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English/Social Studies Required Research Project:

American Voices—The Power of Words 
(Parent Letter)
 

Project Overview: The focus of the research assignment is to analyze an important letter, speech, or address from American history.  Your selection of a document is a crucial first step.  Be sure to select a document which is of interest to you and for which there is likely to be sufficient resources for your investigation.  Timeline.  Follow the directions of your teacher in making the topic selection.  You will be expected to prepare a well-organized written report, (project guide) and this will be the main component of the project. 

I. Project Component Guidelines

 

A.     Thesis/Introductory Paragraph(s) EXAMPLE: In this first paragraph, you should create interest as you “hook” the reader into learning more.  Introduce the main thesis of your paper so that the reader will know the purpose of your writing. Within the thesis/introductory paragraph(s), you must clearly identify the author and title of the document and preview the main points of your paper (an essay map.)  (1 to 2 paragraphs)

 

B.     Speaker/Author: Who delivered the speech or wrote the letter?  What motivated or inspired the person?  Why did the person say or write what s/he did? (NOTE: This should not be a complete biography of the person!) (1 paragraph)
 

C.     Historical Context: Provide a brief analysis of the historical setting for this document to have been written.  For example, was it during a war?  Was there some problem that needed solving?  Were there other movements and/or events (i.e. political, social, literary, scientific, foreign affairs, religious, etc.) which had an influence on the person who wrote the document?  Tell any interesting stories associated with the document.  (2-3 paragraphs)

 

D.  Summary and Rhetorical Analysis (EXAMPLE):
Form  Form w/Questions

1.      Using your own words, summarize the document. 

2.      In addition, use tools discussed in your English/ESL and/or history classes to analyze the use of language in the document. Why is it an effective piece of writing/speaking?  Discuss several of the following aspects of rhetorical analysis TERMS: emotional, ethical, and/or logical arguments, organization of ideas (more to less important or less to more important, etc.), vocabulary, sentence complexity (i.e. parallel structure,) point of view, foreshadowing, symbolism, word choice (i.e. language that inspires, strong verbs, dialogue, dialect,) figurative language (imagery, allusion, simile, metaphor, personification, hyperbole, etc.)  You are not expected to do all of these; select those that are the most relevant to show how the writer persuades his or her audience..

3.      What is a memorable quote from the document?  Explain why it is memorable.

4.      For whom was the document written (its audience)?  Analyze the audience (if applicable).  How did the speaker/author connect with the audience? (2-4 paragraphs)

 

E.   Analysis of Consequences and Effects: In this section, respond to the question, "So what?"  Why is this document important?  What impact did it have—on the speaker or writer?  On the audience?  On the United States and/or the world? What evidence is there for these judgments?  What were some of the short- and/or long-term effects of the document? Remember:  evaluate both the positive and negative aspects of the document.  Convince the reader that all of this really matters. (3-4 paragraphs)

       

F.   Conclusion:  Here you need to summarize the main points of your paper and connect back to the thesis established in the introduction.  The conclusion should also leave the reader of your paper with a powerful impression; include some sort of “clincher” as long as it does not introduce totally new ideas or information that would need development.  (1 paragraph)

 

NOTE: Remember that your paper should NOT have the above sections separated and/or labeled.  See sample essay.  Make effective use of transitions to move from one part to another.

 

G. The Document (The Letter/Speech): Submit a copy of the document as an appendix.

 

H. Works Cited (EXAMPLE): This is a research project.  Quality, responsible research is the result of consultation with a variety of sources—in this case, books, newspapers, primary sources, magazines, specialized reference sources, personal interviews, archives, and visits to historic sites when possible.  Some of these sources may be found either in print or electronically through sources such as Gale Resource Center Gold, ProQuest and the Electric Library, available through the school’s media center.  The works cited must contain all of the required information for each source used in the research.  Consult your Warriner’s Grammar, or the MLA Handbook (NoodleTools) for the correct MLA format for both your citations and works cited; there is also help available through the S.T.U.D.Y. aids on the A.T.website.  The works cited needs to include at least FIVE different sources including your document (remember to cite it!); no general encyclopedias (written or electronic) may appear in the works cited. One of the five could be an interview (in person, by phone, by e-mail) with a person who is an expert on your subject.  The final paper rubric indicates that you are expected to consult a variety of sources.

 

II. Paper Format

 

      A. Your rough draft, final draft, works cited, and title page must be word- processed on computer.

            1. 12-point standard font (Times New Roman only).

            2. One-inch margin on all sides.

            3. Double-spaced.

 

      B. Length: It is expected that the project will be between 5 and 7 pages; readers will not read more than 7 pages.  Twelve points (one letter grade) will be deducted from papers having fewer than five full pages.

 

      C. Bring photocopies of all sources (including title pages) you cite and two copies of your rough draft and your document to the conference, one for the teacher and one for you to make written notes on during the conference.  Highlight information on the photocopies cited in the paper.

 

      D. Print two copies of your rough and final drafts. Turn in one copy to your English teacher and keep one copy in case anything should happen to the computer or your paper.

 

      E. The title page must be filled in, and the honor code must be signed.

 

III.  Final Paper:

In a paper folder with two pockets, submit the following components of your paper/project along with your final paper.  Be sure to put them in the following order:

A.  Title page with honor code

B.     Final paper (revised draft)

C.     Works Cited

D.     Copy of the document or speech as an appendix

E.      Rough draft with peer evaluation, your written notes from your rough draft conference with a teacher, and conference checklist

F.      Graded thesis/introductory paragraph(s) and outline

G.     Graded rhetorical analysis

H.     Photocopies of title page and text page(s) for EACH AND EVERY citation in your paper with information used in the paper highlighted.

This project will be the most important writing assignment you will complete during your junior year, and as such, we will expect your best effort as you prepare your arguments and write your final draft.  You will need to examine a variety of sources in your research and accurately document all sources in your works cited.  In order to avoid problems that can come from plagiarism and paraphrasing done incorrectly, teachers are requiring you to provide photocopies of the sources you cite in your paper.

Note that a large part of the grade for this project (40 points) are given on the basis of your ability to work through the process, complete components and meet deadlines. You will also benefit from multiple readings and suggestions by peers and by your teacher in a paper conference during class.

Students who are enrolled in only one of these two required classes are still expected to fulfill this research and writing requirement.  Students who are enrolled in English 11 but not American History 11 will need to select a topic and conduct independent research on the topic during the first four weeks of the third quarter.  Students enrolled in American History 11 but not English 11 will need to work independently to fulfill all of the writing requirements and submit a completed project on the date due.  The teachers and resources in the Learning Support Centers (172 and 212), English Resource Center, Multicultural Support Center (248A), the Media Center, and the Writing Lab (218) are available to any students needing assistance on this research project.

ENGLISH DEPARTMENT POLICY ON CHEATING AND PLAGIARISM

“Whether you summarize, paraphrase or quote, you must credit your sources.  Plagiarism—the use of another person’s words without acknowledging the source is a serious offense, one you must always avoid"(Warriner’s High School Handbook 443).

In a case where a student gives source information, but does not cite quoted sources properly, the paper must be rewritten with correct sources noted.  Students may be asked to reproduce their sources to check the validity of a source.

For plagiarism—where there is a pattern of material taken without documentation from other sources—the paper will receive a zero until a new paper is written on a different topic.  This paper will receive a grade no higher than a “D” or the lowest passing grade.

In the case of stealing or taking another student’s research paper from a disk or hard copy or from purchasing a paper online, the paper will receive an automatic zero with no opportunity to re-do it.  In some courses, most notably English 11, failure to complete an acceptable research paper would result in an “F” for the course.  This penalty could also apply to the case of a student who willingly gives her/his paper to another student.

In addition, for plagiarism and cheating, both parents and counselors will be informed of the problem.  Where appropriate, school organizations which review student performance, honesty, and character, such as the National Honor Society, will be notified.  These papers will also be scanned through the Turn-It-In Web service to check for plagiarism and misuse of sources.