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April Icsman, English 10 & 11 |
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11th Grade Research Paper
February and March, 2013 Lesson Plans English 11 Icsman
During the months of March and April we will be working on the major research paper for the 11th grade. The rough draft will be completed by Wednesday, April 10th, and the final by Friday, April 19th , so the points will be disseminated over the 3rd AND 4th quarters. You will be able to accomplish most of the paper during class time. During the non-lab days, we will be working on such things as the graphic organizer and literature continuing with the romantic era and moving chronologically. You may keep up with the lesson plans and homework on RenWeb. Since our final semester exam is in May, you will also need to make sure you bring your notebook to class every day in case you have extra time to study your notes if you are finished with your classwork.
English 11 Term Paper
Emphasis:
· Project Requirements:
All the paper must be on your personal drive here at school. If you do want to complete some of it at home, I would suggest doing research and printing out the information to bring to school. I will not allow “technical difficulty” excuses since we are working on it here at school and you are REQUIRED to have the entire paper on your personal drive. If for some reason, such as sickness you need to work on your paper at home, you MUST remember the rule of three: 1. put it on a flash drive 2. make a hard copy at your house and bring it to school AND 3. email to your school email.
Requirements: 1000-words (5-7 pages) MLA format Works Cited as your last page Thesis as the last sentence in the first paragraph Submit rough draft AND final to turnitin.com Minimum of five sources-four of which MUST be print (either books or internet) If you wish to use an interview, video, or other non-print source, you may after you have at least four print sources. When submitting to turnitin.com, click originality and grademark to receive comments and highlighted areas of plagiarism, then revise your paper on your “P” drive, and resubmit as many times as you want. Print out a hard copy to hand in on the due date.
Topic Due -- Friday, March 1, 2013—10 points
Thesis Due -- Wednesday, March 6, 2013—20 points
Source Review #1 – Friday, March 8, 2013 –20 points
Source Review #2 – Wednesday, March 13, 2013-20 points
Source Review #3 -- Friday, March 15, 2013-20 points
Source Review #4 -- Wednesday, March 20, 2013-20 points
Source Review #5 -- Friday, March 22, 2013-20 points
Graphic Organizer -- Tuesday, March 26, 2013—20 points
Work on rough draft: Tuesday, March 26-Thursday, March 28—in lab 117A
Spring Break and Easter: Friday, March 29-April 7, 2013
Work on rough draft : Monday, April 8-Wednesday, April 10
Turnitin.com submission (rough draft) - Wednesday, April 10 40 points by midnight
Thursday, April 11-make suggestions from turnitin.com, save to ‘P” drive, resubmit if necessary
Rough draft hard copy - Friday, April 12--60 points Second rough draft submission to turnitin.com by midnight Wednesday, April 17 Final Copy submitted to turnitin.com –Thursday, April 18 by midnight--20 points
Final Copy (hard copy ) - Friday, April 19 at the beginning of the period --40 points
Research Paper Rough Draft Group Analysis English 11 Each individual:
1. Highlight the thesis in yellow. This includes the restated thesis in the last paragraph. 2. Circle the startling statistic, interesting anecdote, quote, or rhetorical question and label it as such in the margin. Do this in any color. 3. Highlight any transitional phrase(s) used in blue. 4. Label what each paragraph is about in the margin ( is it the introduction, point 1, point 2, point 3 or conclusion—for the points, summarize what those are in a few words). 5. Make sure you have at least one citation in every paragraph except the first and last. Highlight these in pink. 6. Make sure the citations are in MLA form as well as the rest of the paper.
Group Work: Each person in the group will read and make comments on the other papers. “Peer edited by” should be written at the top of the rough draft followed by each person in the group. Each person should make comments and edits in a different color. If you see small mistakes, you can edit them, but I would like you to concentrate on the big items: flow, transitions, clarity, citations in every paragraph (except maybe the first and last), substantiation of the claim (proving the thesis). Suggest transitions from the list and note where they need more evidence. Sample Source Review:
Jimmy Smith Icsman 1 Mrs. April Icsman English 10:3 8 November 2010 Gun Control Term Paper Source Review 1 Citation: (you will take the citation from the easybib.com format for your Works Cited which is why you start your Works Cited even before you write the paper) Arnold, Julian. “Bearing Arms in a Dangerous Time.” Newsweek. Newsweek, Inc., 9 July 2006. Web. 8 November 2010. Summary: ( in this section you will summarize and paraphrase important information you found from the article) This article discusses the differences between colonial times and today, showing that the “need to bear arms” preserved in the second amendment may not be as essential in today’s world. Mostly, Julian Arnold shows that handguns and other concealed weapons are causing outbreaks of violence in cities that would not have even been possible in the early days of our country. He refers to self-defense and hunting rights as bad excuses for unlimited access to guns, and he explains that there are plenty of licensing centers that can be sued to regulate what kind of weapons people can get hold of now. Mostly, Julian thinks that people are not aware of how destructive it is to interpret the second amendment and the right to bear arms so liberally, now that weapons are more advanced and dangerous. Direct Excerpts from the article: ( in this section you will put direct quotes you feel you might use in the paper) “A right becomes a privilege once we take away the immediate need for personal security. Today, guns are no longer needed to fend off a tyrannical government, so they have become a privilege” (Arnold 3). “5,000 handguns are illegally disseminated to students in our public schools every week in the U.S” (Arnold 1). “80% of gun crimes in the U.S. are committed by those not licensed to have a gun.” (Arnold 5) “Hunting by Americans has decreased 85% since the late 1700s” (Arnold 3). “Americans overwhelmingly support extensive gun control, the latest statistics showing 79% approval of these measures” ( Arnold 6).
Rubric for Research Paper (final) English 11 Icsman
Topic Possible Points Points Earned
Total: 40
HOLISTIC WRITING RUBRIC (THIS IS THE SAME AS THE WRITING OGT RUBRIC)
6 This is a superior piece of writing. The prompt is directly addressed, and the response is effectively adapted to audience and purpose. It is exceptionally developed, containing compelling ideas, examples and details. The response, using a clearly evident organizational plan, actively engages the reader with a unified and coherent sequence and structure of ideas. The response consistently uses a variety of sentence structures, effective word choices and an engaging style.
5 This is an excellent piece of writing. The prompt is directly addressed and the response is clearly adapted to audience and purpose. It is very well-developed, containing strong ideas, examples and details. The response, using a clearly evident organizational plan, engages the reader with a unified and coherent sequence and structure of ideas. The response typically uses a variety of sentence structures, effective word choices and an engaging style.
4 This is an effective piece of writing. While the prompt is addressed and the response adapts to audience and purpose, there are occasional inconsistencies in the response’s overall plan. The response is well-developed, containing effective ideas, examples and details. The response, using a good organizational plan, presents the reader with a generally unified and coherent sequence and structure of ideas. The response often uses a variety of sentence structures, appropriate word choices and an effective style.
3 This is an adequate piece of writing. While the prompt is generally addressed and the response shows an awareness of audience and purpose, there are inconsistencies in the response’s overall plan. Although the response contains ideas, examples and details, they are repetitive, unevenly developed and occasionally inappropriate. The response, using an acceptable organizational plan, presents the reader with a generally unified and coherent sequence and structure of ideas. The response occasionally uses a variety of sentence structures, appropriate word choices and an effective style.
2 This is a marginal piece of writing. While an attempt is made to address the prompt, the response shows at best an inconsistent awareness of audience and purpose. When ideas, examples and details are present, they are frequently repetitive, unevenly developed and occasionally inappropriate. The response, using a limited organizational plan, does not present the reader with a generally unified and coherent sequence and structure of ideas. The response is exemplified by noticeable lapses in sentence structure, use of appropriate word choices and a clear, readable style.
1 This is an inadequate piece of writing. There is a weak attempt made to address the prompt. The response shows little or no awareness of audience and purpose. There is little or no development of ideas, or the response is limited to paraphrasing the prompt. There is little or no evidence of organizational structure. The response is exemplified by severe lapses in sentence structure, use of appropriate word choices and a clear, readable style.
0 The following are categories of papers that cannot be scored: off task (complete disregard for the writing task identified by the prompt), completely illegible, in a language other than English, or no response.
WRITING CONVENTIONS RUBRIC FOR THE WRITING OGT
3 The written response is free from errors that impair a reader’s understanding and comprehension. Few errors, if any, are present in capitalization, punctuation and spelling. The writing displays a consistent understanding of grammatical conventions.
2 Occasional errors may impair a reader’s understanding of the written response. Some capitalization, punctuation and spelling errors are present. The writing displays some understanding of grammatical conventions.
1 Errors are frequent and impair a reader’s understanding of the written response. Numerous errors in capitalization, punctuation and spelling are present. The writing displays a minimal understanding of grammatical conventions.
0 The following are categories of papers that cannot be scored: completely illegible, in a language other than English, or no response. OR The length and complexity of the response is insufficient to demonstrate the writer has control over standard English conventions.
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