Citing in MLA & Writing a Research Paper Bundle: For Beginners

Citing in MLA & Writing a Research Paper Bundle: For Beginners
Citing in MLA & Writing a Research Paper Bundle: For Beginners
Citing in MLA & Writing a Research Paper Bundle: For Beginners
Citing in MLA & Writing a Research Paper Bundle: For Beginners
Citing in MLA & Writing a Research Paper Bundle: For Beginners
Citing in MLA & Writing a Research Paper Bundle: For Beginners
Citing in MLA & Writing a Research Paper Bundle: For Beginners
Citing in MLA & Writing a Research Paper Bundle: For Beginners
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This bundle includes two PowerPoints: one that introduces students to citing sources in MLA format, and the other introduces them to writing a paper in MLA format. A third (notes) PowerPoint is also included that I print and hand out to students. This allows them to follow along and fill in missing information. It is interactive and ties in to the Common Core Standards. I use these PowerPoint for my students who are writing a research paper, some for the first time. I have also included other handouts as well. The source sheets allow students to fill-in-the-blank when citing their sources. The Common Core Standards it applies to are listed below. There is also a sample research paper that I have annotated with specific instructions on how to format a research paper. Finally, I included an outline template for my students. I have listed any sources I used to create these materials. I will be updating this unit as I receive feedback, correct errors, or add files. This is my first posting, so please let me know what you think!

Reading:
CC.K-12.R.R.1
Key Ideas and Details: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CC.K-12.R.R.4
Craft and Structure: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
CC.K-12.R.R.6
Craft and Structure: Assess how point of view or purpose shapes the content and style of a text.
CC.K-12.R.R.7
Integration of Knowledge and Ideas: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
CC.K-12.R.R.8
Integration of Knowledge and Ideas: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
CC.K-12.R.R.9
Integration of Knowledge and Ideas: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take [as part of the process of evaluating source validity].
CC.K-12.R.R.10
Range of Reading and Level of Text Complexity: Read and comprehend complex . . . informational texts independently and proficiently.

CC.11-12.R.I.2
Key Ideas and Details: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
CC.11-12.R.I.4
Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including . . . connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
CC.11-12.R.I.5
Craft and Structure: [As part of the process of evaluating sources / their usefulness] analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
CC.11-12.R.I.6
Craft and Structure: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text (emphasis and de-emphasis added).
CC.11-12.R.I.7
Integration of Knowledge and Ideas: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Writing:
CC.11-12.W.1
Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
OR CC.11-12.W.2 Text Types and Purposes: 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. (This is if the student’s paper is expository, not argumentative. Though all writing is essentially argumentative.)
CC.11-12.W.1.a
Text Types and Purposes: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
CC.11-12.W.1.b
Text Types and Purposes: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
CC.11-12.W.1.c
Text Types and Purposes: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
CC.11-12.W.1.d
Text Types and Purposes: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
CC.11-12.W.1.e
Text Types and Purposes: Provide a concluding statement or section that follows from and supports the argument presented.
CC.11-12.W.2.a
Text Types and Purposes: Introduce a topic [or argument]; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension (emphasis added).
CC.11-12.W.2.b
Text Types and Purposes: Develop the topic [or related argument] thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic [or related argument].
CC.11-12.W.2.c
Text Types and Purposes: Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
CC.11-12.W.2.f
Text Types and Purposes: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (This is if the student’s paper is expository, not argumentative.)
CC.K-12.W.R.5
Production and Distribution of Writing: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CC.K-12.W.R.6
Production and Distribution of Writing: Use technology . . . to produce and publish writing.
CC.11-12.W.7
Research to Build and Present Knowledge: Conduct . . . 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. (emphasis added).
CC.11-12.W.8
Research to Build and Present Knowledge: 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.
CC.11-12.W.10
Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking & Listening:
CC.11-12.SL.1
Comprehension and Collaboration: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CC.11-12.SL.1.a
Comprehension and Collaboration: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CC.11-12.SL.1.d
Comprehension and Collaboration: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Language:
CC.11-12.L.1
Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CC.11-12.L.1.a
Conventions of Standard English: Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
CC.11-12.L.2
Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CC.11-12.L.1.b
Conventions of Standard English: Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American English) as needed. (Textspeak in writing would be an example.)
CC.11-12.L.2.a
Conventions of Standard English: Observe hyphenation conventions.
CC.11-12.L.2.b
Conventions of Standard English: Spell correctly.
CC.11-12.L.3
Knowledge of Language: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CC.11-12.L.3.a
Knowledge of Language: Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
CC.11-12.L.4
Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
CC.11-12.L.4.a
Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
CC.11-12.L.4.c
Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
CC.11-12.L.4.d
Vocabulary Acquisition and Use: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (Degree may be dependent upon level of specificity or difficulty of students’ topics)
CC.11-12.L.6
Vocabulary Acquisition and Use: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression (emphasis added).

CC.K-12.L.R.3
Knowledge of Language: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CC.K-12.L.R.4
Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
CC.K-12.L.R.6
Vocabulary Acquisition and Use: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression (emphasis added).
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