English III Research Paper

Until the end of the semester we will be working on writing a research paper, however it
is a little different than previous research papers because after winter break you will be
using the research you have found to write an argumentative (persuasive) essay on the
same topic.
Thats right! You will write you research paper and your persuasive paper on the SAME
TOPIC!
What does that mean about your topic:
it should be something you are interested in
it should be something that is controversial or that you can argue about (since you
are writing an argumentative essay as well)
Attached for you is a calendar of our research days. It tells you where we will be each
day (lab or classroom), what we will be doing, what your homework is, and what is due.
Attached is also the rubric I will be grading you on. All of the criteria I will be looking for
are within the rubric.

Common Core Standards:

W7: Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under investigation.
W8: Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and
audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.
W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization, and analysis of content.

Monday
9

1
6

2
3

Tuesday
10 -

- Introduce 17
research/p
ersuasive
paper
- Begin
deciding on
topics

Hmk: Come
up with two
possible
topics with
a research
and
argumenta
tive
question
for both
In
25
classroom:
-Review
paraphrasi
ng and
direct
quoting

- Revise
topics
- Review
how to
evaluate
and cite a
source
Deadline:
Topics
Hmk: Begin
researching

In
classroom:
-Review
outlining
and
purpose
statements

Wednesday
11

Thursday
12

18 - Research
in lab: 4801/Chrom
e
6- 607
7 801

19

Hmk:
research

26 Thanksgivin 27
g Break

- Research
in lab: 4801/Chrom
e
6- 607
7
Classroom
(Chrome
books)

Friday
1 SUB
3 - Look at a
sample
research
paper and
analyze in
class
Hmk: Finish
for
homework
if needed
2
Research
0 in lab: 4801/Chrom
e
6- 607
7
Classroom
(Chrome
books)

Hmk:
research

Due: 3
evaluated
sources
Hmk:
research

Thanksgivin 2
g Break
8

Thanksgivi
ng Break

Hmk:
Choose a
quote from
your
research to
cite
directly,
introduce,
cite
partially
and
paraphrase

3
0

Outline in
lab
4801/Chrom
e
6- 607
7 801

Hmk: Work
on outline
over
Thanksgivin
g break

Why do
turkeys
gobble?
Because they
never learned
table manners!

What kind of
key has legs
and can't open
doors?
A Turkey!

Why don't
turkeys fly?
They can't
afford plane
tickets!

Deadline:
Speeches
and
Arguments
test
corrections

12/ In lab
2
1
write
introduction
4801/Chrome
6- 607
7
Classroom
(Chrome
books)

In
classroom:
Intro
revision

Hmk:
Outline

Deadline:
Outline

Hmk:
Revise Intro

In lab
8
conclusions
4801/Chrom
e
6- 801
7 801

In lab
9
Revise
rough draft
4801/Chrome
6- 801
7 801

Great
Gatsby

Hmk:
Conclusion
s

Hmk: Finish
revising
rough draft

Deadline:
Research
Paper

In lab
rough draft
writing
4801/Chrom
e
6- 607
7 801

Hmk: write
rough draft

10

- Great
Gatsby

In lab
rough draft
writing
4801/Chrom
e
6- 607
7 801

Hmk: Finish
2 body
paragraphs

1
2

Great
Gatsby

High School Writing Rubric -- Essay

Score

Exceeds (4)

Goal (3)

Progressing (2)

Beginning (1)

Not Enough
Evidence (0)

Introduction
Paragraph

Opens with an inventive

attention getter. Purpose
statement provides a unique
stance on a given topic. In
addition to Goal criteria.

Opens with an effective

attention getter. Provides
background information.
Includes a relevance to
reader statement. Includes a
purpose statement sentence
that is a clear, concise, onesentence statement
connecting to the specific
topic. Purpose statement
contains topic, stance, and
preview of main points.

Attention getter is in the

form of a question.
Insufficient background
information provided.
Relevance to reader
statement is basic. Purpose
statement contains a topic
and stance. Purpose
statement does not provide
enough structure for essay.

No attention getter.
Minimal, if any,
background
information. Does not
include a relevance to
reader statement.
Purpose statement only
includes the topic.

No introduction or
missing a purpose
statement.

Organization

Body paragraphs start and end

with effective topic and
concluding sentences that build
upon one another. Essay has
sophisticated and varied
transitions. All concrete details
connect to the purpose
statement/topic sentence and all
commentaries connect to the
appropriate concrete detail in a
meaningful sequence.

Body paragraphs start and

end with effective topic and
concluding sentences. Essay
has appropriate transitions.
All concrete details are
paired with related
commentary that follows a
logical sequence of thought.

Body paragraphs start and

end with basic topic and
concluding sentences. The
response has basic
transitions. Most concrete
details are paired with
commentary that is
partially related.

Topic and concluding

sentences are
infrequently used. The
response lacks
transitions or has
inappropriate
transitions. Few to no
concrete details are
paired with commentary
or one is missing.

The response has no

organization.

Concrete
Details

The response has effective and

relevant supporting concrete
details. Concrete details are
strategically chosen, specific,
and concise.

The response has relevant

supporting concrete details.
Concrete details are specific
and concise.

The response has

supporting concrete
details.

The response has

irrelevant concrete
details.

The response lacks

concrete details.

Commentary

The insightful commentary

possesses depth and connects
all concrete details to the
prompt. The commentary also
displays strong reasoning in the
course of the explanation.

The general commentary

connects most concrete
details to the prompt. The
commentary displays
reasoning in the course of
the explanation.

The commentary struggles

to explain or connect
concrete details to the
prompt. There is a general
summary of evidence.

The commentary does

not display connection
between concrete
details and the prompt.

The response has no

commentary.

Conclusion

Conclusion restates the purpose

Conclusion restates the

Conclusion attempts to

Conclusion includes the

No conclusion or

Paragraph

statement in new words, wraps

up all ideas, reiterates the
relevance to reader, and
effectively closes and extends
ideas.

purpose statement in new

words, wraps up all ideas,
reiterates the relevance to the
reader, and ends with an
effective close.

include a restatement of
purpose statement and
includes a basic summary
of ideas.

original purpose
statement.

missing purpose
statement in
conclusion.

Writing Style

The student uses complex

sentences to enhance the
fluency and conciseness. Writes
using formal tone. Words are
chosen thoughtfully to impact
the meaning and tone of the
response. Concrete details are
seamlessly integrated into the
response.

Uses a variety of sentence

types. Writes using formal
tone. Words are chosen
thoughtfully and are grade
appropriate. Concrete details
are integrated into the
response.

Lacks consistent sentence

variety. Writes
inconsistently using a
formal tone. Words are
simplistic and basic.
Inconsistently integrates
concrete details into the
response and in a basic
way.

Sentence structure
negatively impacts a
readers understanding
of the response.
Consistently uses
informal tone. Words
chosen are often
inaccurate or repetitive.
Does not integrate
concrete details.

The student does not

demonstrate a
writing style.

Mechanics
and MLA
Style

Makes 1 type of grammatical or

spelling error. MLA style is
used flawlessly (1 error). Text
evidence is properly cited.

Makes 2 different types of

grammatical or spelling
errors. There is an attempt to
competently write in MLA
style (2 errors). Text
evidence is properly cited.

Makes 3-4 different types

of grammatical or spelling
errors. The student
struggles with MLA style
(3 errors). Text evidence is
improperly cited.

Makes 5 or more
different types of
grammatical or spelling
errors. There are serious
errors in relation to
MLA style (4 errors).
Text evidence is
inconsistently cited.

The response made

no attempt to
address the rules of
writing mechanics.
There is no attempt
in using MLA style
(5 or more errors).
Evidence is not
cited.

28-27 = 100% (Exceeds) 26-24 = 95% (Goal +) 23-21 = 85% (Goal) 20-17 = 80% (Pro+) 16-14 = 75% (Progress) 13-11 = 65% (Beginning - optional rewrite)
7 = 50% (optional rewrite) 6-0 = N/E (must rewrite for credit)

10-