Writing Goals:
Department: The Social Studies department at Daniel Hand High School is
responsible for preparing students for the former CAPT interdisciplinary section. In
other words, the history department emphasizes through all classes and units the
following:
Reading comprehension and evaluation, comparing and contrasting, using
primary and secondary historical and contemporary sources to form and support an
argument, using technology effectively, and effectively communicating through
written and verbal means.
Building core values and writing goals include:
Academic Competencies:
1. Demonstrate proficiency and fluency in communication to meet the demands
of the global community: 1A. Writing - Write effectively for a variety of purposes.
1B. Presenting - Speak effectively and clearly; listen actively.1C. Comprehending Understand written, auditory, and/or visual materials.
2.
http://www.danielhand.org/page.cfm?p=766
School-wide academic rubrics including reading and writing:
http://www.danielhand.org/uploaded/dhhs/docs/Schoolwide_rubric_Academic_Expectations.pdf
The main focus of this mini project addresses the following 3 CCSS ELALiteracy Standards:
CCSS.ELA-Literacy.W.9-10.7
Conduct short as well as more sustained research projects to answer a question
(including a self-generated 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.
CCSS.ELA-Literacy.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
CCSS.ELA-Literacy.RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or similar
topics, including which details they include and emphasize in their respective accounts.
CCSS.ELA-Literacy.W.9-10.1.a
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that establishes clear relationships among claim(s), counterclaims,
reasons, and evidence.
CCSS.ELA-Literacy.W.9-10.1.b
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the
strengths and limitations of both in a manner that anticipates the audience's knowledge level
and concerns.
LMC computer lab: lesson and workshop co-taught and co-facilitated with school
library media specialist
Mini Lessons: 2 will be taught today, each approximately 10-15 minutes
long
How to create a debatable topic and a solid thesis statement
Teacher will introduce the research paper week-long unit by explaining to students
the significance and value of being able to 1) take a stance on an issue 2)
communicate your stance effectively to others 3) find valid support for your
argument in academic life, later careers and throughout their lives in general.
A research paper does exactly those three objectives: Presents a stance on an
issue, supports such a stance with valid, academic research, and communicates this
argument effectively in writing. The final product from this weeks research paper
unit will be solely a paper, but later in the trimester you will produce a second
research paper along with a persuasive presentation to the class.
CCSS.ELA-Literacy.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information.
CCSS.ELA-Literacy.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology's capacity to link to other information and
to display information flexibly and dynamically.
CCSS.ELA-Literacy.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a standard format for citation.
Mini Lesson: Research Ready lesson plagiarism
What is plagiarism and how do I avoid it?
The LMC specialist will provide each student with log-in information for
researchready.com, an interactive site that provides lessons on plagiarism and
correct citation to avoid plagiarism. The LMC specialist will introduce the ideas of
plagiarism, have students complete the interactive online actively, and check for
understanding through a class discussion / questioning.
http://www.researchready.com/
Schools are provided with log-in information after subscribing to services
How do I correctly cite by sources in my paper and on a works cited page?
Until you have your PhD, your opinion has no academic validity unless it is
supported with researched and cited support.
Think of the last argument you tried to pitch to your parents: You had to give
reasons, for example, why you should be able to stay out until 10:30pm instead of
10pm. Its the same concept here. You need reasons why people should agree with
your stance. The difference is, because this is an academic argument those reasons
need to be researched and cited.
LMC specialist models and instructs students on how to use the Online Writing Lab
and Easy Bib as online resources with creating a works cited page and proper
parenthetical citations.
Online Writing Lab: https://owl.english.purdue.edu/owl/resource/747/02/
Easy Bib: http://www.easybib.com/
Easy Bib online video tutorials: http://content.easybib.com/productresources/#.U_DIztF0yZM
Teacher will also model parenthetical citations by having the class correctly add inpaper citations to an example paragraph shown on the Smart Board.
Teacher will show a model outline on the Smart Board (students will also have
access to this through the class website which will also have ALL of the support links
and documents from this unit) and explain this to students emphasizing the
following points:
CCSS.ELA-Literacy.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.9-10.1.a
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that establishes clear relationships among claim(s), counterclaims,
reasons, and evidence.
CCSS.ELA-Literacy.W.9-10.1.b
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the
strengths and limitations of both in a manner that anticipates the audience's knowledge level
and concerns.
for a TEST
Friday: In class quiz on the research process and possible workshop time
Quiz will be taken independently on the above process. If time remains after
the quiz is completed, students may have workshop time on their own mobile
learning devices.
Exceeds
Expectations
Meets
Expectations
Approaches
Expectations
M
Expecta
Thesis
Dynamic,
novel and
compelling.
Causes the
reader to say, I
never thought of
that before.
Solid, clear,
and stable.
Causes the reader
say, This works.
Vague and a
stretch. Causes the
reader say, Im not
sure where this is
going.
Il
missing
the read
say, I d
know w
is going
(10)
(8/7/6)
(5/4/3)
(2
Organization/Ar
gument
(20)
Paper
develops the
thesis
throughout;
clearly
organized;
considers and
refutes
alternative
arguments.
Paper
develops the
thesis throughout,
organization
somewhat lacking,
considers
alternative
arguments.
Thesis is not
consistently
developed; lacks
clear organization,
does not consider
alternative
arguments.
(8/7/6/5)
(12/11/10/9)
T
not dev
and the
evidenc
organiz
does no
conside
alternat
argume
(4
(15/14/13)
Significance/Ana
lysis
(20)
Demonstra
tes full,
thoughtful,
insightful
understanding of
the deeper
significance of
subject; analyzes
facts and draws
conclusions.
Demonstrat
es an
understanding of
the significance of
subject; shows
some analysis of
facts and draws
some conclusions.
(17/16/15/1
Lacks an
understanding of
significant elements
of subject; only 1-2
examples of
analysis of facts
and drawing
conclusions.
(13/12/11)
4)
L
evidenc
underst
subject
evidenc
analysis
or draw
conclus
(1
below)
(20/19/18)
Evidence and
Examples
(15)
More than
two detailed,
specific, accurate
examples to
support each
point.
At least
two, specific,
accurate examples
to support each
point.
One detailed,
specific, accurate
example to support
each point.
(8/7/6/5)
(12/11/10/9)
N
detailed
specific
exampl
support
(4
(15/14/13)
Format
(5)
Cover
page, 12pt. font,
1 margins,
meets page
requirements.
(5)
Missing one
of the following
elements: cover
page, 12 pt. font,
1 margins, meets
page
requirements.
Missing two
of the following
elements: cover
page, 12 pt. font,
1 margins, meets
page requirements.
(3/2)
adhere
require
(1/0)
Writing Style
(10)
Paragraph
s have strong
topic sentences
focus on 1
subject; formal,
appropriate
vocabulary.
Paragraphs
focus on one
subject; mostly
formal,
appropriate
vocabulary.
(8/7/6)
(10/9)
Paragraphs
wander or jump
between topics;
paragraphs are
exceedingly long or
short; informal or
vague vocabulary
(5/4/3)
P
s are m
lack of
subject
awkwar
informa
vague
vocabul
(2
Grammar
(10)
Correct
grammar,
spelling and
punctuation.
(10/9)
0-10
grammar, spelling,
and punctuation
errors.
11-20
grammar, spelling,
and punctuation
errors.
(8/7/6)
(5/4/3)
2
gramma
spelling
punctua
errors.
(2
Citations and
Quotations
(10)
Correctly
cites all sources,
meets source
requirements,
and
appropriately
uses quotes.
(5)
Correctly
cites most
sources, meets
source
requirements, and
appropriately uses
quotes.
(4)
Correctly
cites a few sources,
does not meet
source
requirements, and
errors in quotes
use.
(3/2)
M
sources
incorrec
not mee
require
and err
quotes
quotatio
(1
Part 2
1st thesis point
The rise in the value of luxury that corrupted the Roman Empire is evident in
the Roman military.
1. At its start, the Roman army was made up of men who fought to
protect their own land and volunteer service. Their motivation
was loyalty (Spears, 121).
i. What does this mean? How does it support your specific
thesis? This analysis is very important! Without it, you are
simply listing facts.
2. As the empire grew, the military need more soldiers than they
had volunteers. Being a soldier became a salaried position in
order to attract enough men to the job (Mraz, 3-4).
i. What does this mean? How does it support your specific
thesis? This analysis is very important! Without it, you are
simply listing facts.
**When you turn this outline into a paper, treat each paragraph like
a mini- paper. This means that each body paragraph should have
introduction sentence and a concluding sentence.
Part 3
2nd thesis point
The rise in the value of luxury that corrupted the Roman Empire is evident in
the ancient Roman government structure.
1. Fact
2. Fact
3. Interpretation in your own words
Part 4
Conclusion
Restate thesis (remind the reader what your main points were), but broaden
to end your paper with the bigger picture.
You want your reader to walk away thinking about the significance
of your topic in their life. Ex: Readers may not have a particular interest
in ancient Rome, but a decline in patriotism contributed to Romes downfall
and is also a concern in our world today. Structure your conclusion so
readers leave thinking about this bigger theme. Why does this all matter?