RCSD Research Manual - 2014

Rankin County School
District
Research Guide and
Citation Style Manual
Cheryl Cohen January 2014

R C S D Research Manual 1

Contents

Access, Evaluate & Use Information in Rankin County Schools . . . 3
Mission of the Library Media Program . . . . . 3
Common Core College and Career Readiness Standards . . . 3
Mississippi Information Literacy Standards . . . . . 4
Information Access for Rankin County School District Students . . 4

What is Information Literacy? What is Research? . . . . 5
The Research and Writing Process . . . . . . 6
Now I know the process, but how do I begin? What do I do? Big Six Process 9
Developing Thesis Statements . . . . . . 10
Questions To Guide your Research . . . . . . 11
Summary / Abstracts Bibliography Writing Abstracts . . . 12
Sample Summary / Abstracts Bibliography . . . . . 13
Sample Fact Sheet for Capstone Project . . . . . 17
Annotated Bibliography . . . . . . . 19
Sample MLA Annotated Bibliography . . . . . 20
Preparing Source Cards . . . . . . . 22
Sample Source Cards . . . . . . . . 23
Preparing Notecards . . . . . . . . 24
How to Use Electronic Note Cards . . . . . . 25
Research Paper e-Notes (Template / Sample) . . . . 26
Outlining . . . . . . . . . 27
Sample Outline Page . . . . . . . . 28
Preparing an Outline . . . . . . . . 31

Sources . . . . . . . . . . 32
Evaluating Sources Print Electronic . . . . . 32
I Found it on the InternetIt MUST be True!!!
The A B C D Es Of Website Evaluation Guide . . 33
Primary and Secondary Sources . . . . . . 35
Citing Sources . . . . . . . . . 36
Plagiarism . . . . . . . . . . 36
Parenthetical Documentation . . . . . . . 37
Placing a Parenthetical Reference . . . . . 37
Documenting a Paraphrase . . . . . . 37
Documenting a Quotation . . . . . . 37
Citing More Than One Source by the Same Author . . 37
Citing Sources by Authors with the Same Last Names . . 38
Citing Quotations Longer Than Four Typed Lines . . . 38
Citing Sacred Writings . . . . . . 39
Citing Shakespeare . . . . . . . 39

Citations . . . . . . . . . . 40
When to Use Citations . . . . . . . 40
MLA Bibliographic Format For Works Cited For District-Wide Use . 40

General format, information for Citations and Parenthetical Documentation 41
Formulas and Examples of Source Citations, with Parenthetical Formats . 42
Books . . . . . . . . . 42
Books, Anthology . . . . . . . 43
Books Online . . . . . . . . 44
Periodicals . . . . . . . . 45
Online Periodical Magazine Article MAGNOLIA . . 45
Online Source Internet . . . . . . 46
Online source eReader / Digital files . . . . 47
Interview . . . . . . . . 47
Other Sources . . . . . . . . 48

Format and Style Suggestions . . . . . . . 50
Format of the Research Paper Guidelines . . . . . 51
Sample Paper I . . . . . . . . 52
Sample Paper II . . . . . . . . 57
Sample of long quotation . . . . . . . 58
Sample Works Cited . . . . . . . . 59

Evaluation Checklist . . . . . . . . 61
Works Cited Checklist . . . . . . . . . 62

Appendix A: The Research - Writing Process Reference Sources . . 63
Appendix B: Glossary of Research Terms and Abbreviations . . . 64
Appendix C: MLA Format for Source Cards (and Works Cited Page) Beginners Guide 66
Appendix D: Keyword Searching (Boolean) Techniques Print or Electronic . 68
Additional Search Techniques / Terms . . . . 69
Appendix E: Student Tools to Increase Essential Skills for Electronic Researching 71
Appendix F: Turnitin.com Directions . . . . . . 72
Appendix G: Final Project Requirements . . . . . . 73
Appendix H: Possible Guidelines for General Outline 9
th
, 10
th
, 11
th
12
th
grades . 74


Access, Evaluate & Use Information in Rankin County Schools

Mission of the Library Media Program

The mission of the library program is to ensure that students and staff become literate, life-long
learners and effective and responsible users of ideas and information. The school library program
should function as the information center for the school by providing access to a full range of
information resources, in both traditional and electronic format. This mission is accomplished
by providing intellectual and physical access to materials in all formats
by providing instruction to foster competence and stimulate interest in reading,
viewing, and using information and ideas
by working with other educators to design integrated and interdisciplinary learning
strategies and develop opportunities for students to acquire information literacy
skills to meet the needs of individual students (American Association of School
Librarians 6)

Common Core College and Career Readiness Standards

This manual should be used as a handbook for students to achieve the rigors of mastering
information literacy and is in alignment the state-led Common Core College and Career Readiness
Standards Initiative of which the public schools of Mississippi participate. We need to improve
our searching, evaluating and communication skills in a changing information environment.
The newly implemented Common Core State (CCS) Standards Initiative is designed to prepare
students for college, workforce training and life in the technological society. One major
component of the college and career readiness (CCR) standards for English-language arts and
mathematics is information literacy; the successful gathering, comprehending, evaluating,
synthesizing and presenting information and ideas effectively and creatively in print, non-print, or
technological formats. Within the CCR anchor standards writing component is to develop research
and presentation of knowledge; within the language anchor standards is the ability to verify
sources of research. By design, the need to conduct research, produce and understand information
is embedded within the standards and not in a separate section. A means to an end.

Incorporated into these standards are the basic premises of the Standards for the 21
st
century
Learner, US Dept. of Education 21
st
-century Skills (designed to enable students to be creative
problem solvers in basic, technological and informational literacies) and the ALA Information
Literacy Standards, all of which have previously been part of the curriculum. The intent is to
assure that students have the opportunity to become well-prepared as life-long learners / citizens /
digital citizens facing the challenges of college and careers.

In accordance with the state-led Common Core State (CCS) Standards Initiative in the
development of the college and career readiness standards for English-language arts and
mathematics, this research manual will provide guidelines to gather relevant information from
multiple print and digital sources, assess the credibility and accuracy of each source, and integrate

the information while avoiding plagiarism. A key component of research aspect of the CCS is to
help students be able to read critically, to decipher through large amounts of information to find
what they are looking for; to use the found information to create a product or document using
reliable, evaluated, credible sources; to answer a question.

This research manual should help each student become adept at gathering information, evaluating
resources, and citing material accurately, regardless of the format of the original information. This
guide will offer suggestions for each student to take full advantage of any technology available,
develop efficiency to acquire useful information, and integrate what they learn using technology.
Students need to be comfortable using print and non-print resources, accessing information to
provide evidence to support reasoning and conclusions, and strategically using any technology
available to report, create, and refine their findings and analysis in a clear and logical individual
and / or collaborative manner.

Mississippi Information Literacy Standards (in alignment with ALA Information Power
standards)

The information literate student:
accesses information efficiently and effectively.
evaluates information critically and competently
uses information accurately and creatively,

The information literate student is an independent learner who:
pursues information related to personal interests.
appreciates literature and other creative expressions of information.
strives for excellence in information seeking and knowledge generation.

The information literate student contributes positively to the learning community and to society
and:
recognizes the importance of information to a democratic society.
practices ethical behavior in regard to information and information technology.
participates effectively in groups to pursue and generate information.

Information Access for Rankin County School District Students

Access information from any valid source including: books; ebooks; reference sources; online
databases; internet sites; audiovisual programs, and magazine/newspaper articles. Materials are
also available from other Ranking County schools through interlibrary loan.

Each school library maintains their own collection of materials. Students should contact their
individual library and/or card catalog for specific titles available to them.

Every RCSD Library has access to MAGNOLIA. See your librarian for your schools password.


What is Information Literacy? What is Research?

Information fluency is the ability to access, evaluate, use and synthesize information from
multiple formats, and to ethically create and share new knowledge in any of a variety of media.
Information fluency is a set of competencies, skills that will grow with students, even when
current operating systems, search tools, or platforms are obsolete. Information problem solving
skills are required across all disciplines.

Research is a life skill. We are always seeking information, but information is not
knowledge. Our ability to find and use information helps us reach conclusions, make decisions,
and communicate more effectively, become knowledgeable. As students gather information to
reach a conclusion or support a hypothesis, they develop lifelong skills of information fluency.

Research means "to seek out again," and its purpose is to bring together old and new
information and documented recent opinions to support your thesis statement. The research
process includes the ability to gather information, evaluate it, organize it, and present it.

A research project, whether it is a traditional paper, a speech, a multi-media presentation,
or some other format is the end product of a thinking process that involves student-centered
questioning or inquiry. It is likely to involve the following:

careful research of already existing ideas, facts, and expert opinions on a specific topic
a thesis statement supported with facts, ideas, and expert opinions
a formal presentation of your research and thesis - which generally should include:
An outline with thesis statement
Paper (introduction, body paragraphs, conclusion)
Works Cited page

A major element of the CCS is that the research process and the writing process are
connected. Research is of little value unless you can effectively communicate your new
knowledge. The same skills that you use to write an expository paper are used to develop the
research paper or a project in any medium. Asking solid questions, developing a clear and focused
thesis, sketching an outline or a storyboard, drafting, revising, peer reviewing, and editing all are
steps with which you are already familiar.

Writing a research paper requires time and effort; it cannot be done hastily. The research
paper is different from most any other paper that a student writes because it does not come
primarily from the students own experiences or imagination; or a summary of facts. The purpose
of a research paper is to assemble information to prove the basis of the thesis statement. It is not
so much a test of his creative ability as it is a test of his ability to critically search out, recognize,
accumulate, organize and interpret a set of facts on a given subject. The student should
comprehend the importance of having and following a specific method in the preparation of the
research paper. Although we describe steps, you will find yourself going back and forth among the
steps, returning to several as you refine your work.
Following this plan or process will produce the most successful paper in the least amount
of time.


The Research and Writing Process

Choose a topic.
Select a (researchable) topic of interest to you.

Get an overview of the topic.
Find and learn some general information about this topic
Identify the main issues in the overview.

Narrow the topic.
Brainstorm aspects of your topic.
List key words.
Select a question or problem on which to focus.
Limit your research topically, chronologically, and/or geographically.

Develop a statement of purpose.
Determine the main idea of your paper.
Develop a thesis statement.
Write questions and use them to focus and guide your
research.

Find and evaluate sources.
Use key words to search the online catalog, online periodical indexes, and other online
reference sources.
Scan abstracts (summaries) of magazine and newspaper articles and look at the quality
of the source, length of article, and date published to determine their relationship to
your thesis statement. Scan the table of contents, indexes, and chapter headings in
books for information relevant to your thesis.
Guide, assess and evaluate your sources using the criteria on page 11, 18-20 of this
manual

Compile a working bibliography.
Collect information using a style manual as guide to correct form and spacing

Read, select relevant information, and take notes.
Determine the main ideas in the source.
Determine what information the author uses to support these main ideas.
Take notes in your own words and follow the form used in this style manual.
Copy significant direct quotations and document correctly.

Develop Essential Questions on your topic to begin your research - some types and
examples of questions that may be appropriate depending on the type of paper you need to
write may include:
Expand: What is global warming? (Look up and paraphrase lowest level)
Compare/Contrast: Compare the weather and temperature in the U. S. today with
the patterns 50 years ago. (Intermediate level critical thinking skills)

Critique: What actions by society have contributed to global warming?
Predict: Predict what will happen in the future if nothing is done to reverse global
warming. What evidence is there to back your prediction?
Persuade: Persuade the U. S. Government to pass laws that would help to reverse
global warming.
Evaluate: Evaluate the effectiveness of the past actions taken by government and
business to prevent future global warming. (Highest level)

Organize information and write an outline using the example in your style manual.
Examine your notes.
Organize notecards into categories that reflect main ideas, use these categories to
develop your outline.
Group statistics, quotations, and personal experiences in support of the main ideas.
Arrange the information into an introduction, body, and conclusion.
Identify possible relationships in the data.
Consider how best to organize your material. Choose one or more organizational
patterns depending on how you plan to develop your paper.
Topical - Break the topic into subtopics and analyze each one.
Problem-Solution - State the problem and then analyze the solutions offered by
various writers.
Comparison-Contrast - Take two or more aspects of a topic and show how they are
similar and how they are different.
Opinion-Reason - state your opinion about the topic and support your opinion with
the research you have done.
Chronological - Present information in time sequence.
Identify possible conclusions.

Write the first draft of the paper and prepare documentation.
Arrange your notecards in order and use them as a guide.
Keep your outline in front of you to guide your writing.
Keep your thesis in front of you and refer to it often; your thesis is the point you are
trying to prove.
Note your sources within your text.
Write each paragraph so that it is related to the thesis and contains only one idea
which is expressed by a topic sentence and supported by the other sentences.
Include an introduction that will help the reader understand the topic and your
position. The last sentence of the introduction will be your thesis statement.
In an argumentative essay, include a concession paragraph which acknowledges other
perspectives.
Write multiple paragraphs containing the main ideas supporting the thesis with
specific details, facts, studies, and authorities' views that support the main ideas. Be
sure that each paragraph has an introductory sentence with a transition and a
concluding sentence.
Write a conclusion that discusses the significance of the topic and/or the findings and
summarizes your stand. Use a transition and restate the thesis.


Revise the first draft.
Check spelling, grammar, and punctuation.
Use formatting suggested in your style manual for the paper, parenthetical citations,
and works cited.
Use the spell checker in your word processing program.
Have another person read the paper and check for all errors.


Now I know the process, but how do I begin? What do I do?
Make sure you have the right supplies available to you. This should include index cards
(approximately 100) for note taking; writing utensils; highlighter; rubber bands, paperclips or
baggies for keeping cards together and organized; money for copying/printing; and a manila
envelope to hold materials and to hand in to teacher.

How do I start my research? My paper? follow The Big Six Research Process
1. TASK DEFINITION- Define the problem - Identify the information requirements
What needs to be done? What am I supposed to write about? How long is it supposed to be?
When is it due? How many sources am I supposed to use? Whats the format? What topic should
I select? Brainstorm some ideas / terms? Narrow down the topic it will be more manageable.
Find a few books on your general subject. Look at the Table of Contents for narrow topics on
your broad topic for ideas.

2. INFORMATION SEEKING STRATEGIES - Range of sources - Look at different
possible sources
Can I use printed books (takes about two years for a very current event to be broadly published
and available in a library)? Reference books, specialized encyclopedias, vertical files found in a
school library; a public library; a specialized library: Is the topic very current? Do I need to use
newspapers and magazines? MAGNOLIA? Internet? Interviews? Where else can I look?

3. LOCATION AND ACCESS - Locate sources - Find information within sources
Start with card catalog with general topic, browse reference, non-fiction sections in library, and
gather as many books as possible. Read the Introductions, look at the Table of Contents, Works
Cited pages. Keep a running list of possible terms to research, titles and call numbers of books,
periodicals and websites examined. Keep looking. Begin to create source cards of sources that
should have good usable information. Create citations in MLA format for Works Cited page
(specific information on creating citations comes later)

4. USE OF INFORMATION - Engage the information in a source - Pull out the best
information for the problem, does the informational text support your thesis
Start taking notes (more information on creating notecards comes later) on broad and narrow topic
(one thought or idea per notecard). Read as many chapters, articles on your topic as possible. As
you research you will begin to focus and find information on your narrow topic. Write as many
note cards as you can (rule of thumb you will probably need 25 notes per each finished page
required; i.e. 75 notecards for a 3 page paper).

5. SYNTHESIS - Organize information from many sources - Present information in your
words, write and rewrite, do you have enough evidence to support your thesis, have you
integrated information into the text selectively to maintain the flow of ideas
Outline? Thesis Statement? Parenthetical citations, quote, Work Cited (in MLA format) pages,
Check for plagiarism, paraphrasing Create a rough draft. Assemble your project. Written report.
Oral presentation. Multimedia presentation. Poster. Proofread your project and make corrections

6. EVALUATION - Judge the results, effectiveness, and efficiency - Judge the information
problem solving process - Did you complete the task assigned?


Developing Thesis Statements

A thesis is an overall goal, a controlling idea. A thesis statement is a strong statement that
you can prove with evidence. It is not a simple statement of fact. A thesis statement should be the
product of your own critical thinking after you have done some research. Your thesis statement
will be the main idea of your entire project and minimally explained in the introduction. The thesis
can be compared to a topic sentence in a paragraph, a structure most students understand. In fact,
the thesis statement often serves as the topic sentence for both the introductory paragraph and the
entire project. A general rule for writing thesis statements is that it contains 3 points. Some
teachers prefer this, however for more advanced students / papers this is not necessary.

A thesis statement can also be thought of as the angle or point of view from which you present
your material.

You will develop a thesis statement about your research topic after you have written a
Statement of Purpose: this is more personal and informal than a thesis. It simply presents the
researcher's intent, often using the word "I.", helps to clarify your thoughts, does the statement
provide a clear focus for research. The thesis statement should be written after you have done
some actual research into the topic. You will then present your thesis statement in your
introduction, prove it with evidence in the body of your paper, project, or presentation, and finally
restate it along with a summary of your evidence in your conclusion.

How do I write it?
Look again at your Statement of Purpose
Look at the kinds of information you have been finding while taking notes.
Decide what kind of statement you have enough evidence to prove.
(Be sure that you have done enough research to make a strong argument. You may be
challenged.)
Use and write this as your thesis statement. Clarify the major focus of their research in a one-
sentence thesis or statement of purpose.

There are many ways to approach writing a thesis statement. Just make sure that it is not a simple
fact, but one that you can support it with good evidence from reliable sources.

Here are some ways to approach it:
Define a problem and state your opinion about it
Discuss the current state of an issue or problem and predict how it might resolve
Put forth a possible solution to a problem
Look at an issue/topic from a new, interesting perspective
Theorize how the world might be different today if something had not happened in the past
Compare two or more of items that are similar and give your rating about them (cars, authors,
computers, colleges, books)
Put out your ideas about how something was influenced to be the way it is or was (music, art,
political leadership, genocide)

Current rules state that the thesis statement should be included in the introductory paragraph, but
follow your teachers format instructions.

Questions to Guide Your Research: (Try to write two questions in each category.)

1. Overview Information/Statistics/Definitions Example: what is the situation with. . .
2. Background/ Causes/Reasons Example: What are the factors that. . . What are the current
issues concerning . . .
3. Effects/Solutions/Recommended Changes found in the research Example: What can be done
about. . . What is the effect or impact of . . .
4. Interpretation of Information (hypothesis, prediction; solution; comparison/analogy;
judgment) Example: What will happen to . . . What is the solution for . . .

The following examples show how to develop a thesis statement from a broad general idea. Each
step shows a further narrowing of the topic to arrive at an appropriate thesis statement.

In Arthur Millers The Crucible. Giles Corey is a hero because
he stands up for his beliefs and willingly submits to a
torturous death in order to maintain his rights, dignity and
integrity.

Summary / Abstracts Bibliography Writing Abstracts

An abstract is a short, accurate statement or formal summary of the main ideas or highlights of an
intellectual resource; and includes a proper MLA citation. There are two types of abstracts:
informational and descriptive.
The purpose of an abstract (especially for the senior project paper, use informational) is to provide
useful details and information; evaluate and select useful information; highlight key points;
however it is not a critique or simple summary of the document.
Descriptive abstracts
Tell what the report contains, highlight essential points
Include purpose, methods, scope, but NOT results, conclusions, and recommendations
Are always very short usually under 100 words
Introduce subject to readers, who must then read the report to learn study results
Informational abstracts
Identify and highlight contents of material and essential points
Concise restatement of main points and include purpose, methods, results, conclusions
Are shortfrom a paragraph to a page or two, depending upon the length of the report
(10% or less of the report)
Allow readers to decide whether they want to read the report
The qualities of an effective and good abstract, the ABCs of a good abstract:
Accuracya good abstract includes only information included in the original document
Brevitya good abstract gets straight to the point, contains precise language, and does not
include superfluous adjectives
Claritya good abstract does not contain jargon or colloquialisms and always explains any
acronyms
Uses one or more well-developed paragraphs, which are unified, coherent, concise, and able
to stand alone. Write in complete sentences.
Provides logical connections between material included
Adds no new information but simply summarizes the report
Is intelligible to a wide audience
To write an effective report abstract, follow these four steps.
1. Reread your report with the purpose of abstracting in mind. Look specifically for these main
parts: purpose, methods, scope, results, conclusions, and recommendations.
2. After you have finished rereading your report, write a rough draft without looking back at your
report. Consider the main parts of the abstract listed in step #1. Do not merely copy key sentences
from your report. You will put in too much or too little information. Do not summarize
information in a new way.
3. Revise your rough draft to
Correct weaknesses in organization and coherence,
Drop superfluous information,
Add important information originally left out,
Eliminate wordiness, and
Correct errors in grammar and mechanics.
4. Carefully proofread your final copy.


Sample Summary / Abstracts Bibliography
Student name
Teacher name
Capstone Project, B3
29 August 2013
Social Worker
Bean-Mellinger, Barbara. Job Benefits for a Social Worker. Work. Hearst Newspapers, 2013.
Web. 05 Sept. 2013.
Benefits. The field of social work in itself is a rewarding occupation because social
workers are well respected for the positive results on the community that social workers
establish. . . . . The largest benefit to social working is the opportunity for growth,
which allows for job security.
Hawkins, JD. Robert Wood Johnson Foundation. RWJF. American Medical Association, 2001.
Web. 05 Sept. 2013.
Social Issue The Positive Effects of Social Development Intervention.
Children impacted by social skills intervention in young ages are proven to be more
successful, well-rounded individuals. Studies have found that young adults who received
social intervention will still show positive effects twelve to fifteen years after the program.
Mississippi Licensed Clinical Social Worker Salaries. Mississippi Licensed Clinical Social
Worker Salaries. Kenexa, 2013. Web. 03 Sept. 2013.
Salaries. In Mississippi, there is a lot of variation of the wages of social workers
depending on factors from . . . Mississippi averages at about $51, 240.
Social Workers. Fergusons Career Guidance Center. Facts On File, Inc. Web. 29 Aug. 2013.

Job Description. Social Workers help people and the community by assisting in
solving problems. Problems include but are not limited to, poverty, racism, . . .
For example, after months of abuse from her husband, a wife takes her children and
moves out of her house. With no job and no home, the mother looks for . . . .
Types of Social Work. Direct social work practice is better known as clinical
practice. Like the name suggests, direct social work is dedicated to developing a direct
relationship with the client through counseling, advocacy, information, referral, and
education. Indirect social work involves . . . .The social worker will offer services in
education, counseling, and advocacy.
Education and Training. Social workers must complete a bachelors degree in
social work along with completing 400 hours in field practicum . . passing of an exam.
Skills needed. Social work requires great dedication and . . . a genuine concern
for the well being of the clients involved.
Personality traits. Mental toughness is required . . . .Perseverance is required
to fight for the clients against all odds.
Earnings. The more education a social worker has successfully completed, the
more money he or she can plan to make in . . . range for $25,870 to $69,090.
Work environment. Social workers do not always work . . . involved with the
people they serve may have to examine the living conditions of their clients. The advocacy
aspect of social work requires faxing, phone calls, and reports, but it also . . .
Outlook. The field of social work is expected to grow very fast . . . constantly
changing and the survival of social service agencies depends on political, economic, and
workplace issues.

Social Work Profession. Social Work Profession. National Association of Social Workers,
2013. Web. 03 Sept. 2013.
Duties. Social workers help individual and groups . . . counsel individuals and
families to help them cope more effectively with their lifes problems.
Knowledge. Social workers must have knowledge in human development and
behavior, of social, political and economic institutions and interactions of these factors.
Employment. Social workers are employed in many facets of community life
school, hospitals, mental health clinics, senior centers, elected offices, private practices,
prisons, military, corporations, and many facilities that assist individuals and families in
need. . . . . being hired in special interest organizations to provide assistance for
groups of educators and researchers, and doctors and judges.
Summary. U.S. Bureau of Labor Statistics. U.S. Bureau of Labor Statistics, 29 Mar. 2012. Web.
04 Sept. 2013.
Education. A bachelors degree in social work (BSW) is the most common
requirement for the education of a social worker; however, . . . After completing
experience, clinical social workers must pass an exam to be licensed.
Personal Characteristics. Compassion is required of for efficient social work
because social workers . . . . must excel in time-management to effectively address
their many clients in a timely manner.
Outlook. Employment of social workers is expected to grow faster than average for
all occupations. Growth is due to an increase in demand for health care and social services.
Demand for child and family social workers should continue to grow because social
workers will be needed to investigate child abuse cases and to place children in foster care
with adoptive families. In school systems, the need for social workers is increasing due to

increased enrollment of students. Employment of healthcare social workers is expected to
grow very rapidly due to baby boomers aging and their families need for social workers to
help find care. Mental health and substance abuse social workers is expected to grow as
well as more and more drug offenders are being sent to treatment programs rather than
jails.
Wages. In 2010, the median wage for social workers was $42,480. The wages of
social workers varies depending of the type of social work and the setting that the social
work is done in. Healthcare social workers generally receive the higher than average wages
while mental health and substance abuse social workers receive below average.
Employment in hospitals and schools generally pay higher than social workers that work
for the state and local governments.
Time. Social workers generally work full time. Social workers must be flexible and
work nights and weekends every once in a while to be able to meet the needs of clientele or
attend meetings.
Environment. Social workers in the following settings: hospitals and clinics,
nursing homes, community mental health clinics, private practices, state and local
governments, schools, colleges and universities, substance abuse clinics, and military bases
and hospitals. Social workers work in an office, but the spend a lot of time away from the
office visiting clients. Understaffing and large caseloads may make social work stressful.


Sample Fact Sheet for Capstone Project
Student name
Teacher name
Capstone Project, B3
29 August 2013
Career Topic Name
1. Social workers offer counseling, advocacy, and occupational assistance to people with
addictions and disabilities, to the homeless, and to females, children, and elderly people
who have been in abusive situations.
2. Computers are necessary tools for social work. Computers are utilized for client records
and research.
3. Social work is recognized as one of the five core mental health professions.
4. Social workers can work with a variety of clients from children to mentally ill adults.
5. Social workers can work in a variety of settings such as hospitals, mental health facilities,
and private practices.
6. The field of social work is considered to be a great field of work for individuals desiring to
work in a helping profession.
7. Social workers can change specialization of their job to allow for job variety.
8. Social workers must have knowledge in human development and behavior.
9. Social workers may help single individuals or groups of individuals.
10. Social workers must have a non-biased opinion to effectively reach their clients needs.
11. All social work requires a bachelors degree.
12. Licensed Clinical Social Workers must have a masters degree and pass a social working
license test.

13. All social workers must operate in supervised casework before receiving a degree.
14. Social workers must have a compassionate spirit in order to effectively reach their clients.
15. The social working profession has an outlook that is growing much faster than average
16. Geriatric social working is expanding rapidly due to the increased age of the baby boomer
era.
17. The median wage for a social worker is $42, 480.
18. Healthcare social workers generally receive higher than average wages.
19. Social workers work full time with flexibility of working nights and weekends.
20. State and local governments can employ social workers.
21. Social workers do not normally work at a desk, rather they work out in the community.
22. The higher the education of the social worker, the better the wages.
23. Social workers must have mental toughness due to the wearing of their jobs and large
caseloads.
24. Social work requires dedication and determination to help clients achieve their highest
potential.
25. An important aspect of a social workers career is advocacy to individuals who have been
wronged.
26. A Mississippi social workers wages is below the national average.
27. Kids impacted at a young age in social intervention become better members of society.
28. Social workers have flexible hours dependent on the job setting.
29. Social workers main job is to solve the problems of struggling people.
30. Direct social work practice deals with clinical social work practice.


Annotated Bibliography

You're probably already familiar with the need to provide bibliographies, reference pages,
and works cited lists to credit your sources when you do a research paper. An annotated
bibliography includes summary, explanation, assessment, critical evaluation and/or reflection of
your listed sources beyond the basic MLA citation information, whereas an abstract is purely a
summary. Generally, the purpose of an annotated bibliography is to analyze and describe the
resources, to guide the reader to more sources, to show that you have done valid research.

An annotated bibliography serves as a tool for evaluating research references and
determining their value towards your work. It is excellent preparation for a research product; it
helps you read more critically instead of just collecting information. It helps you gain perspective
on your topic. The purpose of research is to state and support a thesis. An annotated bibliography
can help you formulate a thesis: every good research product is an argument. So a very important
part of research is developing a thesis that is debatable, interesting, and current.

Like a works cited page, an annotated bibliography contains a list of research references.
Each teacher may require some or all of the following elements. It varies. Students should
understand the requirements before beginning. However, unlike a works cited page, each reference
cited in an annotated bibliography contains:
complete and proper citation of source in MLA format
critical summary of source
o central themes, main points
o scope of the book
o main arguments and evidence
assessment of source
o is it a reliable and current source, why
o is the information useful
o is the research biased or objective
o is the information / facts well documented
o what is the goal of this source
evaluation of source
o are the facts well documented
o who is the author, are they qualified in this subject
o is this source scholarly, popular, some of both
o how has the information been valuable to your research
reflection of source
o on the possible uses for the project
o how does this fit into your research
o was the source helpful
o has your mind changed
These five key points should be included in each citation. (use this as a template). Each
references summary should be around 150 words, approximately three to ten sentences. Enter
annotations in paragraph form. Each entry begins at the left margin; subsequent lines indent 12''.
The annotation begins on a new line and is indented 12''. Double-spacing is used throughout, with
no extra space between entries and no extra space between entries and their annotations.

Sample MLA Annotated Bibliography
Orlov 1
Anna Orlov
Professor Willis
English 101
3 March XXXX
Online Monitoring: A Threat to Employee Privacy in the Wired Workplace:
An Annotated Bibliography
Thesis: The impact on online monitoring in the workplace may be considered an invasion of privacy in the
wired workplace environment.
Adams, Scott. Dilbert and the Way of the Weasel. New York: Harper, 2002. Print.
Adamss Dilbert cartoons are known for satirizing everyday workplace issues. The
cartoon on page 106 illustrates how rampant Internet use in the workplace has become and suggests
that both employers and employees are well aware of the practice. The cartoon points out the
difficulty employers face in trying to restrict employee Internet use.
American Management Association and ePolicy Institute. 2005 Electronic Monitoring and Surveillance
Survey. American Management Association. Amer. Management Assn., 2005. Web. 15 Feb.
2006.
According to the survey of workplace Internet use summarized in this article, employers
are most concerned about employees visiting inappropriate Web sites. However, employers
monitoring of employees extends beyond blocking certain Web sites. Many employers who
participated in the study also track individual keystrokes and review e-mails. The study suggests
that the majority of employers who monitor Internet use are telling their employees that they are
being monitored. These findings seem to contradict many of my other sources, which claim that
employers are not doing enough to explain Internet monitoring to their employees.

Automatically Record Everything They Do Online! Spector Pro 5.0 FAQs. Netbus.org.
Netbus.org, n.d. Web. 17 Feb. 2006.
Spector Pro is a type of Internet surveillance program. This Web page, sponsored
by the manufacturer of the product, explains the functionality of the software and
describes its features. It can be installed on a variety of computers and can be installed in
Stealth mode so that the user
cannot detect the software on his or her computer. The program can also monitor all computer use
ranging from Word documents to Web sites. This source supports my other sources by illustrating the
ease with which this kind of software can be installed as well as the extensive amount of
information it can gather for employers.
Flynn, Nancy. Internet Policies.ePolicy Institute. ePolicy Inst.,n.d. Web. 15 Feb. 2006.
This excerpt from Flynns The e Policy Handbook offers statistics on employee
Internet use and five suggestions for minimizing it. Flynn claims that the majority of
employees in the United States are using company time to surf the Internet and that
companies are suffering huge financial losses as a result. Her suggestions for minimizing personal Internet
Frauenheim, Ed. Stop Reading This Headline and Get Back to Work. CNET News.com
. CNET Networks, 11 July 2005. Web. 17 Feb. 2006.
The author examines the results of a study of ten thousand employees conducted by
America Online and Salary.com, which found that the Internet was the most popular means
of wasting time at work. Frauenheim notes that the extra time spent surfing the Internet is costing
companies an estimated $759 billion a year but also quotes the senior vice president at
Salary.com and a director at America Online, who argue that employee Internet use actually
increases productivity and creativity in the workplace. Frauenheim suggests that the increase in
personal Internet use at work might result from a longer average workday and that the use of the internet

Preparing Source Cards

The purpose of creating a Works Cited page is to direct the reader to your source of
information. Several reasons for this are: gives credit to the author; reduces plagiarism; verifies
your information came from a reliable and accurate source; guides the reader to additional
information; gives you credibility. There are several different generally accepted formulas. Rankin
County School District uses MLA Modern Language Association formulas. Most K-12 schools
use this.
In general, source cards contain four types of information: author information, title
information, a publication information and format / medium information. Each citation provides
the who, what, where, when of the original source of information. Determining the type of source
you have is the most difficult aspect; once you do, just match the source with the correct formula
and plug the appropriate information to create a source card. Examples of citation formulas in
MLA format are listed on pages 27 33.
Complete a card for each source you choose in doing your research. This eliminates a great
deal of time and effort when preparing your formal Works Cited page. As you add or eliminate
sources, you can quickly add cards or discard them. Your final works cited page can then be
completed by arranging these cards in alphabetical order.
The information that you will need to create most source cards for books can be found on
the title page, backside of title page, Table of Contents (for anthologies). Authors names for
articles / sections / essays / chapters in anthologies will available by the title or at the end of the
article. If there is no author statement, begin with the title of entire work or article. Begin each
statement with a capital letter. Online information can be found on the website. If there is a
credited author, their name should be found by the title, or end of article. Additional information
may be found on the home page or the contact us page. Occasionally, some sites will include a
completed MLA citation.

Look for it.

Source Card Checklist

Use the title page for the information to be put on the card. The cover is incomplete.
Determine what type of book it is. Is your source an anthology? Is it edited by someone
or is it written by an author. How would you know? Does the table of contents indicate
different authors have contributed to the work or is it indicated at the end of the article?
Use examples to create your source cards. The library always has copies of MLA
formulas.
The only name inverted is the first author; all other names are written in regular order.
Remember to indent the second and following lines of the citation. Carry out each line to
the end of the card.
Punctuation is critical. Correct punctuation indicates what type of source it is.
Titles of complete works are italicized, articles / sections are in quotes. If handwriting
title, underline with a squiggly line this will remind you to italicize when typing.
You will use your source cards to create the Works Cited page of your term paper. Get
the source cards correct the first time. Copy them exactly for your Works Cited page.


Sample Source Cards

AUTHOR
TITLE OF SOURCE
CITY OF PUBLICATION
PUBLISHER
DATE OF PUBLICATION
PUBLICATION INFORMATION
TITLE OF ARTICLE
PAGES
MEDIUM
PUBLISHER OF DATABASE
ACCESS DATE

On backside of source card add the call number (found on the spine of the book), to easily
retrieve it, if necessary.

A
Fridell, Ron. DNA Fingerprinting: the Ultimate
Identity. New York: Watts, 2001. Print.

C
Shuman, R. Baird. James Baldwin. Dictionary of
World Biography. Salem Press, 2008.
Literary Reference Center. MAGNOLIA.
Web. 5 May 2011.

B
Walker, Alice. Looking for Zora. The Best
American Essays of the Century. Ed. Joyce
Carol Oates. Boston: Houghton Mifflin, 2000.
395411. Print.


Preparing Notecards

What to note:
new information pertinent to your subject
data which supports your thesis
statistics
facts
definitions
examples
illustrations
supporting opinions from authorities on your subject

Sample Article
It looks like fat. It feels like fat. It even tastes like
fat. Olestra, the newly approved fat substitute is, in
fact, made with fat. But unlike the real thing, olestra
passes through the body unabsorbed, so it adds neither
calories nor fat to the diet.
Olestra was developed by Procter & Gamble
more than 25 years ago, and the company has since
spent more than $200 million testing it. It failed to get
FDA approval as a cholesterol-lowering drug in 1975,
so in 1987 the company resubmitted olestra as a food
additive. Finally approved, olestra will be used
commerciallyfor nowonly for frying snack foods
such as potato, corn and tortilla chips, cheese puffs
and crackers.
During testing of earlier forms of olestra, some
people developed gastrointestinal disturbances after
eating less than an ounce of olestra-fried potato chips
a day. The manufacturer says that the reformulated
product causes no more digestive problems than
regular fat. Still, the FDA requires that foods
containing olestra bear a label warning about potential
side effects.
The manufacturer says it has solved another problem
attributed to the fat substitute. As it passes through
the body, olestra takes with it some important
nutrients, such as fat soluble vitamins A, D, E and K.
To compensate, these will be added to the fake fat.
But do we really need this latest addition to the
fat-free cupboard? In spite of an abundance of fake
sugars and fats, and sugar- and fat-free products,
Americans are fatter than ever. And theres no reason
to believe olestra will change that. Olestra and other
fat substitutes may play a role in a low-fat diet, says
registered dietitian Mindy Hermann of Mount Kisco,
N.Y., but no single food substitute is the answer to
weight control. To stay trim, she adds, most people
have to change the amount of food they eat as well as
the type. Otherwise, theyre just cutting out the fat and
eating more calories.
McQuillan, Susan. Olestra: the Fat-Free Fat.
American Health Apr. 1996: 96.

Direct Quotation
topic heading source letter
card number

source page number
Paraphrased/Summarized Note
topic heading source letter
card number

source page number
How to note:
use only one reference source per card
record specific subtopic label
cite author's last name or shortened title
copy quoted material accurately
paraphrase accurately
include page number(s)

Thesis statement:
The FDA recently approved a fake fat
substance called Olestra which many
health experts say has unpleasant side
effects, potential health dangers, and adds
another artificial substance to the
American diet.
Side effects A 1
the FDA requires that foods
containing olestra bear a label
warning about potential side
effects.
96
Side effects A 2
Foods with olestra must have a
warning saying olestra may cause
side effects
96

How to Use Electronic Note Cards if your teacher permits this.

Use the following ideas and / or template to create your research notecards digitally. Your research
notes can be generated using this template or using a combination of paper and electronic versions.

However you are developing your research, either alone or with others, electronic note cards can
organize your findings into one digital location. They can then be edited or combined with the
cards of others. Electronic note cards can easily shift your thoughts to a more organized pattern
onto your computer, using a standard format to track research data and sources. There are different
versions of formats that you can use; though, the enclosed form is the one commonly used within
the district.

Regardless of which template you use, the following information should be included:
Subtopic / basic question that note addresses
Source in proper (MLA) format - may want to include the URL / name or title of
website
Direct Quote, pertinent sections of article, facts, and statistics including page number /
paragraph number if available
Space for your writings of thought, paraphrase, summary, question, conclusions, etc.

A checklist of key components, and evaluated based on accuracy and effort, for eNotes include:
Each set of notes has a guided question.
Each note addresses the guided question.
Bibliographic information for each note is correct.
Each note is correctly punctuated with quotation marks, commas, and periods.
Each note has an appropriate thought, which may include a summary, paraphrase, or gist
statement.
The appropriate number of sources is provided.
The appropriate number of notes per source is provided.
Each source is correctly numbered.

Read more: How to Use Electronic Note Cards | eHow.com
http://www.ehow.com/how_6852570_use-electronic-cards.html#ixzz1Lrac7PGl


Research Paper e-Notes (Template)
Each source should letter coded, same as paper note cards.
Question:

Sub-topic:

Source:

Note (Direct Quote)
Including page number (for all
sources) and paragraph number (for
electronic sources)
Thought
(Paraphrase, Summary, Gist Statement, Questions, or
Conclusions)

Research Paper e-Notes (Sample)

Question: What is the difference between justice and vengeance?
Sub-topic: Does executing a killer (in the name of justice) make the state a killer as well?
Source:
Rodgers, Walter. Americas New Drug of Choice: Revenge. Christian Science Monitor. 29 Nov. 2010:
n.p. Web. 22 Oct 2012.

Note (Direct Quote)
Including page number (for all
sources) and paragraph number (for
electronic sources)
Thought
(Paraphrase, Summary, Gist Statement, Questions, or
Conclusions)
B B
B
A A
A-1 A-1
A-2 A-2
A-3
A-3
A
A

But awful crimes can also be
committed when vengeance
masquerades as justice. And revenge
has become our drug of choice.

Page 1
Paragraph 10

Killing someone to get revenge for another murder still
constitutes murder. People get some sick satisfaction from this
act.

(Rodgers 1 par 10)

Capital punishment is itself about
killing. It is a conjoined twin of
vengeance, which is blatantly
immoral.
Page 2
Paragraph 18

Killing in the name of revenge still constitutes the act of
committing murder; the death penalty itself is corrupt.

(Rodgers 2 par 18)

Quoted in The New Your Times, juror
Ian Cassell said, No one is happy.
Nothing is better. Nothing is solved.

Page 2
Paragraph 19

A juror in Connecticut stated that in the end, killing a killer is
better for no one. The hurt for the family is still present and
criminals will continue to murder.

(Rodgers 2 par 19)

Outlining

Since outlining can follow different sets of rules, teachers preferences may vary.
Consequently, each student should consult his teacher about the form to use. General rules typical
of most outlines are as follows:

1. Be consistent throughout the outline by selecting either the sentence outline or the topic outline.
2. Make indentations so that all letters and numbers of the same kind will come directly under one
another in a vertical line.
3. Begin each item with a capital letter.
4. There must always be more than one subtopic because subtopics are divisions of the topics
above them. When one divides, one must have at least two parts. Rewrite the topic if there is only
one subtopic.
WRONG D. The study of French culture
1. The study of the French language
RIGHT D. The study of French
1. The study of French culture
2. The study of French language

1/2 inch top margin for all headers

1 inch top, left, and right margins
B-1 B-1
B-2 B-2
B-3
B-3

Sample Outline Page
Student Last Name 1
Students Name
Ms. Ownby
English IV, A-2
2 November 2011
Road Rage as a Cultural Inheritance
Thesis: Road rage is learned behavior, acquired from living in a car culture and observing other
drivers, but a more civil car culture can be developed.
(Introduction not included on the outline, but should be included in paper)
I. Aggressive driving and road rage
II. Increase in incidents of aggressive driving and road rage
A. Driver assaults
1. Human
2. Non-human
a. Construction
b. Traffic issues
B. Number of deaths
III. Learned behaviors
A. Car manufacturers
1. Emphasis of advertising
2. Design of cars
B. American car culture
C. Influence on children
IV. Possibility of a more civil car culture

Student Name 2
A. System of behaviors developed
B. Self-awareness about a drivers own attitudes first step
(Conclusion not included on the outline, but should be included in paper)


Student Name 1
Your first name, middle initial and last name
Mrs. Teacher (teacher name)
English II A1 (course name section)
Day Month Year (in this format without any comma Ex. 2 November 2007)
Title
Thesis: Write entire thesis statement here!
Introduction
I. The first point in your thesis statement
A. An idea that proves/backs-up your first point
1. You can use sub points here!
2. But if you use 1, you have to have 2 or more!
B. An idea that proves/backs-up your first point
C. An idea that proves/backs-up your first point
II. The second point in your thesis statement
A. An idea that proves/backs-up your second point
B. An idea that proves/backs-up your second point
C. An idea that proves/backs-up your second point
III. The third point in your thesis statement
A. An idea that proves/backs-up your third point
B. An idea that proves/backs-up your third point
C. An idea that proves/backs-up your third point
D. An idea that proves/backs-up your third point
Conclusion
Notes:
o Format your outline
exactly like this one!
o The thesis statement
should be the only
complete sentence on
the outline. All other
points should be
phrases.
o Only outline the body
paragraphs. Do not
outline the introduction
and conclusions
paragraphs!
o Capitalize the first
word of each entry.
o Double space the
entire page!
o Use 1 inch margins
all around except .5
inch from the top.
o Use Times New
Roman Font size 12!

Preparing an Outline

Writing the Outline

I. Use the outline to provide form and organization
A. Write the outline after your notes are taken
B. Revise the outline as often as necessary to create
the best skeleton for the paper
II. Use the main headings from note cards for the first
draft
A. Read through notes in outline order
1. To see if the thought flows smoothly
2. To see if there is a relationship between facts
3. To come to a logical conclusion
B. Revise the material if the organization is not
logical
l. Consider chronological order
2. Consider least important to most important
ideas
3. Consider order suggested by the topic itself
III. Follow basic outlining rules
A. Consider balance
1. Use equal headings for equal ideas
a. Number main topics with Roman numerals
b. Letter secondary topics with capital letters
2. Use a B for every A
3. Use a two for every one
B. Line up all periods in headings and subheadings
IV. Construct a well-planned outline to make writing
your paper easier
A. Use proper form
B. Use well-defined structure
C. Provide supportive information
D. Allow enough time for evaluation, clarification,
and revision.

Sa Sample Outline

Hoeppner 1
Fundamentalism
Thesis Statement


Sources

Evaluating Sources Print - Electronic

To assure accuracy in your research paper, it is important to evaluate your resources. The
following guidelines should be considered when evaluating information in any format.

Be sure the information is pertinent to your topic

Check the reliability and credibility of the materials by

verifying the author and his/her affiliation
Does the reputation, position, or affiliation of the author indicate expertise,
special interest, prejudice?
Has the source been edited? Usually an edited source means that it has been
checked for accuracy and credibility
checking the date of publication / copyright date
Is currency important to the kind of information you need?
observing the source of publication / publisher
Is it a reputable institution, organization, or publication?

Assess biases presented in the information or its source
Is the viewpoint biased? Does it seem directed at promoting a special interest?

Check the purpose of the material by determining what it covers and the age or intellectual
level it addresses
Does the source intend to present fact or opinion?
Is the material oversimplified or excessively condensed?
range of material comprehensive or limited to a particular time or
value judgment?
Compare the information with that presented in other sources

(Be aware that stated on Wikipedia it says, We do not expect you to trust us. It adds that it is
not a primary source and that because some articles may contain errors, you should not use
Wikipedia to make critical decisions.)

Or use the following rubric to rank any source you want to use.


I Found it on the InternetIt MUST be True!!!
(or is it?)
THE A B C D ES OF WEBSITE EVALUATION

Use the following A B C Ds guidelines to help evaluate, determine the validity, usefulness
and accuracy, and utilize effectively any information found on the Internet.

ACCURACY Can you determine if some of the information to be accurate? Can you verify the
information from a print source? Are there any errors? If so, then maybe all the information is
accurate.
AUTHORITY Is the article signed? Is the author a known expert in the field? Can the authors
credentials be identified? Is there a way to contact the author?
AFFLIATION Is the site connected to a known and recognized organization?

BIAS Is there a hidden message? Is this a commercial or an organization site? Does it matter?
Is it clear who has sponsored or written this information? Are opposing viewpoints acknowledged
respectfully?
BORROWED Is the information available or more easily obtained from another source?
BIBLIOGRAPHY Is there a Work cited page? Do the sources seem reliable? Are there any
links to more information?

CONTENT Why is this information online? Is the content arranged in a useful manner? Is the
information on this site what you are looking for? Is it age appropriate?
CURRENCY Is there a publication or update date noted? How current is the site?
CRITICAL THINKING Does the site support instructional themes or concepts?

DEPTH How complete is the coverage? Does it offer adequate and inclusive information?
DESIGN Is the information easy to find? Is it confusing? Is the terminology unclear?

EFFICIENCY Is it confusing? Is it relevant and appropriate to my research?
EASE Is the information easily available? Are the links uncomplicated?

THE A B C D ES OF WEBSITE EVALUATION GUIDE

Name of Site___________________________________________ Date __________________

URL (no more than 60 characters) __________________________________ Time _________

Purpose for using this site? _____________________________________________________

The most important factors when evaluating web sites are your search, your purpose. What are
you using the web for? Entertainment? Academics? Personal interests? To help you determine the
value of each site for your purposes, use the following questions to analyze the site.
Rate each category - 5 Excellent 3 Good 1 Fair 0 Poor

AUTHOR / AUTHORITY CIRCLE RATING 0 1 3 5
Who is the author? An organization, individual person, sponsor? Is there a way to contact the
author or institution? What makes them an expert in this subject? Is there a noted affiliation to
university / research lab / government agency, etc. Check URL
RATIONALE 1) Anyone can publish anything on the web regardless of his or her expertise. 2) It
is often hard to determine a web pages authorship. 3) Even if a page is signed, qualifications are
not usually provided. 4) Sponsorship is not always indicated.
BALANCE/BIAS/BIBLIOGRAPHY CIRCLE RATING 0 1 3 5
Is the information clear, objective, unbiased, balanced? Can you determine the authors point of
view? Can you detect if the author is trying to persuade you? Is a bibliography (works cited;
footnotes) provided to send you to more information? Is there bibliographic data readily available
to write a proper MLA citation? Look at the top, bottom or homepage, About Us.
RATIONALE 1) Frequently the goals of the page are not clearly stated. 2) Often the web serves
as a virtual propaganda. 3) Supplementary bibliographies generally mean that the information is
reliable and can be verified.
CONTENT/CREDIBILITY/CURRENCY CIRCLE RATING 0 1 3 5
What is the purpose of this site (to inform, persuade or convince, sell, entertain, etc.)? Is it
obvious? Is this an electronic version of printed information? Can you verify or compare web
information in other sources (websites, books, periodicals, etc.) What is the domain extension
(may explain purpose)? Any obvious errors (spelling, grammar, inappropriate language, incorrect
information, etc.) Is there a date? When was the page written? When was it revised? Can you
determine how current the information is? Could the information have changed?
RATIONALE 1) Anyone can publish anything on the web. 2) Traditional print resources have
editors or fact-checkers that verify information, web resources rarely do. 3) Web reporting often
differs from print coverage. 4) Currently, no standards exist to ensure web accuracy. 5)
Publication or revision dates are not always provided, information may have changed or is no
longer accurate?
DEPTH / DESIGN CIRCLE RATING 0 1 3 5
Is it an overview or in-depth? Is the website well organized and display originality? Is it
engaging? Is the site interactive? Do the images enhance the text? Good color and graphics? Do
images appear reasonably quickly? Are links convenient and functional? Does the site do what it
says it will? Does advertisements or pop-ups distract from the information? Is it clearly different
from main content? Does the page appear to have overall integrity and reliability?
RATIONALE 1) Information that is confusing to find or boring tends to be overlooked or
discounted. 2) Visually appealing cites are more engaging.
EFFICIENCY / EASE CIRCLE RATING 0 1 3 5
Is it confusing to read? Is it easy to navigate from page to page? Is the site relevant to my
research? Is it appropriate for my needs? Are there unusual software/hardware/multimedia
requirements? Is the information presented in a logical, ordered manner (table of contents, index,
site map, etc.) How did you find this site? Would you recommend it?
RATIONALE 1) At times, its difficult to determine the extent of coverage of a topic from a web
page. 2) If no index or search mode is available, finding information is difficult.

Scores A/ _____B/B/B _____C/C/C ______D/D _____ E/E _____TOTAL _____
If the score is 16 or higher, the site is probably worthwhile and legitimate.


Primary and Secondary Sources

Some teachers may require a certain number of primary and/or secondary sources.

Primary sources: raw materials of history, accounts of first hand experiences, original words of a
writer, direct information, eyewitness accounts, videotape of an event, the literature itself,
documents as they were originally written, letters, diaries, journals, original photos, maps, etc.

Secondary sources: reflections or observations of an event, after the fact, works about someone,
critical evaluation, summaries of events, reviews, interpretations

Generally, you should quote primary sources directly and paraphrase secondary sources' unless the
wording of the secondary source is especially well phrased.

Examples
Primary "I Have a Dream" speech by Martin Luther King, Jr., as reprinted
in Annals of America or a broadcast of the speech recorded on
videodisc

Secondary Introduction given in Annals of America explaining the
circumstances under which the speech was given

Primary A journal entry by William Clark discussing his expedition with
Meriwether Lewis

Secondary A description of the general purpose or route of a Lewis and Clark
expedition

Primary Lines from The Scarlet Letter

Secondary Criticism of The Scarlet Letter

Some general guidelines

Primary sources Secondary sources
autobiographies/memoirs biographies
diaries/journals encyclopedias
documents - govt magazine articles
experiments newspaper reports
interviews - speeches reports
surveys textbooks
treaties - laws
works of literature
original photos, art, cartoons, maps

Citing Sources

Since the material in the research paper comes largely from the work of others, it is
important to give proper credit by citing the sources used. Cite your sources in a formal manner as
you write your paper. The purpose of parenthetical citations is to refer the reader, and give credit
to the original source when you use anothers words, ideas, opinions, studies, or facts. Develop a
works cited page at the end of the paper to alphabetically list all the sources that you cited. The
basic elements of each citation include enough information for a reader to find the original source.
At this district, we use the MLA Guidelines (standardized formulas). Examples on pages 27-31.

Bibliography vs. Works Cited: A bibliography differs from a works cited page in that it includes
all the materials that you read or investigated, not just those that are cited in your paper. For some
projects a bibliography may be more appropriate than a works cited.

Plagiarism

Plagiarism is taking someone else's ideas, words, or opinions and integrating them in your
paper without giving credit to that person or source. In essence, a person who plagiarizes is
"stealing" from another person. It is intellectual theft. A writer is guilty of plagiarism if they
create a document that is copied from anothers work; in part or in all. It is considered plagiarism
if exact ideas, words or opinions of another are used, even if paraphrased. Plagiarism occurs when
such a sequence of words or ideas is used without having been digested, integrated, and
reorganized in the writers mind, and without acknowledgment.

The reverse is also correct; a person is guilty of plagiarism if they allow a paper they
created to be submitted as the work of another. Generally there are two forms: unintentional
accidental copying or careless paraphrasing of too many ideas and words, poor documentation;
and intentional deliberately copying or borrowing someone elses work without permission.
Regardless, all of these are considered improper.

The student writer can avoid plagiarism by paraphrasing, summarizing and quoting. When
taking notes, you should be careful not to copy directly from the source, unless quoting. The
format (print / non-print / electronic) of the information source is beside the point. As you take
notes, use a dictionary or thesaurus to help put the notes into your own words. If information is
copied directly from the source it should be enclosed in quotation marks on the note card. The
student should not simply change a few words, leave out a few words or a phrase, or swap the
placement of words trying to avoid plagiarism. Three or more words used consecutively from a
source must appear in quotation marks.

Thus, when you are researching a topic and recording information, you must accurately
document your sources whether you are quoting directly, paraphrasing, or summarizing. You do
not need to document information if it is considered common knowledge. However, sometimes it
may be difficult to determine if an idea or information is common knowledge. For example, it is
common knowledge that Franklin D. Roosevelt was elected the thirty-second president of the
United States; thus, this information does not require a citation. However, if one source says that
Franklin D. Roosevelt went to great lengths to conceal his paralysis from the American people,
then a citation is required.


The following situations constitute plagiarism and should always be avoided:
Turing in another students paper as your own
Copying a part of another students paper and incorporating it into your paper
Quoting a source word for word without using quotation marks and a citation
Paraphrasing and/or summarizing a sources ideas without giving a citation

Parenthetical Documentation

Since the material in the research paper comes largely from the work of others, it is
important to give proper credit by citing the sources used. Parenthetical citations refer the reader
to a list of works cited at the end of the paper. The basic elements of the citation are the authors
last name and the page number of the material used. Enough information is needed to guide the
reader to the appropriate source on the works cited page.

To avoid interrupting the flow of your writing, place the parenthetical reference where a
pause would naturally occur (preferably at the end of a sentence) or as near as possible to the
material it documents. The parenthetical reference precedes the punctuation mark that concludes
the sentence, clause, or phrase containing the borrowed material.

Example
One modern researcher has found that dreams move backward in time as the night
progresses, that they gradually turn from the contemporary world to childhood and stored
images (Dement 71).

Note: Do not use p., pp., or pg. before numbers.
Note: The period follows the citation.

If the authors name is referred to in a sentence, this documents a paraphrase or a
quotation and there is no need to repeat the author or work in the citation. In such instances, a
reference to the page number is sufficient documentation.
Examples
Freud states simply that a dream is the fulfillment of a wish (154). OR The author
has stated simply that a dream is the fulfillment of a wish (Freud 154).

Robertson maintains "in the appreciation of medieval art the attitude of the observer is of
primary importance . . . " (136). OR It may be true that "in the appreciation of medieval art
the attitude of the observer is of primary importance . . . " (Robertson 136).

If you plan to use two or more works by the same author, you must distinguish one
work from another in the body of the paper. Therefore, document the authors last name, a
comma, a shortened form of the title of the book being used, and the page number.
Example
One modern researcher has found that dreams ultimately express profound aspects of
personality (Foulkes, Sleep 184). But investigation has shown that young childrens dreams are
in general rather simple and unemotional (Foulkes, Dreams 87).


Sometimes two or more sources by different authors with the same last name may be
used. To document an authors words or ideas, write in parentheses the authors first name (or
first initial) and last name, followed by the page number from which the information came.
Example
At least one critic has observed that Orwell became less bitter as he grew older. With age,
Orwell became increasingly optimistic (Johnson, J. 15). However, others have disagreed strongly
(Johnson, H. 287).

Short quotations (three or fewer typed lines) are enclosed in quotation marks and
combined smoothly as a part of the student-composed sentence.
Example
Colonies offered great opportunities to those who were poor in purse but rich in the
qualities of industry and thrift. The subsequent use in real estate values produced a situation, that
because of the characteristics of America, that the descendants reaped a large increment of value
from land obtained by their fathers (Rogers 129).

At times you may need to cite a quotation longer than four typed lines, set it off from
your text. This is done by (a) double spacing above and below the quotation, (b) double spacing
the quotation, (c) indenting the quoted material 10 spaces or two tabs from the left margin, and (d)
omitting quotation marks. The citation appears at the end of the long quotation after the closing
punctuation mark. Although sometimes the context may require a different mark of punctuation or
none at all, a colon generally introduces a quotation displayed in this way. If you need to quote
only a single paragraph, or part of one, do not indent the first line more than the rest. When adding
a parenthetical reference to a long quotation set off from the text, space once after the concluding
punctuation mark of the quotation and add the parenthetical reference.
Examples
By no means did the planter-aristocrats of colonial Virginia live a leisurely life. In
managing their estates, they faced numerous frustrations and tedious hours of administrative work.
Moreover, they did not feel there was a limit on their responsibilities:

They enjoyed the emoluments and prestige of ruling, to be sure, but they had
inherited from the past---a privilege, something that was notably lacking in men of great
wealth the Guilded Age of the Nineteenth Century. It was this privilege that set them apart
from their forerunners in that century (Shaw 54).

OR
In A Room of Ones Own, Virginia Woolf goes on to speak about women in literature
and history:
A very queer composite being thus emerges. Imaginatively she is of the highest
importance; practically she is completely insignificant. She pervades poetry from cover to
cover; she is all but absent from history. She dominates the lives of kings and conquerors

in fiction; in fact, she was the slave of any boy whose parents forced a ring upon her finger
(45).
To cite sacred writings, abbreviations may be used in documentation for some very
familiar works or sacred writings like the Bible or the Koran. Sacred writings are not underlined or
written in italics.
Example:
The idea of using praise rather than criticism to solve problems is at least as old as the
Bible: "A soft answer turns away wrath, but a harsh word stirs up anger" (Proverbs 15.1).

To cite Shakespearean plays or any other verse plays are cited by division and line
rather than by page numbers. You also need to denote line divisions by using a slash with a space
on each side (/ ) to separate them.
Examples:
Romeo 1.5.117-118, refers to Act 1, Scene 5, lines 117-118 of the play.

This information should be parenthetically documented after the quotation. If you mention
the name of the play in your text, you do not need to repeat this information in your citation. If
your paper is not about a particular play and you do not mention the name of the play within your
text, then you need to cite it in your parenthetical documentation. For example, if you are writing a
paper about white-collar crimes such as embezzlement and you begin your paper with the
quotation, "All that glitters is not gold," then you need to include a shortened version of the plays
title in the citation.
OR
Any businessmen who find themselves tempted to change a few numbers in their
accounting books should remember that "All that glitters is not gold" (Merchant 2.7.65).
OR
After Juliet unknowingly falls in love with a member of her family's worst enemy, she says,
"My only love sprung from my only hate, /Too early seen unknown, and known too late" (Romeo
1.5.117-118).
OR
Ironically, it is the friar in Romeo and Juliet, who after agreeing to marry the young lovers
the day after they have met says, "Wisely and slow, they stumble that run fast" (2.3.90-91).

Most electronic sources do not have page numbers, so you will have to introduce the
source in the text of the paper (using the first item that appears in the Works Cited). MLA rules
now permit parenthetical documentation. Either method is acceptable.
Example
The bodies of the royal family were eventually identified and why he believes Anastasia
was not among them. (Barber)

OR Barber states ..
According to Barber ..
Barber claims..
Barber notes..
Barber says..
Barber explains .

When to Use Citations

1. The purpose of citations is to let the reader know the exact source of every piece of
information. The citation should be a logical arrangement of the information necessary for
a reader to easily refer to the original source.
2. With the exception of internet sources the citation follows the information from a
particular source within parentheses and precedes the end punctuation for the sentence.
3. A citation is used every time a source is changed. Each time a note card is used, a citation
must be used in the paper.
4. A paragraph could have several citations if several sources are used.
5. If all of the information in two or more consecutive sentences are from the same source
and the same page, only one citation should be used at the end of the final sentence from
that source. Every paragraph in the body of the paper should have at least ONE
internal documentation citation.
Example
a. One researcher explains how the bodies of the royal family were eventually
identified and why he believes Anastasia was not among them. The bodies of the
royal family were eventually identified but Anastasia was not thought to be among
them (Barber 32).
6. General knowledge does not have to be cited. For example, a sentence that called George
Washington the father of our country would not need to have a citation.

MLA BIBLIOGRAPHIC FORMAT FOR WORKS CITED
FOR DISTRICT-WIDE USE

MLA Handbook for Writers of Research Papers. 7th ed. NY: The Modern Language Association
of America, 2009.

Procedure for preparing final copy of a WORKS CITED or Working Bibliography:

Center the words Works Cited one inch from the top of the page.
Double space within and between entries. Easily readable, standard size, 12 point font
Alphabetize entries by author or first word of citation.
Do NOT number entries
Place first line of entry at left margin.
Indent second and all other lines 1/2 inch.
Use one-inch margins for top, bottom, and sides of all pages.

Most information for citations can be found on title or table of contents pages, not the cover.
For signed articles, authors names should be found at beginning or end of article.
If not signed, use correct formula starting with title and without an authors name.
Complete works are italicized (not underlined), sections of works are in quotes,
n.p. for no place / no publisher; n.d. for no date; n.pag. for no pagination
For place of publication use any city cited, usually first. Use publisher key title words,
Must include Publication Medium. i.e. Print, Web, Television, CD, CD-ROM, DVD, Film,
Performance, Photograph, Videocassette, Radio, Reading, Address, E-mail, LP, etc.
For an annotated bibliography begin annotation at end of citation (not a new line) and

then single space, indent all lines of citation.
Parenthetical documentation is included in the body of the paper, when anothers words, facts or
ideas are used. It must clearly point to the specific source (first names in citation) and page
number.

General format, information for Citations and Parenthetical Documentation

In avoid interrupting the flow of your writing, place any parenthetical reference where a pause
would naturally occur, preferably at the end of the sentence, but as near as possible to the
reference.
Parenthetical or internal documentation: Authors last name (or first word (s) of article name,
website name, film name) page number. (Name 12)
When there is no author, begin citation with title of article. In the parenthetical reference, use the
full title if it is brief or a shortened version. (Title 12) If you shorten the title, be sure to
begin with the word by which is alphabetized so the reader can find the entry in the Works
Cited page.
For electronic and Internet sources, follow the following guidelines:
For any online source, include as much information as can access, check beginning and
end of article, home page, Contact Us page.

Web documents generally do not have page numbers. If you have cite a source that doesnt
have page numbers, i.e. web-based source, you no longer need to give paragraph numbers
or page numbers. Create a parenthetical citation using the first word (s) of the source as
cited in the Works Cited page.

Or to improve readability, you may (but it is not mandatory) include reference to source within
the body of your paper by using terms like:
According to ;
As stated by;
As noted in the article;
An article entitled
Henry claimed that;
Williams said that;
In his lyrics Dylan said ;
In the movie about Mississippi ;
In the painting by ;


Formulas and Examples of Source Citations, with Parenthetical Formats

Citation Formula: Books - General
Authors Last Name, First Name. Title of the Book. (add edition if stated on title page). City of
Publication: Publisher, Year of publication. Medium.
(Unsigned articles start citation with the Title)
BOOK One author Medium: Print
Smith, Frances. Our Posthumous Future: Consequences of Biotechnology Revolution. NY: Farrar,
2002. Print.
Parenthetical Example: (Smith 20).
BOOK Two authors Medium: Print
Sloan, Don and Paula Hartz. Abortion: A Doctor's Perspective/A Womans Dilemma. New York:
Fine, 1992. Print.
Parenthetical Example: (Sloan and Hartz 60).
BOOK Three authors Medium: Print
Ward, Susie, C. Clifton, and Jenny Stacey. Gourmet Atlas. New York: Macmillan, 1997. Print.
Parenthetical Example: (Ward, Clifton, and Stacey 176).
BOOK Four or more authors and an edition Medium: Print
Obrien, Robert, and others. Encyclopedia of Drugs. 2nd ed. New York: Facts on File, 1992. Print.
Parenthetical Example: (Obrien and others 175). Or (Obrien, et.al. 175).
BOOK Editor or compiler Medium: Print
Kohn, George C., Ed. Encyclopedia of Plague and Pestilence. New York: Facts on File, 1995.
Print.
Parenthetical Example: (Kohn 42).
Note: If the book has a compiler instead of an editor, use the abbreviation 'comp.' instead of ed.

BOOK Corporate author Medium: Print
National Research Council. China and Global Change: Opportunities for Collaboration.
Washington DC: National Academy, 2005. Print.
Parenthetical Example: (Johns Hopkins University 12)
BOOK Anthology or Chapter in edited multiple authorship book Medium: Print
Citation Formula signed article Authors name will be by title or end of article
Authors Last Name, First Name. Title of Article. Title of the Book. Ed. Name of editor. City of
Publication: Publisher, Year of publication. Page numbers. Medium.
Allende, Isabel. Toads Mouth. A Hammock Beneath the Mangoes: Stories from Latin
America. Ed. Thomas Colchie. New York: Plume, 1992. 83-88. Print.
Parenthetical Example: (Allende 84)
BOOK Anthology - or Chapter unsigned Medium: Print
Citation Formula Unsigned article If there is no authors name by the title or end of article
Title of Article. Title of the Book. Ed. Name of editor. City of Publication: Publisher, Year of
publication. Page numbers. Medium.
Chronology. Ernest Hemingway Modern Critical Views. Ed. Harold Bloom. New York:
Chelsea House, 2003. 293 296. Print.
Parenthetical Example: (Chronology 295)
BOOK Chapter in an edited multiple authorship book in a multivolume work
Citation Formula: Medium: Print
Authors Last Name, First Name. Title of Article. Title of the Book. Ed. Name of editor. Vol. #.
City of Publication: Publisher, Year of publication. Page numbers. Medium.
Shain, Charles. "F. Scott Fitzgerald." American Writers: A Collection of Literary Biographies. Ed.
Leonard Unger. Vol. 2. New York: Scribner, 1974.77-100. Print.

Parenthetical Example: (Shain 81).
BOOK Chapter - edited multiple authorship book in a multivolume work unsigned
Citation Formula Medium: Print
Title of Article. Title of the Book. Ed. Name of editor. Vol. #. City of Publication: Publisher,
Year of publication. Page numbers. Medium.
A Christmas Carol. Novels for Students. Ed. Michael L. LaBlanc and Ira Mark Milne. Vol. 10.
Detroit: Gale, 2001. 65-74. Print.
Parenthetical Example: (Christmas 69).
BOOK ONLINE / ebook Medium: Web
Citation Formula
Authors Last Name, First Name. Title of the Book. (add edition if stated on title page). City of
Publication: Publisher, Year of publication. Source of eCollection / Title of Database.
Medium. Date accessed.
Morem, Susan. 101 Tips for Graduates. New York: Ferguson, 2005. Infobase Publishing eBooks.
Web. 16 Mar. 2010.
James, Henry. The Ambassadors. Rockville: Serenity, 2009. Google books. Web. 16 Mar. 2010.
Parenthetical Example: (Morem).
BOOK General Encyclopedia, signed article Medium: Print
Citation Formula
Authors Last Name, First Name. Title of Article. Title of the Book. (most current ed.) Year of
Publication ed. Medium.
Ferrell, Keith. Computer. The World Book Encyclopedia. 2001 ed. Print.
Parenthetical Example: (Ferrell 188).
Note: No Publishing information is needed for such a well-known work.

BOOK ONLINE Online Encyclopedia or Reference Medium: Web
Citation Formula
Last, First M. Article. Title of Encyclopedia. Edition. City published: Publisher, Year published.
Database. Web. Date accessed.
The Holy Roman Empire. The Encyclopedia of World History: Ancient, Medieval, and Modern.
6th ed. Boston: Houghton Mifflin, 2001. Credo Reference. Web. Apr. 28. 2010.
Parenthetical Example: (Holy Roman).
Lee, Thomas F. "Genetic Engineering." Encyclopedia Americana. Grolier Online. 2003. 8 Jan.
2003. Web.
Parenthetical Example: (Lee).
BOOK Scholarly edition: Prepared by someone other than an author, i.e. editor
Citation Format Medium: Print
Job. The Holy Bible. Revised Standard Version. New York: World Bible, 1973. Print.
The Bible. Introd. and notes by Robert Carroll and Stephen Prickett. Oxford: Oxford UP, 1998.
Print. Oxford Worlds Classic. Authorized King James Version.
Parenthetical Example: (Job 40.1-5).
PERIODICAL Magazine article with author Medium: Print
Citation Formula
Authors Last Name, First Name. Title of the Article. Periodical Title (city/state name if
needed). Date Month Year: page numbers. Medium.
Cray, Dan. "Gene Detective." Time 20 Aug.2001: 35-36. Print.
Parenthetical Example: (Cray 35).
ONLINE PERIODICAL Magazine article MAGNOLIA Medium: Web
Citation Formula

Author's Last Name, First Name. Title of Article. Periodical Title Print publication (date, pages,
vol.#, ver., and/or ed.) information. Title of Electronic Journal or Database. Medium.
Date of Access.
Cray, Dan. "Gene Detective." Time 20 Aug. 2001. MAS Ultra - School Edition. 4 Mar. 2002. Web.
Parenthetical Example: (Cray).
"Racial Disparities." Issues and Controversies on File 30 Apr. 2009. Facts On File News Services.
Web. 10 Jan. 2003.
Parenthetical Example: ("Racial Disparities").
PERIODICAL Newspaper article Medium: Print
For Newspapers need to add the name of city /state if not already included in title - after title
Revkin, Andrew. "Can Global \Warming Be Studied?" New York Times 3 Dec. 2002: D l. Print.
Parenthetical Example: (Revkin).
ONLINE PERIODICAL Newspaper article Medium: Web
Cone, Marla. "A Wilderness Ecosystem in Collapse." Los Angeles Times 28 Oct.2000: A1+. SIRS
Researcher. Web.18 Jan. 2013.
Parenthetical Example: (Cone)
ONLINE SOURCE / SUBSCRIPTION DATABASE Medium: Web
Citation Formula
Author's Last Name, First Name. Title of Article. Title of the Publication Print publication
(date, pages, vol. #, ver., ed.) information. City of Publication: Publisher, Year of
Publication. Title of Database or Web site. Medium. Date of access.
"Japan." CultureGrams Online Edition 2002. Web. 4 Nov. 2012
Parenthetical Example: ("Japan").
ONLINE SOURCE World Wide Web site Medium: Web

Citation Formula
Authors Last Name, First Name. Title of Article. Title of Complete Work or Original Source.
Title of overall / sponsoring Web site. Print publication (date, pages, vol. #, ver., ed.)
information. Publisher of site. Date of last update. Medium. Date of access.
"Destination Mexico." Lonely Planet World Guide. 17 Jan. 2003 Web. 5 May 2011.
Parenthetical Example: ("Destination Mexico").
ONLINE SOURCE eReader / Digital files Medium: The type of
electronic file, such as Kindle file, Nook file, EPUB file, or PDF file. If you cannot identify the file
type, use Digital file.
Citation Format
Determine the type of work to cite (e.g., article, image, sound recording) and cite appropriately.
End the entry with the name of the digital format (e.g., PDF, JPEG file, Microsoft Word file,
MP3). If the work does not follow traditional parameters for citation, give the authors name, the
name of the work, the date of creation, and the medium of publication.
Rowley, Hazel. Franklin and Eleanor: An Extraordinary Marriage. New York: Farrar, 2010.
Kindle file.
Parenthetical Example: (Rowley, ch. 2).
Council of Writing Program Administrators, National Council of Teachers of English, and
National Writing Project. Framework for Success in Postsecondary Writing. CWPA,
NCTE, and NWP, 2011. Digital file.
Parenthetical Example: (Council)
INTERVIEW Medium: Personal / Telephone Interview
Citation Formula
Name of Interviewee. Personal Interview. Date Month Year.

Winfrey, Oprah. Personal Interview. 29 Nov. 2006.
Parenthetical Example: No parenthetical citation, reference must be included in text.
OTHER SOURCES Pamphlet Medium: Print
Cohen, Cheryl A. RCSD Research Style Manual. Flowood: RCSD, 2011. Print.
"Uncovering Mixed Messages in the Media." S. Deerfield: Bete, 1997. Print.
Parenthetical Example: ("Uncovering Mixed Messages" 7).
OTHER SOURCES Sound Recording Medium = CD, LP, Audiocassette
Citation Formula
Artist or Composers Name. Title of Recording. Key Performers Names. Name of Studio, Date.
Medium.
Dylan, Bob. "Blowin in the Wind." Forrest Gump, the Soundtrack. Performed by Joan Baez.
Paramount Pictures, 1994. CD.
Parenthetical Example: (Dylan).
OTHER SOURCES Television or radio program Medium:
Citation Formula Medium = Film, DVD, videocassette, slide program, etc.
Title of the Episode. Title of Program. With key peoples names. Network program aired.
Location of Network. Date Month Year (of broadcast). Medium.
The Heros Adventure. Moyers: Joseph Campbell and the Power of Myth. Prod. Catherine

Tate. PBS. WNET, New York. 23 May 1998. Television.
Parenthetical Example: (Heros).
OTHER SOURCES Film, video recording, or DVD Medium:
Color Adjustment. Prod. Vivian Kleiman and Marlon Riggs. Dir. Marlon Rigg. California
Newsreel, 1991. 87 min. Videocassette.
Parenthetical Example: (Color Adjustment).

OTHER SOURCES Image, photograph, map, chart or cartoon, etc.
Citation Formula Medium:
Artists Last Name, First Name. Title of Graphic. Year created if available. Graphic type.
Publication or Access Information (Publication Information, Collection or copyright
holder. Name of site providing graphic. City of Location. ) Medium. Date of access (if
online access).
Citation Example:
The Ebola Virus. Image. Centers for Disease Control. University of Washington. 17 Jan. 2003.
Print.
Parenthetical Example: (Ebola Virus).
Trudeau, Garry. Doonesbury. Comic strip. New York Times. 8 May 2008: 12. Print.
Parenthetical Example: (Trudeau)
If you have a type of source not included in this list. There are more examples in the
NWRHS Library Media Center. Additional guidelines for documentation or formatting a
research paper can be found in MLA Handbook for Writers of Research Papers 7
th
Edition or
the Guide to MLA Documentation (condensed guide). Both are available in the Library.


Format and Style Suggestions

DO
1. Do use third person he, she, it, they. . .
2. Do identify your source.
3. Do use ACTION verbs.
4. Do use active voice.
5. Do use concrete nouns.
6. Do use clear, concise language
7. Do use orthodox spelling.
8. Do vary sentence structure, types and lengths.
9. Do use inferences and facts.
10. Do write in a natural way.
11. Do use a variety of transitions.

DO NOT
1. Do not use first or second person I, you,
2. Do not use vague pronouns one, everyone, all
3. Do not use there is/was; it is/was.
4. Do not use passive voice.
5. Do not use abstractions.
6. Do not use clichs or slang.
7 Do not use vague foreign terms or spelling.
8. Do not use repetitive sentence structure, types, and lengths.
9. Do not inject opinion.
10. Do not overstate or over explain.
11. Do not write trite transitions such as firstly or to begin with.
12. Do not use contractions.


Format of the Research Paper Guidelines

Follow these guidelines to format your research paper. See examples on the following pages.

Margins Use 1-inch margins for the text of your paper. Do not justify the
right margin.

Line spacing Double space throughout the paper.

Indentions Indent paragraphs 1/2 inch. Indent long direct quotes 1 inch from
the left margin. Use a hanging indent for the Works Cited,
indenting the second and any additional lines 1/2 inch.

Typeface Use a fixed or proportional typeface comparable to the Times New
Roman 12-point throughout the paper; fancy fonts and extreme or
varying sizes are not acceptable anywhere in paper.

Header For papers longer than one page, use a header which includes your
last name and the page number. The header is placed in the upper
right corner 1/2 inch from the top of the page.

Italics Use italics for titles of major published works including books,
magazines, movies, musical compositions, and art work.

Underlines For note-taking purposes use solid underlining for titles. Television
Violence Affects Society is correct; Television Violence Affects
Society is not correct. However, when typing, make sure to convert
back to italics for titles.

Corrections Use the spell checker in your word processing program to help find
and correct errors. Proofread and correct errors not found by your
spell checker.

Paper Use one kind of good quality 8 1/2" x 11" white paper. Use the same
print/font for the entire project, print on only one side of the paper.

Paper arrangement Arrange the paper in the following order:
(No separate title page)
Outline (if required)
Body or text of the paper
Works Cited (or Bibliography)
Appendices (if appropriate, such as charts, graphs, illustrations)

Notes: Page one begins with a standards heading (justified left) followed by a title (centered).
Your last name and page number must appear on every page.

Also, when you are finished typing paper single space the entire document, check spacing.
Correct. Then double space the entire document.

Sample I Research Paper

Student 1
Student Name
Teacher Name
Class title block #
22 October 2010
The Benefits of Occupational Therapy on Children
Thesis: Children with diseases, whether mental, physical, or developmental, benefit from an early
intervention of occupational therapy.
Introduction
I. Occupational therapy
II. Occupational therapy children patients
A. Illnesses and diseases
1. Mental
2. Physical
3. Developmental
B. Settings used in therapy
III. Benefits of early intervention
A. Physical changes due to occupational therapy
B. Developmental changes due to occupational therapy
IV. Disadvantage of no early intervention
A. Negative outcome of waiting for occupational therapy
1. Lack of readiness for school
2. Lack of improvement in mobility and mentality
B. Seclusion of disabled patient


Student 2
Student Name
Teacher Name
AP Literature and Composition B 2
22 October 2010
The Benefits of Occupational Therapy on Children
The growth of occupational therapy is due to recent efforts from nearly every country to
include people with disabilities (Abbott 51). Occupational therapy is designed for people with
disabilities and helps decrease the limitations of their disability, allowing an individual to participate
in the community and work force. Elderly, men, women, and children all benefit from occupational
therapy. An intervention of occupational therapy is used to help these individuals become
independent in areas of life. Occupational therapy intervention is especially important in children.
Starting therapy at an early age will increase independence in the individuals. Children with
disabilities, whether mental, physical, or developmental, benefit from an early intervention of
occupational therapy.
The term occupation can be denoted many ways, being described as a profession or a role in
life. A high school student will have a different occupation than an infant or an adult, which means
the therapy will also differ (Abbott 1).The purpose of occupational therapy is to teach patients with
disabilities, physical, developmental, or mental, to participate in everyday activities, involving self-
care, work, and social settings (Marcil 175). The essence of occupational therapy is twofold: using
occupation to restore function and enabling the patient to pursue occupation as a result of therapy
(39). An occupational therapist helps people who have trouble with daily activities, like eating or
dressing (30). Before an occupational therapist can decide on what activities need improvement, the
patient must go through the screening process.


Student 3
The process of occupational therapy includes screening, evaluation, treatment planning,
treatment implementation, and reevaluation (Abbott 22). This therapy is not a one time treatment
like physical therapy. Occupational therapists are seen frequently and in many different settings.
Most therapists are seen through hospitals, but others work in schools, private practices, and home
health (Marcil 176). Although occupational therapy will not find a cure for the individuals
disability, the final goal is for the patient to succeed in all areas of life without being completely
limited by it (175). In the simplest terms, occupational therapy is aimed at increasing independence
in the individual (176).
Many people benefit from occupational therapy. As it is with most therapeutic practices,
occupational therapy can benefit both children and adults. The only difference between the two is
the stages of therapy in which they are participating in (Gulley). Depending on whether the patient
is a child or an adult, the therapist will either help the individual learn how to play or to participate
in a job (Marcil 178). Throughout therapy the goals or stages for the individual change with age.
Most people, who begin occupational therapy as a young child, continue to receive therapy
throughout their lifespan (Abbott 5). The specific types of people who need occupational therapy
are people with disabilities that might limit participation in an area of life (Marcil 177). The
disabilities that are commonly found in occupational therapy practices can be characterized into the
three groups: developmental disorders, physical disabilities, and mental health disorders (157).
The three classifications cover a broad number of disabilities. Developmental disorders may
range from developmental delays to prematurity (Occupational). In both instances the patients
have not reached the levels of developmental maturity at a certain age. Developmental delays are
common with children whose mothers consumed alcohol or drugs during the pregnancy. The
therapist will help these patients by speeding up their natural developmental process through
activities focusing on fine and gross motor skills. Another group of people an occupational therapist
might see are patients with mental disabilities. A mental disorder that is commonly found in patients

syndrome focuses on self-care activities, like bathing and feeding (Marcil 111). Another common
disability is autism, in which the occupational therapist will use sensory integrative approaches to
calm the child (108). The therapist will also attempt to improve the autistic childs motor skills,
muscle control, and social interaction (Landau 52). Occupational therapy for a mental disability
will focus on daily activities and social interactions (Marcil 132). The last classification for
patients is those with physical disabilities. The patients may be born with the disability or develop
it throughout his or her lifetime. Some common physical disabilities are multiple sclerosis, spina
bifida, and amputations. An occupational therapist will work on upper body bowel training and
alternative education for those with spina bifida (Marcil 118). For patients with multiple sclerosis,
occupational therapy might focus on strengthening muscle tone (150). The process differs
regarding amputees because the patient was not necessarily born with the disability. The therapist
will help the amputee learn to take care of his or her injury and relearn daily tasks (134). The
childrens disabilities may all differ, but all benefit from occupational therapy.
There are numerous benefits a child patient can receive from an early intervention in occupational
therapy. Children can have difficulties in anything from motor skills and social skills to dressing
and toileting, according to the article Occupational Therapy Clinic Benefits Children and
Students. Early intervention can benefit a child both physically and developmentally. The main
physical benefit is the ability to complete basic tasks alone or with

Student 4
might see are patients with mental disabilities. A mental disorder that is commonly found in patients
is Down syndrome. The occupational therapy for a child with Down syndrome focuses on self-care
activities, like bathing and feeding (Marcil 111). Another common disability is autism, in which the
occupational therapist will use sensory integrative approaches to calm the child (108). The therapist
will also attempt to improve the autistic childs motor skills, muscle control, and social interaction
(Landau 52). Occupational therapy for a mental disability will focus on daily activities and social
interactions (Marcil 132). The last classification for patients is those with physical disabilities. The
patients may be born with the disability or develop it throughout his or her lifetime. Some common
physical disabilities are multiple sclerosis, spina bifida, and amputations. An occupational therapist
will work on upper body bowel training and alternative education for those with spina bifida (Marcil
118). For patients with multiple sclerosis, occupational therapy might focus on strengthening muscle
tone (150). The process differs regarding amputees because the patient was not necessarily born with
the disability. The therapist will help the amputee learn to take care of his or her injury and relearn
daily tasks (134). The childrens disabilities may all differ, but all benefit from occupational therapy.
There are numerous benefits a child patient can receive from an early intervention in
occupational therapy. Children can have difficulties in anything from motor skills and social skills to
dressing and toileting, according to the article Occupational Therapy Clinic Benefits Children and
Students. Early intervention can benefit a child both physically and developmentally. The main
physical benefit is the ability to complete basic tasks alone or with limited assistance. One of these
basic tasks is eating. An occupational therapist will work on feeding techniques, such as tongue
control, for younger children (Marcil 112). Occupational therapy will (continuation of the paper)


Student 8
Works Cited
Abbott, Franciscus, and Zona R. Weeks. Occupational Therapy Careers. Chicago: VGM Career
Books, 2001. Print.
Gulley, Andrea. Personal Interview. 10 September 2010.
Marcil, William M. Occupational Therapy: What is it & How it Works. New York: Thomson Delmar
Learning, 2007. Print.
Occupational Therapy Clinic Benefits Children and Students. Pediatrics/ Childrens Health News.
Medical New Today. 3 December 2006. MediLexicon International Ltd. 2010. Web. 3
September 2010.
Whalen, Sandra Sahagian. How Occupational Therapy Makes a Difference in the School System: A
Summary of the Literature. Occupational Therapy: Skills for the Job of Living. Occupational
Therapy Now. May 2002. Canadian Association of Occupational Therapists. Web. 24
September 2010.
What Are the Benefits of Occupational Therapy? Benefits of Occupational Therapy. My Child
Without Limits. Web. 3 September 2010.


Sample II Research Paper

Mrs. McKeeta
English 11 Accelerated
October 10, 1994
The Holocaust of Slavery Revealed in Morrisons Beloved
Trying to breathe life into characters, allow them space, make them people I care
about, is hard. I only have twenty six letters of the alphabet; I dont have colors or music,
states renowned black American novelist Toni Morrison (Samuels 9). However, Morrison
works her magic charm above all with a love of language and thus reveals the most
colorful and realistic characters imaginable (May 333). Morrisons unique style, with its
strange twists and poetic use of language, makes her pages come alive. Critic Judith Thurman
states, If you read her work with a vigilant eye, you should also listen to it with a vigilant
ear. Theres something great in it; a play of human voices, consciously exalted, perversely
stressed, yet holding true. It gets you . . . (203). This element of Morrisons evocative and
manipulative style in Beloved is such that even the laughter of Morrisons characters
disguises pain, deprivation and violation. It is laughter at a series of bad, cruel jokes . . .
Nothing is what it seems; no appearance, no relationship can be trusted to endure (May
334). It was in 1974 that Morrison uncovered the premises for the story of Beloved. She was
in the process of publishing The Black Book, a Random House project which was a so-called
scrapbook of black American history, when she came across the story of a runaway slave
named Margaret Garner who murdered her child rather than relinquish her to the horrifying
life of slavery (Samuels 95). This dramatic story became the basis of tragedy that the novel is
built around, and Margaret Garner becomes the foundation of Sethes twisted character.
Rist 3

Emily Rist
Mrs. Teacher
Accelerated English III B5
October 10, 1994
The Holocaust of Slavery Revealed in Morrisons Beloved
Trying to breathe life into characters, allow them space, make them people I care
about, is hard. I only have twenty six letters of the alphabet; I dont have colors or music,
states renowned black American novelist Toni Morrison (Samuels 9). However, Morrison
works her magic charm above all with a love of language and thus reveals the most
colorful and realistic characters imaginable (May 333). Morrisons unique style, with its
strange twists and poetic use of language, makes her pages come alive. Critic Judith Thurman
states, If you read her work with a vigilant eye, you should also listen to it with a vigilant
ear. Theres something great in it; a play of human voices, consciously exalted, perversely
stressed, yet holding true. It gets you . . . (203). This element of Morrisons evocative and
manipulative style in Beloved is such that even the laughter of Morrisons characters
disguises pain, deprivation and violation. It is laughter at a series of bad, cruel jokes . . .
Nothing is what it seems; no appearance, no relationship can be trusted to endure (May
334). It was in 1974 that Morrison uncovered the premises for the story of Beloved. She was
in the process of publishing The Black Book, a Random House project which was a so-called
scrapbook of black American history, when she came across the story of a runaway slave
named Margaret Garner who murdered her child rather than relinquish her to the horrifying
life of slavery (Samuels 95). This dramatic story became the basis of tragedy that the novel is
built around, and Margaret Garner becomes the foundation of Sethes twisted character.


Sample of Long Quotations

Sample Works Cited Page

Name 8

Works Cited
American Society of Hospital Pharmacists. The New Consumer Drug Digest. United States: Facts
on File, 1985. Print.
Bronte, Emily. Wuthering Heights. New York: Dodd, Mead & Company, 1985. Print.
Diet and Kidney Stones. A to Z Health Guide. National Kidney Foundation. 2007. Web. 29
Nov. 2007.
Eulert, Donald. Theres a Certain Slant of Light. Poetry for Students. Ed. Mary K. Ruby.
Detroit: Gale, 1999. 223-225. Print.
Fortt, Jon. Covering the Digital Giants: How to Fix Dell. Fortune. CNNMoney.com. 6 Dec.
2007. Web. 10 Dec. 2007.
Morrison, Toni. Creating The Bluest Eye. Toni Morrison: Blooms Major Novelists. Ed. Harold
Bloom. Broomall: Chelsea, 2000. 28-30. Print.
Papenfuse, Edward C. Chesapeake and Ohio Canal. The World Book Encyclopedia. 2006 ed.
Print.
Pescar, Susan C., and Christine A. Nelson. Where Does It Hurt?: A Guide to Symptoms and
Illnesses. New York: Facts on File, 1983. Print.
Ricadela, Aaron. Google Girds for Facebook Fight. Business Week Online. 31 Oct. 2007.
EBSCOhost. MAGNOLIA. Web. 28 Nov. 2007.
Schlender, Brent. 25 Most Powerful People in Business: Chairman and CEO, Apple. Fortune.
CNNMoney.com. 2007. Web. 3 Dec. 2007.
Spangenburg, Ray, and Kit Moser. TV News: Can It Be Trusted? Berkeley Heights: Enslow,
2003. Print.

Name 9
Susa. The New Encyclopedia Britannica. 15
th
ed. 1991. Print.
Walker, Alice. The Color Purple. New York: Pocket, 1985. Print.
Wallace, Stephen. Why Not 21? The Renewed Debate Over Underage Drinking. SADD.org. 15
Nov. 2007. Web. 13 Dec. 2007.
Weber, Ronald. Narrative Method. Readings on A Separate Peace. Ed. Jill Karson. San Diego:
Greenhaven, 1999. 49-55. Print.
Wyly, Michael J. Understanding The Great Gatsby. San Diego: Lucent, 2002. Print.


Evaluation Checklist

Content
Are the sources credible, accurate, and appropriate for the assignment?
Is there sufficient evidence facts, statistics, Quotes, examples to support the
main ideas?
Is the thesis statement clear and inclusive?
Does each paragraph develop one central idea?
Is the topic sentence in each paragraph supported by solid evidence or proof?
Does each paragraph topic sentence and concluding sentence relate to the thesis
statement?
Are the arguments logical?
Does the conclusion restate the thesis statement?
Does the concluding paragraph provide coherent concluding ideas based on the
evidence in the paper?

Organization and Style
Are all paraphrased ideas and direct quotations credited in the endnotes or
parenthetical documentation?
Do transitions help to make the paper coherent?
Is the paper arranged in the prescribed order?

Mechanics, usage, and punctuation
Are the sentences complete? Are there no fragments or run-ons?
Do the sentences vary in length and structure?
Are the spelling and punctuation correct?
Is the grammar (for instance, subject/verb agreement, pronoun/antecedent
agreement) correct?
Do the quotations, parenthetical documentation, and bibliography or works cited
conform to the models?
Is the format (margins, heading, header, and titles) correct?


Works Cited Checklist

1. Are all margins are 1? To check follow these steps:
Go to File
Click on Page Setup
Change all margins to 1 YES

2. Is your header your last name followed by the page number? The works cited page is the last page of
your paper.

Pitt 6 YES

3. Did you leave off the MLA heading? Make sure that you Do Not have the MLA heading on this page.

Brad Pitt
Mrs. Teacher
Acc. English I YES
25 March 2007

4. Did you center the following on the first line of the page: Works Cited?

YES

5. Is your title format correct? DO NOT UNDERLINE OR BOLD the title of this page.

YES
6. Did you alphabetize the entries on the works cited page?

YES

7. Did you remember NOT TO bullet or number the entries on your works cited page?

YES
8. Did you use hanging indentions?

YES
9. Did you proofread your entries to make sure that you formatted them correctly?

YES
10. Are all of the entries on the works cited page included in your paper?


Appendix A: The Research - Writing Process Reference Sources

Choosing a Topic (Planning):
Generate questions or ideas
for a research topic.
Gathering Resources and
Information:
Locate sources and gather
relevant information from
multiple sources.
Compiling and Organizing
Information:
Take notes on important information
from a variety of sources. Notes can
be taken using a variety of strategies,
including note-cards.
Developing a Writing Plan:
Organize the notes in a logical
order. Decide on categories
and classify information based
on common ideas.

Drafting, Revising, and Editing:
Synthesize and evaluate
important findings and select
sources to support central ideas,
concepts, and themes.
Revise the draft for
organization, clarity, and
coherence.
Proofread and edit the draft.

Publishing:
Present the results using a
variety of communication
techniques (i.e. paper,
PowerPoint presentation,
poster, brochure, visual
representation, Web page,
etc.).

Reference
Sources
Encyclopedia

Internet
Dictionary
Almanac
Biography

Autobiography

Textbook
Atlas
A reference work offering a broad
range of information on all or
specialized areas of knowledge (i.e.
countries, people, culture, religions,
history, science, and literature.)

A reference book of words
containing definitions and
word information
.
A book that lists
words related to
each other in
meaning, usually
giving synonyms
and antonyms

A network that links
computers by satellite and
telephone connecting users
with services such as e-mail
and a broad range of
information, including
current events

The story of
the writers
life

An annual
publication that
includes a
calendar,
astronomical
information,
and details of
anniversaries
and events
A book that treats a subject
comprehensively and is used by
students as a basis for study

A book of maps with
vital statistics relating
to geographic regions,
distances and roads

History
Thesaurus
(inc. family
relationship),
important
titles,
abbreviations
of titles

An account of
a person's life,
written by
another person

A record of the past
events of a period in
time or in the life or
development of a
people, an institution
or a place
Diary
A personal record of events in
a persons life arranged by date

Article
A piece of non-fiction writing in a
newspaper, magazine or reference book,
usually a source of current information
when published


Appendix B: Glossary of Research Terms and Abbreviations
annotated bibliography - a bibliography
with critical and/ or explanatory notes about
each source

anthology - a source of information that has
multiple articles from different authors,
usually on a similar topic

appendix - a section containing material not
included in the body but which is relevant to
the topic (always titled with a letter as in
Appendix A)

authority - a generally accepted source of
expert information

bibliography (bib.) - a list of all of the
books, magazine and newspaper articles, and
other material used in researching a topic.

body (of a paper) - refers to the paragraphs
after the introduction and before the
conclusion; contains the main points, ideas,
and arguments of the author

brackets - the punctuation marks [ ] used
only within a quoted passage to enclose
additions (which explain a work or give
information to the reader) in your own words
- NOT the same as parentheses

- date of publication or copyright (1994)

cite, citing, citation - to quote as an
authority or example

comp. - compiled by or compiler; a person
who combines the work of several people or
sources

document - to acknowledge the source of an
idea or fact with a parenthetical reference

ed. or eds. - edited by or editor(s); people
who prepare something for publication by
selecting and revising other writers' work
edition - the total number of copies of a
work printed from a single set of type; each
edition is printed at a different time and is
given a distinct edition number
(Example: 3rd ed.)

editorial - an article expressing an opinion

e.g. - for example, used to indicate that an
example follows

ellipsis - three periods with a space before,
after, and between them (. . .) that indicate an
omission in quoted material

etc.-and so forth - avoid using

general article - a relatively short article that
gives a broad overview of a subject, usually
located in encyclopedias or textbooks

GPO - Government Printing Office,
Washington, D.C.

i.e. - that is, for example, used to indicate that
an example follows

in-text documentation - see parenthetical
reference

keywords - terms related to your topic,
usually naming important places, people, and
subjects

n.d. - no date of publication given

n.p. - no publisher given, no place of
publication

n. pag. - no paging given in source (in
Works Cited)


paraphrase - to put anothers idea, opinion, or argument into your own words

parenthetical reference - documentation
located within the text of a research paper

periodicals - publications published at
regular intervals, e.g. magazines, journals,
and newspapers

plagiarism - the stealing of anothers style,
ideas, or phrasing; to avoid plagiarism,
everything not documented must consist of
your ideas and word choices

primary source - the work, manuscript,
journal, government document as originally
written

prod. - produced by, producer (in Works
Cited)

rpt. - reprint, reprinted by

secondary source - a critical or historical
work that critiques or explains a primary
source or is an outgrowth of the primary
work

thesis - the statement of the opinion or idea
that the writer plans to support

title page - the cover sheet for a research
paper, which includes the title, author, course
name, teacher and the date. MLA
recommends NO COVER PAGE. Title
information should be included on page one
of the text.

Title page of a book main information
page in a book where you will find the exact
title, author (s), vol. #, editor, city of
publication, publisher (most of the time)
Copyright date should be on the backside of
this paper

trans. (tr.) - translated by, translator or
translation (in Works Cited)

URI - uniform resource locator, the network
address of an online web site, enclosed in
angle brackets < > in works cited

vol., vols. - volume(s), numbers may be
written in Arabic or Roman numerals

working bibliography - a list of all the
sources used in researching a topic

works cited - information sources that are
actually cited (quoted or paraphrased) in the
body of the paper

works in progress - works that are
frequently updated, where the subject
appears in more than one volume, and that
have cumulative indexing (example is
Contemporary Authors)

WWW-World Wide Web internet source


Appendix C: MLA Format for Source Cards (and Works Cited Page) Beginners Guide

Where can I find the information for my source card?
Look on Title Page (not cover) for title, author or editor, publisher, place of publication
Look on the back side of title page for the for date of publication

BOOKS
Citation Formula for BOOKS with an author Medium = Print

Book with ONE author

Book with TWO OR THREE authors

ANTHOLOGY - a book with different articles by different authors.
An anthology will have an (book) editor (Ed.) but no authors name on title page. The
individual articles may or may not have an author. The authors name will be by the title or at the
end of the article.

Citation Formula for ANTHOLOGY with a signed article by an author Medium = Print
Anthology with SIGNED with authors name (found by title or end of article)
Anthology UNSIGNED without an with authors name (not found by title or end of article)

Authors Last Name, First Name. Title of the Book. City of Publication: Publisher, Year of
publication. Medium.
Payne, Darwin R. Design for the Stage. Chicago: Thompson Gale Co., 1986. Print.
Taylor, Anita and John Jones. Raising the Dead. New York: Prentice-Hall Publishing, 1977. Print.
Authors Last Name, First Name. Title of Article. Title of the Book. Ed. Editors Name.
City of Publication: Publisher, Year of publication. Page numbers. Medium.

Smith, Isabel. Toads Mouth. A Hammock Beneath the Mangoes: Stories from Latin America.
Ed. Thomas Jackson. New York: Plume Publishing, 1992. 83-88. Print.
Title of Article. Title of the Book. Ed. (Editors Name). City of Publication: Publisher,
Year of publication. Page numbers. Medium.


ELECTRONIC SOURCES- Internet and Magnolia

Citation Formula for INTERNET websites Medium = Web

Citation Formula for MAGNOLIA websites do not include host site /consortium of databases
i.e. MAGNOLIA or INFOBASE PUBL. Medium = Web

MAKE SURE YOU WRITE THE CALL NUMBER (on the lower spine) OF EACH BOOK
ON THE BACK OF EACH SOURCE CARD.

MAKE SURE YOU WRITE THE PAGE NUMBERS ON YOUR NOTE CARDS.
(It will save you time later.)

The Life of a Lone Man. Ernest Hemingway: Modern Critical Views. Ed. Harold Bloom.
New York: Chelsea House Publications, 2003. 293 296. Print.
Author's Last Name, First Name. "Title of the Article." Title of Complete Work or
Original Source. Print publication (date, pages, vol. #, version, ed.) information.
Title of overall Web site. Publisher of site or database. Date of last update. Medium.
Date of access.
Using Modern Language Association Format. OWL Online Writing Lab. Purdue University

Online Writing Lab. Purdue University. 13 Oct. 2005. Web. 29 Jan. 2011.
Author's Last Name, First Name. "Title of the Article." Title of Complete Work or
Original Source. Print publication info (date, pages, vol. #, ed.). Title of overall
database. Year published. Date of last update. Medium. Date of access.
Frick, Robert. "Investing in Medical Miracles." Kiplinger's Personal Finance. Feb. 1999:
80-87. Academic Search Premier. 2011. Web. 2 Feb. 2011.


Appendix D: Keyword Searching (Boolean) Techniques Print or Electronic, Keyword
Strategies

Using multiple words helps to focus your search, thereby getting better information efficiently.

Boolean search is a method of searching where the student combines terms and determines
relationships. The words and, or, and not are used for a Boolean search.

The word AND or + combines search terms so that each result contains all of the terms. Use
AND to narrow the search. Using AND returns information containing all of the keywords in
the same document.

For example, travel AND expense or travel + expense will result in articles that contain both
travel and expense. Or cancer AND children

Example: cancer AND children AND united states

The word NOT or minus sign (-) excludes search terms so that each result will not contain any of
the terms that follow it. Use NOT to eliminate some possible terms / information relating to
subject.

For example, television NOT cable or television -cable will result in articles that contain the
term television, but not the term cable. Or hazardous waste NOT nuclear


The word OR combines search terms so that each result contains at least one of the terms. Use
OR to expand your search. Using OR returns information containing either of the keywords in
the same document.

For example, tax OR revenue will result in articles that contain either tax or revenue. Or
battered women OR spousal abuse

Additional Strategies
Take search / key words from direct question that you are researching
Keep a running list of key words / synonyms to use each time go to a different reference
source
Use truncation ie. Child* could mean child, child abuse, child labor, children, Childress,
childs, etc.
Are you in right type of reference source for best result of search

Additional Search Techniques / Terms
Full Text
Always click FULL TEXT you cannot use abstracts in a paper.
HTML full text
Will take you directly to the full text of the article. This will not contain any pictures or
additional media.
PDF Full Text
Will take you to a PDF version of the full text. This may contain pictures and additional media.
Exact phrase
To search for an exact phrase (two or more words side-by-side) enclose the phrase in quotation
marks. Keep in mind that you might miss a good site. Example: "Alexander Bell" might miss
Alexander Graham Bell sites.
Truncation of wildcard
Leave off the ending of a word to search for variations of that word. Replace letters at the end
with an asterisk (*). Example: teen* would include the results teens teenage teenager teenaged
or teen* fashion
Search within a specific website (site:)
You may want to search within a site. Example: Iraq:nytimes.com will only provide sites from
NYTime.com but nothing else or Iraq site.gov will only provide sites from a .gov domain
Order of result list

Some indexes and search engines return a list organized by most relevant information first.
Others return a list organized by most recent first. Knowing the difference will help you decide
how many screens to look through to find the best information.
Find the help screen
Every index, database, and search engine has a help screen which explains its features and gives
tips for successful keyword searches.
Truncate the URL
Can cut back URL by slash marks (cut one at a time) to see where the site originates
Sponsored / Paid Websites
Be aware that companies pay for their site to be listed more prominently, regardless of how good
it is for your research. Be wary of documents from free hosting sites, they are paid for their
hosting services.
URL Clues
Sometime you can determine how useful, accurate or valid a site is by end/suffix or domain
name.
.com = commercial sites (vary in their credibility)
.gov = U.S. government site
.org = organization, often nonprofit. (Some .orgs have strong bias and agendas)
.edu = school or university site (Was it created by a K12 class? By a college student?
By a university department? By a scholar?)
.mil = U.S. military site
.net = networked service provider, Internet administrative site
.biz = a business
.pro = professionals site
~ = personal site (Be a little suspicious of personal sites as they are not endorsed by the
parent site. For example, many college students have personal websites posted on their
colleges site.


Appendix E: Student Tools To Increase Essential Skills for Electronic Researching
Use the tools available to you

Spell CheckOne of the most frustrating experiences for students searching print or especially
digital resources is to not find what they are looking for. Discouragement and time wasted
provide disincentives for research. Make sure that you have correctly spelled the words / terms
that you are looking for.

Reference SupportAccess to a dictionary, thesaurus, and encyclopedia helps students to
understand the information in the documents that are recovered from each search.

Home AccessMost electronic sources can be accessed from home. For example all the
MAGNOLIA resources via www.rcsd.ms page, school home page, Library. Some schools may
have additional subscription resources. See your school Librarian for your schools passwords.

Article SummariesStudents can save time browsing and increase the specific relevancy of the
information that they harvest for their mini-research projects.

Tagged ListStudents can tag the articles and websites that they want to save, print, or email
from their search results. Saving time in completing routine tasks allows for more time to be
spent on analysis, synthesis, and reporting the conclusions of their research activities.

Citation Supportmany of the MAGNOLIA resources have a citation support feature to create
a MLA formal citation.

EmailAllows students to send relevant documents tagged lists to their home for later use in
homework or mini-research report assignments. Use your school email address to send
information from home to school to home.


Appendix F: Turnitin.com Directions
To submit your paper to turnitin.com
1. It must be typed and saved in Word or Word Perfect not Works
2. Go to www.turnitin.com
3. Go to Sign in
4. Sign in with email and password
5. If need to create a new account click on Create Account
6. Go down to Create a New Account Click Student
7. Creating an account
a. Need the class ID (from teacher)
b. Class enrollment password (from teacher)
c. Your first name and your last name
d. Email address use your school address example: cac1234@students.rcsd.ms
e. Enter your password use: lunchnumberfirstname (up to 10characters)
f. Confirm your password
g. Answer a secret question answer use one that cannot change i.e. mothers maiden name
h. User agreement User 13 or over I accept Create profile
i. If you get a message: email account is already on file
j. Retrieve password
k. Reset User Password must enter email account Next
l. Or answer security question
m. Reset with new password use lunchnumberfirstname (up to 10characters)
n. Return to home page by clicking top left turnitin.com - sign in
8. Click Enroll in a class tab
9. Student homepage will appear, click on your class, click on Continue
10. Enter class ID and password
11. Find the assignment for your research paper
12. Click on the gray Submit box to the right to submit your paper
13. Choose submission method - single file upload or copy/ paste
14. Add name of research paper (submission title)
15. Find your files on the computer, or browse your files for paper, or copy/paste your paper
16. Now submit your paper file upload
17. Make sure your entire paper uploaded outline, paper and works cited
18. Click in green cross under Submit to submit your paper single file upload Title the paper the
same name as used as the title for the paper
19. Make sure you exclude quotes and works cited/bibliography if submitted, can remove quotes and
works cited information for the duration of current view of report
20. A digital receipt will be displayed, print if teacher requests. If not displayed submission was
incorrect, re upload. A digital receipt will be emailed to email account
21. Click on portfolio to check submission for plagiarism
22. Copies of submitted papers can be viewed by clicking on the icon under the Download Paper
header, and viewed by clicking on the Show details link next to the paper assignment.
23. Original reports are available in 10 15 minutes after upload. Click on Originality Icon (% number)
for report. Open report, click on filtering (funnel) icon uncheck quotes and works cited
24. To print an Originality Report click on print icon (bottom of report)
25. To download, view or save a copy of Originality Report click on download icon (right of print icon)

Appendix G: Final Project Requirements
Each teacher and each school should determine the parameters of their research paper
requirements.
Some possible guidelines might include:
The final project should include the following:
1. Source cards
2. Note or e-note cards (50 for ninth; 75 for tenth grade; 100 for eleventh; 125 for twelfth
grade; 150 for AP)
3. Typed rough draft
4. Copies of internet sources
5. Final paper, typed, should be stapled or paper clipped using 1 margins.
6. turnitin.com verification

Determine the suggested even-numbered minimum pages required = minimum number of sources

9
th
grade 3-4 pages 4 sources
10
th
grade 4-5 pages 4 or 5 sources
11
th
grade 5-7 pages 6 sources
12
th
grade 4-6 pages 5-6 sources 100 notes or 7-9 minute speech
AP paper 5-7 pages 6-8 sources 125 notes

Third of the sources should be hard copy print
Third should be school sponsored databases and / or Magnolia
Other (verified/evaluated) websites or databases

9
th
grade English Research Paper premise How did an authors life / lifestyle impact / influence
their writings -- how did an authors writing influence / impact society/culture/people. Skills
Organizing, Summarizing, Comprehension, Making Connections

10
th
grade English Research Paper premise What is the impact of a social issue. Skills Making
Connections, Comparisons, Interpretations, Applications

11
th
grade English / Dual Enrollment Research Paper premise Analyze a major Am Literature
novel determine an overriding theme in the work (one that is meaningful to you) based upon
published criticisms learn to think critically about a great ? Skills Analysis, Interpretations

12
th
grade / Dual Enrollment English Research Paper premise Analyze a major novel, or subject
within British Literature determine an overriding theme in the work (one that is meaningful to
you) based upon published criticisms learn to think critically about a great ? Skills Analysis,
Interpretations

12
th
grade Senior Project - Abstract Bibliography premise- What are the benefit / impact of senior
project topic? Skills Analysis, Synthesis, Evaluation

Social Studies Research Paper - to be determined

Possible Guidelines for General Outline for RCSD Research Paper
*Every paper should include an Introduction and Conclusion, however these topics should
not be included on your outline.

9
th
grade American Biography - General Outline
*Introduction
Early Life
Factors leading to career
Lifes Work / Career
Significance to us/culture
*Conclusion

How their lives influenced their writings
How their writings influenced culture
How their writings influenced us

10
th
gr. Social Issues Paper General Outline
*Introduction
What is it, who is affected, how and why does it happen, causes, signs of existence
what are the main problems, controversies, and/or fears of this topic, what has
changed to make this a social issue
What are the solutions that some experts are suggesting, are there controversies
surrounding these solutions, potential policies, costs
What if nothing changes, long range, predictions
Why and how can others be convinced that changes are necessary, have past actions been
effective should new ones be developed
*Conclusion

Evidence: facts and statistics; ideas and quotes from experts; examples of cases; laws.
Legislation, primary sources supporting your thesis
Supporting ideas

11
th
gr./ Dual Enrollment - Literary Analysis General Outline
*Introduction - assume the audience has read the piece of literature but not studied it
Primary theme/symbolism/elements (characters, setting, etc) - one aspect of your novel to
analyze in order to discover how the author used that particular element as a means of
expressing his or her purpose, theme, and meaning. Integrate definitions (within a
literary context) of your themes and background information of your novel.
A key, secondary subtheme that contributes and/or validates the primary theme. Provide
supporting evidence from expert/published criticisms and your analysis found in the
novel. Proof that backups and reinforces the significance of the primary theme and
meaning of the work.

May include a historical perspective / purpose that the novel was written make a
connection between the novels overall purpose and its historical context
*Conclusion no new ideas

Analysis is NOT a plot summary
Analysis is NOT a time to say what it reminds you of
Analysis is NOT an excuse to write about your beliefs

12
th
gr. - Senior Paper General Outline Abstract Bibliography

-1
st
class in the Library begin research process, develop ideas to research and formulate
direction of research enough to design an outline, find - 15 20 sources balance of print
(minimum of 5) anthologies internet associations, etc.
-Before next Library class, each student should develop; a workable outline, 3 essential questions
which should guide your research / basis of your thesis
- 2
nd
(and last class, several weeks after 1
st
class) in the main / lab to continue to find facts that
support your topics importance, value and relevancy, thesis

*Introduction
What is and why is topic important, what noteworthy events have led to this topics significance
A.
B.
C.
How can it be implemented to whom, when, where
A.
B.
C.
What are potential problems / current controversies / long range outlook of topics goals
A.
B.
C.
What are the benefits / impact of your topic on self, community, global societies
A.
B.
C.
*Conclusion

12
th
Subject Analysis in connection with and impact on British Literature and / or British
Culture

This is an impact and analysis paper. What is my topics impact on ___________________ ?
(relating to British Literature and / or British Culture, can be historical in nature)

Analysis is NOT a plot summary
Analysis is NOT a time to say what it reminds you of
Analysis is NOT an excuse to write about your beliefs

*Introduction
I. Background of topic define or explain what it is, relate to a major factor or significance
of the topic?
II. What was the historical or literary condition / situation / status before the subject of your
topic?
III. How did my topic impact / change / affect the historical or literary condition / situation /
status of the times?
IV. What was the historical or literary condition / situation / status outcome or significance?
*Conclusion

For example: Queen Elizabeth I Womens Rights

*Introduction
I. Background of topic define or explain what it is, relate to a major factor or significance
of the topic?
A. Tudor Monarchy
B. Her struggles becoming Queen
II. What was the historical or literary condition / situation / status before the subject of your
topic?
A. Existing womens rights pre 1550
B. Difficulties of British people to accept a woman monarch
III. How did my topic impact / change / affect the historical or literary condition / situation /
status of the times?
A. What actions did she establish that impacted the rights of women
B. How did womens roles change
IV. What was the historical or literary condition / situation / status outcome or significance?
A. What permanently changed the actions and reactions of women in the Renaissance
time and current times
B. How did womens rights become protected
*Conclusion

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