Research Step 6
Overview
Yahoo! Its Step 6 Time!
Step 6 for your research paper is building a Full-Sentence Outline.
In essence, this outline, since it is required to be written in complete sentences, is a rough draft of your Research Paper. You will be looking through your Annotated Bibliography (Step 4) and Note Cards (Step 5) to draft the papers foundation. It will begin with the thesis statement, and then break the subject into Sections (Roman Numerals), Body Paragraph Topic Sentences (Upper- Case Letters), and if you want to go further, Reasons for your Topic Sentences (numbers), Researched Data (Lower- Case Letters), and Commentary (Lower-Case Roman Numerals). The more material you offer in the Outline, the more commentary and feedback I can provide you prior to the Research Papers submission.
Instructions:
For the Outline, you will do the following:
Begin with your Thesis Statement.
Break the major ideas into Sections (Upper-Case Roman Numerals)you should have a minimum of 3 and a maximum of 5 sections.
Look at the Purposeful Reading Page for Section ideas.
Under the Sections, give Body Paragraph Topic Sentences (Upper-Case Letters)you should have a minimum of 2 and a maximum of 5 sentences per Section.
If you choose to develop the Outline further, then follow the subdivisions and their labeling above (Reasons, Source Data, Commentary)there are not minimum numbers in these areas other than you must give commentary after source material. **These extra subdivisions are not factored into the grade for Step 6, so you will not be penalized if you choose not to develop them. However, if you do, it can only benefit you since you will receive the extra feedback.
If you give data from your sources, you must cite it in text or parenthetically.
NOTES: Remember the following principles when composing the outline:
each point is a complete sentence; there are no fragments;
do not offer the introduction, nor the conclusion;
see the Research Outlines and the Outline Template Pages for rules regarding outlines;
look at the Step 6 Sample.
If you are struggling, and you might very well be since this step is difficult, please email me; I am ready, willing, and able to assist you!
Grading:
Please see the grading rubric for this assignment below. If accessing this course by using the Canvas Student App, you will not see the icon. Instead, please use the menu to locate the rubric.
Working with Sources: Taking Notes (Part 2)
Mining for Gold: Taking Notes (Part 2)
Once the usefulness of a source is decided upon, notes get taken.
When you take your notes, you have three goals:
Write enough information to recall the major points.
Write the information in the form you are likely using in your paper (if you would quote in paper, quote in note, etc.).
Copy all of the MLA bibliographic material to accurately cite it parenthetically and bibliographically.
In terms of requirements for your notes assignment (Step 5), you will need to incorporate the following:
Each set of notes must begin with the sources bibliographic citation.
Each actual note must be followed by a parenthetical citation.
You must give 5 full sheets of paper filled with notes from 7 sources.
Of course, I will offer a Step 5 Review Page next week prior to its submission. I will also give you an Assignment Sheet, as always, with the instructions next week, too. Again, I am simply preparing this step early so that you have some lead time on it, but it is not due until the end of Module 9.
Now that the technical specifications and requirements are out of the way, I want to give you some great advice that will really keep you on track once you enter the abyss (like a mine shaft, get it?) of information on your topic.
Naturally, you will be using your Critical Reading/Thinking skills, but I am adding a layer: Purposeful Reading/Note Taking.
Rather than reading any and everything related to your topic, focus. All academic research papers follow patterns, just like Essay 1 and Essay 2 have had a pattern. In order to fine tune your research process, consider which of the following organizational parts of your paper you will use:
Thesis/Claim/Stance
Background
Definitions
Causes/Effects/Impacts
Advantages/Disadvantages
Problems/Solutions
Treatments/Preventions/Interventions
Opposition
Obviously, your research paper will not include all of these components, but these parts, collectively, are the pieces that build research papers. What shape will your paper have? Which of the above areas are you likely going to explore? Once you answer these questions, then you have a focus, which means that you do not need information in areas that are not part of your focus.
If you are struggling to determine a focus or direction, then read a couple of your sources and see how they approach the topic. What shape or parts do they use? Also, look at your essay prompts; you will have seen a comparison/contrast, causal analysis, position argument, and proposal argument prompt prior to this due date. If none of that works for you, email me; I can help you come up with a shape and/or parts!
Once you have determined these parts, you can label your notes with the part names (ie; cause or solution) to keep your notes organized!
Whew! We are practically done with the note taking pages, follow me to the next page, where I will share the methods to convey information from a source you are reading into your notes.
Research Outlines
Research Organization:
Step 6
Okay, so lets admit that outlines can seem like hard work.
How can you write an outline for a Research Paper when it isnt even written yet?
You can, and I am going to walk you through it!
Before we forge ahead, as was the case with Steps 4 and 5, I am prepping the assignment in this module so that you can start thinking about it; the outline (Step 6) will be due next Sunday, April 16th.
An outline, at its base, is a blueprint for your paper; we will be writing a full-sentence outline, which means that it is practically a rough draft of the research paper. While writing the outline will take some thinking, the good news is that I will grade it prior to the research paper, so it is like you are getting free edit/revision advice from me, the person who is grading it, before you ever submit it. Cool, right?
The full-sentence outline omits the introduction and conclusion. It begins with the thesis statement and ends with the opposition section of the paper. Further, since it is full sentences, each point needs to be a single sentence.
Outlines are written from general ideas to specific; they are layered like a lasagna.
The easiest approach to the outline is to write a thesis statement; even if you are not sure that it is absolutely the best version, commit to an assertion to get this ball rolling.
Once you have that statement, think of the possible sections you will be covering; go back to the Step 5 discussion about Purposeful Reading/Note Taking for help here. If you followed my advice while taking your notes, you already have your sections in mind. The sections of the outline would be the capital Roman Numerals.
After the sections sentences are drafted, then you can look at the number of reasons (minor assertions) you have for each section; these minor assertions will become the body paragraphs topic sentences for each section. The body paragraph topic sentences will be denoted by capital letters.
It all sounds very complicated, and I think that it would be easier to see a template than to read it in sentence format, so lets take a look at an outline template on the next page!
Outline (Step 6) Template
Outline Template for Step 6
Be sure to look at the Purposeful Reading Headings for possible Section ideas.
Below, you will see a blank template for the Research Paper Outline:
Outline
Thesis Statement: You will make your main assertion in this statement.
I. Each Roman Numeral will be a Sentence about a Section.
A. Every capital letter will represent a Body Paragraph Topic Sentence.
1. Each Arabic Number gives a Reason for the Body Paragraph Topic Sentence
a. The lower-case letters will be Information from Steps 4 or 5Evidence.
i. The lower-case Roman Numeral will offer Analysis of borrowed informationtie it to topic sentence.
2. Successive Arabic Numbers will offer more Reasons for the Body Paragraph Topic Sentence.
a. When you give a reason, you should support it with Information from Steps 4 or 5Evidence.
i. Always offer Analysis of borrowed informationtie it to topic sentence
B. Each Section will have a minimum of 2 Body Paragraph Topic Sentences.
1. Always provide Your Reason for the Body Paragraph Topic Sentence.
a. Your Reasons are more supported by Information from Steps 4 or 5Evidence.
i. Dont forget to give Analysis of borrowed informationtie it to topic sentence.
II. A new Section Sentence belongs to a new Roman Numeral.
***Of course, you can have multiple reasons, pieces of evidence, and analyses in each body paragraphs; this template is simply the beginning of the outline.
Overarching Rules/Guidelines:
Do not offer introductionbegin with thesis statement;
Do not offer conclusion;
Do not write fragmentseach point, no matter how small, is a complete sentence;
Each point has only one sentence.
Be sure to follow the guidelines below:
Research Paper will have 3 or 4 sections (I, II, III, IV)
Each section will have 2 to 4 body paragraphs (A, B, C, D).
I know this assignment may be a brand-new experience for many of you; even those of you who have previously written outlines may struggle a bit as you might not have written a full-sentence outline. The best thing to do it simply sketch it out. Remember that I will be looking it over and giving recommendations prior to the papers submission, so look at the step as an opportunity. Further, you have the ability to revise the outline if you are dissatisfied with the results.
If you are struggling excessively, send me what you have, and I can offer suggestions before you ever submit it!
If you head to the next page, you will see a former students sample.
Step 6 Rubric
Step 6 Rubric
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeThesis Statement
5 to >3.0 ptsMeets Expectations
Thesis expresses an in-depth opinion about the subject establishing the general structure of the paper while establishing a persuasive stance.
3 to >1.0 ptsAlmost There
Thesis is vague/generalized providing an inadequate structure for the paper, and persuasive stance is not clear.
1 to >0 ptsNeeds Improvement
Thesis is unclear, absent, or unrelated to the subject and there appears to be no planned structure, and persuasive stance is missing.
5 pts
This criterion is linked to a Learning OutcomeSection Sentences
5 to >3.0 ptsMeets Expectations
Section sentences logically encompass the body paragraph topic sentences and support the argument/thesis.
3 to >1.0 ptsAlmost There
Section sentences do not logically encompass the body paragraph topic sentences and/or support the argument/thesis completely.
1 to >0 ptsNeeds Improvement
Section sentences do not logically encompass the body paragraph topic sentences nor support the argument/thesis completely.
5 pts
This criterion is linked to a Learning OutcomeTopic Sentences
5 to >3.0 ptsMeets Expectations
Topic sentence is interesting and clearly relates to persuasive stance and fully establishes paragraphs topics.
3 to >1.0 ptsAlmost There
Topic sentence is a bit unclear and does not adequately name stance, nor flesh out the topics for the paragraphs
1 to >0 ptsNeeds Improvement
Topic sentence is missing
5 pts
This criterion is linked to a Learning OutcomeOpposition
5 to >3.0 ptsMeets Expectations
The opposition for all counter arguments is acknowledged and refuted or conceded, whichever is most appropriate.
3 to >1.0 ptsAlmost There
The opposition for one counter argument is acknowledged, but not refuted or conceded to beyond a superficial level
1 to >0 ptsNeeds Improvement
The opposition is mentioned, but not refuted nor conceded, or not mentioned at all.
5 pts
This criterion is linked to a Learning OutcomeCompleteness
5 to >3.0 ptsMeets Expectations
The thesis and argument are fully supported by the structure and opposition is handled.
3 to >1.0 ptsAlmost There
The thesis and argument are not fully supported by the structure and/or opposition is handled poorly.
1 to >0 ptsNeeds Improvement
The thesis and argument are not supported by the structure and/or opposition is handled poorly or not at all.
5 pts
This criterion is linked to a Learning OutcomeOrganization
5 to >3.0 ptsMeets Expectations
Presents information in an intelligible way with a logical flow of ideas and good effectiveness
3 to >1.0 ptsAlmost There
Presents information in a less clear way: flow of ideas is a little illogical, impairing effectiveness a bit
1 to >0 ptsNeeds Improvement
Presents information is a haphazard way, making flow of ideas illogical, impairing effectiveness
5 pts
Total Points: 30
