so that the final draft contains polished, insightful, and well-phrased sentences.
- Proofread your research paper one last time before you turn it in.
Rubrics and Checklists
| senior_final_checklist2015.doc |
| senior_research_paper_rubric2015.doc |
