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STEPS=
TO
RESEARCH PAPER
ENGLI=
SH I
Students sign the honesty pledge (no giving or taking = of answers on library packet).
Parents are invited to come for presentation of library packet unit. Teacher hands out library packet, explains all parts (including the MLA Handbook), and assigns due date -- approximately six weeks away.
Students take field trip to college/university library= to have orientation over search-and-find library packet.
The library packet includes the following:
- terminology
- (find magazine article, write MLA citation at top of Xeroxed copy of article, make bib. cards, type Works Cited page, summarize article, write Reader's Guide entry)
- The test
includes mostly essay questions where students explain the sequential steps=
for
locating certain designated information sources.
The teacher hands out a list of contemporary issues.
Students take home a topic permission form. Students and parents discuss the t= opics and decide on five. Parents sign the permission form giving permission for their child to research any of the five selected topics.
The parents are invited to attend the classroom instru= ction sessions where the research paper is explained to the students.
Students write their expository research papers, and t= hey are placed in the students' permanent writing folders which are passed to t= he English II teacher.
Students present a persuasive speech based upon the sa= me topic that they researched. <= /p>
ENGLI= SH II
Students have completed English I steps to the research paper.
Students have completed the English I research paper.<= /p>
The teacher hands out a list of contemporary issues.
Students take home a topic permission form. Students and parents discuss the t= opics and decide on five. Parents sign the permission form giving permission for their child to research any of the five selected topics. The English II tea= cher checks each student's permanent writing folder to make sure that new topics have been selected.
The parents are invited to attend the classroom instru= ction sessions where the research paper is explained to the students.
Students write their expository research papers, and t= hey are placed in the students' permanent writing folders which are passed to t= he English III teacher.
Students present a persuasive speech based upon the sa= me topic that they researched.
ENGLI= SH III
The teacher hands out the list of American topics at l= east six weeks prior to the start of the research process.
Students take home the topic permission form. Students and parents discuss the t= opics and decide on five. Parents s= ign the form giving permission for their child to research any of the five selected topics.
Students will choose and read an American fiction or non-fiction selection which was written by or about the student's topic. Af= ter reading the selection, the student will research what critics have said abo= ut it.
The parents are invited to attend the classroom instru= ction sessions where the research paper is explained to the students.
Students will write their expository research papers.<= span style=3D'mso-spacerun:yes'> In their research papers, students= will weave together information which they have gleaned from researching their topic, from reading their selection, and from researching literary criticis= m on the selection.
Research papers are placed in the students' permanent writing folders which are passed to the English IV teacher.
ENGLI= SH IV
The teacher hands out the list of British topics at le= ast six weeks prior to the start of the research process.
Students take home the topic permission form. Students and parents discuss the t= opics and decide on five. Parents s= ign the form giving permission for their child to research any of the five sele= cted topics.
Students will choose and read a British fiction or non-fiction selection which was written by or about the student's topic. Af= ter reading the selection, the student will research what critics have said abo= ut it.
The parents are invited to attend the classroom instru= ction sessions where the research paper is explained to the students.
Students will write their expository research papers.<= span style=3D'mso-spacerun:yes'> In their research papers, students= will weave together information which they have gleaned from researching their topic, from reading their selection, and from researching literary criticis= m on the selection.
The research papers are placed in the students' perman= ent writing folders which are given to the students after graduation.
*We feel that learning mastery of the research process= is vital to a student's success in college; therefore, our students will write research papers in English I, II, III, and IV. The senior research paper is= of particular importance. If a s= tudent fails to submit a senior research paper or if a student submits a research paper that is not deemed acceptable for grading, a disclaimer will be place= d on that student's high-school transcript. The disclaimer will read: "Student did not complete the requirements of the senior research paper."
EXPOS= ITORY RESEARCH PAPER
ENGLI= SH I AND II
The purpose of this project is to help students to lea= rn how to write an expository research composition in which they will present information on a contemporary issue. Students will be given a list of contemporary issues from which to choose.&= nbsp; They and their parents will decide on five possible topics, and pare= nts will give their written permission on those five topics. The reason for choosing five topics is to make sure students have back-up choices approved by their parents just in case several students choose the same topic.
In this expository research composition, students are = not to take a stance on the issue because they are not writing a persuasive paper. However, later during = this school year, students will give a persuasive presentation on the very same topic about which they wrote their expository composition; and at that time, they will present their stance on the issue.
Students must write their expository research composit= ions on the computer. The papers m= ust be double-spaced, must follow MLA HANDBOOK format (MLA HANDBOOK FOR WRITERS OF RESEARCH PAPERS by Joseph Gibaldi, Fifth Edition, c. 1999, ISBN 087352-975-= 8), and must be written in Times New Roman with 12-point font size. If students do not have access to a computer at home, they will need to write their research compositions using= the school computer lab. Students= are not allowed to use the computer lab unless they are under the direct supervision of a teacher.
Our English Department does not accept late work; therefore, students must meet the deadlines on this paper.
The length of the text of the final copy (not includin= g the final Works Cited) is to be as follows:
· English I stu= dents -- 1 ½ pages to 2 pages -- typewritten
· English II st= udents -- 2 ½ to 3 pages -- typewritten
If the paper is not the prescribed length, it wi= ll be deemed unacceptable for grading; and the student will receive a zero on the paper.
Students will need to number all pages consecutively (including page one) throughout the composition. Page numbers should be placed in t= he top-right hand corner, one half inch from the top with the student's last n= ame before the page number (MLA format).
Gener= al Steps in the Research Paper Project
(See "Specific Explanations of Individual Parts" for more details.)
Student= s will gather information from various sources -- both liberal sources (e.g., NEWSWEEK, T= IME, PEOPLE, COSMOPOLITAN, AUSTIN AMERICAN-STATESMAN newspaper) and conservative sources (e.g., NATIONAL REVIEW, WORLD MAGAZINE, FAMILY RESEARCH COUNCIL and FOCUS ON THE FAMILY publications, THE TORCH from Eagle Forum, WORLD NET DAI= LY, THE AMERICAN SPECTATOR, freerepublic.com, servehim.com, crosswalk.com, gospel.com, frc.org, fotf.org, cybergrace.com, eagleforum.org, probe.org, christiananswers.net, summit.org, icr.org, cwfa.org, educationnews.org).
· English I stu= dents must utilize at least 3 sources (1 of which must be from a periodical).
· English II st= udents must utilize at least 4 sources (1 of which must be from a periodical).
NO MORE THAN ONE SOURCE MAY COME FROM THE INTERNET.
Student= s will write on a coversheet stapled to each source the correct documentation using MLA HANDBOOK format.
Using M= LA HANDBOOK format, students will produce a handwritten bibliography card on e= ach source.
They wi= ll write notecards based upon the information in the sources.
Stud= ents will use the "Computer Formatting Instructions" section in this document for proper MLA Handbook format.
Student= s will type a thesis statement.
They wi= ll type an informal outline (before writing their compositions).
They wi= ll type a rough draft of Works Cited by alphabetizing the bibliography cards.
They wi= ll type the rough draft of their compositions including the internal documentation = in MLA format as they write.
Student= s will develop the introductory paragraph making sure that the thesis statement is= the last sentence in the introductory paragraph.
They wi= ll develop the concluding paragraph making sure that it either summarizes, restates, or finalizes the paper appropriately.
Student= s will print off their rough drafts of their compositions and the Works Cited.
On the = printed copy of their rough drafts and Works Cited, students will underline in ink = the topic sentence in each body paragraph.&nbs= p; They will label each topic sentence with a Roman numeral.
In ink, students will label the support ideas (A, B, C, etc.) and sub-ideas (1, 2, = 3, etc.).
Into th= eir rough drafts in ink, students will insert stronger word choices and transitional devices.
Student= s will edit and revise their rough drafts by checking all grammar, punctuation, capitalization, and usage. They will insert their editions/revisions in ink= .
After m= arking and labeling in ink the parts of their rough drafts, students will type the= ir final outlines.
Student= s will type their final copies of their compositions, inputting all necessary revisions.
Student= s will type their final Works Cited.
They wi= ll prepare their source packets.
Student= s will proofread all of their final documents and will input changes into their computerized copies.
Student= s will print their final copies of the documents.
Student= s will submit their research project by placing all their materials in a large, ma= nila envelope. They will write the= ir first and last names, period number, and due date on the top-right hand cor= ner of the manila envelope.
They wi= ll place all items in the manila envelope in the following order:
Under= One Paperclip
(Abso= lutely No Late Work Accepted Under This Category)
&nbs= p; &= nbsp; A. Final copy with final Works Cited = as the last page
&nbs= p; &= nbsp; B. Final formal outline with thesis statement at the top (behind Works &n= bsp; = ; &n= bsp; Cited= ) &= nbsp; &nbs= p;
&nbs= p; &= nbsp;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; Under a Second Paperclip
(Abso= lutely No Late Work Accepted Under This Category)
&nbs= p; &= nbsp; C. Source packet with coversheet stap= led on top of each source -- (See
instructio= ns for "Source Packet" as given later in this document.) Put &= nbsp; each = source in the same order as listed on the Works Cited.
&= nbsp; &nbs= p;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; Under a Third Paperclip
(Abso= lutely No Late Work Accepted Under This Category)
&nbs= p; &= nbsp; D. Rough draft of paper
&nbs= p; &= nbsp; E. Rough draft of Works Cited
&nbs= p; &= nbsp; F. Rough outline with thesis statement at the top
One R= ubber Band Around
(Five= Points Deducted for Each Day Late)
&nbs= p; &= nbsp; G. Bibliography cards
Secon= d Rubber Band Around
(Five= Points Deducted for Each Day Late)
&nbs= p; &= nbsp; H. Notecards
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D= =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D= =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D
SPECI= FIC EXPLANATIONS OF INDIVIDUAL PARTS
Bibli= ography Cards
The MLA HANDBOOK no longer teaches students to make bibliography (bib.) cards or notecards, preferring that students do all the= ir work on the computer. However= , for ease in evaluating students' systematic progress, our school will continue = to produce bib. cards (3 x 5) and notecards (3 x 5).
Everything on the bib. cards must be written in INK= .
Students should put their first and last names in the bottom-left hand corner of each bib. card.
Students should assign each source an alphabetical let= ter, and they should put that code on the top-right hand corner of the bib. card= and on the top-right hand corner of the coversheet which is stapled to each source. As soon as students d= ecide to take notes from a source, they should MAKE A BIB. CARD RIGHT THEN= .
The documentation on the bib. cards must follow MLA HA= NDBOOK format. Students should write= on the back of each bib. card the type of source (e.g., periodical, online periodical, book, encyclopedia) and the page number from the MLA HANDBOOK f= rom which the annotation was taken.
Students must follow the prescribed number of sources = as listed for English I and II students.
Students must make sure that they utilize sources from= at least one liberal source and from at least one conservative source. The other sources may be from eith= er liberal or conservative sources.
Students must follow the prescribed number of sources = and periodicals as listed for English I and II students:
Engl= ish I students must utilize at least 3 sources (1 of which must be from a periodical).
Engl= ish II students must utilize at least 4 sources (1 of which must be from a periodical).
&nbs= p; NO MORE THAN ONE SOURCE MAY COME FROM THE INTERNET.
Notec= ards
Students should complete the prescribed number of notecards:
· English I stu= dents should complete at least 15 notecards.
· English II sh= ould complete at least 20 notecards.
Students should write on their notecards in PENCIL<= /b>.
They must do all their notecards before they begin to = write their rough drafts.
They need to put the source code (alphabetical letter)= in the upper-right hand corner of each notecard. Students should write their first = and last names in the bottom-left hand corner of each notecard.
They should put the source page number in the bottom-right hand corner of each notecard.
Students should either write down word-for-word those statements which sound really interesting and put quote marks on the card to show that they have quoted directly from the source, or they should write t= he information in their own words -- called "paraphrasing." No matter whether a person quotes directly or puts the information in his own words, he must give credit to t= he source. Students will do this= by inserting parenthetical documentation into their papers using MLA format (t= o be discussed later in this document.)
Students should write only one main idea per no= tecard and should put the key word on the top, left hand corner of each card. This will make it easy = for students to sort their notecards by key ideas when they get all their notec= ards finished.
When they have finished doing their notecards, students should divide them into stacks of similar key ideas.
When they have stacked their notecards by key ideas, t= hey are ready to write their informal outlines.
Their notecards should look like this:
Key word &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; Source code
= Information either paraphrased (in student's own words) or quoted (q= uote marks)
Student's first and la= st names &n= bsp; = ; &n= bsp; = ; = Page # in source
Rule of thumb:&nbs= p; It is better to have too many notecards than not enough to cover the subject matter adequately.
Computer Formatting Instructions
for M= icrosoft Word 2000
To o= pen a new document in “Microsoft Word”
Click the “Start” icon in the bottom-left hand corner of screen.
Move the curser to “Programs.”
Select “Microsoft Word.”
To select “Margins”
Select “File.”
Select “Page Setup.”
Click “Margins” and set your top, bottom, left, and right margins to 1”.
Under “From edge” subheading, make sure that the header is set at 0.5”.
Click “OK” to exit back to the document.
To set spacing for “Double”
Select “Format.”
Select “Paragraph.”
Under the “Spacing” subheading, go to “Line spacing” and select “Double.”
Click “OK” to exit back to the document.
To set “Headers”
Select “View.”
Select “Header and Footer.”
Dotted lines will show the location of headers with a menu below.
On the menu bar above the document, select “Times New Roman” for t= he font and “12” for the font size.
Select the “Align Right” button on the same menu bar. This square should be to the right= of the font and size pull-down menus. <= /span>
The cursor should be within the dotted lines.&= nbsp; Type last name followed by a space.
In the menu bar BELOW the dotted rectangle, select the button with a picture o= f a page with the pound symbol (#) on it. A pop-up will read “Insert Page Number.” Click this square, and a “1&= #8221; should be inserted.
Select “Close” to return to the document.
To f= ormat the double-spaced MLA Heading
Student's first and last names
Teacher’s name
English (I, II, III, or IV) – (Period number)
Date (date, month, year – with no commas)
To format long quotes -- (A long quote is considered any quote over four typed lines. It is blocked on the l= eft side with a one-inch hanging indent.)
Click “Format.”
Select “Paragraph.”
Under the “Indentation” subheading, select 1” beside “Left.”
Under the “Spacing” subheading, make sure it is still set to “Double.” The doc= ument will be double spaced before the quote, within the long quote, and after the long quote.
To format “Works Cited” -- (Works Cited is the last page of the research paper. It is numbere= d as the next page after the last page of the body of the paper.)
= 1.&n= bsp; Center the title of the page by clicking on the “Center” button on the menu bar above the document. The title should read “Works Cited” without the quotation marks.
= 2.&n= bsp; Hit "Return" only once because the docume= nt is set on double spacing.
= 3.&n= bsp; Sources are typed with a “Hanging Indent̶= 1; in which the first line of each source begins at the left margin, and the second line begins ½ inch from the left margin. (See “H” for instru= ctions on hanging indents.)
B.&n= bsp; To format the hanging indents for “Works Cited”
= 1.&n= bsp; Select “Format.”
= 2.&n= bsp; Select “Paragraph.”
Select “Indents and Spacing.”
Under “Alignment” select “Left.”
Under “Indentation” and “Left,” select 0.5”.
Under “Special” select “Hanging.”
Under the “Spacing” subheading, make sure the “Line SpacingR= 21; is set on “Double.”
Select “OK” to exit back to the document.
To s= ave in Rich Text Format
= 3.&n= bsp; Select “File.”
Select “Save As…”.
Find “File name” in the window.
Give your file a name.
Find the “Save as type” subheading.= Click on the down arrow.
Scroll down until you see “Rich Text Format *.rtf." Click on it. Make sure it appears in the window= .
Select “OK” to save and exit back to the document.
Rough= Outline and Thesis Statement
Students should type the words "Rough Draft Outline" at the top of a page.
After looking at the key ideas on their notecards, they should come up with one over-arching idea for their paper. This is called a thesis statement = (a single sentence -- a concise idea the writer will try to expand on in his composition -- pp. 35-36 MLA HANDBOOK).&nb= sp; Students should write the thesis statement at the top of the rough d= raft outline.
Students will use a COMPLETE SENTENCE type of outline.=
They will need to double-space their outlines.
Students should study the sample outline format as giv= en in the MLA HANDBOOK (pp. 36 - 40). Each body paragraph in the student's paper must have a topic sentenc= e; therefore, he should make each Roman numeral a topic sentence which indicat= es each body paragraph. The supp= ort ideas that explain the topic sentence will be listed in descending order.
THESIS STATEMENT
I. Topic sentence of first body paragraph
&nbs= p;
A. First support idea<= span style=3D'mso-spacerun:yes'>
&= nbsp; &nbs= p;
= 1. First sub-idea
&nbs= p; &= nbsp;
= 2. Second sub-idea
&nbs= p;
B. Second support idea &= nbsp;
&nbs= p; &= nbsp;
1. First sub-idea
&nbs= p; &= nbsp;
2. Second sub-idea
Students should feel free to make changes in ink on th= eir rough draft outlines as they compose their rough draft compositions.
&= nbsp; &nbs= p; Rough Works Cited
Students should type their rough Works Cited by alphabetizing their bib. cards and following the MLA HANDBOOK format. (Students should go to p. 118 in o= rder to see an example. Students should study Section 4 wh= ich starts on p. 111 in order to learn how&nbs= p; to use the appropriate Works Cited format.)
Rough Draft
Using his rough outline as a guide, the student should= begin to write his rough draft of the composition. He needs to double-space his paper. Each time that the stu= dent uses a direct quote or an idea from a source, he must give credit by insert= ing parenthetical documentation (Section 5 in MLA). All students MUST READ Section 1.8= in order to help them prevent plagiarism in their compositions. Rule of thumb: When in doubt, cite the source!
As the student writes his paper, he will need to insert parenthetical documentation at the end of each new source or = at the end of each paragraph if the same source is used continuously for a num= ber of paragraphs.
When the student finishes writing his body paragraph, = he should go back and write the introductory paragraph and the concluding paragraph. He should be sure = to put his thesis statement as the last sentence in his introductory paragraph.
At this point, the student may print out his rough draft. He must then go = back and insert IN INK all his spelling/grammar/capitalization/usage corrections, revisions, and strong adjectives and verbs. This step must not be skipped!<= span style=3D'mso-spacerun:yes'>
Students should also go back and check the end of each paragraph to see if the beginning of the next paragraph has some key words which connect it to the previous paragraph. Students should insert transitional words between sentences inside the paragraphs in order to make the ideas connect to each other.
Students should label the support ideas (A, B, C, etc.= ) and sub-ideas (1, 2, 3, etc.).
Final= Copy of Composition
Students must study pp. 292-293 in the MLA HANDBOOK.
Students should keep a Xeroxed or a disk copy of their finished papers until the final grades are recorded in the grade book.
If students plan to use the school computer lab, they = must first meet with the computer teacher to set up a folder or to make arrangem= ents to save to a floppy. Any docu= ments left on the hard drive may be deleted without notice; therefore, students u= sing the school computer lab must save their work on their own floppy disk.
Students must work well ahead of all deadlines b= ecause computer problems may arise.
Students should not create a cover page.
Students should be sure to follow all the previously s= tated instructions which tell them the order in which their papers are to be submitted.
Final= Works Cited
Students should follow MLA HANDBOOK format.
The final Works Cited should be affixed to the back of= the final copy. A student should = be sure he lists only the sources he utilized in his final paper. The entries = are to be alphabetized by the first word in the annotation, and each entry must= be written with a hanging indent.
The final Works Cited is to be double-spaced.
Final= Outline
Students should follow the sample outline as given in = the MLA HANDBOOK, pp. 38-39. The = title of the composition should go on the first line as shown in the sample outli= ne.
The final outline may well look very different from the rough draft outline since changes frequently occur as the paper is being generated.
Sourc= e Packet
Each source must be stapled to a separate coversheet w= ith the bibliographic information written at the top of the coversheet in MLA format. Students must Xerox a= ll pages from which they took information that they utilized in their final papers. (Suggestion: Students= may wish to make two copies of their source information -- one to mark up while they are preparing their compositions and the other to highlight for the fi= nal source packet.) <= /p>
Students must be sure to put the alphabetical letter c= ode in the top-right hand corner of both the coversheet and the Xeroxed source material.
They should not highlight until after they have finish= ed writing their final papers.
Students should highlight in PINK on the Xeroxed source material all the words which they copied word-for-word (directly quo= ted) in their final copy. =
They should highlight in YELLOW on the Xeroxed s= ource material all the information which they paraphrased (put in student's own words) in their final copy.
Here are two rules of thumb to follow in order for a p= erson to avoid plagiarism:
(1) When a person writes four or more words in a summary/paraphrase which appear the same as they are written in the source,= he needs to give credit to the source (parenthetical documentation). (2) When = in doubt, a student should cite the source.
<= o:p>
DUE D= ATES
All work is due at the beginning of English clas= s on the dates listed.
No excuses, including computer problems, will be accepted. Students should plan ahead and have their work ready well ahead of the due dates.
If the student is absent at the time an assignme= nt is due, he must send his work to the teacher by the beginning of English class= on that day. Since this is a lon= g-term research project, the "three-day" make-up policy does not apply.<= o:p>
Bibliography cards and/or notecards are the only two p= arts which may be turned in late. Five points will be deducted from the total process rubric grade for each day the cards are turned in late.
No final copies of compositions will be accepted without the accompanying bibliography cards, notecards, rough draft outline= /thesis statement, rough draft of composition with revisions marked, rough draft of Works Cited, final outline, final composition, final Works Cited, and source packet.
Al= l parts of the research project must be done according to the prescribed directions= , or a student will receive a zero o= n his project.
BIBLIOGRAPHY CARDS -- __________________________ (min.= of 3 for English I and min. of 4 for English II students) -- MINUS 5 POINTS FOR = EACH DAY LATE
NOTECARDS -- ________________________________= ___ (min. of 15 for English I and min. of 20 for English II students) -- MINUS 5 POINTS FOR EACH DAY LAT= E
THESIS STATEMENT/INFORMAL OUTLINE -- _________________________<= /p>
ROUGH DRAFT OF COMPOSITION (ALL REVISIONS/CORREC= TIONS
MARKED AS PER DIRECTIONS) -- ________________________________=
ROUGH DRAFT OF WORKS CITED -- ________________________________= _
FINAL OUTLINE -- _______________________________<= /p>
FINAL COMPOSITION -- ___________________________________________
FINAL WORKS CITED -- ___________________= ______________________
SOURCE PACKET (ORGANIZED ACCORDING= TO DIRECTIONS) --
______________________________________________________= ________
GRADI= NG OF THE RESEARCH PROJECT
Both the process grade and the composition grade will = be recorded in the grade book at the end of the six weeks in which the paper is due.
The research paper project will count 20% of the stude= nt's total six weeks' average. Wit= hin the 20% category, the process grade will be entered as one grade; and the composition grade will be entered as two grades.
Students will receive a process grade based upon the following rubric:
PROCE= SS GRADE
*Bibliography cards (proper MLA format and number) -- = 10 pts. _______= __ Pts.
*Notecards (proper MLA format and content) -- 20 pts.<= span style=3D'mso-tab-count:2'> &= nbsp; _________ Pts.
Thesis Statement/Rough Draft Outline -- 10 pts. &n= bsp; = ; _________ Pts.
&nbs= p;
Rough Draft of Composition -- 15 pts. = &nb= sp; = _________ Pts.
Rough Draft of Works Cited -- 10 pts. = &nb= sp; = _________ Pts.
Final Outline/Thesis Statement -- 10 pts. &= nbsp; &nbs= p; &= nbsp; _________ Pts.
Final Composition - 10 pts. &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; _________ Pts.
Source Packet (organized according to directions) -- 1= 5 pts. &= nbsp; _________ Pts.
TOTAL POINTS FOR PROCESS GRADE &= nbsp; &nbs= p; _________ Pts.
*Minus 5 points for each day late
Provided the guidelines have been met regarding = bibliography cards, notecards, rough draft outline/thesis statement, rough draft of composition with revisions marked, rough draft of Works Cited, final outlin= e, final composition, final Works Cited, and source packet, the composition will be graded by the following rubric:
COMPO= SITION GRADE
Content -- 25 pts.&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; ______ Pts.
Thesis statement -- 5 pts. = ; &n= bsp; = ; &n= bsp; ______ Pts.
&nbs= p; &= nbsp;
Organization of composition -- 10 pts. &= nbsp; &nbs= p; &= nbsp; ______ Pts.
Grammar -- 5 pts. = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; ______ Pts.
Spelling -- 5 pts.&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; ______ Pts.
Punctuation -- 5 pts.&= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; ______ Pts.
Usage -- 5 pts. &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; ______ Pts.
Parenthetical documentation (MLA) -- 10 pts. &= nbsp; &nbs= p; ______ Pts.
Use of all sources -- 5 pts. &= nbsp; &nbs= p; &= nbsp; &nbs= p; ______ Pts.
Direct quotations -- 5 pts. &nbs= p; &= nbsp; &nbs= p; &= nbsp; ______ Pts.
Length -- 5 pts. = &nb= sp; = &nb= sp; = &nb= sp; ______ Pts.
Appearance -- 5 pts.&n= bsp; = ; &n= bsp; = ; &n= bsp; = ; ______ Pts.
Form
&nbs= p; first page format -- 2 pts. &nbs= p; &= nbsp; &nbs= p; &= nbsp; ______ Pts.
&nbs= p; pagination -- 2 pts. &nb= sp; = &nb= sp; = ______ Pts.
&nbs= p; margins -- 2 pts. &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; ______ Pts.
&nbs= p; Works Cited -- 4 pts. &nbs= p; &= nbsp; &nbs= p; &= nbsp; ______ Pts.
&nbs= p;
TOTAL POINTS ON COMPOSITION GRADE &nb= sp; _______ Pts.
EXPOS= ITORY RESEARCH PAPER WITH LITERARY CRITICISM
ENGLI= SH III AND ENGLISH IV
The purpose of this project is to allow junior and sen= ior students to demonstrate the research process which they learned and practic= ed in English I and II. In Engli= sh III and IV, students will learn, practice, and demonstrate the process of researching literary criticism on a chosen topic by writing an expository research composition. Student= s will choose an author and will analyze how that author influenced literature.
After the final topic has been approved by the teacher= , the student will choose and read a fiction or non-fiction selection which was written by or about the student's topic. After reading the selection, the student will research what critics have said about it. In their research papers, students will weave together information which they have gleaned fr= om reading their selections and from researching literary criticism.
We feel that learning mastery of the research process = is vital to a student’s success in college; therefore, our students will write research papers in English I, II, III, and IV. The senior research paper is of particular importance. If a student fails to submit a senior research paper or if a student submits a research paper that is not deemed acceptable for grading, a disclaimer will be placed on that student’s high school transcript. The disclaimer wi= ll read: “Student did not complete the requirements of the senior resear= ch paper.” P= lease remember that the English department does not accept late work. Students must meet the deadlines o= n this paper.
Students must write their expository research composit= ions on the computer. Their papers= must be double-spaced, must follow MODERN LANGUAGE ASSOCIATION HANDBOOK format (MLA HANDBOOK FOR WRITERS OF RESEARCH PAPERS by Joseph Gibaldi, Fifth Edition, c. 1999, ISBN 087352-975-8), and must be written in Times New Roman with 12-point font size. If students do not have access to a computer at home, they will need to write their research compositions using the school computer lab. Students are not allowed to use= the school lab unless they are under the direct supervision of a teacher.
The length of the text of the final copy (not includin= g the final Works Cited) is to be as follows:
· English III &= #8211; 3 ½ pages to 4 pages – typewritten
Engl= ish IV – 4 ½ pages to 5 pages – typewritten
If the paper is not the prescribed length, it wi= ll be deemed unacceptable for grading; and the student will receive a zero on the paper.
The student will need to number all pages consecutively (including page one) throughout his composition. Page numbers should be placed in t= he top-right hand corner, one half inch from the top with the student's last n= ame before the page number (MLA format).
Gener= al Steps in the Research Paper Project
(See "Specific Explanations of Individual Parts" for more details.)
Student= s will choose and read a selection written by or about their chosen topic.
Student= s will gather information from various sources.&n= bsp;
English III students must utilize at least 5 sources (1 of which must be from periodicals and 1 of which must be a literary critique).
English IV students must utilize at least 7 sources (2 of which must be from periodicals and 1 of which must be a literary critique).
NO MORE= THAN ONE SOURCE MAY COME FROM THE INTERNET.
Quotation requirement:
English III – Students will need to include one long quote using t= he MLA HANDBOOK format.
English IV – Students will need to include one long quote AND one quote from a periodical using the MLA HANDBOOK format. Students will not use more than= seven direct quotes in their papers.
Student= s will write on a coversheet stapled to each source the correct documentation using MLA HANDBOOK format.
They wi= ll produce a handwritten bibliography card on each source using MLA HANDBOOK format.
They wi= ll write notecards based upon the information in the sources.
Stud= ents will use the “Computer Formatting Instructions” section in this document for proper MLA Handbook format.
Student= s will type a thesis statement.
They wi= ll type an informal outline (before writing the composition).
They wi= ll type a rough draft of Works Cited by alphabetizing the bibliography cards.
They wi= ll type the rough draft of the composition including the internal documentation in = MLA format as they write.
As a pa= rt of their rough drafts, students must also include background research, informa= tion found in their novels, and literary criticism written by experts.
Student= s will develop the introductory paragraph making sure that the thesis statement is= the last sentence in the introductory paragraph.
They wi= ll develop the concluding paragraph making sure that it either summarizes, restates, or finalizes the paper appropriately.
Student= s will print off their rough drafts of their compositions and the Works Cited.
On the = printed copy of their rough drafts and Works Cited, students will underline in ink = the topic sentence in each body paragraph.&nbs= p; They will label each topic sentence with a Roman numeral.
In ink, students will label the support ideas (A, B, C, etc.) and sub-ideas (1, 2, = 3, etc.).
Into th= eir rough drafts, students will insert in ink stronger word choices and transitional devices.
Student= s will edit and revise their rough drafts by checking all grammar, punctuation, capitalization, and usage. They will insert their editions/revisions in ink= .
After m= arking and labeling in ink the parts of the rough draft, students will type their final outlines.
Student= s will type the final copies of their compositions, inputting all necessary revisi= ons.
Student= s will type their final Works Cited.
They wi= ll prepare their source packets.
Student= s will proofread all their final documents and will input changes into their computerized copies.
Student= s will print their final copies of the documents.
Student= s will submit their research projects by placing all their materials in a large, manila envelope. They will wr= ite their first and last names, period number, and due date on the top-right ha= nd corner of a manila envelope.
They wi= ll place all items in the manila envelope in the following order:
Under= One Paperclip
(Abso= lutely No Late Work Accepted Under This Category)
&nbs= p; &= nbsp; A. Final copy with final Works Cited = as the last page
&nbs= p; &= nbsp; B. Final formal outline with thesis statement at the top (behind Works &n= bsp; = ; &n= bsp; Cited= ) &= nbsp; &nbs= p;
&nbs= p; &= nbsp;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; Under a Second Paperclip
(Abso= lutely No Late Work Accepted Under This Category)
&nbs= p; &= nbsp; C. Source packet with coversheet stap= led on top of each source -- (See
instructio= ns for "Source Packet" as given later in this document.) Put &n= bsp; each = source in the same order as listed on the Works Cited.
&nbs= p; &= nbsp; &nbs= p; &= nbsp; Under a Third Paperclip
(Abso= lutely No Late Work Accepted Under This Category)
&nbs= p; &= nbsp; D. Rough draft of paper
&nbs= p; &= nbsp; E. Rough draft of Works Cited
Rough outline with thesis statement at the top
One Rubber Band Around
(Five= Points Deducted for Each Day Late)
&nbs= p; &= nbsp; G. Bibliography cards
Secon= d Rubber Band Around
(Five= Points Deducted for Each Day Late)
&nbs= p; &= nbsp; H. Notecards
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D= =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D= =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D
SPECI= FIC EXPLANATIONS OF INDIVIDUAL PARTS
Bibli= ography Cards
The MLA HANDBOOK no longer teaches students to make bi= bliography (bib.) cards or notecards, preferring that students do all their work on the computer. However, for ease in evaluating students' systematic progress, we will continue to produce bib. cards (3 x 5) and notecards (3 x 5).
Everything on the bib. cards must be written in INK.
Students should put their first and last names in the bottom-left hand corner of each bib. card.
Students should assign each source an alphabetical let= ter, and they should put that code on the top-right hand corner of the bib. card= and on the top-right hand corner of the coversheet which is stapled to each source. As soon as students d= ecide to take notes from a source, they should MAKE A BIB. CARD RIGHT THEN.
The documentation on the bib. cards must follow MLA HA= NDBOOK format. Students should write= on the back of each bib. card the type of source (e.g., periodical, online periodical, book, encyclopedia) and the paragraph and page number from the = MLA HANDBOOK from which the annotation was taken.
Students must follow the prescribed number of sources = and periodicals as listed for English III and IV students.
English III – at least 5 sources (1 of which must be from periodicals)
English IV – at least 7 sources (2 of which must be from periodicals)
NO MORE= THAN ONE SOURCE MAY COME FROM THE INTERNET.
Notecards
Students should complete t= he prescribed number of notecards.
English III – at least 30 notecards
English IV – at least 35 notecards
Students should write on their notecards in PENCIL<= /b>.
They must do all their notecards before they begin to = write their rough draft.
They need to put the source code (alphabetical letter)= in the upper-right hand corner of the notecard. Students should write their first = and last names in the bottom-left hand corner of the notecard.
They should put the source page number in the bottom-right hand corner of the notecard.
Students should either write down word-for-word those statements which sound really interesting and put quote marks on the card to show that they have quoted directly from the source, or they should write t= he information in their own words -- called "paraphrasing." No matter whether a person quotes directly or puts the information in his own words, he must give credit to t= he source. Students will do this= by inserting parenthetical documentation into their papers using MLA format (t= o be discussed later in this document).
Students should write only one main idea per no= tecard and should put the key word on the top-left hand corner of each card= . This will make it easy for student= s to sort their notecards by key ideas when they get all their notecards finishe= d.
When they have finished doing their notecards, students should divide them into stacks of similar key ideas.
When they have stacked their notecards by key ideas, t= hey are ready to write their informal outline.
Their notecards should look like this:
Key word &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; Source code
= Information either paraphrased (in student's own words) or quoted (q= uote marks)
Student's first and la= st names &n= bsp; = ; &n= bsp; = ; = Page # in source
Rule of thumb:&nbs= p; It is better to have too many notecards than not enough to cover the subject matter adequately.
Computer Formatting Instructions
for M= icrosoft Word 2000
To o= pen a new document in “Microsoft Word”
Click the “Start” icon in the bottom-lefthand corner of screen.
Move the curser to “Programs.”
Select “Microsoft Word.”
To select “Margins”
Select “File.”
Select “Page Setup.”
Click “Margins” and set your top, bottom, left, and right margins to 1”.
Under “From edge” subheading, make sure that the header is set at 0.5”.
Click “OK” to exit back to the document.
To set spacing for “Double”
Select “Format.”
Select “Paragraph.”
Under the “Spacing” subheading, go to “Line spacing” and select “Double.”
Click “OK” to exit back to the document.
To set “Headers”
Select “View.”
Select “Header and Footer.”
Dotted lines will show the location of headers with a menu below.
On the menu bar above the document, select “Times New Roman” for t= he font and “12” for the font size.
Select the “Align Right” button on the same menu bar. This square should be to the right= of the font and size pull-down menus. <= /span>
The cursor should be within the dotted lines.&= nbsp; Type last name followed by a space.
In the menu bar BELOW the dotted rectangle, select the button with a picture o= f a page with the pound symbol (#) on it. A pop-up will read “Insert Page Number.” Click this square, and a “1&= #8221; should be inserted.
Select “Close” to return to the document.
To f= ormat the double-spaced MLA Heading
Student's first and last names
Teacher’s name
English (I, II, III, or IV) – (Period number)
Date (date, month, year – with no commas)
To format long quotes -- (A long quote is considered any quote over four typed lines. It is blocked on the l= eft side with a one-inch hanging indent.)
Click “Format.”
Select “Paragraph.”
Under the “Indentation” subheading, select 1” beside “Left.”
Under the “Spacing” subheading, make sure it is still set to “Double.” The doc= ument will be double spaced before the quote, within the long quote, and after the long quote.
To format “Works Cited” -- (Works Cited is the last page of the research paper. It is numbere= d as the next page after the last page of the body of the paper.)
= 4.&n= bsp; Center the title of the page by clicking on the “Center” button on the menu bar above the document. The title should read “Works Cited” without the quotation marks.
= 5.&n= bsp; Hit "Return" only once because the docume= nt is set on double spacing.
= 6.&n= bsp; Sources are typed with a “Hanging Indent̶= 1; in which the first line of each source begins at the left margin, and the second line begins ½ inch from the left margin. (See “H” for instru= ctions on hanging indents.)
C.&n= bsp; To format the hanging indents for “Works Cited”
= 1.&n= bsp; Select “Format.”
= 2.&n= bsp; Select “Paragraph.”
Select “Indents and Spacing.”
Under “Alignment” select “Left.”
Under “Indentation” and “Left,” select 0.5”.
Under “Special” select “Hanging.”
Under the “Spacing” subheading, make sure the “Line SpacingR= 21; is set on “Double.”
Select “OK” to exit back to the document.
To s= ave in Rich Text Format
= 3.&n= bsp; Select “File.”
Select “Save As…”.
Find “File name” in the window.
Give your file a name.
Find the “Save as type” subheading.= Click on the down arrow.
Scroll down until you see “Rich Text Format *.rtf." Click on it. Make sure it appears in the window= .
Select “OK” to save and exit back to the document.
Rough= Outline and Thesis Statement
Students should type the words "Rough Draft Outline" at the top of a page.
After looking at the key ideas on their notecards, they should come up with one over-arching idea for their paper. This is called a thesis statement = (a single sentence -- a concise idea the writer will try to expand on in his composition -- pp. 35-36 MLA HANDBOOK).&nb= sp; Students should write the thesis statement at the top of the rough d= raft outline.
Students will use a COMPLETE SENTENCE type of outline.=
They will need to double-space their outline.
Students should study the sample outline format as giv= en in the MLA HANDBOOK (pp. 36 - 40). Each body paragraph in the student's paper must have a topic sentenc= e; therefore, he should make each Roman numeral a topic sentence which indicat= es each body paragraph. The supp= ort ideas that explain the topic sentence will be listed in descending order.
THESIS STATEMENT
I. Topic sentence of first body paragraph
&nbs= p;
A. First support idea<= span style=3D'mso-spacerun:yes'>
&= nbsp; &nbs= p;
= 1. First sub-idea
&nbs= p; &= nbsp;
= 2. Second sub-idea
B. Second support idea &= nbsp;
&nbs= p; &= nbsp;
= 1. First sub-idea
&nbs= p; &= nbsp;
= 2. Second sub-idea
Students should feel free to make changes in ink on th= eir rough draft outline as they compose their rough draft composition.
Rough= Works Cited
Students should type their rough Works Cited by alphabetizing their bib. cards and following the MLA HANDBOOK format. (Students should go to p. 118 in o= rder to see an example. Students s= hould study Section 4 which starts on p. 111 in order to learn how to use the appropriate Works Cited format.)
Rough= Draft
Using their= rough outline as a guide, students should begin to write their rough draft of the composition. They need to double-space their papers. Each time that the student uses a = direct quote or an idea from a source, he must give credit by inserting parentheti= cal documentation (Section 5 in MLA). All students MUST READ Section 1.8 in order to help them prevent plagiarism in their composition. Rule of thumb: When in doubt, cite= the source!
As the student writes his paper, he will need to insert parenthetical documentation at the end of each new source or = at the end of each paragraph if the same source is used continuously for a num= ber of paragraphs.
Into the content of their papers, students will weave background information, material from the literary selection they have chos= en to read, and literary criticism from experts.
When the student finishes writing his body paragraphs,= he should go back and write the introductory paragraph and the concluding paragraph. He should be sure = to put his thesis statement as the last sentence in his introductory paragraph.
At this point, the student may print out his rough draft. He must then go = back and insert IN INK all the spelling/grammar/capitalization/usage corrections, revisions, and strong adjectives and verbs. This step must not be skipped!<= span style=3D'mso-spacerun:yes'>
Students should also go back and check the end of each paragraph to see if the beginning of the next paragraph has some key words which connect it to the previous paragraph. Students should insert transitional words between sentences inside the paragraphs in order to make the ideas co= nnect to each other.
Students should label the support ideas (A, B, C, etc.= ) and sub-ideas (1, 2, 3, etc.).
Students need to be sure to include literary criticism= on the rough draft.
Final= Copy of Composition
Students must study pp. 292-293 in the MLA HANDBOOK.
Students should keep a Xeroxed or a disk copy of their finished papers until the final grades are recorded.
If students plan to use the school computer lab, they = must first meet with the computer teacher to set up a folder or to make arrangem= ents to save to a floppy. Any docu= ments left on the hard drive may be deleted without notice.
Students must work well ahead of all deadlines b= ecause computer problems may arise.
Students should not create a cover page.
Students should be sure to follow all the previously s= tated instructions which tell them the order in which their papers are to be submitted.
Final= Works Cited
Students should follow MLA HANDBOOK format.
The final Works Cited should be affixed to the back of= the final copy. Students should b= e sure they list only the sources they utilized in their paper. The entries are to= be alphabetized by the first word in the annotation, and each entry must be written with a hanging indent.
The final Works Cited is to be double-spaced.
Final= Outline
Students should follow the sample outline as given in = the MLA HANDBOOK, pp. 38-39. The = title of the composition should go on the first line as shown in the sample outli= ne.
The final outline may well look very different from the rough draft outline since changes frequently occur as the paper is being generated.
Sourc= e Packet
Each source must be stapled to a separate coversheet w= ith the bibliographic information written at the top of the coversheet in MLA format. Students must Xerox a= ll pages from which they took information that they utilized in their final copies. (Suggestion: Students= may wish to make two copies of their source information -- one to mark up while they are preparing their composition and the other to highlight for the fin= al source packet.) <= /p>
Students must be sure to put the alphabetical letter c= ode in the top-right hand corner of both the coversheet and the Xeroxed source material.
They should not highlight until after they have finish= ed writing their final papers.
Students should highlight in PINK on the Xeroxed so= urce material all the words which they copied word-for-word (directly quoted) in their final copy.
They should highlight in YELLOW on the Xeroxed sour= ce material all the information which they paraphrased (put in student's own words) in their final copy.
Here are two rules of thumb to follow in order for a p= erson to avoid plagiarism:
(1) When a student writes four or more words in a summary/paraphrase which appear the same as they are written in the source,= he needs to give credit to the source (parenthetical documentation). (2) When in doubt, a student shoul= d cite the source.
DUE D= ATES
All work is due at the beginning of English clas= s on the dates listed.
No excuses, including computer problems, will be accepted. Students should plan ahead and have their work ready well ahead of the due dates.
If the student is absent at the time an assignme= nt is due, he must send his work to the teacher by the beginning of English class= on that day. Since this is a lon= g-term research project, the "three-day" make-up policy does not apply.<= o:p>
Bibliography cards and/or notecards are the only two p= arts which may be turned in late. Five points will be deducted from the total process rubric grade for each day the cards are turned in late.
No final copies of compositions will be accepted without the accompanying bibliography cards, notecards, rough draft outline/thesis statement, rough draft of composition with revisions marked, rough draft of Works Cited, final outline, final composition with literary criticism, final Works Cited, and source packet.
Al= l parts of the research project must be done according to the prescribed directions, or a student will receive a zero on his project.
BIBLIOGRAPHY CARDS -- ___________________________ (min= imum of 5 for English III and 7 for English IV) -- MINUS 5 POINTS FOR EACH DAY L= ATE
NOTECARDS -- ________________________________= _______ (minimum of 30 for English III and 35 for English IV) -- MINUS 5 POINTS FOR EACH DAY LAT= E
THESIS STATEMENT/INFORMAL OUTLINE -- _________________________<= /p>
ROUGH DRAFT OF COMPOSITION (ALL REVISIONS/CORREC= TIONS
MARKED AS PER DIRECTIONS) -- ________________________________=
ROUGH DRAFT OF WORKS CITED -- ________________________________= _
FINAL OUTLINE -- _______________________________<= /p>
FINAL COMPOSITION -- ___________________________________________
FINAL WORKS CITED -- ___________________= ______________________
SOURCE PACKET (ORGANIZED ACCORDING= TO DIRECTIONS) --
______________________________________________________= ________
GRADI= NG OF THE RESEARCH PROJECT
Both the process grade and the composition grade will = be recorded in the grade book at the end of the six weeks in which the paper is due.
The research paper project will count 20% of the stude= nt's total six weeks' average. Wit= hin the 20% category, the process grade will be entered as one grade; and the composition grade will be entered as two grades.
Students will receive a process grade based upon the following rubric:
PROCE= SS GRADE
*Bibliography cards (proper MLA format and number) -- = 10 pts. _______= __ Pts.
*Notecards (proper MLA format and content) -- 15 pts.<= span style=3D'mso-tab-count:2'> &= nbsp; _________ Pts.
Thesis Statement/Rough Draft Outline -- 10 pts. &= nbsp; &nbs= p; _________ Pts.
&nbs= p;
Rough Draft of Composition -- 15 pts. = &nb= sp; = _________ Pts.
Rough Draft of Works Cited -- 10 pts. = &nb= sp; = _________ Pts.
Final Outline/Thesis Statement -- 10 pts. &= nbsp; &nbs= p; &= nbsp; _________ Pts.
Final Copy of Composition and Works Cited – 10 p= ts. &= nbsp; _________ Pts.
Source Packet (organized according to directions) -- 2= 0 pts. &= nbsp; _________ Pts.
TOTAL POINTS FOR PROCESS GRADE = &nb= sp; _________ Pts.
*Minus 5 points for each day late
Provided the guidelines have been met regarding = bibliography cards, notecards, rough draft outline/thesis statement, rough draft of composition with revisions marked, rough draft of Works Cited, final outlin= e, final composition with literary criticism, final Works Cited, and source packet, the composition will be graded by the following rubr= ic:
COMPO= SITION GRADE
Content -- 20 pts.&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; ______ Pts.
Thesis statement -- 5 pts. = ; &n= bsp; = ; &n= bsp; ______ Pts.
&nbs= p; &= nbsp;
Organization of composition -- 10 pts. &= nbsp; &nbs= p; &= nbsp; ______ Pts.
Grammar -- 5 pts. = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; ______ Pts.
Spelling -- 5 pts.&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; ______ Pts.
Punctuation -- 5 pts.&= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; ______ Pts.
Usage -- 5 pts. &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; ______ Pts.
Parenthetical documentation (MLA) -- 10 pts. &= nbsp; &nbs= p; ______ Pts.
Use of all sources -- 5 pts. &= nbsp; &nbs= p; &= nbsp; &nbs= p; ______ Pts.
Use of literary criticism – 5 pts. &= nbsp; &nbs= p; &= nbsp; ______ Pts.
Direct quotations -- 5 pts. &nbs= p; &= nbsp; &nbs= p; &= nbsp; ______ Pts.
Length -- 5 pts. = &nb= sp; = &nb= sp; = &nb= sp; ______ Pts.
Appearance -- 5 pts.&n= bsp; = ; &n= bsp; = ; &n= bsp; = ; ______ Pts.
Form
&nbs= p; first page format -- 2 pts. &nbs= p; &= nbsp; &nbs= p; &= nbsp; ______ Pts.
&nbs= p; pagination -- 2 pts. &nbs= p; &= nbsp; &nbs= p; &= nbsp; ______ Pts.
&nbs= p; margins -- 2 pts. &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; ______ Pts.
&nbs= p; Works Cited -- 4 pts. &nbs= p; &= nbsp; &nbs= p; &= nbsp; ______ Pts.
&nbs= p;
TOTAL POINTS ON COMPOSITION GRADE &nb= sp; _______ Pts.
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