FRESHMAN RESEARCH PAPER

TABLE OF CONTENTS

I. INTRODUCTION TO THE ESSAY

II. LETTER TO STUDENTS, PARENTS AND GUARDIANS

III. WRITING SKILLS YOU ALREADY HAVE!

IV. TOPIC CHOICES

V. ESSAY CALENDAR

VI. A FIRST LOOK AT THE RESEARCH PAPER

VII. MIND MAP I

VIII. MIND MAP II

IX. ESSAY OUTLINE

X. THESIS STATEMENT

XI. FINAL DRAFT CHECKLIST

XII. PARAPHRASING AND USING QUOTATIONS

XIII. HOW TO USE LONGER QUOTATIONS

XIV. STRATEGIES FOR WRITING CONCLUSIONS

XV. GRADING RUBRIC

NAME: COLOR:_______ FINAL DRAFT DUE DATE: Monday, March 15

FRESHMEN RESEARCH PAPER

A Brief Introduction . . .

Today marks the beginning of one of your biggest projects of the year – the analytical research paper! Regular history
curriculum comes to a halt during the month that we work on this project. This, however, does NOT mean that you’ll be
able to complete the research and writing of the paper in school. You MUST devote AT LEAST 30 minutes a day to this
project outside of school. This is an absolute minimum – most of you will easily go beyond that.
You will find that you may share your topic with other people, not only in your class, but in other classes as well.
This means that you may share sources, quotations, etc. However, the final product – the actual writing – must be YOUR
writing! Plagiarism will not only result in an F, but will also earn you a lengthy chat with your dean.

Format:
• double-spaced, one inch margins, in 12-point Times New Roman
• 4-5 pages in length
• Your last page must have more than one paragraph
• Each BODY page should be numbered (NOT the bibliography)
• At least 7-10 cited sources
• Recommended number and breadth of sources: 1 textbook, 1 ABC-Clio, 2 – 3 online (academic) journals
or professional (and credible!) web sites, 2–3 books.
• Annotated bibliography on final, unnumbered page

Introduction:
• Hook to grab the reader
• Historical context
• Thesis statement

Body Paragraphs: (4 total — 2 per PERSIA GEM)

• 3 pieces of evidence in each paragraph
• One quotation per paragraph, maximum — a minimum of two in the whole paper
• Paraphrase all other evidence
• Cite correctly
• Analyze each piece of evidence

Conclusion:
• Remind the reader of your thesis, but don’t restate it.
• Point out the BIG issue.
• Make a connection. This could be to the world today or to something about human nature. You decide.

NOTE CARDS: Purchase at least one package of 3 x 5 or 4 x 6 index cards, preferably the latter. When you take notes
on them, each card should contain 1 – 3 (max!) pieces of information. It should be a quote, an idea, a statistic, or a
fact/set of facts that are somehow unique. Make sure that you write the SOURE and PAGE on each. The total number of
cards will vary with students. You should have AT LEAST 30 note cards. Not all of them will necessarily be used in the
paper, and that’s fine.

SOURCE CARDS: These are index cards also. However, on these cards, you write down the full, correct bibliographical
information of the SOURCE from which you are getting information. Do NOT take notes on these cards!

DUE DATE: Monday, March 15, 2010, by 3 p.m.! Your grade will be docked one letter grade for each day your paper
is late. If you are out any day during the paper, (either researching or writing): the paper deadline holds! This is why it’s
so important for you to be able to have access to your paper at home, via the Internet or flashdrive.
February 2010

Dear Students, Parents, and Guardians,

Over the next few weeks, all ninth-grade students will be producing a research paper in their history classes to support research and
writing skills that are emphasized as part of the ninth-grade curriculum. This project aims to reinforce skills already presented and
introduce new research skills in an attempt to challenge our students and help them with the transition to the tenth grade.

Students have been assigned a designated thesis question that they will begin researching in class. We will also review basic note card
organization and requirements for annotated bibliographies. Research in the library will take place during the second week of the
project. The following week, we will spend four class periods in the LHS computer labs so that students will have an opportunity to
begin their papers during the school day. All homework for this time period will focus on gathering more information from Cary
Library resources or investigating a topic on the Internet at home. Students will be evaluated on their ability to collect and organize
information.

The requirements of the paper are as follows:

Type: Analytical research paper, focused on proving a thesis
Length: 4-5 pages, double-spaced, 1” margins, 12-point Times New Roman font
Research: Most research will be on 3x5 or 4x6 note cards (models provided)
Organization: Outlines and webs will be used to organize notes

According to our department policy, the process and final paper will count for 60% of each student’s final exam grade. The other 40
percent will be an exam at the end of the year during the finals period. These two percentages combined will constitute 20 percent of
each student’s year average. Graded and commented essays will be returned to students on the last day of the school year.

The paper will include:

An annotated bibliography of at least 4-6 sources (models provided)

The annotation will answer a series of questions from a guideline sheet. Required sources will include the textbook
and one LHS supported database article (such as the ABC-Clio database). Other sources will be composed of a
minimum of two books and two Internet articles.

Citations
Students will cite any direct quotes, uncommon information (information found in fewer than three sources), and the
ideas of others in parenthetical citations. The format of these citations will be given in class. There should be at least
one parenthetical citation in each major argument of the paper. 4-6 unique parenthetical citations must be used to
show balanced research.

While much of the writing of this paper will take place in school, we do expect students to e-mail or print out sections of the paper
they are working on for continued writing at home. Students will need to have an e-mail address or a flashdrive so they can have
access to their documents both at school and at home.

The paper is due on Monday, March 15, before 3 p.m.

Please sign the bottom portion of this letter by Friday, Feb. 12, to show that you have read this letter and understand the upcoming
project.

Sincerely,

Julie Kuo (jkuo@sch.ci.lexington.ma.us)

Social Studies Department, Lexington High School
---------------------------------------------------------------------------------------------------------------------
I have read the explanation of the ninth grade research paper and understand the requirements.

Student Signature: _____________________________ Date: _______________

Parent/Guardian: _____________________________ Date: _______________

 Topics for Research
After reviewing the research topics below, list the three topics you would MOST like to research. Each question is directly tied to a section in your
textbook – you may want to skim the text before making your selections. I will then assign topics (you will probably get one of your choices). No
more than two students per class will share a topic! For ALL topics, you should focus on events that occurred before 1500.

1. The early Crusades were destructive and divisive; they also increased the contact between the Western Europeans and the Arabs of the Middle
East. What ultimately were the most significant outcomes of the Crusades? (Ch. 14.1, pp. 341-347)

2. The Early Middle Ages (500-1000 CE) is often called the Dark Ages. Do they deserve that title? (13.1-13.3, p.332-335) (11.1, p.269-273)

3. The Eastern Orthodox Church and the Roman Catholic Church were the two of the strongest institutions in Europe throughout the Medieval
Age. Though once united, they split in 1054. What were the most significant political and social reasons for the religious schism between the
two churches? (Chapter 13.4, pp. 332 - 335) (Ch. 11.1, pp. 269 - 273)

4. Ghana, Mali, and Songhai were powerful West African empires. What were the most significant factors that led to the rise of these impressive
empires? You may choose to link two of them or all of them. (Ch. 15.2, pp. 371-377)

5. Japanese samurai not only affected warfare but also culture. What were their most significant contributions to Japanese society? (Ch. 12.4, pp.
303-307) (focus on Kamakura) not for the feint of heart

6. East Africa’s Swahili Coast has a cosmopolitan culture. Determine what impact the Indian Ocean trade network played in the creation of this
African culture? (Ch. 15.3, pp. 378 – 381)

7. India’s sophisticated Gupta Empire created many important inventions. Determine the greatest achievements of the Gupta Empire and examine
the impact these ideas had as they spread throughout the Indian Ocean World. (Ch. 7.2, pp. 177-180; Lynda Shaffer’s Southernization)

8. One of Kublia Khan’s Chinese advisors once said to him, “One can conquer an empire on horseback, but one cannot govern it on horseback.”
The Mongols conquered the largest land empire in world history; what were the most effective/useful strategies they used to govern their
territory? (Chapter 12.2 & 12.3, pp. 294 - 302)

9. Henry II of England (1133 – 1189) is often remembered for his tempestuous relationship with his family, but does this legacy outweigh that of
his administrative and legal efforts? (Ch. 14.3, pp. 352 – 355) not for the feint of heart

10. Following the Babylonian Captivity, and later, with the Diaspora, Jews began to spread throughout what would become the
Muslim world. Examine the history of Jews within the Muslim world to 1500 and determine whether it was one primarily of conflict or of
coexistence?

11. The Germanic Tribes are often noted as one of the causes of the “Fall of Rome”, yet they are also an essential element of Western culture. What
were their most important or most influential contributions to European culture? You may narrow your focus to one or two tribes of you
choose. (Ch. 6.4, pp. 158-162; Ch. 13.1, 317-321)

12. European history is usually seen through the lens of Christianity. Jews have lived in Europe for centuries but have managed to maintain their
Jewish heritage. How did the Jews continue to exist in the face of the overwhelming majority of Christianity? Focus your research on the time
between the “Fall of Rome” and 1500.

13. Andalusia in Spain became the last outpost of the Umayyad Dynasty. As a prosperous Muslim state on the edge of predominantly
Christian Europe, it attracted some of the greatest minds and ideas from both the Muslim, Jewish and Christian traditions. What were the most
influential contributions that this cosmopolitan state made to world history? (Ch. 10.2, pp 240-241)

14. Native American societies in North, South and Central America established networks of trade and exchange long before the arrival of Europeans.
How did these patterns of trade influence native societies? (Ch 16, p. 388-413)

15 Japan is often viewed historically as an isolated island nation. However, there have been periods in which Japan seemed genuinely interested in
experiencing the outside world. Looking at Japan from the Yamato Period through the Kamakura Period, would you characterize Japanese
culture as largely isolated or cosmopolitan? (Ch.12.4, pp. 303—307; Ch.7.3, pp. 184-185)

16 Charlemagne claimed the title of Holy Roman Emperor. Did he truly have the right to any or all parts of the title (Holy? Roman? Emperor?)?
(Ch. 13.4, pp. 332-335) not for the feint of heart

17. Was Slavic society and politics uniquely their own or were the Slavs influenced by nearby societies such as the Norse and Byzantines in the
period around 800 CE to 1500 CE? (11.2)

18. Did the Vikings develop a sophisticated culture or were they solely focused on raiding other European communities? (Ch. 13.2, pp. 322 - 323)

19. The Maya are famous for their bloody religious rites but were they also an advanced civilization? (Ch 16.2, pp.395)

20. Emperor Wudi led the Chinese into Vietnam during the Han Dynasty, and for the next 1,000 years Vietnam remained under Chinese control.
Considering this long period of Chinese influence, should Vietnamese culture pre-1500 be considered simply a derivative of Chinese culture, or
did the Vietnamese develop a culture that was uniquely their own? (p. 310)

WEEK OF BLOCK 1
Handout –THIS PACKET
HW:
^ Bring in index cards, a Ziploc
bag and a binder or folder (with
three holes) dedicated to this
Feb. 8 project.
to ^ Decide and fill in topic choice
form. Carefully read “Brief Intro”
Feb. 12 sheet from this packet.
Feb. 15
to SPRING VACATION – come back prepared to do some research in the library! No homework over vacation!
Feb. 19
LIBRARY WEEK! Meet in
library!
Find & take note/source cards from
AT LEAST 1 new source!
HW:
Feb. 22 ^ Find and print an article from an
online newspaper or journal OR
to from a Web site (if from a website,
complete evaluation form)
Feb. 26 ^ highlight important info
^ create note & source cards
^ write annotations on back of
source cards (you should have
annotations for every source you
find)
^ put it in your binder/folder
RESEARCH PAPER CALENDAR
BLOCK 2
Analyze sample papers
No homework for this block.
LIBRARY WEEK! Meet in
library!
Find & take note/source cards from
AT LEAST 1 source!
HW:
^ Go to library (Cary, Boston, etc.)
– find at least 2 BOOKS related to
your topic
^ Create note & source cards
^ Write annotations
^ Organize note cards by PERSIA
GEM topic
^ Put information in your binder.
BLOCK 3
Analyze more sample papers
Get topic choices!
(orange class: you will get yours in
English on Thursday)
HW:
^ Find and print TWO articles from
ABC Clio or from another database
from online research page from
library webpage
^ highlight important info
^ create note & source cards
^ put information in your binder.
LIBRARY WEEK! Meet in
library!
Find & take note/source cards from
AT LEAST 1 new source!
HW:
^ Work on note/source cards
^ Write annotations
^ Organize note cards by PERSIA
GEM topic
^ Put information in your binder.
Do you have a pretty good idea
what your thesis will be?
Complete the mind map!
BLOCK 4
Annotations & Citations
HW:
^ Find and print an article from an
online newspaper or journal OR
from a Web site (if from a website,
complete evaluation form)
^ highlight important info
^ create note & source cards
^ write annotations on back of
source cards (you should have
annotations for every source you
find)
^ put it in your binder/folder
LIBRARY WEEK! Meet in
library!
Find & take note/source cards
from AT LEAST 1 source!
HW:
^ Work on note/source cards
^ Write annotations
^ Organize note cards by PERSIA
GEM topic
^ Put information in your binder.
Do you have a pretty good idea
what your thesis will be?
Complete the mind map!
 WEEK OF BLOCK 1 BLOCK 2 BLOCK 3 BLOCK 4

Organization Day in the
Classroom
Put your note cards in order,
decide which areas of your paper
require more research, complete
March 1 the paper outline
to HW:
^ continue research if you realize
March 5 that you need more information.
Remember – it’s better to end up
with too much information rather
than not enough.
^ write a rough thesis
Writing a conclusion paragraph
HW:
^ Write your first body paragraph!
Make sure you have a way to
transfer your work from school to
home and vice versa! This can be
Google Docs, a flash drive, e-
mail, etc.
COMPUTER LAB DAY!
Begin writing ANOTHER body
paragraph!
Make sure you have a way to
transfer your work from school to
home and vice versa!
HW:
^ finish the body paragraph started
in class
COMPUTER LAB DAY!
Begin writing ANOTHER body
paragraph!
Make sure you have a way to
transfer your work from school to
home and vice versa!
HW:
^ finish the body paragraph started
in class

COMPUTER LAB DAY! COMPUTER LAB DAY!

Peer-editing your essays Peer-editing your essays
Begin writing ANOTHER body Begin writing your introduction
paragraph! and conclusion
March 8
Make sure you have a way to Make sure you have a way to HW:
to transfer your work from school to transfer your work from school to ^ Make sure your paper meets all
home and vice versa! home and vice versa! requirements
March 12 HW: ^ Revise paper
HW: HW: ^ Make sure your paper meets all
^ finish the body paragraph started ^ finish introduction and requirements If you have a complete rough
in class conclusion ^ Revise paper draft: let your essay rest for a day,
^ Compile your Works Cited page then tweak for the final draft.

March 15
PAPER IS DUE BEFORE
to 3 PM TODAY.

March 19 Introduction to Islam

Name: Paper letter: Block:

A “First” Look at the Research Paper

To better prepare you for the task that lies ahead of you, we are going to analyze a few research papers from years past.
The papers we will examine are not perfect! They vary in quality, but each has something to teach you about the research
paper.

Directions: Record the letter on the paper you are going to analyze in the appropriate space above. Answer the following
questions and complete the rubric as directed.

• Read the FIRST paragraph – the INTRODUCTION to the paper.

• Identify the THESIS statement – record it. Does it incorporate 2 aspects of PERSIA GEM? (Political, Economics,
Religion, Social, Intellectual, Artistic, Geography, Engineering/Technology, Military)

• Is the THESIS clear? Comment!

• Use the questions you’ve just answered to guide you in assigning a grade to the THESIS on your rubric.
• Is the main idea of the essay well-developed in the INTRODUCTION? Comment

• Use the question you’ve just answered (5) to guide you in assigning a grade to the INTRODUCTION on your rubric.

• Now, jump to the LAST paragraph – the CONCLUSION. Is there a CONNECTION between the CONCLUSION
and the THESIS? Comment!

• Next, look at the BIBLIOGRAPHY. Is it properly arranged? Comment:

• Now, look at the first sentence – the TOPIC SENTENCE – to each paragraph. Do they have any connection to the
THESIS? How?

• Are the TOPIC SENTENCES clear?

• Use the questions you’ve just answered (9 & 10) to guide you in assigning a grade to the TOPIC SENTENCES on
your rubric.
• Next, look at the BODY of each paragraph for QUOTES and CITATIONS. Are there too many? Too few? Are they
formatted correctly in the MLA style?

• How does the author introduce the QUOTE and/or evidence? Does s/he introduce it with his/her OWN WORDS
(CONTEXT)? Remember – evidence should NEVER pop out of nowhere! There should be no quote-dropping!

• How does s/he analyze the QUOTE and/or evidence? (How does s/he explain how the evidence proves his/her point?
How does s/he tie it into his/her controlling argument?)

• Dig into the paragraphs – into the meat of them. Is there enough EVIDENCE to support the TOPIC SENTENCE?
Remember – evidence can take several forms: quotes from experts, paraphrasing, testimony, facts, etc.

• Look at the evidence that is NOT a QUOTE: How does the author explain how the evidence proves his/her point?
How does s/he tie it into his/her controlling argument?
• Use the questions you’ve just answered to guide you in assigning a grade to the EVIDENCE on your rubric.
• Are there sentences at the end of each paragraph that link it to the next paragraph?

• On your rubric, use the questions you’ve just answered to guide you in assigning a grade to the TRANSITIONS.

• Now, read the CONCLUSION again. Does it sum up the main points of the paper? Is it repetitive (not good!)? Does
it tell us why this topic is significant in the world today (why we should care about it)?

Name: Paper Letter: Color:

A “First” Look at the Research Paper – Rubric

Directions: Record the number on the paper you are going to analyze in the appropriate space above. For each category
below, refer back to the appropriate questions in your “First” Look packet. For the “Paragraphs” category, ask yourself
whether each paragraph develops an idea that is linked to the thesis statement. Then comment on it. Assign each
category the score you feel is most appropriate. Yes, you may assign “in between” scores (i.e. 3.5).

Scoring Guide: 5 (A) 4 (B) 3 (C) 2 (D) 1(F)

Category Score Any additional comments?

Thesis

Introduction

Topic Sentences

Paragraphs

Evidence

Transitions

Conclusion

Tally up the total points you assigned and divide that by 35. That will give you the percentage.

Grade Breakdown:
97 – 100 = A+ 87- 89 = B+ 77 – 79 = C+ 67 – 69 = D+ Under 60 = F
93 – 96 = A 83 – 86 = B 73 – 76 = C 63 – 66 = D
90 – 92 = A- 80 – 82 = B- 70 – 72 = C- 60 – 62 = D-
Name: Paper letter: Block:

A “First” Look at the Research Paper

To better prepare you for the task that lies ahead of you, we are going to analyze a few research papers from years past.
The papers we will examine are not perfect! They vary in quality, but each has something to teach you about the research
paper.

Directions: Record the letter on the paper you are going to analyze in the appropriate space above. Answer the following
questions and complete the rubric as directed.

• Read the FIRST paragraph – the INTRODUCTION to the paper.

• Identify the THESIS statement – record it. Does it incorporate 2 aspects of PERSIA GEM? (Political, Economics,
Religion, Social, Intellectual, Artistic, Geography, Engineering/Technology, Military)

• Is the THESIS clear? Comment!

• Use the questions you’ve just answered to guide you in assigning a grade to the THESIS on your rubric.
• Is the main idea of the essay well-developed in the INTRODUCTION? Comment

• Use the question you’ve just answered (5) to guide you in assigning a grade to the INTRODUCTION on your rubric.

• Now, jump to the LAST paragraph – the CONCLUSION. Is there a CONNECTION between the CONCLUSION
and the THESIS? Comment!

• Next, look at the BIBLIOGRAPHY. Is it properly arranged? Comment:

• Now, look at the first sentence – the TOPIC SENTENCE – to each paragraph. Do they have any connection to the
THESIS? How?

• Are the TOPIC SENTENCES clear?

• Use the questions you’ve just answered (9 & 10) to guide you in assigning a grade to the TOPIC SENTENCES on
your rubric.
• Next, look at the BODY of each paragraph for QUOTES and CITATIONS. Are there too many? Too few? Are they
formatted correctly in the MLA style?

• How does the author introduce the QUOTE and/or evidence? Does s/he introduce it with his/her OWN WORDS
(CONTEXT)? Remember – evidence should NEVER pop out of nowhere! There should be no quote-dropping!

• How does s/he analyze the QUOTE and/or evidence? (How does s/he explain how the evidence proves his/her point?
How does s/he tie it into his/her controlling argument?)

• Dig into the paragraphs – into the meat of them. Is there enough EVIDENCE to support the TOPIC SENTENCE?
Remember – evidence can take several forms: quotes from experts, paraphrasing, testimony, facts, etc.

• Look at the evidence that is NOT a QUOTE: How does the author explain how the evidence proves his/her point?
How does s/he tie it into his/her controlling argument?
• Use the questions you’ve just answered to guide you in assigning a grade to the EVIDENCE on your rubric.
• Are there sentences at the end of each paragraph that link it to the next paragraph?

• On your rubric, use the questions you’ve just answered to guide you in assigning a grade to the TRANSITIONS.

• Now, read the CONCLUSION again. Does it sum up the main points of the paper? Is it repetitive (not good!)? Does
it tell us why this topic is significant in the world today (why we should care about it)?

Name: Paper Letter: Color:

A “First” Look at the Research Paper – Rubric

Directions: Record the number on the paper you are going to analyze in the appropriate space above. For each category
below, refer back to the appropriate questions in your “First” Look packet. For the “Paragraphs” category, ask yourself
whether each paragraph develops an idea that is linked to the thesis statement. Then comment on it. Assign each
category the score you feel is most appropriate. Yes, you may assign “in between” scores (i.e. 3.5).

Scoring Guide: 5 (A) 4 (B) 3 (C) 2 (D) 1(F)

Category Score Any additional comments?

Thesis

Introduction

Topic Sentences

Paragraphs

Evidence

Transitions

Conclusion

Tally up the total points you assigned and divide that by 35. That will give you the percentage.

Grade Breakdown:
97 – 100 = A+ 87- 89 = B+ 77 – 79 = C+ 67 – 69 = D+ Under 60 = F
93 – 96 = A 83 – 86 = B 73 – 76 = C 63 – 66 = D
90 – 92 = A- 80 – 82 = B- 70 – 72 = C- 60 – 62 = D-

NAME: _______________________ COLOR: _________ DATE: ______________

MIND MAP I
IF YOUR TOPIC IS A YES/NO QUESTION

Thesis Question: _______________________________________________________________

_________________________________________________________________________________________
___________________________________________________________________

Organize your notes cards into piles according to the yes/no response to your question and weigh your evidence
to decide which way you will respond.

YES NO
Below, list all the possible reasons why Below list all the reasons why

DETAILS! DETAILS!

YOUR DECISION: (Answer the question. Which side has more effective evidence?)

NEXT STEP: Brainstorming a thesis statement.

 MIND MAP II
IF YOUR TOPIC DOES NOT REQUIRE A YES/NO ANSWER

POSSIBLE PERSIA GEM:

POSSIBLE PERSIA GEM:
_______________________________
_______________________________
_
_
EVIDENCE:
EVIDENCE:

THESIS QUESTION:
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

POSSIBLE PERSIA GEM: POSSIBLE PERSIA GEM:

_______________________________ _______________________________
_ _

EVIDENCE: EVIDENCE:

YOUR DECISION: (Answer the question. Which PERSIA GEM has more effective evidence?)
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
 OUTLINE FOR FRESHMAN RESEARCH PAPER
A. Introduction:
☼ Hook and historical context
☼ Thesis = (“although,” “despite,” etc.) + (central argument) + (“because”)
Thesis statement: _______________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
__________________________________________________________________________
B. PERSIA GEM topic #1:________________________
☼ 2 body paragraphs:
o 1st body paragraph will be about_____________________________
 Evidence 1: ________________________________________________________
• Analysis 1: __________________________________________________
______________________________________________________________
__________________________________________________________
 Evidence 2: ________________________________________________________
• Analysis 2: __________________________________________________
______________________________________________________________
__________________________________________________________
 Evidence 3: ________________________________________________________
• Analysis 3: __________________________________________________
______________________________________________________________
__________________________________________________________
o 2nd body paragraph will be about____________________________
 Evidence 1: ________________________________________________________
• Analysis 1: __________________________________________________
______________________________________________________________
__________________________________________________________
 Evidence 2: ________________________________________________________
• Analysis 2: __________________________________________________
______________________________________________________________
__________________________________________________________
 Evidence 3: ________________________________________________________
• Analysis 3: __________________________________________________
 ______________________________________________________________
__________________________________________________________
C. PERSIA GEM topic #2:______________________
☼ 2 body paragraphs:
o 1st body paragraph will be about____________________________
 Evidence 1: ________________________________________________________
• Analysis 1: __________________________________________________
______________________________________________________________
__________________________________________________________
 Evidence 2: ________________________________________________________
• Analysis 2: __________________________________________________
______________________________________________________________
__________________________________________________________
 Evidence 3: ________________________________________________________
• Analysis 3: __________________________________________________
______________________________________________________________
__________________________________________________________
o 2nd body paragraph will be about____________________________
 Evidence 1: ________________________________________________________
• Analysis 1: __________________________________________________
______________________________________________________________
__________________________________________________________
 Evidence 2: ________________________________________________________
• Analysis 2: __________________________________________________
______________________________________________________________
__________________________________________________________
 Evidence 3: ________________________________________________________
• Analysis 3: __________________________________________________
______________________________________________________________
__________________________________________________________
D. Conclusion:
• Remind the reader of your thesis, but don’t restate it.
• Point out the BIG issue.
• Make a connection to the world today or to something about human nature. You decide.
E. Annotated Bibliography
NAME: ______________________________ COLOR: _____________ DATE: _________________________

WRITING A THESIS

Thesis question: _________________________________________________________________________________________________________

STEP THREE STEP ONE STEP TWO

3 to 4 possible criticisms (“although”) one central argument/idea 4-5 possible controlling ideas (“because”)

Now, formulate your thesis: _________________________________________________________________________________________________

_________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
NAME: ________________________ BLOCK: _______ DATE: ________________

FRESHMEN RESEARCH PAPER FINAL DRAFT CHECKLIST

The big picture:

□ An introduction
□ Four body paragraphs
□ A conclusion
□ An annotated bibliography
□ Spell check
□ Double space
□ 12- point Times New Roman

The introduction:
□ A hook to grab the reader
□ Historical context
□ A thesis statement that addresses the critic, lays out your central argument and has a
“because”

The first two body paragraphs:

□ Uses one PERSIA GEM
□ Organized into two themes within that PERSIA GEM
□ Employs three pieces of evidence in each body paragraph
□ Includes analysis of each piece of evidence
□ Has a transition into the next paragraph
□ Uses evidence that connects and backs up thesis
□ Cites evidence correctly

The second two body paragraphs:

□ Uses one PERSIA GEM
□ Is organized into themes
□ Employs three pieces of evidence in each body paragraph
□ Includes analysis of each piece of evidence
□ Has a transition into the next paragraph
□ Uses evidence that connects and backs up thesis
□ Cites evidence correctly

The conclusion:
□ Reminds reader of thesis without restating it
□ Points out the big issue or human nature
□ Connects to modern world or human nature

Annotated bibliography:
□ At least 7-10 sources that you’ve used in the essay
□ Lists a variety of sources including at least one database article, one encyclopedia, two
Web sites, two books
□ Should say Works Cited (not bibliography, references, etc.)
□ Is in alphabetical order
□ Includes a paragraph for each source summarizing and stating why it is useful
NAME: ____________________________ FRESHMAN RESEARCH PROJECT SCORING RUBRIC paper turned in late? _____ GRADE: _____________

CRITERIA A-EXEMPLARY B-VERY GOOD/PROFICIENT C-FAIR/DEVELOPING D-LIMITED/BEGINNING

Introduction ~ begins with full contextual information
that gives the paper a clear historical
setting
~ includes specific, sophisticated and
argumentative thesis that answers the
thesis question
~ vehicles are introduced with
sophistication and are connected to the
thesis
Organization ~ body paragraphs are built around strong,
assertive statements that introduce
evidence of argument
~ paragraphs fluidly carry argument
throughout paper
~ paragraphs are connected by thoughtful
and seamless transitions
Content ~ all evidence are well-chosen, specific
and highly supportive of argument
~ all evidence are clearly analyzed in
terms of topic sentence/thesis
~ body paragraphs include sufficient
evidence to support the argument
~ conclusion summarizes argument,
moves the essay to broader level of
significance and leaves the reader thinking
~ writer uses rich and appropriate
vocabulary
Conventions ~ spelling and grammar are flawless
~ paper demonstrates sophisticated
research process, including outline, peer-
edited rough drafts, note cards and Web
site evaluations
~ paper includes a thorough annotated
bibliography of at least seven sources; all
entries are in correct format
~ paper includes at least two to six well-
chosen parenthetical citations in correct
format
~ paper in double-spaced, has 1-inch
margins and 12-point Times New Roman
font and meets length requirements
Style ~ tone is sophisticated and scholarly
~ sentence structure is varied and
sophisticated
~ gives the paper historical setting
~ includes an argumentative thesis that
answers the question
~ clearly identifies two vehicles/categories
of evidence
~ body paragraphs are built around
statements that introduce evidence of
argument
~ most paragraphs carry argument through
paper
~ most paragraphs are connected by
transitions
~ most evidence are well-chosen, specific
and supportive of argument
~ most evidence is clearly analyzed in
terms of topic sentence/thesis
~ most paragraphs include sufficient
evidence to support the argument
~ conclusion summarizes argument and
attempts to point out the big issue and/or to
connect to modern day
~ writer uses appropriate vocabulary
~ few errors in spelling and grammar
~ paper demonstrates correct research
process
~ paper includes annotated bibliography of
at least seven sources; all entries are in
correct format
~ paper includes at least two to six
parenthetical citations in correct format
~ paper is nearly double-spaced, has 1-inch
margins and 12-point Times New Roman
font and meets length requirements
~ tone is somewhat sophisticated
~ sentence structure is clear
~ begins with vague, non-descriptive
historical setting
~ includes a thesis statement that is
apparent but vague and does not fully
address the question posed
~ identifies less than two
vehicles/categories of evidence
~ body paragraphs are generally built
around statements that introduce evidence
of argument
some paragraphs carry argument through
paper
paragraphs lack transitions
~ some evidence is well-chosen, specific
and supportive of argument
~ some evidence is clearly analyzed in
terms of topic sentence/thesis
~ some paragraphs include sufficient
evidence to support the argument
~ conclusion minimally summarizes
argument and does not attempt to point
out the big issue and to connect to
modern day
~ writer uses somewhat appropriate
vocabulary
~ many errors in spelling and grammar
~ paper does not demonstrate correct
research process
~ paper includes annotated bibliography
of less than seven sources; not all entries
are in correct format
~ paper includes less than two
parenthetical citations in correct format
OR paper includes two to six
parenthetical citations in incorrect format
~ paper is not double-spaced, does not
have 1-inch margins and 12-point Times
New Roman font and does not meet
length requirements
~ tone is appropriate
~ at times, sentences are unclear and
unfocused
~ begins with vague, non-descriptive
historical setting
~ includes a thesis statement that is
apparent but vague and does not address
the question posed
~ does not identify vehicles
~ body paragraphs are occasionally built
around statements that introduce evidence
of argument
~ some paragraphs are connected
~ paragraphs lack transitions
~ evidence is weak and not carefully
chosen; evidence does not support
argument
~ evidence is rarely analyzed in terms of
topic sentence/thesis
~ paragraphs do not include sufficient
evidence to support the argument
~ conclusion is vague, does not
summarize argument and does not
attempt to point out the big issue and to
connect to modern day
~ writer fails to use appropriate
vocabulary
~ many errors in spelling and grammar
~ paper does not demonstrate correct
research process
~ paper includes bibliography of less than
seven sources; no annotations; not all
entries are in correct format
~ paper includes fewer than two
parenthetical citations in incorrect format
~ paper is not doubled-spaced/typed, does
not have correct margins or font and is
much too short
~ does not use tone to enhance the content
~ sentences are unclear and unfocused

F (failing paper) ~ there is no attempt to analyze evidence; argument unclear in ~ many errors in spelling and grammar
~ paper lacks introduction paper ~ outline is not included
~ paper does not include an identifiable thesis and does not address ~ all paragraphs have insufficient evidence to support the argument ~ paper does not demonstrate correct research process
the question posed ~ paragraphs do not carry argument through paper ~ paper does not include a bibliography
~ no mention of vehicles/categories of evidence ~ paper lacks transitions ~ paper lacks citations
~ body paragraphs are unfocused ~ paper lacks conclusion ~ paper is not double-spaced, not type, does not have 1-inch
~ evidence is weak and sparse; it does not relate to the argument ~ sentences are unclear and unfocused margins and 12-point Times New Roman font and is much too
short