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Rosslyn Academy Writing Guide
Online Edition
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RAW Guide
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Rosslyn Academy Writing Guide
Table of Contents
Why a Writing Guide?
2
Elements of Writing Emphasized at Rosslyn Academy
2
Evaluating Writing with the 6+1 Traits
3
Organization Rubric
3
Voice Rubric
4
Ideas and Content Rubric
5
Word Choice Rubric
6
Sentence Fluency Rubric
7
Conventions Rubric
8
Presentation Rubric
9
The Big6™ Information Problem-Solving Skills
10
The Writing Process
11
Style and Grammar
12
Paragraphs
14
A Helpful Diagram for Five Paragraph Essays
15
Avoid Plagiarism – Document Your Sources
16
Note Cards and Source Cards
17
Thesis Statements
18
Outlines
19
Evaluating Sources
19
MLA Bibliography Forms
20
MLA Bibliography Forms for the Internet
22
Format for Essays
24
Citing Sources
25
Works Cited/Bibliography Format
26
Bibliography
27
Revised June 2004
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Why a Writing Guide?
This writing guide provides you with general information on the expectations Rosslyn teachers
have for all final drafts of expository papers written for classes at Rosslyn. Following the
directions and tips in this guide should help you become an effective writer, for Rosslyn
Academy and beyond. You are expected to use this guide as a reference for your writing
throughout your time at Rosslyn. In some classes you will even be required to bring this guide
to class every day.
Teachers will almost always provide more specific instructions for you to follow as you write a
particular paper. Always follow those instructions carefully. This guide is not intended to
replace teacher specifications, but to help you as you follow them and to provide information on
style and form commonly expected throughout the program at Rosslyn. Copies of a sample
essay, literary analysis, and research paper are available for your reference from the media
center as supplements to the Rosslyn Academy Writing Guide.
The RAW Guide is not intended to answer all questions that arise as you write a
paper. For questions not answered in the guide, consult your teacher.
Elements of Writing Emphasized at Rosslyn Academy
1. At Rosslyn, we believe that every final draft of a well-written paper is worthwhile. The
thesis you express in your writing should be significant and should be communicated clearly and
effectively.
2. Unity is very important. Every sentence in a paragraph should support the topic sentence;
every topic sentence should support the thesis.
3. In your best pieces of writing, your voice will be heard. Your writing will sound as though
you wrote it, not as though your best friend, your mother, or a professor in Idaho wrote it.
4. Effective writing is compelling. People want to read it because the ideas are strong, the
descriptions are vivid, and the details are precise.
5. Correct spelling, punctuation, and sentence structure help you communicate your ideas more
effectively.
6. The goal of writers is to have others read what they have written. Readers are more likely to
read neat papers than sloppy ones.
The following rubrics (pages3-9) are designed to help you improve the overall quality of your
writing. Learn to understand and recognize the specific elements of the Six Trait rubrics in your
writing. If you do not fully understand any of the terms, talk to your teachers. All teachers at
Rosslyn (not just English/Language Arts teachers) will use some form of these rubrics to
evaluate student writing.
The scores (1-5) do not necessarily relate directly to a grade (A-F). Instead, the scores help
you and your teacher identify strengths and weaknesses in your writing.
Find more information about the 6 Traits at http://www.nwrel.org/assessment/index.asp
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Evaluating Writing with the 6+1 Traits
These rubrics should help guide you through the elements of writing emphasized at Rosslyn
Academy (see page 2).
2. Unity is very important. Every sentence in a paragraph should support the topic sentence;
every topic sentence should support the thesis.
ORGANIZATION RUBRIC
Rating of 5 (Strong):
The order makes sense and is easy to follow. The paper contains an effective introduction and conclusion. The ideas
are connected with transitions.
a. The paper contains an inviting introduction that grabs the reader's attention.
b. The main idea is supported by details that fit where they are placed; sequencing makes sense and helps the reader
understand what is written.
c. The ideas are connected with smooth transitions.
d. There is a strong conclusion that brings an ending/resolution to what is written.
e. The reader doesn't have to think about the organization to understand what is written.
Rating of 3 (Developing):
The paper moves from point to point without too much confusion. The paper contains an introduction and a
conclusion. Some ideas are connected with transitions that may be weak.
a. The paper contains a introduction that can be identified, but it is weak.
b. The writer spends too much time on one area and not enough time on another.
c. The order is hard to follow, or too easy and predictable.
d. The transitions between ideas are unclear or do not seem to fit.
e. The conclusion is weak or does not bring an ending to what is written.
f. The organization, though weak, does not seriously get in the way of the main point.
Rating of 1 (Weak):
The writing does not have a clear sense of direction. The ideas are put together with no connections. The
introduction and/or conclusion cannot be identified.
a. There is no real introduction to begin the paper.
b. There is no recognizable pattern to the ideas. They seem to be a list of thoughts that confuse the reader.
c. There are no transitions between ideas. The reader gets lost easily.
d. There is no conclusion.
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3. In your best pieces of writing, your voice will be heard. Your writing will sound as though
you wrote it, not as though your best friend, your mother, or a professor in Idaho wrote it.
VOICE RUBRIC
Rating of 5 (Strong):
The paper shows the writer's personality. The writer has written the paper to be read, not just as an assignment.
There is a connection between the writer and the reader.
a. The paper is honest and engaging; it makes the reader think about and react to the author’s ideas.
b. The language helps the reader "see" what is happening in the writing.
c. The writer takes risks by showing his feelings and emotions in the paper (when appropriate). The reader
feels a strong interaction with the person behind the words.
d. The writer cares about the topic and understands why the reader needs to know or care about the topic.
e. The reader gets a real sense of humor, sadness, happiness, suspense, excitement, etc. throughout the
writing.
Rating of 3 (Developing):
The paper has some personality, but the reader has a hard time connecting with the writer. The writing may sound
familiar, but it is not really new or unique.
a. The paper has some moments of honesty and sincerity.
b. The voice may be strong on occasion, then hide behind general language.
c. The writing hides as much of the writer's personality as it shows.
d. The writer seems afraid to show how he really feels; the reader is not sure how to feel about the topic.
e. The reader only sometimes gets a sense of humor, sadness, happiness, suspense, excitement, etc. from the
writing.
Rating of 1 (Weak):
The paper has no personality. It sounds like an encyclopedia article, with only the facts. The writer seems to have
no feelings about the topic.
a. The reader cannot sense any sincerity or honesty in the paper. The reader has no connection to the writer.
b. The writing is not very exciting throughout most of the paper. There are no highs or lows.
c. The writing is lifeless and does not cause the reader to feel anything about the topic.
d. The writer doesn't seem to care about the topic at all.
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4. Effective writing is compelling. People want to read it because the ideas are strong, the
descriptions are vivid, and the details are precise.
IDEAS AND CONTENT RUBRIC
Rating of 5 (Strong):
The paper is clear, focused, and interesting. It holds the reader's attention. Ideas are fresh and original. Related
details support the main idea.
a. The writer writes from experience and seems to know his topic well.
b. The writing has balance; some ideas are more important than others.
c. The topic/main idea has been narrowed to something specific and original.
d. The writer stays on topic, and it is easy to tell what the thesis or main idea of the paper is.
e. Accurate supporting details "show" what happens instead of "telling" what happens.
f. The reader’s questions are anticipated and answered
Rating of 3 (Developing):
The paper is somewhat clear and focused. It holds the reader's attention most of the time. It contains some details to
support the main idea. The main idea may not be clear.
a. The writer has an everyday understanding of the topic, but doesn't add anything new.
b. The writer seems to be writing from experience and the ideas are reasonably clear, but they aren't detailed
or specific.
c. The main idea may not be clear or may not be original.
d. The writer has begun to define the topic, but hasn't narrowed it enough to be specific.
e. Not enough information is provided, leaving the reader with unanswered questions.
Rating of 1 (Weak):
The paper has no clear sense of purpose or main idea. There is no real message.
a. There is not very much information or it is not clear.
b. The writer repeats the same information or seems to have written a list of thoughts.
c. The writer is still in search of a narrowed topic.
d. Everything is as important as everything else; there is no clear main idea.
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WORD CHOICE RUBRIC
Rating of 5 (Strong):
The writing creates a mental picture for the reader. The writer uses powerful action verbs, accurate adjectives, and
precise nouns. The language is natural.
a. Powerful action verbs give the writing energy.
b. The adjectives are as descriptive and accurate as possible.
c. The nouns are specific, not general.
d. Slang and clichés are used only when appropriate.
e. The language is natural and not overdone. Words are used correctly.
Rating of 3 (Developing):
The language is functional, but it is difficult for the reader to get a mental picture. The writer uses everyday
language well, but may rely on clichés and slang. The writer may repeat or misuse some words.
a. The writing gets the message across, but with language that doesn't really capture the reader's imagination.
b. The writer may use slang and clichés, but they are not overused or misused.
c. The writer may misuse words, but the reader can usually figure out what was meant.
d. The writer seems to avoid using new words, but the paper may have one or two good moments.
e. The paper may contain a few energetic verbs, accurate adjectives, and specific nouns.
Rating of 1 (Weak):
The writer's vocabulary is limited. The writer has a hard time finding the right words to get his message across to
the reader.
a. The language is not energetic, accurate, or precise. The message is difficult for the reader to picture in
his/her mind.
b. The writer relies on the same words and avoids using new words. Clichés and slang are distracting to the
reader.
c. Words are incorrectly used, making it difficult for the reader to understand what the writer meant.
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5. Correct spelling, punctuation, and sentence structure help you communicate your ideas
more effectively.
SENTENCE FLUENCY RUBRIC
Rating of 5 (Strong):
The paper has an easy flow and rhythm. It is easy to read aloud. The writing sounds natural--the way someone
might talk. The sentences have different beginnings, lengths, and structures.
a. The writing sounds natural, with one sentence flowing effortlessly into the next.
b. Varied sentence beginnings guide the reader readily from one sentence to the next.
c. Variation in sentence structure and length adds interest to the text.
d. Fragments, if used at all, work well. Most sentences are complete.
e. Dialogue, if used, sounds like people talking.
Rating of 3 (Developing):
The text moves along efficiently, but lacks rhythm and grace. It may sound technical or mechanical instead of
pleasant and musical.
a. Simple sentences are okay, but compound sentences and complex sentences are not.
b. The sentences make sense, but do not seem skillfully written.
c. There is some variety in sentence beginnings, length, and structure.
d. Fragments sometimes work, but mostly do not work; they seem to be the result of error.
e. The reader has to hunt for clues to see how one sentence should flow into the next.
f. Some parts of the text sound good when read aloud, others are choppy and sound awkward when read
aloud.
Rating of 1 (Weak):
The paper is difficult to follow or read aloud. Many sentences are incomplete or run together.
a. The sentences do not sound natural. The text is not at all like a person would talk.
b. The reader may have to pause or read the sentences again to understand what is meant.
c. There is very little variety in sentence beginnings, length, or structure.
d. There are several fragments or many of the sentences run together with no connections.
e. The reader cannot make sense of the connections between sentences.
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CONVENTIONS RUBRIC
Rating of 5 (Strong):
The writer uses standard writing conventions very well to make the paper easy to read. There are very few errors,
and the reader hardly notices them. Only light editing is required to be ready for publishing.
a. The paragraphing is obvious and makes the paper easy to read.
b. The writer uses correct grammar that makes it easy for the reader to understand what is written.
c. Capitalization is correct; punctuation is smooth and helps the reader move from idea to idea smoothly.
d. Spelling is correct, even on difficult words.
e. The writer may make mistakes on purpose for stylistic effect.
Rating of 3 (Developing):
There are mistakes in conventions, but the reader can figure out what is meant by reading some parts of the paper
more than once. Mistakes are not severe, but are distracting. Some editing is required to be ready for publishing.
a. Paragraphing is inconsistent. Paragraphs sometimes run together or begin in the wrong places.
b. End-of-sentence punctuation is usually correct, but punctuation within sentences may be incorrect or
missing.
c. Grammar mistakes are not severe enough to cause the reader not to understand the meaning.
d. Capitalization is generally correct .
e. Spelling is mostly correct in common words.
Rating of 1 (Weak):
Numerous errors in conventions distract the reader and make the paper difficult to read. The errors are so severe
that they cause the reader to have difficulty in understanding the message. Much editing is required to turn the paper
into a final draft.
a. Paragraphing may be irregular, absent, or too frequent. It makes the organizational structure of the paper
difficult to follow.
b. Basic punctuation and capitalization are left out or incorrect.
c. Grammar errors are very noticeable causing the reader to have trouble with the meaning.
d. Spelling errors are frequent, even on common words.
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6. The goal of writers is to have others read what they have written. Readers are more
likely to read neat papers than sloppy ones.
PRESENTATION RUBRIC:
Rating of 5 (Strong):
The form and presentation of the text enhances the ability for the reader to understand and connect with the
message. It is pleasing to the eye (the text as well as any graphics or illustrations).
a. If written (cursive or printed), the slant is consistent, letters clearly formed, spacing is uniform, and text is
easy to read.
b. If word-processed, appropriate fonts and font sizes (10-12 point normally) invite the reader into the text
rather than distracting or making the text illegible.
c. The use of a title, subtitles, page numbering, bullets, and correct format is evident.
d. When appropriate to the purpose and audience, graphics, charts, illustrations and/or maps support the text
effectively.
Rating of 3 (Developing):
The writer’s message is understandable in this format.
a. Handwriting is readable, although it could be better.
b. Experimentation with fonts and font sizes is successful in some places, but it is not consistent
throughout the text.
c. Title, page numbering, etc. are generally correct, but occasionally details are incorrectly formatted.
d. While margins may be present, some text may crowd the edges.
e. Although some graphic elements are present they are not used to their fullest potential.
Rating of 1 (Weak):
The reader receives a garbled message due to problems relating to the presentation of text:
a. Very difficult to read and understand the text.
b. The writer has multiple fonts and sizes making the writing difficult to follow
c. Did not follow process/needs to be redone.
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The Big6™ Information Problem-Solving Skills
The Big Six skills help you stay focused and to be more thorough in your research and other
assignments. Many of these steps are things you already do naturally to deal with any problem
you encounter. These steps, particularly defining the task and evaluating your results and your
process will make your research assignments more successful.
1. Task Definition
1.1 Define the problem (What do I need to do?)
1.2 Identify the information needed (What do I need to know?)
2. Information Seeking Strategies
2.1 Determine all possible sources (What can I use to find what I need?)
2.2 Select the best sources
3. Location and Access
3.1 Locate sources (How can I find what I need?)
3.2 Find information within sources (How do I use the resources I
have chosen?)
4. Use of information
4.1 Engage (e.g. read, hear, view)
4.2 Extract relevant information (How will I record what I’ve discovered?)
5. Synthesis
5.1 Organize information from multiple sources (How should I
put my information together?)
5.2 Present the result (What could I make to show what I have learned?)
6. Evaluation
6.1 Judge the result (effectiveness) (Did I accomplish my task?)
6.2 Judge the process (efficiency) (How could I do better next time?)
The "Big6™" is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com
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The Writing Process
Serious writers engage in a process that helps them produce more complex and compelling
essays and stories. No matter how good your first draft may be, some form of prewriting and
revision will help your writing become even better. The following steps will guide you to
becoming a stronger writer (Kinneavy and Warriner 15-55):
Prewriting
• Finding and Narrowing Topic/Thesis
• Gathering Information
• Identifying Purpose, Audience, and Tone
• Organizing Information
During the Prewriting stage, it is very important to allow yourself to be creative or unique.
Do not rule out possibilities until you give them a reasonable consideration.
Writing Drafts
• Putting Ideas into Sentences
• Discovering New Ideas Through Writing
When writing a draft, do not worry about perfect Conventions (spelling, punctuation,
grammar, etc.). Just get your words and ideas down on paper in an organized manner.
Evaluating and Revising
• Judging Content, Organization, and Style
• Improve the Drafts
During the Evaluating and Revising stage, you should focus on Ideas & Content,
Organization, and Voice. You can fix Conventions errors on your final draft (Proofreading).
Proofreading and Publishing
• Correcting Errors in Spelling, Usage, and Mechanics
• Sharing Your Writing with and Audience
When you have thoroughly revised your drafts, work on the finishing touches to make your
writing worth presenting to an audience (even if the audience is only your teacher or your
classmates).
Use the spell-check function on your computer, but don't depend on it entirely. (A word
may be spelled correctly, but you may not have chosen the correct word. For example,
“two” instead of “to”.)
It is a good idea to have someone else help you proofread the final draft. An extra set of
eyes may notice mistakes that you had overlooked. The proofreader should POINT OUT
errors, not fix them for you.
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Style and Grammar
Avoid sentence fragments
A sentence fragment is an incomplete sentence because it is missing either a subject or a verb, or
because it does not make a complete thought.
• Ate everything on his plate. (missing subject)
• The chess pieces all over the floor. (missing verb)
• When he drank five liters of milk in 45 minutes. (incomplete thought – subordinate
clause)
Avoid run-on sentences
A run-on sentence is two combined sentences without proper punctuation. For example the
following sentence is really two independent clauses joined only by a comma, so it is a run-on.
To fix it, you could [a] add a conjunction (and, or, but, etc.) or [b] a semi-colon (if the ideas are
closely related, like cause & effect). You could also [c] split it into two distinct sentences, or [d]
change one of the clauses into a subordinate clause.
Run-On Sentence: We were fifteen minutes late, the concert hadn’t started yet.
Correct Revisions:
[a] We were fifteen minutes late, but the concert hadn’t started yet.
[b] We were fifteen minutes late; the concert hadn’t started yet.
[c] We were fifteen minutes late. The concert hadn’t started yet.
[d] Although we were fifteen minutes late, the concert hadn’t started yet.
From a style point of view, solutions [a] and [d] would be best for this sentence, though
all would be grammatically correct.
Avoid trite words and clichés
In general, it is best to use creative and specific language. The following words are generally
not specific or precise enough to convey your message in a compelling manner. So you should
avoid them:
really
get
I think
interesting
thing
very
nice
there is/there are
good
stuff
great
a lot/lots
In general it is better to use strong action verbs rather than common linking verbs: is, am, are,
was, were, be, being, been.
Unless you are speaking directly to the audience (as this sentence is), you should avoid using
“you”. It creates an informal, conversational tone that is inappropriate in formal writing
Essay Titles
In general, it is best to create interesting titles for your essays. The title should give your reader
an idea of the topic and/or thesis of your essay. Avoid general titles that just state the
assignment or the name of the book you read. Instead, devise something catchy or thought
provoking.
Titles to Avoid
Effective Titles
Essay on the French Revolution
Robespierre’s Reign of Terror
The Monkey’s Paw
The Effect of Mood in The Monkey’s Paw
Literary Analysis
Healing the Broken Land: The Power of
Symbolism in Cry the Beloved Country
Use Clear Pronouns
Be sure your reader never has to wonder who a pronoun refers to (the antecedent). For example,
in the following sentence, it is not clear who the pronoun “he” refers to.
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Confusing: Jim and Philip were going to see a movie. He didn’t know if he wanted to
see The Matrix, or if he had already seen it.
Better: Jim and Philip were going to see a movie. Philip didn’t know if Jim wanted to
see The Matrix, since he thought Jim had already seen it. (Here, it is clear that the
pronoun “he” refers to Philip, who is the subject of the sentence.)
Passive and Active Voice
The voice of a verb determines whether the subject performs or receives the action. In an Active
Voice construction, the subject is the actor (the one who performs the action). In a Passive
Voice construction, the actor is not the subject of the sentence. In both of the following
examples, the cat is the actor (the one doing the chasing) and the dog is the receiver (the one
being chased):
Active Voice: The cat chased the dog.
Passive Voice: The dog was chased by the cat.
In the first sentence, the cat is both the subject and the actor. In the second sentence, the cat is
still the actor, but the dog is now the subject of the sentence. Neither sentence is incorrect, but
in general, the active voice is a more direct, specific, and concise. Passive sentences are often
awkward and wordy.
To form the passive voice, use a form of the verb “to be” with the past participle of a transitive
verb. Often the passive voice requires a prepositional phrase beginning with “by” to identify the
actor.
Integrating Quotations
When you are quoting from another source, it is best to integrate the quotation into your own
sentences. Avoid having quotations stand alone.
In the following example, the quotation does not flow as part of the sentence. It is choppy and it
weakens sentence fluency.
Scout, the narrator of the novel To Kill a Mockingbird, by Harper Lee,
tells the story as one long flashback. “When he was nearly thirteen, my
brother Jem got his arm badly broken at the elbow” (3). That is the opening
line, and it shows that the narrator is looking back on the events of her
childhood.
This second example shows an integrated quotation. Notice how the sentence fluency is
improved by making the quotation flow as part of the writer’s own sentence.
Scout, the narrator of the novel To Kill a Mockingbird, by Harper Lee,
tells the story as one long flashback. In the opening line, the narrator tells us
that “When he was nearly thirteen, [her] brother Jem got his arm badly broken
at the elbow” (3). This informs the audience that the narrator is looking back
on the events of her childhood.
NOTE: The ‘(3)’ in both examples is a citation of the page number. Since the reader already
knows the author’s name and the book title, the citation only needs to list the page number.
When integrating quotations be sure to pay attention to pronouns and verb tenses. When read
aloud, sentences containing quotations should flow naturally and follow all standard
grammatical rules. In the second example, the author added ‘[her]’ in brackets to signify that he
was adding or changing words from the original text.
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Paragraphs
If you can write an effective paragraph, you can easily learn to write an effective paper. That's
because the concept of developing a paragraph is exactly like the concept of developing a paper.
Likewise, you will never be able to produce a well-written paper if you cannot produce a well-
written paragraph.
Topic Sentences
• The relationship between a topic sentence and a paragraph is the same as the relationship
between a thesis statement and a paper.
• Topic sentences should support the thesis statement.
• Topic sentences should introduce or summarize the information in the paragraph.
• Topic sentences answer "so what?" to the reasons, facts, examples, or details given in a
particular paragraph.
• A topic sentence is usually found at the beginning of a paragraph; however, it can be
located anywhere within the paragraph.
• Topic sentences will always be your voice: what you think. Topic sentences cannot be
someone else's idea or a fact.
Supporting Evidence/Specific Examples
The most common methods of developing paragraphs include the use of:
• Examples – As in the sample paragraph below, the paragraph is developed with the use
of an example, a story or an incident.
• Reasons - Sometimes paragraphs are developed with a series of reasons or logical
arguments that support the topic sentence.
• Details - Another way of developing a paragraph is by providing specific details that
explain the main idea.
• Facts - Particularly in research reports and papers, you will support your topic sentences
with facts that you uncover in your reading and research.
• Quotations – Specific words from another source that help prove your topic sentence or
thesis. (When you borrow information from other sources, remember to use sources that
are valid, and give credit to the books/writers who provide the facts you use.)
REMEMBER: Every sentence in a paragraph must support the topic sentence, either directly or
indirectly. Topic sentences, in turn, must support the thesis statement.
NOTE: In a typical formal essay, most paragraphs contain at least 5 sentences. They generally
do not exceed 10 sentences.
Sample Paragraph
In the following sample paragraph, the Topic Sentence is actually the last sentence.
Five months ago I visited the children’s cancer ward at Kenyatta Hospital. I went there
expecting to play with these children and then go back home feeling fulfilled that I had done
some community service. But when I got there, I was overwhelmed with feeling. I saw some
children whose eyes were removed from their sockets, and some children who were so weak that
they couldn’t stay awake for even a few minutes. As I played with these children and sang
songs to them it made me realize how fortunate I am to have been born healthy. As I said
goodbye to these children I realized how petty I had been acting. I’d always complained and
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compared myself to other people. But being with these children with physical abnormalities
made me realize that I have been blessed with the body I have. -Tara Gitau (Rosslyn class of
2003)
A Helpful Diagram for Five Paragraph Essays
Body Paragraph #1:
Topic sentence #1, with at least four supporting sentences
Body Paragraph #2:
Topic sentence #2, with at least four supporting sentences
Body Paragraph #3:
Topic Sentence #3, with at least four supporting sentences
Conclusion:
Remind your reader of your
thesis statement. Give
consequences, present a call to
action, or trace the implications
of what you have proven.
Introductory Paragraph
Draw the reader in with facts,
examples, or an interesting anecdote.
Thesis Statement should be the last
sentence of the paragraph.
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Avoid Plagiarism--Document your Sources
(Much of the information for this section comes from www.turnitin.com and Purdue
University’s Online Writing Lab http://owl.english.purdue.edu/handouts/research/r_plagiar.html
– both great resources for learning about plagiarism.)
When you develop your paragraphs with facts, ideas or anything you have gained from a source
other than your own head you must give credit to the original source.
If you fail to give credit for words, phrases, or ideas from other sources, your work contains
PLAGIARISM, and you are guilty of a serious academic offense.
Plagiarism is more than just borrowing. It is theft and fraud. The penalty for plagiarism at
Rosslyn Academy may include contacting your parents, no credit for the assignment, or even no
credit for the semester. In university or business environments, plagiarism can lead to expulsion
from school, loss of a job, and even jail.
Any information you get from a source other than your own personal experience needs to be
cited. The only exception to this rule is an item that is “common knowledge”. In this case,
common knowledge can be defined as facts that are not the result of unique individual research.
For instance, cheetahs are the fastest land animals, smoking causes cancer, or most of the earth’s
surface is covered in water. However, if you wanted to include information about the dwindling
habitat of cheetahs, specific rates of cancer among smokers, or the increase in ocean size due to
melting polar icecaps, you would need to cite your sources. If you are unsure whether or not a
fact is common knowledge, you should probably cite your source just to be safe.
Changing occasional words does not mean you are avoiding plagiarism. You need to read and
understand the original author’s ideas and then write your own sentences containing those ideas
– AND give credit to the author who originated the ideas. (see example below)
The following example shows how to paraphrase appropriately (how to avoid accidentally
plagiarizing).
Original text (from page 3 of “Triple-Threat Shakespeare” by Jeanne Addison Roberts)
[Young love] is, of course, a topic of intense interest to most students, although
paradoxically the subject of young love is so close to most of them that they may have
trouble dealing with it. The immediate emotional impact of the story of the doomed lovers
in Romeo and Juliet may seem more accessible to them than the more detached rationality of
the account of the multiple lovers in A Midsummer Night’s Dream, but both attitudes need
exploring; and the two plays are linked not only by subject matter but also by style and by
their probable dates of composition (1595-96).
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Paraphrase #1
Young love is a topic of serious interest to many students, although actually the subject of
young love is so close to most of them that they may have trouble handling it. The story of
the doomed lovers in Romeo and Juliet may seem more accessible than the account of the
multiple lovers in A Midsummer Night’s Dream, but both attitudes need exploring. The two
plays are linked not only by their topics, but also by style and by their probable dates of
writing (1595-96) (Roberts 3).
Note: This is plagiarism! Even though the student who has written this paragraph cited the
original source, the paraphrase is too close to the original language. The student has
changed a few words and deleted others, but the sentence structure and the order of ideas is
almost exactly the same.
Paraphrase #2
Many students find Romeo and Juliet interesting and engaging. The passionate story of
doomed lovers is enticing. But it touches so close to home that many students are not able to
remove themselves from the emotions of the play to see the deeper meanings beneath. In A
Midsummer Night’s Dream, on the other hand, students are not as emotionally attached to
the lovers, so they can analyze and interpret the play’s deeper meanings more honestly.
Both plays have value for the students, which seems appropriate since they have similar
themes and styles. They were even written around the same time, between 1595-96 (Roberts
3).
Note: This is not plagiarism. It is not the original author’s words or sentence structure.
However, it is still the original author’s ideas, so the student must give her credit.
Note Cards & Source Cards
• When you use another source to help you understand a topic, you should take notes as you
read and develop a bibliography (a list of the sources you consult). Some teachers will
require you to use Source Cards and Note Cards.
• Source cards are used to note the author's name, title of the book or magazine and other
bibliographical information. Also include a number, or symbol, so you can match note cards
to their source.
• Note cards are used for recording specific information from your research. Include just one
fact on each card; this makes it easier to arrange your note cards and construct your paper
later. Be sure to identify the source (using the number or symbol from the source card) and
the page number if applicable.
• Do not write in complete sentences on note cards unless you are recording an exact quote.
This will help you state the information in your own words when you write your draft.
REMEMBER: Do NOT mix ideas or sources on a note card.
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Thesis Statements
• Your paper can only be as good as your thesis statement (main idea).
• Your thesis statement is your entire paper written in one sentence. It controls your paper. It
is the foundation upon which everything else is built.
• A thesis statement is almost always located at the end of your first paragraph.
• Thesis statements are always your original thinking: what do you think is most important
about the topic you are addressing? But do not actually say, “I think that…”. Your reader
will recognize by your voice that you are stating your opinion (see example).
• Effective thesis statements have a limited scope and often include a subordinating
conjunction (although, because, therefore, nevertheless, even though, e.g.)
• Your thesis statement should be provable, but also disputable. It should not be so obvious
that everyone will always agree without even reading your essay.
• Your thesis statement should not include vague words like ‘interesting’ or ‘exciting’. Use
words that are measurable or provable.
• Your thesis statement should provide structure for your essay (see example).
Sample Thesis Statement:
While it has the potential to do harm, television is mostly beneficial because it
provides a leisure activity, allows for the mass transmission of information, and
creates a common culture.
NOTE: this is a controversial statement. It is not simple or obvious. People will definitely
disagree, so the author needs to provide quality arguments to convince his audience.
This thesis has a very clear statement to prove: “Television is mostly beneficial.”
The thesis also provides a basic structure for the essay:
Body Paragraph #1: Examples/Evidence of television as a leisure activity
Body Paragraph #2: Examples/Evidence of television allowing the mass
transmission of information
Body Paragraph #3: Examples/Evidence of television creating a common culture
How to Write a Thesis Statement
• You will probably not be able to write a strong thesis statement until you have spent
some time gathering information (one of the first steps of Prewriting).
• After you have looked over your initial information, ask yourself, “What do I think about
this? Why?”
• The answer to those two questions will be the first draft of your thesis.
• As you find more specific evidence to prove your thesis, you should refine your thesis so
that it fulfills the basic characteristics listed above (complex, original, disputable,
provides structure, etc.)
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Outlines
A well-constructed outline is a blueprint for a final copy. Each Roman numeral should
correspond with a topic sentence in your paper. Each capital letter should correspond with a
supporting sentence. Follow this example, written by Sunkyo Im (class of 2001):
Thesis Statement: Throughout the plot of The Grapes of Wrath, Steinbeck uses numerous
biblical parallels in characters and situations, which contribute to the effectiveness of the work
as a whole.
I. Exodus-Journey Parallel
A. California equals Canaan (Lisca 579)
B. Okies equal Israelites
II. Jesus-Casy Parallel
A. Radical message
B. Various parallels
C. Death parallel
III. Tom Joad-Disciple Parallel
A. Fights back (Luke)
B. Evangelism parallel
• Keep in mind that some teachers require sentence outlines. If so, each entry in the outline
should be a complete sentence.
• As with any step in the Writing Process, the more thorough and detailed your outline is, the
easier it will be to write your paper.
Evaluating Sources
When you research for ideas from other writers, you must evaluate your sources to determine
whether the information they provide is reliable. Not everything printed in a book or found
online is valuable. Ask yourself the following questions:
Books and Articles:
• Has the author included a bibliography? Know the source of the information you want to
use.
• What are the dates of the publications you are using? Use current material.
• What are the credentials of the author you are quoting? Is he/she an expert on the topic?
• Which publisher has printed the material? University presses normally publish well-
researched material; popular and glamour magazines normally do not.
Internet sites:
• Is the domain site reputable? (sites that end in .com are usually business; sites that end in
.edu are education; sites that end in .gov are government – each will have its own biases)
• What are the credentials of the author? Does the site even give an author’s name?
• By what authority or expertise is the author on the internet? (A page under Harvard
University’s web site is one thing; a personal page posted by Joe in North Dakota is another.
Be particularly wary of elementary and secondary school websites. You can assume that the
author of the site is no more an expert than you.)
• Does the document include a date of copyright?
• Is there a bibliography included—or links to additional reputable sites?
• Is there a way to contact the author to request further information?
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MLA Bibliography Forms
Using the correct bibliography form for whatever book, magazine or other media you have used in your
research can be one of the most frustrating elements of writing research papers. Following are some of
the most used forms. To use, just insert the corresponding information from your research (book,
magazine, etc.) in the same place as the examples. Keep in mind that all punctuation should be followed
EXACTLY. Also, please note that bibliographies for MLA format must be double spaced, as seen
below.
Basic Form for a Book, Pamphlet, or Anthology:
Author’s Last Name, Author’s First Name. “Article Title” Book Title. City: Publisher, Date. Page #.
Sample Book Entry:
Le Carré, John. The Russia House. New York: Knopf, 1989.
John Le Carré is the author, the book is titled The Russia House, and it was published in New
York by Knopf in 1989.
Basic Form for a Magazine or Newspaper Article:
Author’s Last Name, Author’s First Name. “Article Title.” Magazine/Newspaper Title. Day month
Year, edition or volume: Page #.
Sample Magazine Entry:
Taylor, Phil. “Unstoppable.” Sports Illustrated 4 June 2001: 40-45.
Phil Taylor is the author, “Unstoppable” is the title of the article, and it was found on pages 40-
45 in the June 4, 2001 Sports Illustrated magazine.
Book, one author:
Wilson, Frank R. The Hand: How Its Use Shapes the Brain, Language, and Human Culture. New York:
Pantheon, 1998.
Book, two authors:
Eggins, Suzanne, and Diane Slade. Analysing Casual Conversation. London: Cassell, 1997.
(NOTE: The second author is listed first name, followed by last name)
Book, three or more authors:
Gilman, Sander, et al. Hysteria beyond Freud. Berkeley: U of California P, 1993.
(NOTE: ‘et al.’ is a Latin abbreviation meaning ‘and others’)
No author, or anonymous author:
A Guide to Our Federal Lands. Washington: Natl. Geographic Soc., 1984.
No author, with editor:
Baker, Russell, ed. The Norton Book of Light Verse. New York: Norton, 1986.
Multi-volume work:
Doyle, Arthur Conan. The Oxford Sherlock Holmes. Ed. Owen Dudley Edwards. 9 vols. New York:
Oxford UP, 1993.
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(NOTE: A multi-volume work does not always have an editor. If you only use specific volumes, list
them)
The Bible:
The New Jerusalem Bible. Henry Wansbrough, gen ed. New York: Doubleday, 1985.
Pamphlet:
London. New York: Trip Builder, 1996. (NOTE: If a pamphlet lists an author, treat it like a book entry.)
A work in a textbook or an anthology:
More, Hannah. “The Black Slave Trade: A Poem.” British Women Poets of the Romantic Era. Ed.
Paula R. Feldman. Baltimore: Johns Hopkins UP, 1997. 472-82.
(NOTE: An anthology is a book that contains a collection of stories, poems, or essays)
Government or institutional publication:
United Nations. Consequences of Rapid Population Growth in Developing Countries. New York: Taylor,
1991.
Encyclopedia, signed (check the end of the entry for the author):
Mohanty, Jitendra M. “Indian Philosophy.” The New Encyclopedia Britannica: Macropaedia. 15
th
ed. 1987.
Encyclopedia, unsigned:
“Mandarin.” The Encyclopedia Americana. 1994 ed.
Dictionary definition :
“Detritus”. Webster’s Collegiate Dictionary. 2004.
Magazine article:
Csikszentmihalyi, Mihaly. “The Creative Personality.” Psychology Today July-August 1996: 36-40.
Newspaper article:
Hall, Trish. “IQ Scores Are Up, and Psychologists Wonder Why.” New York Times 24 February
1998, late ed.: F1+.
(NOTE: For a newspaper article, the headline is the article title. F1 is the page on which the article
begins. + signifies that the article continues on other pages.)
Newspaper editorial:
“Death of a Writer.” Editorial. New York Times 20 April 1994, late ed.: A18.
Newspaper interview:
Gordimer, Nadine. Interview. New York Times 10 October 1991: C25.
Personal interview:
Beckham, David. Personal Interview. 14 July 2003.
Television program:
“Yes…but Is It Art?” Narr. Morley Safer. Sixty Minutes. CBS. WCBS, New York. 19 Sept. 1993.
Film or Video:
It’s a Wonderful Life. Dir. Frank Capra. Perf. James Stewart, Donna Reed, Lionel Barrymore. RKO,
1946.
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(NOTE: Frank Capra is the director. James Stewart, et al. are the performers. RKO is the movie
studio – comparable to the publisher of a book.)
Article from an Encyclopedia, CD-ROM:
“Albatross.” The Oxford English Dictionary. 2
nd
ed. CD-ROM. Oxford: Oxford UP, 1992.
Article from SIRS or EBSCO:
Leonard, Mary. “ ‘Boutique Medicine’ Is Not for Everybody.” Boston Globe 6 July 1997: C1. Abstract.
Newspaper Abstracts Ondisc. CD-ROM. UMI-ProQuest. Mar. 1998.
A Painting, Sculpture, or Photograph on CD-ROM:
Holbein, Hans. The Ambassadors. Microsoft Art Gallery: The Collection of the National Gallery,
London. CD-ROM. Redmond: Microsoft, 1994
MLA Bibliography Forms for the Internet
Internet bibliographies can be the most confusing aspect of writing a paper. Here is some
information to help you. (The following information is taken from “MLA Style; Documenting
Sources from the World Wide Web” at http://www.mla.org/style/sources.htm)
Sources on the World Wide Web that students and scholars use in their research include
scholarly projects, reference databases, the texts of books, articles in periodicals, and
professional and personal sites. DO NOT cite a search engine (Google, Yahoo, Dogpile) as a
source. That’s like citing the librarian as a source because she helped you find the book you
needed.
Entries in a works-cited list for internet sources contain as many items from the list below as are
relevant and available.
1. Name of the author, editor, compiler, or translator of the source.
2. Title of a poem, short story, article, or similar short work.
3. Title of a book (underlined).
4. Name of the editor, compiler, or translator of the text (if relevant and not cited earlier).
5. Publication information for any print version of the source.
6. Title of the scholarly project, database, periodical, or professional or personal site
(underlined).
7. Name of the editor of the scholarly project or database (if available).
8. Date of electronic publication, of the latest update, or of latest posting.
9. For a work from a subscription service, the name of the service and—if a library is the
subscriber—the name and city (and state abbreviation, if necessary) of the library.
10. For a posting to a discussion list or forum, the name of the list or forum.
11. The number range or total number of pages (if numbered).
12. Name of any institution or organization sponsoring or associated with the Web site.
13. Date when the researcher accessed the source.
14. Electronic address, or URL, of the source (in angle brackets).
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Personal Site:
Lancashire, Ian. Home page. 1 May 1997 <http://www.chass.utoronto.ca:8080/ian/index.html>.
(NOTE: If a personal website does not include any of the information listed above, you should cite the
page title and the URL/address. Keep in mind that the more you know about the author/publisher
of a web page, the more confident you can be about the reliability of the information you find
there. See Evaluating Sources, p. 20)
Scholarly Project:
Victorian Women Writers Project. Ed. Perry Willett. Apr. 1997. Indiana U. 26 Apr. 1997
<http://www.indiana.edu/-letrs/vwwp/>.
Book:
Nesbit, E. Ballads and Lyrics of Socialism. London, 1908. Victorian Women Writers Project. Ed.
Perry Willett. Apr. 1997. Indiana U. 26 Apr. 1997
<http://www.indiana.edu/letrs/vwwp/nesbit/ballsoc.html>.
Poem:
Nesbit, E. “Marching Song.” Ballads and Lyrics of Socialism. London, 1908. Victorian Women
Writers Project. Ed. Perry Willett. Apr. 1997. Indiana U. 26 Apr. 1997
<http://www.indiana.edu/letrs/vwwp/nesbit/ballsoc.html#p9>.
Article in a Reference Database or On-line Encyclopedia:
“Fresco.” Britannica Online. Vers. 97.1.1. Mar. 1997. Encyclopedia Britannica. 29 Mar. 1997
<http://www.eb.com:180>.
Article in a Journal:
Flannagan, Roy. “Reflections on Milton and Ariosto.” Early Modern Literary Studies 2.3 (1996): 16
pars. 22 Feb. 1997 <http://unixg.ubc.ca:7001/0/e-sources/emls/02-3/flanmilt.html>.
Article in a Magazine:
Landsburg, Steven E. “Who Shall Inherit the Earth?” Slate 1 May 1997. 2 May 1997
<http://www.slate.com/Economics/97-05-01/Economics.asp>.
Work from a Subscription Service:
Koretz, Gene. “Economic Trends: Uh-Oh, Warm Water.” Business Week 21 July 1997: Electric Lib.
Sam Barlow High School Lib., Gresham, OR. 17 Oct. 1997 <http://www.elibrary.com/>.
Posting to a Discussion List:
Merrian, Joanne. “Spinoff: Monsterpiece Theatre.” Online posting. 30 Apr. 1994. Shaksper: The
Global Electronic Shakespeare Conf. 27 Aug. 1997
<http://www.arts.ubc.ca/english/iemls/shak/shak-L.html>.
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Signori 1
Giuseppe Signori
Mr. Leonard
AP English
19 November 2003
Morality and Humanity in Green Eggs and Ham
Theodore Geisel, writing under the pseudonym Dr. Seuss, creates a
surreal world of boats and goats, foxes and boxes, mice and houses in his epic
masterpiece Green Eggs and Ham. The audience first meets Sam I Am as he tries
to inspire the frumpy, nameless main cha