8th+Grade

=PSSA= =http://qzabteachers.wikispaces.com/PSSA= = = =8th Grade= = = This Chapter outlines the logical steps to writing a good research paper. To achieve supreme excellence or perfection in anything you do, you need more than just the knowledge. Like the Olympic athlete aiming for the gold medal, you must have a positive attitude and the belief that you have the ability to achieve it. That is the real start to writing an A+ research paper. [|STEP 1. CHOOSE A TOPIC] [|STEP 2. FIND INFORMATION] [|STEP 3. STATE YOUR THESIS] [|STEP 4. MAKE A TENTATIVE OUTLINE] [|STEP 5. ORGANIZE YOUR NOTES] [|STEP 6. WRITE YOUR FIRST DRAFT] [|STEP 7. REVISE YOUR OUTLINE AND DRAFT] [|Checklist One] [|Checklist Two] [|STEP 8. TYPE FINAL PAPER] **STEP 1. CHOOSE A TOPIC** Choose a topic which interests and challenges you. Your attitude towards the topic may well determine the amount of effort and enthusiasm you put into your research. Focus on a limited aspect, e.g. narrow it down from "Religion" to "World Religion" to "Buddhism". Obtain teacher approval for your topic before embarking on a full-scale research. If you are uncertain as to what is expected of you in completing the assignment or project, re-read your assignment sheet carefully or ASK your teacher. Select a subject you can manage. Avoid subjects that are too technical, learned, or specialized. Avoid topics that have only a very narrow range of source materials. **STEP 2. FIND INFORMATION** Surf the Net. For general or background information, check out [|useful URLs], [|general information online], [|almanacs or encyclopedias online] such as [|Britannica], or [|Encarta], etc. Use [|Search Engines] and other search tools as a starting point. Pay attention to domain name extensions, e.g., .edu (educational institution), .gov (government), or .org (non-profit organization). These sites represent institutions and tend to be more reliable, but be watchful of possible political bias in some government sites. Be selective of .com (commercial) sites. Many .com sites are excellent; however, a large number of them contain advertisements for products and nothing else. Network Solutions provides a link where you can find out what some of the other [|Extensions] stand for. Be wary of the millions of personal home pages on the Net. The quality of these personal homepages vary greatly. Learning how to [|evaluate Web sites critically] and to search effectively on the Internet can help you eliminate irrelevant sites and waste less of your time. The recent arrival of a variety of domain name extensions such as .biz (commercial businesses), .pro, .info (info on products / organizations), .name, .ws (WebSite), .cc (Cocos Island) or .sh (St. Helena) or .tv (Tuvalu) may create some confusion as you would not be able to tell whether a .cc or .sh or .tv site is in reality a .com, a .edu, a .gov, a .net, or a .org site. Many of the new extensions have no registration restrictions and are available to anyone who wishes to register a distinct domain name that has not already been taken. For instance, if Books.com is unavailable, you can register as Books.ws or Books.info via a service agent such as [|Register.com]. To find books in the Library use the OPAC (Online Public Access Catalog). Check out other print materials available in the Library:
 * CONTENTS:**

• Almanacs, Atlases, AV Catalogs • Encyclopedias and Dictionaries • Government Publications, Guides, Reports • Magazines, Newspapers • Vertical Files • Yellow Pages, Zip or Postal Code and Telephone Directories Check out online resources, Web based information services, or special resource materials on CDs: • [|Online reference materials] (including databases, e.g. SIRS, ProQuest, eLibrary, etc.) • [|Wall Street Executive Library] • Index to Periodicals and Newspapers (e.g. [|MagPortal.com], [|OnlineNewspapers.com], etc.) • [|Answers.com] - an online dictionary and encyclopedia all-in-one resource that you can install on your computer free of charge and find One-Click Answers quickly. • Encyclopedias (e.g. [|Encarta,] [|Britannica,] [|Canadian Encyclopedia,] etc.) • [|Magazines and Journals] (e.g. [|Time,] [|Discover], [|National Geographic], [|Maclean's,] [|Newsweek], etc.) • [|Newspapers] (e.g. [|Los Angeles Times], [|New York Times], [|USA Today], [|The Toronto Star], [|Vancouver Sun], etc.) • [|Social Issues] • Subject Specific software (e.g. Discovering Authors, Exploring Shakespeare, etc.) Check out Public and University Libraries, businesses, government agencies, as well as contact knowledgeable people in your community. Read and evaluate. Bookmark your favorite Internet sites. Printout, photocopy, and take notes of relevant information. As you gather your resources, jot down full bibliographical information (author, title, place of publication, publisher, date of publication, page numbers, URLs, creation or modification dates on Web pages, and your date of access) on your work sheet, printout, or enter the information on your laptop or desktop computer for later retrieval. If printing from the Internet, it is wise to set up the browser to print the URL and date of access for every page. Remember that an article without bibliographical information is useless since you cannot cite its source.

**STEP 3. STATE YOUR THESIS** Do some critical thinking and write your thesis statement down in one sentence. Your thesis statement is like a declaration of your belief. The main portion of your essay will consist of arguments to support and defend this belief. **STEP 4. MAKE A TENTATIVE OUTLINE** All points must relate to the same major topic that you first mentioned in your capital Roman numeral. Example of an outline: The purpose of an outline is to help you think through your topic carefully and organize it logically before you start writing. A good outline is the most important step in writing a good paper. Check your outline to make sure that the points covered flow logically from one to the other. Include in your outline an INTRODUCTION, a BODY, and a CONCLUSION. Make the first outline tentative. INTRODUCTION - State your thesis and the purpose of your research paper clearly. What is the chief reason you are writing the paper? State also how you plan to approach your topic. Is this a factual report, a book review, a comparison, or an analysis of a problem? Explain briefly the major points you plan to cover in your paper and why readers should be interested in your topic. BODY - This is where you present your arguments to support your thesis statement. Remember the Rule of 3, i.e. find 3 supporting arguments for each position you take. Begin with a strong argument, then use a stronger one, and end with the strongest argument for your final point. CONCLUSION - Restate or reword your thesis. Summarize your arguments. Explain why you have come to this particular conclusion. **STEP 5. ORGANIZE YOUR NOTES** Organize all the information you have gathered according to your outline. Critically analyze your research data. Using the best available sources, check for accuracy and verify that the information is factual, up-to-date, and correct. Opposing views should also be noted if they help to support your thesis. This is the most important stage in writing a research paper. Here you will analyze, synthesize, sort, and digest the information you have gathered and hopefully learn something about your topic which is the real purpose of doing a research paper in the first place. You must also be able to effectively communicate your thoughts, ideas, insights, and research findings to others through written words as in a report, an essay, a research or term paper, or through spoken words as in an oral or multimedia presentation with audio-visual aids. Do not include any information that is not relevant to your topic, and do not include information that you do not understand. Make sure the information that you have noted is carefully recorded and in your own words, if possible. [|Plagiarism] is definitely out of the question. Document all ideas borrowed or quotes used very accurately. As you organize your notes, jot down detailed bibliographical information for each cited paragraph and have it ready to transfer to your [|Works Cited] page. Devise your own method to organize your notes. One method may be to mark with a different color ink or use a hi-liter to identify sections in your outline, e.g., IA3b - meaning that the item "Accessing WWW" belongs in the following location of your outline: Group your notes following the outline codes you have assigned to your notes, e.g., IA2, IA3, IA4, etc. This method will enable you to quickly put all your resources in the right place as you organize your notes according to your outline. **STEP 6. WRITE YOUR FIRST DRAFT** Start with the first topic in your outline. Read all the relevant notes you have gathered that have been marked, e.g. with the capital Roman numeral I. Summarize, paraphrase or quote directly for each idea you plan to use in your essay. Use a technique that suits you, e.g. write summaries, paraphrases or quotations on note cards, or separate sheets of lined paper. Mark each card or sheet of paper clearly with your outline code or reference, e.g., IB2a or IIC, etc. Put all your note cards or paper in the order of your outline, e.g. IA, IB, IC. If using a word processor, create meaningful filenames that match your outline codes for easy cut and paste as you type up your final paper, e.g. cut first Introduction paragraph and paste it to IA. Before you know it, you have a well organized term paper completed exactly as outlined. If it is helpful to you, use a symbol such as "#" to mark the spot where you would like to check back later to edit a paragraph. The unusual symbol will make it easy for you to find the exact location again. Delete the symbol once editing is completed. **STEP 7. REVISE YOUR OUTLINE AND DRAFT** Read your paper for any content errors. Double check the facts and figures. Arrange and rearrange ideas to follow your outline. Reorganize your outline if necessary, but always keep the purpose of your paper and your readers in mind.  1. Is my thesis statement concise and clear? 2. Did I follow my outline? Did I miss anything? 3. Are my arguments presented in a logical sequence? 4. Are all sources properly cited to ensure that I am not plagiarizing? 5. Have I proved my thesis with strong supporting arguments? 6. Have I made my intentions and points clear in the essay? Re-read your paper for grammatical errors. Use a dictionary or a thesaurus as needed. Do a spell check. Correct all errors that you can spot and improve the overall quality of the paper to the best of your ability. Get someone else to read it over. Sometimes a second pair of eyes can see mistakes that you missed.  1. Did I begin each paragraph with a proper topic sentence? 2. Have I supported my arguments with documented proof or examples? 3. Any run-on or unfinished sentences? 4. Any unnecessary or repetitious words? 5. Varying lengths of sentences? 6. Does one paragraph or idea flow smoothly into the next? 7. Any spelling or grammatical errors? 8. Quotes accurate in source, spelling, and punctuation? 9. Are all my citations accurate and in correct format? 10. Did I avoid using contractions? Use "cannot" instead of "can't", "do not" instead of "don't"? 11. Did I use third person as much as possible? Avoid using phrases such as "I think", "I guess", "I suppose" 12. Have I made my points clear and interesting but remained objective? 13. Did I leave a sense of completion for my reader(s) at the end of the paper?
 * I. INTRODUCTION - (Brief comment leading into subject matter -**
 * Thesis statement on Shakespeare)**
 * II. BODY - Shakespeare's Early Life, Marriage, Works, Later Years**
 * A. Early life in Stratford**
 * 1. Shakespeare's family**
 * a. Shakespeare's father**
 * b. Shakespeare's mother**
 * 2. Shakespeare's marriage**
 * a. Life of Anne Hathaway**
 * b. Reference in Shakespeare's Poems**
 * B. Shakespeare's works**
 * 1. Plays**
 * a. Tragedies**
 * i. Hamlet**
 * ii. Romeo and Juliet**
 * b. Comedies**
 * i. The Tempest**
 * ii. Much Ado About Nothing**
 * c. Histories**
 * i. King John**
 * ii. Richard III**
 * iii. Henry VIII**
 * 2. Sonnets**
 * 3. Other poems**
 * C. Shakespeare's Later Years**
 * 1. Last two plays**
 * 2. Retired to Stratford**
 * a. Death**
 * b. Burial**
 * i. Epitaph on his tombstone**
 * III. CONCLUSION**
 * A. Analytical summary**
 * 1. Shakespeare's early life**
 * 2. Shakespeare's works**
 * 3. Shakespeare's later years**
 * B. Thesis reworded**
 * C. Concluding statement**
 * I. Understanding the Internet**
 * A. What is the Internet**
 * 3. How to "Surf the Net"**
 * b. Accessing WWW**
 * CHECKLIST ONE:**
 * CHECKLIST TWO:**

**Introduction to Sayre Middle School Research Guide** Researching a topic requires essentially three skills: 1) Finding the best and truest of what has been written and said about that topic 2) Doing the above most quickly 3) Giving proper credit to the sources you use to write about the topic. While growing content and faster connections make the internet a powerful tool for retrieving information we want, the information we find there may not be as reliable as the materials your teachers and librarians have hand-picked for you to borrow from the library. The internet has made research both easier and more difficult. Imagine you are going on an overnight trip with some friends, and you make a short list of a few things to pick up at the local MegaMart: a disposable camera, some batteries for your CD player, a six pack of soda, and some toothpaste. While you are strolling fifty MegaMart aisles for a half hour to find your items, you realize that they could have been bought and bagged in five minutes at the corner drugstore. The internet is like the MegaMart. It provides you with lots of choices (not to mention distractions!) at fifty different websites, but doesn't necessarily help you get what you need quickly. If you are on a schedule, you need to decide how you'll spend your research time to get the job done most efficiently. Think back to the list you made before you went to MegaMart. Imagine how much more time you would have taken if you had decided what you need by wandering up and down aisles. This research guide shows you not only how to find what you want quickly, but also how to make the "shopping list", your plan for finding only what you need, not whatever you stumble upon while surfing the internet or flipping through books. Finally, this research guide shows you how to keep track of what you find, and how to give credit to others who have studied and published materials about your topic before you. You may use actual 3x5 index cards to do this, or your teachers may present you with some index card software you can use on your computers. We make bibliographies not only out of respect (and because law requires us to), but also to help others find the sources we used to complete our research. Sometimes the order of items in a bibliography is hard to remember, so we hope the examples in the guide will help. **1.** **Understanding the Assignment** Answer the questions in the section below in order to make sure you understand the assignment. A. What is the general topic of the assignment? B. How many sources will I need? C. What is the final product (paper, poster, oral report, etc.)? D. Is there a set length to the project? If so, what is it? E. When is each component of my assignment due? **2.** **What Makes a Good Topic?** Ask Yourself the Following Questions: A. Is this topic **PERTINENT**? Does it have to do with the subject at hand? If the assignment is to research fruits grown in Kentucky, don't choose to research "bananas" - it is not pertinent. B. Is it **RICH**? Can you find enough information on it? Don't research "Women jockeys who have won the Triple Crown" if there are none. C. Is it **NARROW ENOUGH** for the assignment? Don't choose "Viruses" for a two page science paper on "Diseases." Choose, instead, "Measles." **3. Brainstorming for a Topic** A. Brainstorm a list of topics that interest you and that fit the parameters of the assignment. List them: 1._ 2._ 3._ 4._ B. Or try a "graphic organizer," like //Inspiration//, to help you think of possible topics. Inspiration is found in the Start Menu of Sayre School computers.
 * || =Middle School Research Guide [[image:file://localhost/Users/ameiers/Library/Caches/TemporaryItems/msoclip/0/clip_image006.png width="189" height="148"]]= || [|Introduction] ||  ||
 * [|1. Understanding the Assignment] || [|10. Using Print Sources] ||
 * [|2. What Makes a Good Research Topic?] || [|11. Using On-line Sources] ||
 * [|3. Brainstorming for a Topic] || [|12. Taking Notes] ||
 * [|4. Finding Sources] || [|13. Organizing & Outlining] ||
 * [|5. Brainstorming For Sources] || [|14. Documenting Work] ||
 * [|6. Evaluating Your Sources] || [|15. Works Cited Page] ||
 * [|7. Library Worksheet] || [|16. In-text Documentation] ||
 * [|8. A Note About Plagiarism] || [|Glossary of Terms] ||
 * [|9. Using Sources: Keywords] ||  ||

C. Consider which topic interests you most and note it:

__ **4.** **Finding Sources** In the past you may have used the internet or a newspaper to find information for a school project. There are many places to look but some may be better than others. For example, you wouldn't wait for next years almanac to get the score of last night's game. Nor would you go on line to find movie times if the newspaper is in front of you. In the same way, when doing longer research, you want to find the right tool for the job. Here are some good places to start! [|**Sayre Library Catalog**]One stop shopping for books and web sites (at school & at home) Access them from the QuickLinks drop down menu on the Library Catalog home page. Visit the library to get UserNames and Passwords for remote access. [|**Lexington Public Library**] **5.** **Brainstorming for the Best Sources** List the sources that are likely to be the most useful for learning about your topic: 1.__ __2.__ __3.__ __4.__ __5.__ __Now, look at your list. Cross out any sources that, on second thought, might not be useful. **6. Evaluating Your Sources** Your next step is to visit the library where you will locate and study the sources you listed earlier. Gather your sources and then consider the following questions: 1. Did you find enough information to meet the requirements of the assignment? 2. Are your sources understandable to you? 3. Are your sources current enough? Not out of date? 4. Are your sources too broad or too vague? 5. Do you know how to access the information at home, if needed? More questions to ask about your sources:
 * [|Sayre Library Databases]**

1. Who is the AUTHOR of this book or web site?__ education, training or experience? governmental, etc.? (.com, .edu, .gov) 2. Is the CONTENT of the book or site accurate and reliable? 3. Do you know the PURPOSE of the information? Is it intended to inform, teach, sell, persuade, entertain?
 * What are the author's credentials? Do you know anything about the author's
 * In the case of web sites, do you know whether they are commercial, educational,
 * Is there support for statistics and facts?
 * Could you verify the information in other sources?
 * How current is the information? If it is a web site, when was it last updated?
 * Does the presentation of the information seem fair?
 * Can you distinguish between facts and opinion?

**7. Library Worksheet** You can copy and paste this worksheet into your word processor. List Your Possible Sources: 1. 2. __3.__ 4. __5.__ State Your Topic: _ _ _

_ List Five Questions You'd Like to Answer About Your Topic: 1._ 2._ 3._ 4._

**8. A Note About Plagiarism** Your research paper is a collaboration between you and your sources. To be fair and honest, you must indicate when you borrow another writer's ideas or words. You do this by documenting, or citing, your sources. "Citing your sources" means nothing more than telling your reader //whose// ideas or words you have used and //where// you found them. To use someone else's words or ideas without giving them credit is dishonest. It is called plagiarism. Plagiarism is very serious. At Sayre School, intentional plagiarism is considered a violation of the Honor Code. Two different acts are considered plagiarism: (1) borrowing someone's ideas, information, or words without citing the source and (2) citing the source, but paraphrasing the source too closely, without using quotation marks to indicate that words and phrases have been borrowed. You must, of course, document all direct quotations. You must also document any ideas borrowed from a source: paraphrases of sentences, summaries of paragraphs or chapters, statistics or little-known facts, and tables, graphs, or diagrams. The only exception is common knowledge or information that your readers could find in any number of general sources because it is commonly known. For example, everyone knows that Frankfort is the capital of Kentucky. It is common knowledge and would not have to be cited. In summary: Do not plagiarize. Document all quotations and borrowed ideas. Avoid paraphrases that closely resemble your sources.* **9. Using Sources: Keywords** Before actually using your sources, it is helpful to think of all the words that might be used to describe your topic. These words are your **Keywords.** List all that you can think of. 1.
 * The text of this section is adapted from Hacker, Diana. __The Bedford Handbook for Writers__. Boston: Bedford Books of St. Martin's Press, 1991.

2. 3. 4. 5. As you read your sources, keep a list of additional words or phrases that seem to be important to your topic. **10. Using Print Sources** Gather a number of books that may be pertinent to your topic. Ask yourself the following two questions in order to identify which sources will be the most useful: 1. Is your topic listed in the **Table of Contents**? If so, how? List the words the author uses to describe your topic and the page numbers where your topic can be found. 2. Is your topic listed in the **Index**? If so, how? List the words the author uses to describe your topic and the page numbers where your topic can be found. Do you find additional related topics or a "see also" reference? You can use a chart like the one below to keep track of which sources you want to keep. __Author__ __Title__ __Listing__ __Page__ 1. 2. 3. **11.** **Using On-Line Sources** Get online to search for useful web sites. It is often a good idea to begin with an encyclopedia like World Book. The online encyclopedias often direct you to specific websites that are related to the subject. Also, the Sayre Library Catalog has good websites on many subjects. Using the keywords you identified, find three or more sites that are both current and authoritative. Remember to ask questions about the reliability of the sites you find. List the most promising ones by web address and name.

__Name of Website__ __Address of Website__ 1. __2.__ 3.

__**12. Taking Notes** A. What is a note card? A note card is simply a 3"x 5" index card on which you write information from your sources. Note cards contain the information that you might include in your written or oral report. There are also electronic versions of note cards that your teacher may ask you to use. B. There are 4 kinds of note cards: 1. Source Cards 2. Quotation Cards 3. Paraphrase Cardsc 4. Combination (or Summary) Cards When you begin working on your research, you will go to a variety of sources for information. Each time you begin working with a new source, you should complete a **source card**. On each card you will record: 1. All the publication information required to include this source in your Works Cited list. 2. A **code letter** that you will use on all note cards that come from this source. 3. The call number of the book or URL (in the case of a web site) so you can locate it later.__ Hinds, Kathryn. The Ancient Romans__. New York: Benchmark Books, 1997__ || Make a SOURCE CARD for each source you look at: Books Magazines Web sites Pamphlets Interviews, etc. You might not use anything from that source, in which case the card can later be thrown away, but it is still a good idea to make a card for each source. Get in the habit of doing this before you do anything else. Two examples of Source Cards: EVS** Evslin, Bernard. The Minotaur__. New York: Chelsea House Publishers, 1987.__ || "This Day in History." The History Channel Online. __1998. History Channel. 3 July 2002. [].__ || Quotation cards are used to record a quote, word for word, from the source. quotation p.16 Contributions of Augustus "Because of Augustus and the stable form of government he created, Rome was able to survive for centuries more." Kathryn Hinds || Paraphrase cards are used to record information, from the source, in your own words. p.16** Contributions of Augustus Augustus helped the government of Rome to be stable and so the empire lasted for several centuries. There were other reasons that it lasted. Augustus conquered a lot of land, and more people had enough to live well so they were more content. || Combination cards are used to summarize information or opinions in the source. research p.12** Changes under Constantine There were at least two major changes that occurred during the reign of Constantine: 1. Constantinople became the capital. 2. Christianity became the religion. These changes "marked a break with the past, although the Roman Empire continued to survive for roughly another 150 years." || A note card should contain information about only **one** piece of information. Give each note a distinct title. Do not use the same title on any two cards, but use similar titles for notes on the same topic. Good titles on your cards will pay off! 1. **Label** Located in the upper **left** hand corner, this label clearly describes the information in the note. 2. **Source Code** Located in the upper **right** hand corner, this code comes from the source card and is used to identify the source of the note. 3. **Specific Page Number** Located next to the source code, this reminds you of the specific page from which you took the note. 4. **Note** This is the information you took from the source. **13. Organizing & Outlining Your Information** Now that you have collected information on your topic, it is time to organize that information so that it can be the most useful to you. Go through your note cards and divide them into general categories. For example, if your topic is **Gladiators**, you may find that you have collected notes on the following related topics: weapons, training, types of gladiators, when and where gladiators were used. Write YOUR general topic here: Now, sort your note cards into general categories. List the categories: 1. __2.__ 3. __4.__ 5. __Do you have cards whose information does not fit into any of these categories? If so, do you think the information might be useful to you, or should you just discard that card? Of the categories you've listed, for which do you have the most information?__ _ For which category do you have the least information? _ __Has your research enabled you to answer all of your original questions? If not, what information do you still need? 1.__ 2. __3.__ 4, __Have any new questions come up that you need to research? If so, list those new questions. 1.__ 2. __3.__ 4. __Look back over the work you've done so far. Do you have all of the information that you need to complete this project? If not, return to the library for a little more research. It is much easier to conduct more research now, before moving on to the next step. Keep the following guidelines in mind when writing your outline: 1. Put your thesis statement at the top. 2. Make items at the same level as parallel as possible. 3. Use sentences, unless phrases are clear. 4. Use the following system of numbers and letters: Thesis: I. A. B. 1. 2. a. b. II. 5. Always use at least two subdivisions for each category. Nothing can be divided into fewer than two parts! 6. Limit the number of major sections in the outline: if the list of roman numerals begins to be too long, find a way to combine the items into a few major categories with subdivisions. 7. Be flexible: be prepared to change your outline as you write your draft. Thesis: There are many kinds of waves in nature
 * SOURCE CARDS**:
 * **Source A**
 * 937 HIN**
 * For A Book:**
 * **Source A**
 * 292
 * For A Web Site:**
 * **Source** **D**
 * QUOTATION CARDS**:
 * Always include the writer/author of the quote
 * Punctuate correctly with quotation marks
 * Only use direct quotations for very important passages
 * Don't copy sentences from a source without showing you are using a direct
 * **Quote A.**
 * PARAPHRASE CARDS:**
 * Write in complete sentences, in your style
 * Write in your vocabulary
 * **Paraphrase** **A.
 * COMBINATION CARDS:**
 * May contain a short quote to support summary
 * May include source of quote, if used
 * May be useful in drawing conclusions or making observations from
 * **Combination** **A.
 * A Note About Notes:**
 * All Note Cards Should Have These Items:**
 * Sorting and Grouping**
 * Evaluating your Information**
 * 14. Outlining Your Information**
 * Example of Thesis and Outline**

I. Seismic Waves A. Characteristics 1. P wave - strongest type of body wave 2. Longitudinal 3. Travel through either liquid or solid matter B. Effects 1. Results in liquid or solid vibrating uncontrollably 2. Vibrations-compression or expansion of rocks II. Sound Waves A. Characteristics 1. Pure tone - the simplest sound wave 2. Characterized by frequency B. Behavior 1. Light waves and sound waves - same actions 2. Reflect and scatter Note that the topics beside the roman numerals are general topics. These correspond to the categories into which you sorted your note cards. Details about those categories are found in the subdivisions. Information about constructing an outline from: Hacker, Diana.__ The Bedford Handbook for Writers__. Boston: Bedford Books of St. Martins Press, 1991. Sample outline from: Robb, Laura.__ Reader's Handbook: A Student Guide for Reading and Learning__. Wilmington, MA: Great Source Education Group, 2002. **14. Documenting Work** You "document" your work when you acknowledge and give credit for ideas or information you have borrowed and used in your paper. Document whenever you: 1. use an original idea from one of your sources, whether you quote or paraphrase it 2. summarize original ideas from one of your sources 3. use factual information that is not common knowledge (common knowledge is information that recurs in many sources) 4. quote directly from a source

You provide documentation for your reader in two places: 1. at the end of your paper (**works cited page)** 2. within the body of your paper (**in-text documentation**) **A. How to Write Your Works Cited Page** Center the words "Works Cited" at the top of the page, then list all the sources used in your paper, in alphabetical order, by the author's last name. Following the author's last name, list the information you have recorded on your Source Card. Who, What, Where, When is a good way to remember the order in which to put this information. Author's name.__ Title of the book__. Place of publication: Publisher, Date of publication. Ondaatje, Michael.__ The English Patient__. New York: Vintage, 1992. Berlage, Gay.__ Women in Baseball: The Forgotten History__. New York: Greenwood, 1994. First author's last name, first name, and Second author's first name, last name.__ Title of book__. Place of publication: Publisher, Date of publication. Smith, Mary, and Tom Jones.__ The History of Science Fiction__. London: Oxford University Press, 1997. Jones, William, Sandra Bell, and Mary Smith.__ Theories of Mass Communication__. New York: Harper, 1991.
 * If your source is a BOOK, by one author :**
 * Format:**
 * Examples:**
 * If it is a BOOK, by two or more authors :**
 * Format:**
 * Examples:**

Author's last name, first name. "Article Title."__ Title of Book__. Edition Year of Publication. Jones, Mary. "Indian Philosophy."__ The New Encyclopedia Britannica__. 15th ed. 2000. "Caves."__ World Book Encyclopedia__. 52nd ed. 2000.
 * If it is an article in an ENCYCLOPEDIA:**
 * Format:**
 * Examples:**

Author's name. "Title of Article."__ Name of Newspaper __Date of Publication: Page Number(s).
 * If it is an article in a NEWSPAPER:**
 * Format:**

Quindlen, Anna. "Reading and Writing."__ New York Times __13 Feb. 1994: B27+. Brokaw, Tom. "So, Did They Live Happily Ever After?"__ The Herald __[Toronto] 27 Dec. 1997: D1+. Author's Name. "Article Title."__ Magazine Name __Date: Page Number(s). Murphy, Cullen. "Women and the Bible."__ Atlantic Monthly __Aug. 1993: 39-64. Strong, Larry. "The Learning Revolution."__ Business Week __28 Feb. 1994: 80+. 1. The format is generally the same as for print materials: Who, What, Where, When Author's Name, Title, Publication Information (in the case of databases), Date of Access, URL. 2. Electronic sources may change often, so you need to say when you viewed the page, as well as when it was written. 3. Enclose URL in angle brackets (< >)and try to keep it on one line. 4. If you can't find some of the information, cite what is available. 5. Be sure to consider the credibility of your source if you can't find an author. 6. At Sayre School we use guidelines established by the Modern Language Association. The__ MLA Handbook __is available in the library or, for more examples, look at the websites on Citing that are found in the Upper School Research and Writing section of this webpage. Author's Name. "Title." Info for page or database. Date you looked at the page. < URL>. Fox, Justin. "What in the World Happened to Economics?"__ Time __15 Mar. 1999: 90- 99.__ EBSCOhost Web__. 2001. EBSCO Publishing. 3 Oct. 2000 . "Michael Jordan."__ Britannica Online__. 1998. Encyclopedia Britannica. 3 October 2001 . Peres, Judy. "Couple's Divorce Entangles Frozen Embryos."__ Chicago Tribune __7 Aug. 1999: C1+.__ NewsBank NewsFile Collection__. 16 Aug. 1999. . Romance Languages Home Page. 1 Jan.1997. Dept.of Romance Languages, U of Chicago. 8 July 1998 []. Smith, Tom. Home page. 21 Oct. 20 [|http://www.chass.utoronto.~smith/]. "This Day in History."__ The History Channel Online__. 1998. History Channel.19 June 1998 [].
 * Examples:**
 * If it is an article in a MAGAZINE:**
 * Format:**
 * Examples:**
 * If the information is on a WEB SITE:**
 * General Guidelines:**
 * Format:**
 * Examples:**

In-text documentation means putting information about one of your sources WITHIN your paper instead of at the end (on a Works Cited page). When do you use in-text documentation? What does an in-text citation look like? Put the author's last name and the page number within parentheses and usually at the end of a sentence. Here are some further examples: Include the **author's last name**, and the **page number**. improved greatly (Kellogg 34). in recent years (__Sports Illustrated __34). nomination according to the (Smith__ New YorkTimes __C3). (__New York Times __not__ The New York Times__) and the page number. according to the__ New York Times __(__New York Times __C3).
 * B. How to Do In-text Documentation**
 * if you use an original idea from a source (whether quoted or paraphrased)
 * if you summarize someone else's ideas
 * if you quote directly
 * Example:** The Romans called the German tribes barbarians (Hinds 19).
 * If the information is from a Book:**
 * Example:** Cave expert Ruth Radlauer says that troglophiles which live in Mammoth Cave include spiders, crickets, beetles and other insects (Radlauer 18).
 * If the information is from a Magazine Article:**
 * A. Signed Articles**: include the **author's last name** and the **page number**.
 * Example:** According to Clark Kellogg, television coverage of sports has
 * B. Unsigned Articles:** include **magazine title** and the **page number**.
 * Example:**__ Sports Illustrated __notes that television coverage of sports has improved
 * If the information is from a newspaper:**
 * A. Signed Articles:** include author's last name and the page number.
 * Example:** Jesse Ventura does not appear to have a chance to win the
 * B. Unsigned Articles:** include the title of the newspaper without any articles
 * Example:** Jesse Ventura does not appear to have a chance to win the nomination

a colon, a space and the page number. the rock layers (Youngblood 4: 96) 4:96).
 * If the information is from an encyclopedia or a multiple volume set:**
 * A. Signed Articles:** include author's last name, volume number, followed by
 * Example:** In Kentucky caves there may be a build up of gypsum between
 * B. Unsigned Articles:** include the name of the article in quotes.
 * Example:** Sunshine is important to the making of caves ("Mammoth Cave"

information will be given in your bibliography. worldwide research effort that has the goal of analyzing the structure of human DNA (Holsinger). analysis of the structure of human DNA ("Human Genome Initiative")
 * If the information is from a web page or a data base:**
 * A. Signed Articles:** include the author's last name. Complete website
 * Example:** Dr. Holsinger states that the Human Genome Initiative is a
 * B. Unsigned Articles:** include the title of the page, within quotation marks.
 * Example:** The Human Genome Initiative has several goals including the

**Glossary of Research Terms**

Any resource from which you gather information. Common SOURCES are books, magazines, newspapers, websites, interviews. The form you use when you give credit to the author of actual words or original ideas from one of your SOURCES. There are 3 types: Quotation Paraphrase Combination Giving credit to your sources. Identifying the SOURCE, within the body of your paper. Page that lists all the SOURCES CITED in your paper. This page appears at the end of your paper and follows very specific guidelines. A card which lists, in proper order and form, all the information about each SOURCE. This is necessary for completing the WORKS CITED PAGE. These cards must be numbered. A card with a single note in QUOTATION, PARAPHRASE, or SUMMARY form, taken from one of your SOURCES.
 * Source:**
 * Citation / To Cite / Cited Material:**
 * Documentation / To Document:**
 * In-text Citation:**
 * Works Cited Page:**
 * Source Card:**
 * Note Card:**

This card contains the following: NOTE itself SOURCE NUMBER (which you assigned) SPECIFIC CITED PAGE(s) where the note was found SPECIFIC TOPIC of the note Presenting the work and ideas of others as your own. The Sayre Middle School Research Notebook was created by Middle School teachers John Klus and Kristin Seymour and Librarian Judy Offutt. The introduction was written by Middle School teacher Brad Becker. The examples in the notebook are based on those in the__ MLA Handbook for Writers of Research Papers.__ September 2002 Revised 2006 || ||  || powered by finalsite
 * Plagiarism:**
 * Acknowledgments**
 * [[image:file://localhost/Users/ameiers/Library/Caches/TemporaryItems/msoclip/0/clip_image010.png width="3" height="3"]] ||
 * [[image:file://localhost/Users/ameiers/Library/Caches/TemporaryItems/msoclip/0/clip_image012.png width="3" height="3"]] [[image:file://localhost/Users/ameiers/Library/Caches/TemporaryItems/msoclip/0/clip_image014.png width="321" height="66" caption="194 North Limestone Street, Lexington, Kentucky 40507 Telephone: 859-254-1361 Facsimile: 859-231-0508"]] [[image:file://localhost/Users/ameiers/Library/Caches/TemporaryItems/msoclip/0/clip_image016.png width="3" height="3"]] [[image:file://localhost/Users/ameiers/Library/Caches/TemporaryItems/msoclip/0/clip_image018.png width="3" height="3"]] [[image:file://localhost/Users/ameiers/Library/Caches/TemporaryItems/msoclip/0/clip_image020.png width="3" height="3"]] [[image:file://localhost/Users/ameiers/Library/Caches/TemporaryItems/msoclip/0/clip_image022.png width="3" height="3"]] * [|Faculty & Staff Directory]
 * [|Site Map]
 * [|Campus Map]
 * [|Portal Login]
 * [|Buttery Menu]