Research Paper Guidelines and F.A.Q

Senior Government Research Paper

In a 4 pg Research Paper Answer the following:

1.     Which branch of government is the most powerful and why?

2.     Which branch of government has the most influence on your life?

• Look at those questions. I am not asking you for a descriptive listing of the powers of all the branches, but an analysis of which branch is the most powerful and evidence to prove your theory. I should not have a laundry list of powers. You need to prove to me why one branch has more power then another branch.
• The second question asks you to analyze which branch has the most influence on your life. This could be the same branch or a different one. During this section you can use first person in your explanation and reason why that branch influences you the most.

Papers must include the following:

1.     Proper MLA citations and works cited page. Failure to have citations correct will result in an automatic grade of 60% regardless of prose or content. This paper is 20% of your Q2 Grade. Please remember that paraphrasing must be cited as well. Refer to your handbook or http://owl.english.purdue.edu/owl/resource/747/01/ for help with citing

2.     6 Outside sources [BESIDES YOUR TEXTBOOK]

3.     a Cover Page in MLA format

4.      4 pages  of content; the Cover Page and Works Cited Page are additional

Due Dates:

1.     Thesis Statement: Tuesday November 17^th

2.     Annotated Bibliography: Tuesday November 24^th

3.     Final Draft Due Thursday January 7^th, 2015

Common issues with Research Papers of Past:

1. The citations are incorrect. If you still have difficulty with citations, please refer to: http://owl.english.purdue.edu/owl/resource/747/02/
for assistance on in-text citations.

• Citing sources should not be about someone else's voice, your voice should be the most important. You should be using citations to prove your thesis and show that you understand the material you have studied.
• You need to prove your thesis by synthesizing sources [mixing other people's ideas with your own knowledge] to explain or analyze an idea.
• You need to only cite when you are using snippets of text to prove [or as evidence] to your argument- otherwise all you are doing is compiling information I already know. It is counter-productive and does not answer the questions assigned.

2. Thesis. Your thesis should provide your reader with an outline of your paper or the main points to your argument. So, if you are saying one branch of government is the most powerful- state your case in the thesis. Provide examples of the reasons why.

• Utilize your thesis like a checklist for the body paragraphs. This keeps your paper cohesive and prevents tangents. We went over the difference between a good thesis and a bad thesis in class. Refer back to your notes. If you do not have notes refer to this website for assistance: http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml

3. Works Cited page. You are still having difficulty with creating a Works Cited page. Utilize the website: www.easybib.com to help you properly create works cited entries.

• For example many students just provide a url like: http://infousa.state.gov/government/branches/legislative.html - this is wrong. A works cited entry for this particular website should look like this:

United States of America. Bureau of International Information Programs. U.S. Department of State.
     U.S. GOVERNMENT The Three Branches Legislative Branch Legislative Branch. InfoUSA, N.d.
     [if there is a date attached to the website, like an update date it goes here. N.d. stands for "no date"]
     Web. [date your looked up the website goes here] .
     <http://infousa.state.gov/government/branches/legislative.html>.

Now- see how the first line of a works cited entry is not indented, however the other lines to the entry are? That's how it should look.

Conversely, if you cannot find a publisher, you would use "N.p"

Final Note:
1. Again, your paper is to due January 7th IN CLASS: with a hardcopy presented to me and an electronic copy in edmodo to me as specified the day I went over the assignment in class.

2. If you did not provide me with a hard copy, I will not grade or review your work. This means that if I do not get it, it is a zero. [ample time is provided for those to give me a hardcopy post-due date] A reduction of 10 each school day I have not received it will occur. If you e-mailed me the day it was due, I will take off 5 pts each day I do not have a hard copy. If you do not get a paper back in time to revise it before the quarter ends it is due that is because you failed to give me your paper in an appropriate manner. It is your responsibility. 

You have ample time to ask questions concerning citations, plan and ask ahead. Additionally a Saturday writing lab can be scheduled provided people show up. You had the option of attending every Saturday for the first semester.

Writing academic papers is an imperative skill to have. All colleges require research papers and some have different styles: APA, Chicago, MLA. They expect you to know these types or be able to research them. Only in remedial classes will they take the time to teach you, however they will not give 1 on 1 attention and will just refer you to a writing lab where peer mentors will just help you revise a paper.

MLA Parenthetical References

With Author in Text

Matthews reports that President Reagan cut the housing budget from $30 billion in 1981 to $7.3 billion in 1987 (58).

Without Author in Text

President Reagan cut the housing budget from $30 billion in 1981 to $7.3 billion in 1987 (Matthews 58).

No Author (Give the title or a shortened version of the title listed on bibliography)

                  

A black writer once suggested that black mothers “are the levers which move education” (Retracing the Past).

Two or More Works by the Same Author (Give the author’s last name (unless it appears in the text), the title or a shortened version, and a page reference)

The average person will have taken more than 2,600 quizzes, tests, and exams if he or she finishes college (VonOech, Academic Realities 21).

Internet Material, Author’s Name Used in Sentence

David Kennedy argues that Roosevelt did not deliberately expose the U. S. naval fleet at Pearl Harbor to attack on December 7, 1941 (par. 3).

Internet Material, Author’s Name Not Used in Sentence

A Pulitzer Prize winning author argues that Roosevelt did not deliberately expose the U.S. naval fleet at Pearl Harbor to attack on December 7, 1941 (Kennedy, par. 3).

The Thesis Statement

Arriving at a satisfactory thesis statement:

1.     Propose a judgment, criticism, or evaluation that can be supported in a paper of prescribed length.  This is a temporary, tentative thesis statement that will be refined later.

2.     Determine how to back up the thesis statement by deciding what source material supports the judgment, criticism, or evaluation.  What information provides evidence, reasons, and arguments to convince a reader that the thesis statement is sound?

A good thesis statement:

ü  Is a declarative sentence stating clearly and concisely the author’s main point.

                  Example:  The perceived injustices of the Treaty of Versailles made it a major cause of WWII.

ü  Is a sentence embodying a judgment, evaluation, or criticism, and is apparent in its use of value terms, e.g.  valuable, worthwhile, desirable, favorable, major, most important, effective, significant, insightful, or should

Example: The major obstacles that made the Treaty of Versailles difficult to enforce concerned disarmament, reparations, and the punishment of war criminals.

ü  Is a statement that can be considered significant because it contributes to a scholarly understanding of a subject.  A thesis should indicate to the reader that the author has something worth saying.

                  Example: Instead of the thesis, “Playing video games is fun,” develop a more significant idea about video games, 

like Video games are an important developmental tool for young people because they enhance eye-hand coordination, develop complex problem-solving skills, and promote self-confidence.

ü  May suggest a comparison or contrast.

                  Example: The treaty that followed World War II was radically different from the one that concluded World War I.

ü  May focus primarily on the causes or effects of a particular event, condition or change.

                  Example: A number of economic and political developments in Europe made World War I almost inevitable.

ü  May propose a solution to a problem or recommend a policy.

Example: Community service should be mandatory for all high school students, and should take place during the school hours.

o   Is not a statement of fact.

Example of statement of fact: The Treaty of Versailles was signed by the four major powers.

Thesis:  The competing national interests of the four major powers who negotiated the Treaty of Versailles led to some deeply problematic provisions.

o   Is not merely the expression of a personal opinion.

Example of personal opinion: I think the Treaty of Versailles was a foolish mistake.

Thesis: The severe punishments, loss of territory, and steep reparation payments required by the Treaty of Versailles created turmoil in Germany, which later spread to the rest of Europe.

o   Is not a generalization.

Example of generalization: The Treaty of Versailles caused the world a lot of problems.

Thesis: German resentment toward the war-guilt clause in the Treaty of Versailles directly contributed to the rise of Adolph Hitler.

o   Is not written in the form of a question.

Example of question: Was the Treaty of Versailles a major force in precipitating World War II?

Thesis: The Treaty of Versailles was a major force in precipitating World War II.

Good Thesis Statements

The examples below show how a writer moves from general subject to narrowed topic to precise thesis statement.

Example A

General subject:               Genocide in Darfur

Specific topic:                      Humanitarian help for refugees.

Thesis statement:            The policies of the Sudanese government toward humanitarian groups hinder attempts by aid workers to help fleeing refugees of ethnic violence in Darfur.

Example B

General subject:               History of the Jewish people

Specific topic:                      The attempt to establish a Jewish homeland

Thesis statement:            American Zionists played an important role in the struggle to establish a Jewish homeland.

Example C

General subject:               Marriage equality            

Specific topic:                      Arguments opposing the legalization of same-sex marriage

Thesis statement:            Within the Judeo-Christian tradition, there are strong religious beliefs against extending the definition of marriage to include same-sex couples.

Example D

General subject:               Video game design

Specific topic:                      Use of math in the creation of video games

Thesis statement:            Understanding mathematical principles is important for video game creators, who use tangents and parametric equations to control movement and create realistic playing scenarios.

Summary

An excellent thesis statement is:

·       A judgment, criticism, or evaluation that research supports.

·       A declarative sentence that states the main point of the essay.

·       Interesting and provides a significant contribution to scholarship.

·       NOT a factual statement, not expressed as a personal opinion, not a generalization, and not written as a question.

Thesis Statement - Rubric
Evaluation Criteria
Using the rubric and the space provided, closely examine and critique your own thesis statement for relevance, appropriateness, quality, and specificity.

Factor 1 - Declarative sentence Rating: ______
4 - The thesis statement is in the form of a declarative sentence that states clearly and concisely states the main point that the author is trying to make. Establishes focus that clearly directs the body of the essay.
3 - The thesis statement is in the form of a declarative sentence and makes a point, but is a bit too broad. Establishes the topic or stance that adequately directs the body of the essay.
2 - The thesis statement is in the form of a declarative sentence, but is vague and does not make a concrete point. Contains an unfocused topic that lacks clear direction for the body of the essay.
1 - The thesis statement is not in a declarative sentence. Thesis statement inadequately identifies a topic or fails to establish the direction of the essay.

Factor 2 - Scope Rating: ______
4 - The scope of the thesis statement is narrow and refined, and each point raised can be explored thoroughly throughout the essay. There are no exceedingly broad generalizations that confuse the topic at hand.
3 - The scope of the thesis statement is somewhat too broad or narrow. While it provides the points to be examined, they are either too large to sufficiently write on in an essay, or too narrow to provide enough material for an essay.
2 - The scope of the thesis statement is excessively broad or narrow. The statement either over-generalizes, or is so specific that the supporting evidence will be extremely limited.
1 - The thesis statement's scope is totally inappropriate, failing to provide a viable platform on which to build your essay.

Factor 3 - Effectiveness Rating: ______
4 - The thesis statement proposes an idea that is both supportable and arguable. It avoids clichés, obvious observations, and universally recognized truths.
3 - The thesis statement proposes an idea that is supportable and addresses the importance of the topic, though it only provides a weakly arguable stance.
2 - The thesis statement proposes an idea that vaguely connects to the topic, but fails to establish a stance or focus.
1 - The thesis statement is missing, unrelated to the topic, or cannot be supported with the text.

Factor 4 - Support Rating: ______ 
4 - The thesis statement has three strong points that directly support the argument or stance.
3 - The thesis statement has three points intended for support, though not all of them are entirely relevant.
2 - The thesis statement does not have three points for support, or all three points are irrelevant to the stance. 
1 - The thesis statement makes no attempt to provide support for the stance taken. 

Avoiding Plagiarism—Five Simple Rules

Rule 1:  A fact that is not common knowledge must have a citation.

                  Facts that are common knowledge—something that most people in the society would know—can be included without a citation. Ex. The United States declared independence from Great Britain in 1776.—no citation needed.  Familiar proverbs and sayings such as “Haste makes waste” also do not require citations.

Example

Scientists have found that the featherless chicken makes as much protein as the feathered chicken (“Featherless” 43).

Rule 2: When writing about an idea, make clear whose idea it is.

When writing about an idea, make clear whose idea it is.

Example

After reading several of Fitzgerald’s short stories, one can see that Fitzgerald frequently takes the position of the outsider.

The tone and structure of the poem suggested peace and repose.  [neither requires a citation as these are the student’s personal observations]

Rule 3: When writing about someone else’s idea, always cite the source.

Examples

By the year 1856, San Francisco’s growth was practically certain (Lotchkin 60).

According to Richard Hofstader, the Progressive Era was a reactionary movement by middle-class Protestants (59).

Rule 4: When using someone else’s exact words, put those words in quotation marks and always cite the source.

Example

After a confrontation with police chief Bull Connor, Martin Luther King, Jr. said, “The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy” (Brainy Quote).

Rule 5: When describing an author’s idea, write a description using original wording (your words), not a rearrangement or slight alteration of the author’s actual words.  Always cite the source.

Original Version The craft of hurricane forecasting advanced rapidly in the sixties and early seventies, thanks to fast computers and new atmospheric modeling techniques. Now there is a lull in the progress, strangely parallel to the lull in the storm cycle. The National Hurricane Warning Center shoots for a 24-hour warning period, with 12 daylight hours for evacuation. At that remove, it can usually predict landfall within 100 miles either way. Longer lead times mean much larger landfall error, and that is counterproductive. He who misses his predictions cries wolf. (From "Our Barrier Islands," by William H. MacLeish, Smithsonian, Sept. 1980, p. 54.)

Unacceptable Paraphrase (Plagiarized sections are in bold type.) Hurricane forecasting made rapid progress in the 60s and 70s due to fast computers and new atmospheric techniques, but there is now a lull in the progress. The Warning Center tries for a 24-hour warning period, including 12 hours of daylight. That close to the storm's arrival, the Warning Center can usually predict landfall within 100 miles either way. If lead times are longer, there will be a much larger error, which will be counter-productive (MacLeish 54).

Original Version The craft of hurricane forecasting advanced rapidly in the sixties and early seventies, thanks to fast computers and new atmospheric modeling techniques. Now there is a lull in the progress, strangely parallel to the lull in the storm cycle. The National Hurricane Warning Center shoots for a 24-hour warning period, with 12 daylight hours for evacuation. At that remove, it can usually predict landfall within 100 miles either way. Longer lead times mean much larger landfall error, and that is counterproductive. He who misses his predictions cries wolf. (From "Our Barrier Islands," by William H. MacLeish, Smithsonian, Sept. 1980, p. 54.)

Acceptable Paraphrase During the past thirty years, powerful computers and new techniques which allow modeling of the atmosphere have significantly increased the accuracy of hurricane forecasting, though there have been no improvements in forecasting during the past few years. However, now it is possible to predict where a hurricane will hit land with an error of not more than 100 miles if a warning of 24 hours is allowed. If more than 24 hours is required, the error will be greater. Repeated forecasting errors will cause the public to ignore the warnings (MacLeish 54).

Source: http://www.mccc.edu/~crabtrem/palgiarize1.htm

TITLES and use of underlining, capitalization, quotation marks and italics in MLA:
The conventions of properly marking a title in MLA style can seem confusing, but the basic issues deal with 1) capitalization and 2) marking the title.
Capitalization:
The standard conventions for capitalizing a title in MLA style are straightforward:

• The first letter of every word is capitalized except for articles, coordinating conjunctions, and prepositions.
• Articles ("a," "an," and "the"), coordinating conjunctions ("for," "and," "nor," "but," "or," "yet," and "so"), and prepositions (words such as "on," "above," "below," "to," "throughout," etc.) are NOT capitalized.
• The first word is always capitalized, regardless of if it is an article or preposition.

Note that sometimes writers encounter titles that do not follow these conventions while conducting research. Databases often capitalize the entire title of an article or book, while other types of "styles" (like the AP style or the APA style) only capitalize the first word. You must change the capitalization of the title to MLA style if you reference the title of a work in your paper.
Marking the Title:
There are three possible ways to mark a title: the use of underlining/italics, quotation marks, or no mark at all. The following general rules of thumb may help writers conceptualize the difference between the three demarcations:

• Underline or italicize large works or works that contain other works.
• Use quotation marks on shorter works.
• Do not mark sacred texts or political documents such as laws, acts, treaties, or declarations.

The following chart offers specific types of texts and their demarcations:

Underline/Italic	Quotation Marks	No Marks
Novels, books, anthologies	Short stories, essays, and chapter titles.	Religious texts
Magazines, newspapers, and journals	Individual articles
Films, TV shows, radio programs	Individual episodes of shows or programs
Web sites	Individual web pages
Epic poems	Regular poems
Pamphlets or sermons
Albums, named symphonies, ballets	Individual songs	Numbered musical compositions
Painting, sculptures
Names of specific ships, spacecraft, or aircraft		Type of ship, spacecraft, or aircraft
	Lectures
Supreme Court Cases		Legal documents, treaties, acts, and declarations

Note that underlining and italics signify the same type of mark. Many traditional professors prefer underling because when the MLA guidelines were first established, italics was not available on typewriters. In my class, you can use either underlining or italics, but you must be consistent: once you use underlining, stick with it. Never use BOTH italics and underlining.
Your Own Title:
Your own title for papers and other writings should follow the MLA rules on capitalization. Do not use italics, underlining, or quotation marks on it. Instead, it should appear centered one single-spaced line below the identification information and one single-spaced line above the first line of the paper. Do not increase the font size.
Titles in Titles:
If a title contains another title within it, confusion can occur. Follow the following rules to avoid confusion:

• An underlined title in an underlined title requires that the line be removed from internal title (example: Understanding The Sun Also Rises).
• A quoted title inside a quoted title requires the use of single quotation marks around the internal title (example: "The Dandy in Cather's 'Paul's Case'").

Research Paper Rubric: can be found on edmodo>Government Group>folders>writing tips and rubrics>research_paper_rubric_faculty_wide_pdf