English 3: Research Paper

1. English 3: Research Paper Sample Topic: Gun Control

2. Research question: The nation has been alarmed by a series of school massacres by student gunmen. Is gun control a common-sense step to restrict access to guns and reduce violent crime or a violation of a basic right that is enshrined in the Constitution's Second Amendment?

3. Position Thesis (in favor of stricter gun-control laws): Stricter gun-control laws need to be enforced in order to reduce violent crime. Antithesis (against stricter gun-control laws): Enforcing stricter gun-control laws will not reduce violent crimes, and it is a violation of the Second Amendment to the United States Constitution.

4. Outline • Introduce topic and state thesis. • Establish a need by presenting evidence about gun violence in the USA. • Discuss and interpret the Second Amendment to the United States Constitution. • Illustrate how stricter gun-control laws will reduce violent crime: • Present evidence (facts, statistics, direct quotes, and illustrative examples) to support argument. • Refute opposing view. • Restate thesis, summarize main points, and leave a lasting impression or make a call to action.

5. Helpful Sources • CQ Researcher at http://library.cqpress.com/cqresearcher/ Username: fenton Password: bison • Issues and Controversies at http://www.2facts.com/ICOF/issues-home-feature.asp Username: fenton100 Password: facts • Issues and Controversies in American History at http://www.2facts.com/ICAH/hist-am-home-feature.asp Username: fenton100 Password: facts • Multnomah County Library at http://www.multcolib.org/homework/sochc.html

6. Note Taking • Two-column notes • Source and note cards • Direct references • Indirect references • Paraphrasing: Paraphrasing is rewriting someone else’s ideas in your own words; therefore, paraphrasing is approximately the same length as the original work. • Summarizing: A summary is much shorter than the original text because the purpose of a summary is to capture the main idea of the author’s argument.

7. Two-Column Notes Source: “Great Chicago Fire, The.” Disasters. Eds. Henry Billings, Melissa Billings, and Dan Dramer. Chicago, Illinois: Jamestown Publishers, 1999. 146-148. Print. Notes: The Great Chicago Fire began “late in the evening of October 8, 1871” (147). Daniel Sullivan “claimed he saw Daisy kick over the lantern” (147). Bales hypothesis is that Sullivan most likely started the fire, “probably from his pipe ashes, and then pinned the blame on poor Daisy” (147). Explanation/Commentary: This is when the Great Chicago Fire occurred. It probably raged out of control since it occurred late and caught people unaware. Plus, the fire equipment back in 1871 was not as effective as it is today. This is the common myth associated with the cause of the Great Chicago Fire. This is the most likely the real cause of the fire; “poor Daisy” was a convenient scapegoat.

8. Source and Note Cards Source Card Note Card 2 Smith, Carl. “Introduction.” The Great Chicago Fire and the Web of Memory. 1996. The Chicago Historical Society and the Trustees of Northwestern University. Web. 23 Feb. 2008. <http://www.chicagohs.org/fire/>. 2 Effects The fire inspired “flights of creativity and imagination.” np

9. Paraphrasing Direct Reference: “Organisational Development (OD) practitioners assume that it is important for people to be accepted by their work group and that the climate in most groups and organisations does not encourage open expression of feelings. The necessity of hiding feelings, Organisational Development practitioners believe, has a negative effect not only on group member’s willingness and ability to solve problems constructively, but also on job satisfaction and performance. Encouraging openess can be difficult and risky, but it can lead to greater job satisfaction and more effective group performance” (Stoner and Wankel, 1986). Paraphrasing: The emotional suppression encouraged by the workplace negatively affects the employee’s problem solving ability, motivation, enjoyment and productivity at work; therefore, it is essential to encourage openness in the workplace (Stoner and Wankel, 1986). Source: Stoner, J. A. F. & Wankel, C. (1986) Management. (3rd Edition), New Jersey: Prentice-Hall.

10. Summarizing

11. Evaluating Web Sites Who made it? When was it last updated? Is it clear what it's about? Are there a lot of ads? Is it easy to find the information you need? Are other sources cited? Do the links work? What type of Web site is it (e.g., .com, .org, .edu, or .gov)? Keep in mind that there will not always be a good Web site for your topic; you may need to refer to other sources (e.g., books, magazines, and newspapers). Don’t be afraid to ask your teachers or librarians for help.

12. Are these reliable Web sites? • http://www.dhmo.org/ • http://zapatopi.net/treeoctopus/ • http://www.martinlutherking.org/ (This Web site looks official and reliable, but it presents false information about MLK in a malicious attempt to demean his legacy and promote racism and hatred. In fact, FHS has blocked it.)