An Exercise in Plagiarism

 Merriam-Webster Dictionary defines plagiarism as:

1.  “to steal and pass off (the ideas or words of another) as one’s own:  use (another’s production) without crediting the source.”

2.    “to commit literary theft:  present as new and original an idea or product derived from an existing source.”

 

Redefine PLAGIARISM in your own words.

Works Cited Using EasyBib

 

“Bibliography of William Faulkner.” 29 Oct. 2008 <http://www.gradesaver.com>.

“The Mississippi Writers Page.” Olemiss.edu. 30 July 2007. 29 Oct. 2008 <http://www.olemiss.edu/mwp/dir/faulkner_william/>.

“Perspectives in American Literature.” Www.csustan.edu. 29 Oct. 2008 <http://www.csustan.edu/english/ruben/pal/chap7/faulkner.html>.

“William (Cuthbert) Faulkner (1897-1962).” 29 Oct. 2008 <http://www.kirjasto.sci.fi/faulkner.html>.

EASYBIB.COM Directions

1.  Go to the website
2. Sign up for a free account—you will always be able to use this and this site keeps a record of all your work!!
3. Go to—“Click here to select a source.
4. Click on the correct source.
5. Fill in all information boxes—only fill in the information that you have (you may not have all of the boxes filled).
6. When you are ready to input another citation, just click to select another source and repeat #5 until you are finished with your sources.
7. Go to the little blue words at the top that will say “View Online.”
8. Minimize the screen and click Microsoft Word.
9. Go back to viewing online and copy the “Works Cited” page.
10. Go to your Word document and past the “Works Cited” page. 
11. Print your page.
12. You have now used the EasyBib electronic source bibliography maker and made your first correct “Works Cited” page.  

 Congratulations!!!

Peer Revision Information

Bring this handout to every peer revision.

What to do: The idea of a Peer Revision Workshop is that you will carefully read peers’ papers and write the following critiques in the margins, drawing an arrow to the appropriate sentence(s):

1) Locate the thesis statement, circle it, and write “thesis.”

2) Does the opening paragraph identify a topic and narrow to a specific aspect of that topic.  Further, does the thesis statement seem to be the natural result of that narrowing process? If so, say so. If not, say so.

INSTRUCTIONS for Margin Notes: Circle the word, phrase, or sentence, then draw a line to the margin and write your comment.

UNFINISHED THOUGHT — Has the writer sufficiently finished the thought or did it require more explanation?

AWKWARD – Is the sentence difficult to read or does that it sounds clunky?

UNCLEAR – Do you have to read the sentence more than once to understand it?

VAGUE – Is the sentence specific enough, awkwardly phrased or unclear?  Could the passage be more specific?  Example: “The effects of this new technology are becoming more widespread.” Specifically what effects? Are they positive or negative?

WORDY – Are there loads of prepositions: at, of, to, by, for, in, etc. Saying it in fewer words is usually better.

GENERALIZATION – Does the writer say any of the following: “everybody knows/thinks,” “no one believes.”  These are generalizations and should be avoided.

TYPOS, SPELLING ERRORS, POOR PUNCTUATION — Indicate where work is sloppy.

EXPLAIN MORE — Is there only a sentence or two of explanation after a quote? There should be much more.

CHOICE OF QUOTE? — Does the quote seem like a good choice, or should the writer look for a stronger quote?

WORD CHOICE — Is there a word in the sentence you just read that seems like a poor choice? If you can think of a better choice, then write it above the word.

WHY IS THIS IMPORTANT? — Find an instance where the writer summarizes something from the primary text, and then offers little or no interpretation to explain why it was important to include the summary.

CITE THIS — Note anything that you believe needs to be cited. 

FINDING GOOD THINGS TO NOTATE:

· Use the list above to find where the writer, for example, does finish a thought, or avoids wordiness by employing clean and concise prose, or has a sufficiently long explanation after a quote. Note these things in the margin too.

Rubric Research Report: Junior Research Paper

Directions:  Use the following rubric as you draft your research paper.  This is the rubric that will be used to evaluate the written copy.  It is also an excellent guide for drafting and revising your writing.

 

CATEGORY	DISTINGUISHED   25 pts.	ABOVE MASTERY  18 pts.	MASTERY         12 pts.	BELOW MASTERY  6  pts.
TITLE PAGE	TITLE PAGE IS WRITTEN IN CORRECT FORMAT.	TITLE PAGE IS WRITTEN IN CORRECT FORMAT WITH ONE OR TWO ERRORS.	TITLE PAGE WRITTEN IN INCORRECT FORMAT.	NO EVIDENCE OF A TITLE PAGE.
OUTLINE	Outline contains thesis statement and follows correct format and is numbered correctly.	Outline contains thesis statement but has at least  TWO errors in format and is numbered correctly.	Outline has no thesis statement, but is numbered correctly.	NO OUTLINE OR INCORRECT OUTLINE
WORKS CITED PAGE	Works cited page follows correct format from easybib.com and is numbered correctly.	Works cited page has 2 to 3 errors and is numbered correctly.	Works cited page is not formatted correctly.	NO WORKS CITED PAGE OR INCORRECT PAGE.
Sources	All sources (information and graphics) are accurately documented in the desired format. FOUR CITATIONS	All sources (information and graphics) are accurately documented. THREE CITATIONS	All sources (information and graphics) are accurately documented, but many are not in the desired format.	Some sources are not accurately documented.
Introduction	The introduction has a clearly defined attention grabber.	The introduction has an attention grabber but is not completely clear.	The introduction has attempted to include an attention grabber.	There is no evidence of an attention grabber.
Thesis Statement	The thesis statement is clearly stated in the last sentence of the first paragraph.	The thesis statement has been attempted but is not clearly stated.	The thesis statement is hard to locate in the first paragraph.	There is no attempt at a thesis statement.
Organization	Information is very organized with well-constructed paragraphs and subheadings.	Information is organized with well-constructed paragraphs.	Information is organized, but paragraphs are not well-constructed.	The information appears to be disorganized.
Quality of Information	Information clearly relates to the main topic. It includes several supporting details and/or examples.	Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.	Information clearly relates to the main topic. No details and/or examples are given.	Information has little or nothing to do with the main topic.
Paragraph Construction	All paragraphs include introductory sentence, explanations or details, and concluding sentence.	Most paragraphs include introductory sentence, explanations or details, and concluding sentence.	Paragraphs included related information but were typically not constructed well.	Paragraphing structure was not clear and sentences were not typically related within the paragraphs.
Mechanics	No grammatical, spelling or punctuation errors.	Almost no grammatical, spelling or punctuation errors	A few grammatical, spelling, or punctuation errors.	Many grammatical, spelling, or punctuation errors.
Note/BIB cards	Notes/BIB cards are recorded and organized in an extremely neat and orderly fashion.	Notes/BIB cards are recorded legibly and are somewhat organized.	Notes/BIB cards are recorded–not organized.	Notes/BIB cards are not turned in.
TOTAL

Research Paper American Author List

 Directions:  Chose the author you want to learn more about wisely.  Only one student per class will be permitted to research an author from the list below.

 Louisa May Alcott
Julia Alvarez
Maya Angelou 

William Bradford
Anne Bradstreet
Gwendolyn Brooks
William Cullen Bryant
Pearl S. Buck
Truman Capote
Raymond Carver 
Willa Cather
Sandra Cisneros
James Fenimore Cooper
Stephen Crane
e.e. cummings
Emily Dickinson
Frederick Douglass
Bob Dylan
Jonathan Edwards
T. S. Eliot 
Ralph Ellison
Ralph Waldo Emerson
William Faulkner
F. Scott Fitzgerald
Benjamin Franklin
Robert Frost
Nikki Giovanni
Lorraine Hansberry
Nathaniel Hawthorne
Ernest Hemingway
Patrick Henry
Oliver Wendell Holmes
Langston Hughes
Washington Irving
Shirley Jackson
Henry James
Thomas Jefferson 
Jack London
Henry W. Longfellow
Cotton Mather
Herman Melville 
Edna St. Vincent Millay

Arthur Miller 
N. Scott Momaday
Toni Morrison
 Flannery O’Connor
O.Henry

Thomas Paine

Sylvia Plath
Edgar Allan Poe
Katherine Anne Porter
Ezra Pound 
J.D. Salinger 
Carl Sandburg
George Santayana
Gary Soto
John Steinbeck 
Harriet Beecher Stowe
Amy Tan
Henry David Thoreau
Mark Twain
John Updike
Alice Walker 
Booker T. Washington
Eudora Welty
Phillis Wheatley
Walt Whitman
Thornton Niven Wilder
Tennessee Williams
Richard Wright

Logan High School English 11 Research

• For the eleventh grade research paper, you will be conducting Secondary Research.  By reading and studying the following document, you may find helpful information as you conduct your research.
• Types of Research 

1 – Primary Research involves generating new ideas and information on your own.

Examples:

•  Take notes on what you see and hear while walking in the park.
•  Make up a questionnaire and ask people to answer the questions.
• Search through documents to discover your family history.
• Interview someone about his or her personal experiences.
• Read a novel and take notes on your personal responses to it. 

2 – Secondary research involves gathering and analyzing the results of other people’s primary research.

 Example: 

• You want to learn about life in a Cherokee town before the Europeans arrived; to do this you would read books and articles written about the town and the Cherokee way of life.

 Stages in the writing process 

• Prewriting 
• Drafting 
• Revising
• Proofreading 
• Publishing 

 Stages of the Research Process 

• Choose your subject 
• Do preliminary research 
• Limit the subject to a specific topic
•  Find an angle and write a statement of controlling purpose
•  Prepare a list of possible sources (a working bibliography)
•  Take notes and develop a working outline
•  Organize your notes and make a final outline
•  Write your first draft
•  Revise your draft
•  Write the final draft with a complete Works Cited list

 Evaluating Possible Topics

1.  Is the topic interesting? 
2. Are sources readily available? 
3. Is the topic worth your time and energy? 
4. Can you support the topics with facts?
5. Can you come with your own angle or approach? 
6. Is the topic narrow enough to be treated in a paper of the assigned length?

 What questions do you really want to know the answers to?

Early in the research process, your teacher will provide you with a chart like the one below.  You should be able to answer the questions about the subject you chose or were assigned (the American author and his or her writing) as fully and as completely as possible. 

Directions: Write six questions beginning with the six “W’s” and 1 “H”.

 

Who?	What?	When?
Where?	Why?	How?

 

Write a Statement of Controlling Purpose

• This is a sentence or pair of sentences that tells what you want to accomplish in your paper? 
• The statement of controlling purpose usually contains one or more keywords that tell what the paper is going to accomplish. 
• Common keywords that often appear in statements of controlling purpose include analyze, compare, contrast, define, describe, determine, establish, explain, identify, prove, or support.

 Examples of statements of controlling purpose:

•  The purpose of this paper is to describe the elements that give the prose writing of Sandra Cisneros a poetic quality. 
• The purpose of this paper is to examine the use of allegory in The Scarlet Letter by Nathaniel Hawthorne.

 Keep the following tips in mind as you work:

•  Before you can write a statement of controlling purpose, you have to know enough about your topic to have a general idea of what you want to say in your paper. 
• When you begin writing your research paper, you will replace your statement of controlling purpose with a thesis statement, a statement of your main idea.
•  Once you have written a statement of controlling purpose, you are ready to put together a list of potential sources, a working bibliography.
•  For your working bibliography, read the author’s biography in the textbook, read poems or short stories by the author, online biographies, online newspaper or magazine articles, or literary critiques of the author’s work.  The library at Logan High School or Logan Middle School may have a biography about the author. 

 Evaluating Possible Sources

1.  Is the source reliable?  Does it provide accurate information?
2.  Is the source unbiased?  Does the author lack prejudices that would make his or her writing unreliable?
3.  Is the source up-to-date or date appropriate for the author’s time period?
4. Is the work written at an appropriate level—not too simplified or too technical?  Do you understand what the author is saying?

 Preparing Bibliography Cards

 Every time you find a source that might be useful, prepare a bibliography card.  This will enable you to: 

1. find the information again
2. prepare proper documentation
3. prepare the Work Cited list that will appear at the end of your paper

 Gathering Information

•  After writing a statement of controlling purpose and prepared a working bibliography, you are ready to gather information.
•  Begin with the most promising sources.
•  Keep your controlling purpose in mind.
•  Concentrate on the parts that are relevant to your topic and your purpose.
• For literary works or authors, consider referring to historical works that deal with the correct time period in which the author wrote (check out biographies, journals, collections of letters, etc.).

 Preparing Note Cards

 There are three basic types of notes:

1.  A direct quotation repeats the words of a source exactly.  Quotation marks are used around the quoted material.
2.  A paraphrase states an idea expressed in a source, but not in the exact same words.
3.  A summary condenses an idea expressed in a source.  In other words, it says the same thing in fewer or different words.

 Tips for Constructing Effective Note Cards

•  Try to limit each note to one or two sentences on a single idea. 
• Focus on one idea on each card to make it easier to group and reorganize your cards later.
•  Information from a single page-write the page number after the note.
•  Information from two or more consecutive pages—write the number of the first and last pages as follows: 1-4 or 110-15.
•  Information from nonconsecutive pages in a magazine, write the number of the first page followed by a plus sign: 76+.

 Developing a Preliminary Outline 

• When you come to know enough about your topic, develop a preliminary or rough outline. 
• A preliminary outline will help you focus your search for information.
•  A preliminary outline should list key ideas or subtopics that you expect to include in your paper.
•  As you learn more about your topic, your preliminary outline may change and grow.  Even a short, incomplete preliminary outline can be useful.
•  You are free to return to the beginning and start the writing cycle all over again.

 Oganizing Ideas

1.  Your paper will begin with an introduction that states your thesis.
2.  It ends with a conclusion that restates your thesis and summarizes the main point(s) of the paper.
3. The body of your paper is to be arranged in such a way that essential background information, key terms, or definitions that you will include in your paper.
4.  If your paper involves specific events, consider organizing the events chronologically. 
5. Sort your note cards into piles of related ideas and information.  Try different combinations and make a rough outline based on the cards.
6.  Once you have separated your cards, decide what to present first, second, third, etc. 
7. Look for relationships among the ideas in each group of note cards. 

Creating an Outline

1. A draft outline is used as a basis for the rough draft. 
2. A sentence outline contains entries that are all complete sentences.
3. A topic outline contains entries that are words, phrases, or clauses.

A draft outline begins with a statement of controlling purpose.  Major sections or ideas are introduced by Roman numerals (I, II, III, IV, etc.).

Each section is divided into two or more sections or subsections introduced by capital letters (A, B, C).

 The Introduction of a research paper should accomplish two purposes:

1. It should grab the reader’s attention. 
2. It should present the paper’s main idea, or thesis statement.

 Ways to Capture the Reader’s Attention

1.  Begin with a startling or unusual fact.
2.  Begin with a question.
3.  Begin with an anedote (a brief story that makes a point).
4.  Begin with an analogy (a comparison between the topic and something with which the reader is already familiar).
5.  Begin with a paragraph that compares or contrasts.
6.  Begin with examples.

Writing the Thesis Statement

•  To create your thesis statement, you can simply recast your statement of controlling purpose.
•  You may decide to change the statement to reflect any additional refining or refocusing of your topic that has occurred during research.
• Avoid using the phrase “the purpose of this paper” in your final thesis statement.

 

This information was taken from:  

Shepherd, Robert D.  2001.  Writing Research Papers.  Evanston, IL: McDougal Littell.

Guidelines for the Eleventh Grade Research Paper

Logan High School

After choosing an American author and having it approved, you will begin reading and taking notes.  Keep in mind that the research paper must meet two demands:  (a) it must address a knowledgeable reader and carry that reader to another plateau of knowledge; (b) it must have a serious purpose, one that demands analysis of his/her life and explains complex details. 

Each step of the research process proposal must be completed before going to the next one.  If the preliminary work is not seen and approved by the instructor prior to the completed paper, the final paper will not be accepted.  ALL preliminary work that has been graded will be turned in at the time that the final paper is submitted. 

IT IS UNDERSTOOD THAT NO CREDIT WILL BE GIVEN FOR THE FINAL COPY IF THE PRECEDING WORK HAS NOT BEEN COMPLETED AND APPROVED BEFOREHAND.

All of the preliminary work that is to be submitted to the instructor must be handwritten in blue or black ink or you may use the word processor. 

WORKING BIBLIOGRAPHY 10 POINTS 

Earlier, you chose an author and completed several activities one an author that you were interested in learning more about. The first thing you are to do when taken to the media center is to compile a list of 10 possible sources that you will consult to do the research needed to complete your project.  You should look for at least one magazine or newspaper article about the author, a biography about the author, quotes about the author, quotes by the author, a timeline, or general Internet sites.  

RESEARCH PROPOSAL 10 POINTS (NOTEBOOK PAPER OR WORD PROCESSOR)

 By now you should have started your preliminary reading on your topic.  After doing this, you will than draft a Research Proposal.  This is a short paragraph that identifies four essential elements of your specific work:

1.  The purpose of the paper (explain or analyze)
2. The intended audience (general – classmates and / or teacher).
3. Your voice as the writer (informer).
4. The preliminary thesis statement. 

PRELIMINARY OUTLINE  10 POINTS   

After reading material from the sources you have chosen and drafting your research proposal, you will formulate 3-4 areas or categories of study to pursue about your topic.  Each area or category should have 3-5 supporting details.  These topic and subtopics should reflect the scope of your thesis statement in its earliest stages.

 ANNOTATED BIBLIOGRAPHY CARDS (40PTS.) AND NOTECARDS (5PTS. EACH)  3 X 5 inch note cards

Bibliography cards  —40 PTS.

1.  Use the MLA style for entries.  Follow the examples from Appendix E and other materials that have been distributed in class.
2. Number the cards consecutively in the upper right hand corner.
3. On the back of each card, place your name (first and last), class period, and teacher.
4. Make a bib card for each source used in taking notes and/or gathering material for your topic.
5. A minimum of FOUR sources is required with the following restrictions:  one magazine or newspaper article, a biography or encyclopedia article, and an Internet site.
6. The bib cards and note cards will be due on the same day.
7. All sources must be presented to the teacher and approved by the teacher.  Refer to Developing a Working Bibliography that you received in class.

 Note cards—100 PTS.

1. A minimum of 20 cards with notes on them taken from your sources.
2. Follow proper heading procedures.  Include on each card the bib card number, the topic from the preliminary outline that identifies the information on the card, the author’s last name or other appropriate notation, and the page number.  When you change pages, make note of that.  When you are summarizing information from many pages, make note of that on the note card.
3. One idea per card.
4. Use quotation marks for material that is taken word for word from the source.
5. Unless the material is a direct quote, try to put notes in phrase of fragment form.  This will help eliminate inadvertent plagiarism or copying with changing only a word or two.
6. Periodic progress checks will be made before the actual date the sources, bib cards, and note cards are due.
7. After an appropriate time has elapsed, you will be required to make a statement of intent as to what area(s) your thesis will cover in your research.
8. Remember the research is to support your own thoughts and opinions about a particular topic.
9. Keep all work that has been commented on by the instructor.
10. Have a title card with the following information:
    1. Your topic
    2. Your name
    3. Class
    4. Date(s) turned in

 OUTLINE AND THESIS STATEMENT 25 POINTS

Loose leaf notebook paper or word processor

 Thesis Statement

The thesis statement is ONE sentence that covers the main purpose and intent of your paper.  This sentence gives the direction or way in which the writer intends to make his point.  It goes before the outline but on the same sheet of paper.  You may refine or change direction during the research process.  Use the following checklist for the final thesis:

1. It expresses your position in a full, declarative sentence, which is not a question, not a statement of purpose, and not merely a general topic.
2. It limits the subject to a narrow focus on one issue that has grown out of research.
3. It establishes an investigative, inventive edge to your research and thereby gives a reason for all your work.
4. It points forward to the conclusion.
5. It matches your note card evidence and your title.

 HAVE YOUR FINAL THESIS STATEMENT APPROVED BY ME BEFORE CONTINUING 

This is the “moment” of decision.  Here you will begin the process of selecting the material that is appropriate to your topic and rejecting the material that does not support your thesis.  You will decide upon the organizational presentation of the ideas of your paper.

 Outline

A topic outline is required.  Be careful so that you do not include any complete sentences in your topic outline.  Standard outline format is required.  Special areas to be considered:

1. Write only on the front of the paper.  If word processing, double space EVERY LINE.  If handwritten, skip every other line.
2. Have an appropriate title page.
3. Make sure you indent the entries properly.

 Rough Draft 50 Points

Loose leaf notebook paper or word processed

 Special considerations:

1.  Have an introductory paragraph(s) that will expand the thesis statement and discuss the major ideas that support your thesis statement.  Generally, you never begin a research paper with the thesis statement.  Most, often, it will appear toward the end of the introductory material.
2. Write on every other line or double space if you use a word processor.
3. Write only on one side of the paper.
4. Use your own words.
5. Use correct paragraphing with proper transitions between paragraphs.
6. We will be using internal citation to document your sources.  You are expected to use this method in the rough draft also.  Remember to acknowledge all material that is not your own words with a citation.  Direct quotes should have an explanation as to why you are using them.  Never have two quotes together one after another.
7. Material that should be documented include the following:
   1. Material quoted verbatim
   2. Material only slightly reworded
   3. Ideas and/or opinions definitely borrowed
   4. Ideas and/or opinions that definitely belong specifically to one author or source
   5. Statistics not commonly known
   6. Statements and/or figures which may be questioned
   7. Do not use first (I, me, my, we, us, our) or second (you, your) person pronouns unless they are in a direct quote.  The paper should be written in the objective third person pronoun.
   8. Place note cards in the same order as your outline and begin writing.
   9. Have a conclusion after you have finished with all of your note card information.  This should be 1 or 2 paragraphs.
   10. Don’t copy long quotations in your rough draft.  Instead, tape the card to the rough draft.
   11. Make your ideas clear and organized.  You need to compare, illustrate, explain, prove, give specific instances or details, and develop your purposes completely.
   12. Number your pages.
   13. Include a rough draft of the works cited page. 

REVISING, EDITING, AND PROOFREADING 

After completing the rough draft, you face three important tasks.  These are defined generally as follows:

1. Revising means altering and improving the entire work.  Re=do again; vise=view.  View again with new eyes.
2. Editing means preparing the draft for final writing by checking style, word choice, punctuation, and grammar.
3. Proofreading means examining the final typed manuscript to spot any last-minute errors.

 Peer Editing  20 Points

You will be doing peer editing of someone else’s paper.  It is essential that you turn your work in on time in order to get an editing partner.  I will not hold up the entire process for someone who is not keeping to schedule.  Instructions and a peer editing sheet will be given to you later.  I strongly urge you to get a “second” opinion after your peer editing partner has returned your paper.  PEER EDITORS WILL NOT WRITE ON THE PAPER.

Revised Draft 20 Points

To revise means cutting our wordiness and irrelevant thoughts, reattaching sentences in new places, and transplanting paragraphs as needed.  Most importantly, don’t fall in love with your own words to the point that you can’t live without them.  After you have had other people’s opinions on your paper, it is time to “polish” the diamond.  For the most part, you can make your changes on the rough draft by deleting with a line through unwanted material and inserting in the empty spaces the new material.  Make all changes in a different color ink than the one you used to write your paper.  If you are word processing, use a highlighter to tell me of the changes you have made from the original draft.  Regardless of the method of revising employed, you will show me the evidence of great and intensive improvement of your paper.

FINAL PAPER 275 POINTS

The specific instructions for this will be given later.  Generally, this is to be a 1 ½ paged typed, double-spaced (400-500 words maximum) paper with appropriate margins.  Internal documentation will be used which will eliminate the need for footnoting or end notation.  The final paper consists of the following sections:

1. A separate title page
2. A revised, corrected version of the thesis statement and topic outline
3. A revised, corrected version of the preliminary drafts of the body with correct internal documentation.
4. A works cited page of all sources used in writing of the paper.

 It is strongly urged that you purchase a folder that will hold the entire research project: bib and note cards, outlines, drafts, final copy, etc.  This folder needs to close on all sides.  DO NOT PLACE THE FINAL COPY IN A SEPARATE FPOLDER WHERE IT IS ATTACHED TO THE FOLDER.  Your final copy of the research paper will be returned to you; however, I will keep all preliminary work.

FINAL THOUGHTS:  If possible, keep all of your sources (books, copies of articles, etc.) until your final paper is returned to you.  You may have to refer to them for clarification.  Last—this is a huge project that will require a tremendous amount of work from you.  It will also result in a great deal of stress.  You need to let me know AHEAD of time, if possible, if you are having any difficulty.                                                                                                                                             

WORKING BIBLIOGRAPHY/BIB CARDS     50 points

 RESEARCH PROPOSAL     10 points

 PRELIMINARY OUTLINE      10 points

 NOTE CARDS   100 points

 THESIS STATEMENT     10 points

OUTLINE     30 points

ROUGH DRAFT    50 points

PEER EDITING OR ANOTHER’S PAPER         20 points

EVIDENCE OF REVISION      20  points

BIBLIOGRAPHY   50 points

FINAL COPY      275 points

                                                                                                                                                                                                                TOTAL PROJECT       625 points

 NOTE:  I RESERVE THE RIGHT TO DO SPUR OF THE MOMENT, UNANNOUNCED QUICK CHECK ON THIS PROJECT.  YOU ARE RESPONSIBLE FOR HAVING ALL OF YOUR MATERIALS IN CLASS EVERYDAY IN CASE A PARTICULAR PORTION OF THE RESEARCH OR ANY HANDOUT(S) THAT HAS BEEN GIVEN TO YOU.

 ENJOY THE PROJECT!

TAKE PRIDE IN YOURSELF AND THE PROJECT YOU ARE PRODUCING. 

I have read and I understand the information in the attached document.  I also understand that he process must be followed in order and completed by the due date in order to receive credit. 

Mary Hawkins