Introduction
The introduction needs to grab the reader’s attention – this is not the time to be boring! For this you need a hook.
The thesis also needs to set the context – where are we? When? What is going on?
If you have a yes/no question, the intro should describe the OTHER SIDE of the argument – ie. the position you are NOT taking in your thesis.
For example:
If you have the Native American topic which asks whether the native groups are one culture or a variety of cultures, and you have decided to say that they are different cultures, you might want to begin your intro by describing some of the similarities among the groups.
If you have the Viking topic and are saying they did have a culture beyond raiding, this is your chance to describe the brutality (or alleged brutality) of some of the raids and invasions. Don’t gross us out, but you can use a little creativity here.
Conclusion
Two goals of the conclusion:
1. Summarize/restate your position (NOT IN THE SAME WORDS!)
2. Answer the “so what” question – what is the historical significance? Why is this an important question?
Monday, April 9, 2007
Wednesday, April 4, 2007
Rubric
Here's the rubric I'll use for grading your paper - you probably want to PRINT IT OUT.
Name: Research Paper Grading Sheet
A (superior paper)
• Introduction begins with original, creative historical setting
• Introduction includes specific, sophisticated, underlined, and argumentative thesis that answers the question posed
• Introduction identifies at least two vehicles/categories of evidence
• Each vehicle is introduced by strong topic sentences that always refer back to the thesis
• Body paragraphs are built around strong assertive statements that introduce evidence of argument
• All evidence is well chosen, specific, and highly supportive of argument
• All evidence is clearly analyzed in terms of topic sentence/thesis
• Body paragraphs include sufficient evidence to support the argument
• Paragraphs fluidly carry argument throughout paper
• Paragraphs are connected by thoughtful and seamless transitions
• Conclusion summarizes argument, moves the essay to a broader level of significance, and leaves the reader thinking
• Sentence structure is varied and sophisticated
• Writer uses rich and appropriate vocabulary
• Spelling and grammar are flawless
• Paper is accompanied by a well-prepared, complete outline
• Paper demonstrates correct research process
• Paper includes annotated bibliography of at least 7 sources; all entries are in correct format
• Paper includes at least 4 – 6 parenthetical citations in correct format
• Paper is double-spaced, has 1-inch margins and 12 pt Times New Roman font
B (very good/good paper)
• Introduction begins with historical setting
• Introduction includes an argumentative thesis that answers the question posed
• Introduction identifies at least two vehicles/categories of evidence
• Each vehicle is introduced by topic sentences that mostly refer back to the thesis
• Body paragraphs are built around statements that introduce evidence of argument
• Most evidence is well chosen, specific, and supportive of argument
• Most evidence is clearly analyzed in terms of topic sentence/thesis
• Most paragraphs include sufficient evidence to support the argument
• Most paragraphs carry argument through paper
• Most paragraphs are connected by thoughtful and seamless transitions
• Conclusion summarizes argument
• Sentence structure is clear
• Writer uses appropriate vocabulary
• A few errors in spelling and grammar
• Paper is accompanied by a somewhat complete outline
• Paper demonstrates correct research process
• Paper includes annotated bibliography of at least 7 sources; all entries are in correct format
• Paper includes at least 4 – 6 parenthetical citations in correct format
• Paper is double-spaced, has 1-inch margins, and 12 pt Times New Roman font
C (fair paper)
• Introduction begins with vague, non-descriptive historical setting
• Introduction includes a thesis statement that is apparent but vague & does not fully address the question posed
• Introduction identifies less than two vehicles/categories of evidence
• Vehicles are introduced by topic sentences that sometimes refer back to the thesis
• Body paragraphs are generally built around statements that introduce evidence of argument
• Some evidence is well chosen, specific, and supportive of argument
• Some evidence is clearly analyzed in terms of topic sentence/thesis
• Some paragraphs include sufficient evidence to support the argument
• Some paragraphs carry argument through paper
• Some paragraphs are connected by thoughtful and seamless transitions
• Conclusion minimally summarizes argument
• At times, sentences are unclear and unfocused
• Writer uses somewhat appropriate vocabulary
• Many errors in spelling and grammar
• Paper is accompanied by an incomplete outline
• Paper does not demonstrates correct research process
• Paper includes annotated bibliography of less than 7 sources; not all entries are in correct format
• Paper includes fewer than 4 – 6 parenthetical citations in correct format OR Paper includes 4 – 6 parenthetical citation in incorrect format
• Paper is not double-spaced, does not have 1-inch margins, and 12 pt Times New Roman font
D (poor paper)
• Introduction begins with vague, non-descriptive historical setting
• Introduction includes a thesis statement that is apparent but vague & does not address the question posed
• Introduction does not identify any vehicles/categories of evidence
• Body paragraphs are occasionally built around statements that introduce evidence of argument
• Evidence is weak and not carefully chosen; evidence does not support argument
• Evidence is rarely analyzed in terms of topic sentence/thesis
• Most paragraphs have insufficient evidence to support the argument
• Most paragraphs do not carry argument through paper
• Paragraphs are rarely connected by thoughtful and seamless transitions
• Conclusion is vague and does not summarize argument
• Sentences are unclear and unfocused
• Many errors in spelling and grammar
• Outline is not included
• Paper does not demonstrates correct research process
• Paper includes bibliography of less than 7 sources; no annotations; not all entries are in correct format
• Paper includes fewer than 4 – 6 parenthetical citations in incorrect format
• Paper is not double-spaced, not typed, does not have 1-inch margins, and 12 pt Times New Roman font
F (failing paper)
• Paper lacks introduction
• Paper does not include an identifiable thesis & does not address the question posed
• No mention of vehicles/categories of evidence
• Body paragraphs are unfocused
• Evidence is weak and sparse; it does not relate to the argument
• There is no attempt to analyze evidence; argument unclear in paper
• All paragraphs have insufficient evidence to support the argument
• Paragraphs do not carry argument through paper
• Paper lacks transitions
• Paper lacks conclusion
• Sentences are unclear and unfocused
• Many errors in spelling and grammar
• Outline is not included
• Paper does not demonstrate correct research process
• Paper does not include a bibliography
• Paper lacks citations
• Paper is not double-spaced, not typed, does not have 1-inch margins, and 12 pt Times New Roman font
The symbols you find on your essay have the following meanings:
INTRODUCTION:
ARG Thesis not argumentative/ does not address counter-argument
QNA Thesis does not answer question
VEH Vehicles not specific enough – too broad
SNS Scene/historical context not set
BODY PARAGRAPH:
TH Topic sentence doesn’t relate to thesis OR Topic sentence isn’t a sub-argument of thesis
E Doesn’t qualify as evidence
S Evidence not specific enough to support argument
NE Not enough evidence to support argument
A Analysis needed OR Analysis doesn’t tell me how evidence support topic sentence/thesis
T Paragraph transition needed
CONCLUSION:
RE Conclusion does not summarize argument
SW “So What?” not answered – significance of topic not reflected upon
GENERAL:
AWK Awkward SP Incorrect spelling
AWKC Awkward in context G Incorrect grammar
Grade:
Comments:
Name: Research Paper Grading Sheet
A (superior paper)
• Introduction begins with original, creative historical setting
• Introduction includes specific, sophisticated, underlined, and argumentative thesis that answers the question posed
• Introduction identifies at least two vehicles/categories of evidence
• Each vehicle is introduced by strong topic sentences that always refer back to the thesis
• Body paragraphs are built around strong assertive statements that introduce evidence of argument
• All evidence is well chosen, specific, and highly supportive of argument
• All evidence is clearly analyzed in terms of topic sentence/thesis
• Body paragraphs include sufficient evidence to support the argument
• Paragraphs fluidly carry argument throughout paper
• Paragraphs are connected by thoughtful and seamless transitions
• Conclusion summarizes argument, moves the essay to a broader level of significance, and leaves the reader thinking
• Sentence structure is varied and sophisticated
• Writer uses rich and appropriate vocabulary
• Spelling and grammar are flawless
• Paper is accompanied by a well-prepared, complete outline
• Paper demonstrates correct research process
• Paper includes annotated bibliography of at least 7 sources; all entries are in correct format
• Paper includes at least 4 – 6 parenthetical citations in correct format
• Paper is double-spaced, has 1-inch margins and 12 pt Times New Roman font
B (very good/good paper)
• Introduction begins with historical setting
• Introduction includes an argumentative thesis that answers the question posed
• Introduction identifies at least two vehicles/categories of evidence
• Each vehicle is introduced by topic sentences that mostly refer back to the thesis
• Body paragraphs are built around statements that introduce evidence of argument
• Most evidence is well chosen, specific, and supportive of argument
• Most evidence is clearly analyzed in terms of topic sentence/thesis
• Most paragraphs include sufficient evidence to support the argument
• Most paragraphs carry argument through paper
• Most paragraphs are connected by thoughtful and seamless transitions
• Conclusion summarizes argument
• Sentence structure is clear
• Writer uses appropriate vocabulary
• A few errors in spelling and grammar
• Paper is accompanied by a somewhat complete outline
• Paper demonstrates correct research process
• Paper includes annotated bibliography of at least 7 sources; all entries are in correct format
• Paper includes at least 4 – 6 parenthetical citations in correct format
• Paper is double-spaced, has 1-inch margins, and 12 pt Times New Roman font
C (fair paper)
• Introduction begins with vague, non-descriptive historical setting
• Introduction includes a thesis statement that is apparent but vague & does not fully address the question posed
• Introduction identifies less than two vehicles/categories of evidence
• Vehicles are introduced by topic sentences that sometimes refer back to the thesis
• Body paragraphs are generally built around statements that introduce evidence of argument
• Some evidence is well chosen, specific, and supportive of argument
• Some evidence is clearly analyzed in terms of topic sentence/thesis
• Some paragraphs include sufficient evidence to support the argument
• Some paragraphs carry argument through paper
• Some paragraphs are connected by thoughtful and seamless transitions
• Conclusion minimally summarizes argument
• At times, sentences are unclear and unfocused
• Writer uses somewhat appropriate vocabulary
• Many errors in spelling and grammar
• Paper is accompanied by an incomplete outline
• Paper does not demonstrates correct research process
• Paper includes annotated bibliography of less than 7 sources; not all entries are in correct format
• Paper includes fewer than 4 – 6 parenthetical citations in correct format OR Paper includes 4 – 6 parenthetical citation in incorrect format
• Paper is not double-spaced, does not have 1-inch margins, and 12 pt Times New Roman font
D (poor paper)
• Introduction begins with vague, non-descriptive historical setting
• Introduction includes a thesis statement that is apparent but vague & does not address the question posed
• Introduction does not identify any vehicles/categories of evidence
• Body paragraphs are occasionally built around statements that introduce evidence of argument
• Evidence is weak and not carefully chosen; evidence does not support argument
• Evidence is rarely analyzed in terms of topic sentence/thesis
• Most paragraphs have insufficient evidence to support the argument
• Most paragraphs do not carry argument through paper
• Paragraphs are rarely connected by thoughtful and seamless transitions
• Conclusion is vague and does not summarize argument
• Sentences are unclear and unfocused
• Many errors in spelling and grammar
• Outline is not included
• Paper does not demonstrates correct research process
• Paper includes bibliography of less than 7 sources; no annotations; not all entries are in correct format
• Paper includes fewer than 4 – 6 parenthetical citations in incorrect format
• Paper is not double-spaced, not typed, does not have 1-inch margins, and 12 pt Times New Roman font
F (failing paper)
• Paper lacks introduction
• Paper does not include an identifiable thesis & does not address the question posed
• No mention of vehicles/categories of evidence
• Body paragraphs are unfocused
• Evidence is weak and sparse; it does not relate to the argument
• There is no attempt to analyze evidence; argument unclear in paper
• All paragraphs have insufficient evidence to support the argument
• Paragraphs do not carry argument through paper
• Paper lacks transitions
• Paper lacks conclusion
• Sentences are unclear and unfocused
• Many errors in spelling and grammar
• Outline is not included
• Paper does not demonstrate correct research process
• Paper does not include a bibliography
• Paper lacks citations
• Paper is not double-spaced, not typed, does not have 1-inch margins, and 12 pt Times New Roman font
The symbols you find on your essay have the following meanings:
INTRODUCTION:
ARG Thesis not argumentative/ does not address counter-argument
QNA Thesis does not answer question
VEH Vehicles not specific enough – too broad
SNS Scene/historical context not set
BODY PARAGRAPH:
TH Topic sentence doesn’t relate to thesis OR Topic sentence isn’t a sub-argument of thesis
E Doesn’t qualify as evidence
S Evidence not specific enough to support argument
NE Not enough evidence to support argument
A Analysis needed OR Analysis doesn’t tell me how evidence support topic sentence/thesis
T Paragraph transition needed
CONCLUSION:
RE Conclusion does not summarize argument
SW “So What?” not answered – significance of topic not reflected upon
GENERAL:
AWK Awkward SP Incorrect spelling
AWKC Awkward in context G Incorrect grammar
Grade:
Comments:
Second Outline Example
Another example...
Thesis: Although the Dark Ages were a period of decline and chaos, it was also a time of technological and social changes that allowed for the formation of new culture.
I. Technology
A. Heavy Plow - The invention of the heavy plow led to cultural development because it relieved some of the pressures on the peasants. [<-- That's my topic sentence - the P. It should be indented once].
E1. Led to less work for peasants (Smith 254) [indent twice]
A1. More time for other cultural pursuits [indent twice]
E2. More land was worked by the peasants [indent twice]
A2. Bigger fields and land controlled means people lived closer together (A History of the Dark Ages) [indent twice]
E3. Faster planting - "One person could farm ten times as much land with the new technology" (Barker). [indent twice]
A3. Peasants spent more time developing socially because they were not as tied to the farms on a day to day basis [indent twice]
[L goes here]
B. Architecture - During the Dark Ages, the development of architecture stands out as a critical cultural development. [indent once]
E1. Country villas became common [indent twice]
A1. People came to live together and formed social groups (Jones 99) [indent twice]
E2. Aqueducts became widespread [indent twice]
A2. Better transport of water and increased food growth [indent twice]
E3. Theaters, coliseums and temples were built [indent twice]
A3. People came together for cultural activities [indent twice]
Students - I ran out of time here - I will finish this posting later this eve, but here is some work to get you started. Obviously I need an third paragraph outline here.
Thesis: Although the Dark Ages were a period of decline and chaos, it was also a time of technological and social changes that allowed for the formation of new culture.
I. Technology
A. Heavy Plow - The invention of the heavy plow led to cultural development because it relieved some of the pressures on the peasants. [<-- That's my topic sentence - the P. It should be indented once].
E1. Led to less work for peasants (Smith 254) [indent twice]
A1. More time for other cultural pursuits [indent twice]
E2. More land was worked by the peasants [indent twice]
A2. Bigger fields and land controlled means people lived closer together (A History of the Dark Ages) [indent twice]
E3. Faster planting - "One person could farm ten times as much land with the new technology" (Barker). [indent twice]
A3. Peasants spent more time developing socially because they were not as tied to the farms on a day to day basis [indent twice]
[L goes here]
B. Architecture - During the Dark Ages, the development of architecture stands out as a critical cultural development. [indent once]
E1. Country villas became common [indent twice]
A1. People came to live together and formed social groups (Jones 99) [indent twice]
E2. Aqueducts became widespread [indent twice]
A2. Better transport of water and increased food growth [indent twice]
E3. Theaters, coliseums and temples were built [indent twice]
A3. People came together for cultural activities [indent twice]
Students - I ran out of time here - I will finish this posting later this eve, but here is some work to get you started. Obviously I need an third paragraph outline here.
Outline Example
Indents (tabs) don't show up on the blog, so I've written out how many times each section should be indented.
A classic outline looks like this:
I (Roman numeral): MAIN Idea (Vehicle)
A (Indent then CAPITAL letter): Subordinate Idea
1 (Indent twice then Arabic number): Supporting Detail
a (Indent three times then lower case letter): Example
i (Indent 4 times then lower case Roman numerals): Precise Detail
A Sample Outline
Thesis: Although the Global Depression of the 1930s was a major and immediate cause of the rise of totalitarian regimes in Italy, Germany and Japan, the blame for the outbreak of WWII lies with the Treaty of Versailles in its overly harsh economic consequences for Germany and in the treaty’s blatant disregard for true self-determination of nations.
The Treaty of Versailles disregarded national self-determination
[This section would be fully written out]
II. Germany was economically depleted by the Versailles Peace Treaty
A. Territorial losses [indent once]
E1. x% of land lost to Poland (Johnson 712) - “Germany had lost twenty-seven percent of its hard coal production in the shift of territory to Poland” (Smitha) [indent twice]
A1. Show HOW the above evidence proves that the Treaty of Versailles is responsible for the outbreak of WWII (for this is your argument!) [indent twice]
E2. East Prussia separated from rest of Germany by Polish Corridor [indent twice]
A2. Show HOW the above evidence proves that the Treaty of Versailles is responsible for the outbreak of WWII (for this is your argument!) [indent twice]
E3. Saarland’s natural resources to France and Belgium—output of x-tons of coal lost to France (Johnson 722) [indent twice]
A3. Show HOW the above evidence proves that the Treaty of Versailles is responsible for the outbreak of WWII (for this is your argument!) [indent twice]
B. Reparations - War payments undermined Germany’s ability to stabilize its economy [indent once]
E1. Versailles Treaty Article 12 made Germany pay 33 million marks to Great Britain, Belgium and France [indent twice]
A1. Show HOW the above evidence proves that the Treaty of Versailles is responsible for the outbreak of WWII (for this is your argument!) [indent twice]
E2. War ravaged Germany could barely feed its own people, let alone make huge war payments to its former enemies [indent twice]
A2. Show HOW the above evidence proves that the Treaty of Versailles is responsible for the outbreak of WWII (for this is your argument!) [indent twice]
E3. To make payments, Germany printed more money; caused inflation [indent twice]
A3. Show HOW the above evidence proves that the Treaty of Versailles is responsible for the outbreak of WWII (for this is your argument!) [indent twice]
C. Trade [indent once]
E1. Germany could import goods (that weren’t weapons or other war materials) but could not export anything [indent twice]
A1. Show HOW the above evidence proves that the Treaty of Versailles is responsible for the outbreak of WWII (for this is your argument!) [indent twice]
E2. Severe restrictions placed on the amount of tax Germany could levy on imports from the Allies and other powers (Treaty of Versailles) [indent twice]
A2. Show HOW the above evidence proves that the Treaty of Versailles is responsible for the outbreak of WWII (for this is your argument!) [indent twice]
E3. Inability to export means that Germany can’t make any money off of trade (Jones 23) [indent twice]
A3. Show HOW the above evidence proves that the Treaty of Versailles is responsible for the outbreak of WWII (for this is your argument!) [indent twice]
Another example is on its way.
-- Ms. B
A classic outline looks like this:
I (Roman numeral): MAIN Idea (Vehicle)
A (Indent then CAPITAL letter): Subordinate Idea
1 (Indent twice then Arabic number): Supporting Detail
a (Indent three times then lower case letter): Example
i (Indent 4 times then lower case Roman numerals): Precise Detail
A Sample Outline
Thesis: Although the Global Depression of the 1930s was a major and immediate cause of the rise of totalitarian regimes in Italy, Germany and Japan, the blame for the outbreak of WWII lies with the Treaty of Versailles in its overly harsh economic consequences for Germany and in the treaty’s blatant disregard for true self-determination of nations.
The Treaty of Versailles disregarded national self-determination
[This section would be fully written out]
II. Germany was economically depleted by the Versailles Peace Treaty
A. Territorial losses [indent once]
E1. x% of land lost to Poland (Johnson 712) - “Germany had lost twenty-seven percent of its hard coal production in the shift of territory to Poland” (Smitha) [indent twice]
A1. Show HOW the above evidence proves that the Treaty of Versailles is responsible for the outbreak of WWII (for this is your argument!) [indent twice]
E2. East Prussia separated from rest of Germany by Polish Corridor [indent twice]
A2. Show HOW the above evidence proves that the Treaty of Versailles is responsible for the outbreak of WWII (for this is your argument!) [indent twice]
E3. Saarland’s natural resources to France and Belgium—output of x-tons of coal lost to France (Johnson 722) [indent twice]
A3. Show HOW the above evidence proves that the Treaty of Versailles is responsible for the outbreak of WWII (for this is your argument!) [indent twice]
B. Reparations - War payments undermined Germany’s ability to stabilize its economy [indent once]
E1. Versailles Treaty Article 12 made Germany pay 33 million marks to Great Britain, Belgium and France [indent twice]
A1. Show HOW the above evidence proves that the Treaty of Versailles is responsible for the outbreak of WWII (for this is your argument!) [indent twice]
E2. War ravaged Germany could barely feed its own people, let alone make huge war payments to its former enemies [indent twice]
A2. Show HOW the above evidence proves that the Treaty of Versailles is responsible for the outbreak of WWII (for this is your argument!) [indent twice]
E3. To make payments, Germany printed more money; caused inflation [indent twice]
A3. Show HOW the above evidence proves that the Treaty of Versailles is responsible for the outbreak of WWII (for this is your argument!) [indent twice]
C. Trade [indent once]
E1. Germany could import goods (that weren’t weapons or other war materials) but could not export anything [indent twice]
A1. Show HOW the above evidence proves that the Treaty of Versailles is responsible for the outbreak of WWII (for this is your argument!) [indent twice]
E2. Severe restrictions placed on the amount of tax Germany could levy on imports from the Allies and other powers (Treaty of Versailles) [indent twice]
A2. Show HOW the above evidence proves that the Treaty of Versailles is responsible for the outbreak of WWII (for this is your argument!) [indent twice]
E3. Inability to export means that Germany can’t make any money off of trade (Jones 23) [indent twice]
A3. Show HOW the above evidence proves that the Treaty of Versailles is responsible for the outbreak of WWII (for this is your argument!) [indent twice]
Another example is on its way.
-- Ms. B
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