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Writing through the Social Studies

Studying history and the social sciences offers you a unique opportunity for inquiry. With an open

mind, you will discover evidence about a wide array of important questions of the human experience. Youwill grapple with complex historical questions, critically analyze historical information, draw your own

informed conclusions from evidence, and express your views in a cogent, supported, and well-reasoned

way. Writing is one of the many ways we pursue these ends, and we find it crucial to supporting so many

sills you see to improve upon. !mbrace this challenge. We now how difficult the writing process can

be, and we will support you with honest feedbac and grades along the way. "he feedbac and grades

may, at times, be difficult to accept. Yet be heartened to now that with careful attention to the instruction

in this guide and to the feedbac received on your wor, your writing sills will improve.

Wellesley #igh School Social Studies $epartment %&'%-%&'(

)ie *eidy, $epartment #ead

+rystal artels

imee elauren erenson

/ohn urns

Stephanie +acace/ennifer $espo

0yle 1etz

!mily 1ordon

ritta #iester

/acie 0atz

$rew 0elton

lice iao

)ie )c+onomyndrea 2laso

!mily Shapero/onathan Simon

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Social Studies Department Writing Goals

Goal: Graduating seniors should be able to comprehend, interpret, and critique

Social Studies material, synthesize it into their respective and independent views,

and express their thinking in a clearly written and logically organized manner

!n order to reach the above goal, the "ollowing writing skills will be emphasized in each

grade:

Grade #

Students will be able to3

refine the writing of historical paragraphs

create an introduction that identifies the direction of the essay

identify and create a thesis statement

title all papers to reflect the thesis

effectively use supporting evidence

write a conclusion, avoiding the introduction of new material focus on the 4so what56 and 4why is this important56

compose a clearly written and well structured five-paragraph essay

Grade $%


understand appropriate use of citations

o quotations should complement but not carry the argument

o quotations must be explained and placed within context

o information that is paraphrased

o factual details not commonly nown

demonstrate how to cite

o expand research sills using primary sources, secondary sources, and internet

sites

o the use of note cards

o using the appropriate and consistent citation format

o the original source of a quotation located within a secondary source

become familiar with a variety of historical sources

evaluate and integrate historical sources to strengthen the argument

Grade $$


write a scholarly research paper

Grade $&


maintain and develop departmental sills and standards through papers and pro7ects in

elective courses at all levels

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Table of Contents

)aintaining cademic 8ntegrity................................................................................'

2lagiarism..................................................................................................................%

2aragraph $evelopment.............................................................................................(

*esearch 2aper 2rocess..............................................................................................9

"ip Sheet for Selecting a *esearch "opic..................................................................:

;sing 2rimary Sources..............................................................................................28=8>= is =>" evidence. lthough both the proficient and the advancedparagraphs may seem similar, they are different in how the writers analyze the evidence to

support their point.

3 (nalysis: "he analysis is your opportunity to tell the reader why youpiced pieces of evidence

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to support your topic sentence. You need to as yourself and answer the questions 4So What56

and 4Why is my argument so important56 =ot only should analysis connect evidence to the topic

sentence but it can also connect pieces of evidence to each other. Your analysis might include

words and phrases such as although, unlie, whereas, consequently, these actions reflect, this

event shows, and the previous examples illustrate. nalyses often contain ad7ectives and adverbsthat show your opinion. void using vague, general, and absolute words such as good, bad, a lot,

huge, ind of, actually, very, always, never, greatest, worst, many, sometimes and maybe. lsoavoid hypothetical and conditional claims3 if...then, would have, could have.

.xplanation: "he author of the advanced paragraph clearly explains how the evidence relates to

the topic sentence. 8n other words, the author answers the 4So what56 question for the reader. Bor

example, the author writes about the 8ndian *emoval ct and how it moved 8ndians west of the

)ississippi. "he author then explains that by moving the 8ndians /acson benefited southern

farmers and hurt the 8ndians. "his supports the authorHs idea about national progress in the topic

sentence.

4 ransitions: "ransitions are single words or phrases that connect sentences in a paragraph.

"ransitions eep your focus on the main ideas of the paragraph. "ransitions give your paragraphclarity and movement. 8n other words, thin of your paragraph as connect-the-dot. "ransitions

help you connect the dots from beginning to end.

Some examples of transition words and phrases include3 often, in addition, for example, in fact,ultimately, although, and however.

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5esearch +aper +rocessSteps $ 6 &: 7rainstorm (rea o" !nterest

. /unior "hesis "opics must have a ;nited States history focus and events must not have occurred in

the last twenty years.

. "hin about what interests you and decide on an idea to investigate.This will require you to do some preliminary research (perhaps in

textbookscheck the table of contents, encyclopedias, ABC-Clio, roquest,and other secondary sources!"

+. +larify the requirements of your assignment.

Step 3: 7ackground 5esearch

. e sure you can find enough resources on your topic. *eturn to Steps ' and % if there are

insufficient resources.

. *ead bacground materials such as 7ournals, textboos, and magazines.#ake sure to create biblio$raphy and research note cards

+. s questions3 Who5 What5 Where5 Why5 When5 #ow5

$. "hin of ways you can narrow your focus.

Step 4: 7e on the 8unt 9"or your hesis Statement

. oo for puzzles, problems, contradictions, and questions worth answering.. 8n shaping your thesis topic, avoid the common pitfalls listed on the "ip Sheet for Selecting a

*esearch "opicMsee page :.

Step ;: -uestions and +reliminary 7ibliography

. Write (-? questions that would require complex and well-reasoned answers.

. +ompile a bibliography of the boos you used to arrive at these questions.

Step

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Step >: 5e"rame 5esearch -uestion

Step #: Dra"t a +reliminary hesis Statement??see page $3

Step $%: 'odi"y@5e"ine your hesis Statement

Dont be stifled by your original thesis!! Realize that your thesis

should develop and change as you continue to research.

Step $$: 0utline /our +apersee page $;

"n outline helps to organi6e information and supporting data.

. Write out your revised thesis on the top of the paper.

. +onsider organizing your information in one of these ways3

'. comparison%. examples

(. chronological development

+. Spread out your note cards in a logical sequence.

$. Sort and arrange cards in the order you plan to use them.

!. ;se your note cards when typing your outline.

Step $&: Write a Aormal (nnotated 7ibliographyBsee page $=

. t this point you should have most of your research done and can begin to compile your finalizedbibliography with annotations.

Step $3: Write a +reliminary !ntroductionBsee page $>

. 8nclude a revised thesis statement that reflects developments in your thining.

Step $4: Dra"ts

ultiple drafts 7not just two8 result in a better final paper&see page %?

. Write your first rough draft using your outline as a guide3 footnotes are required.

. *evise, *evise, *eviseO

'. +hec content, organization, and paragraphs.

%. )ae sure you supported your ideas with evidence.a. 8f you have not adequately done this you need to gather more sources to ensure

that you provide factual evidence.

(. e sure to note your sources and page-numbers as you writeMit can be extremely

frustrating to go bac and find note cards and page numbers after you have written your

draftO

A. +hec transitions3 $o sentences and paragraphs flow smoothly5

Be willing to revise your thesis statement as you redraft your paper

+. +hec bibliography3 re all the sources used included in the bibliography5 re footnotes and

bibliography in the required citation format5

Step $;: +roo"read your Dra"ts and Ainal +aper. +ross chec your wor with the "hesis +heclists.

. +hec mechanics, spelling, and grammar.

+. )ae sure that your footnotes are in proper order and the information contained in the

footnotes matches the information in the bibliography.

Step $

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. "urn your paper into "urnitin.com.

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ip Sheet "or Selecting a 5esearch opic

( Good opic is Aormed When: +roblematic opics are Aormed When:

there is info available that you can support there is only one scholarly source on your topicD

you need more than one perspective Ei.e. some

pop culture topics only have one ma7or worF

You needdocumented responses Econsumption,

regulations, lawsF to popular culture in order to

prove it

data is available it becomes a biography

your topic is specific you retell the story

you have bacground nowledge on your topic you focus on heroes and villains

thereHs something important at stae you morally 7udge-morals can push you to an

area but cannot be your thesis

you name a specific cases, people, events,

legislation, etc.

your topic is overdone3 ma7or historical events

4how6 does this happenMitHs complex you mae only common sense connectionsthe topic is it important your topic lacs context

there is tension you write a report or an issue paper

there is surprise

there is something thatHs unexpected

thereHs personal connection to

informationGresources

scholar is so involved in material that sGhe is

unwilling to accept new information

found contradictionsMdig deeper to understand

what was going on

you form a comparison of two people or events

Eno appleGstea comparisonF

when students have general nowledge about

relevant context Ei.e. Brances Scott 0ey-Wouldwant to now about3 War of ':'% and general

history of early merican music, merican

nationalismF

you have patience, perseverance, P willingness

to redefine topic

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sing +rimary Sources

+rimary sourcescome from the time period of the historical topic. +onsider the bias of the

source. "hey may be one-sided and based on an individualHs personal, limited perspective. "hey

provide an immediate picture and reflect the attitudes, perspectives, and beliefs of the historical

moments in which they were produced. 2rimary sources are in their original form and usuallywithout any explanation or interpretation.

Some examples o" primary sources:

diaries and memoirs

letters

speech transcripts and recordings

meeting minutes

some newspaper articlesQ

some magazine articlesQ

oral history

government data census data

Supreme +ourt and other legal opinions

the +ongressional *ecord

official documents EbirthGdeath certificates, treaties, etc.F

autobiographies

raw statistics

interviews

press conferences

editorial or political cartoons

school yearboos

maps and charts

architectural plans

posters

musical scores

live performances

paintings and photographs

artifacts

wills

grocery lists

Q see next page for clarification

0eep in mind the way a writer usesthe source is often what maes it a primary or secondary

source. Bor example, a textboo written in the '

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sing Secondary Sources

Secondary sourcesare frequently written by people who were not present when the eventoccurred. "he best of these are written by scholars who have themselves carefully studied

primary source material as well as other secondary sources and have drawn their own conclusionsbased on their research.

Secondary sources, as well as primary sources, may be biased, one-sided, and emotional. >ne

type of source is not, by nature, more or less reliable than the other. Secondary sources are merely

further removed from the action than primary sources. You must analyze and evaluate all the

sources, primary and secondary, that you use

.xamples o" secondary sources

general histories

monographs Ehistorical wors on a single topic that are written by scholarsF biographies

encyclopedia articles

dictionaries

editorials

textboos

7ournal articles Esearch for peer reviewed 7ournals, not magazine articlesF

popular magazine articles Esee next page for clarificationF

some newspaper articlesQ

some government documents

most research sources used by students

E1ewspaper articles

=ewspapers often offer the most immediate published accounts ofMand reaction toMhistorical

events. "here may be some difficulty in determining whether a particular newspaper article is a

primary or a secondary sourceD the dividing line between the two can be unclear. 2rimary sources

tend to stand on their own, while secondary sources are based on other sources. 8n general, if a

newspaper reporter was an eyewitness to an event and wrote a first-hand account, then that article

would be considered aprimary source. Yet, if a newspaper reporter relies on eyewitnesses to

provide details of an event, then that article is asecondarysource. #owever, any direct quotation

from eyewitnesses interviewed in that article would be considered primary source materialembedded within a secondary source.

!'+05(1: 7e sure to "ind and use scholarlysecondary sources

While they are indeed secondary sources, and may even be quite reliable, textboos,

encyclopedias and other topical sources Elie many of those found on +-+lio or 2roRuestF are

not complex or long enough to provide the analytical sophistication to support rigorous research.

;se shorter, more general secondary sources as starting points in your research, but also see out

monographs and longer, peer-reviewed articles.

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)reating 7ibliography and 5esearch 1ote )ards

7ibliography 1ote )ards

When creating bibliography note cards follow the example on page '%.

e sure to include all information necessary to write the bibliography in proper citation

format. When using a website, be sure to include all pertinent information. +hec the

bibliography format.

5esearch 1ote )ards

When creating the note cards follow the example on page '%.

"here are three types of notes made on note cards3

'. 2araphrasing the textMsee page %&.

2ut what you are reading into your own words

%. $irect Ruotation3 *emember to use quotation mars

quote the text directlyMcopy word for word quoting a source quoted within the text Ebe sure to identify the original

sourceF

(. Your own insight

label accordingly

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.xample o" 7ibliography and 5esearch 1ote )ards

+ibliography *ard

8dentificationetter

uthor

"itle

2ublication P

+opyright $ate

Where did you find the

source5 7so you can findit again&i.e. call number,

which library!8

Fash, 2oseph, + (

*oosevelt and +hurchill '

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Developing a hesis Statement

thesis is your answer to an historical question that you will support with evidence from the

research process. 8t is =>" an indisputable fact on its own. 8f you as yourself, 4What is the point

of this paper56 your answer should resemble your essayHs thesis. +ondense your central argument

into a one-sentence thesis statement and include this sentence in the introduction of your essay.!verything you write should then develop around this clear thesis.

lthough it maes sense to have an idea of what your thesis statement is before you begin

writing, it is crucial to understand that developing a well-crafted thesis is a process and that

refiningand revising that statement as you research and writewill help you discover what your

essay is really aboutMwhat you want to say.

Frequently during the writing and research process your originalthesis may no longer be as valid as you thought. Review and revise

your thesis if necessary to reflect what you have learned.

he guidelines below suggest how to evaluate and re"ine your thesis, while showcasing yourideas

When writing a thesis, bear in mind that a thesis must:

be provable through evidence

specifically address the question ased

be focused on one narrow topic

reflect your position on an arguable issue

he following was taken from he Writing *enter at the :niversity of 9orth *arolina at *hapel

Hill website;

8ow do ! know i" my thesis is strong

8f thereCs time, run it by your instructor or go to the Social Studies ab to get some feedbac.

!ven if you do not have time to get advice elsewhere, you can do some thesis evaluation of your

own. When reviewing your first draft and its woring thesis, as yourself the following3

$o 8 answer the question5 *e-reading the question prompt after constructing a woring

thesis can help you fix an argument that misses the focus of the question.

#ave 8 taen a position that others might challenge or oppose5 8f your thesis simply states

facts that no one would, or even could, disagree with, itCs possible that you are simply

providing a summary, rather than maing an argument.

8s my thesis statement specific enough5

"hesis statements that are too vague often do not have a strong argument. 8f your thesis

contains words lie 4good6 or 4successful,6 see if you could be more specific3 why is

something 4good6D what specifically maes something 4successful65 $oes my thesis passthe 4So what56 test5 8f a readerCs first response is, 4So what56 then you need to clarify, to

forge a relationship, or to connect to a larger issue.

$oes my essay support my thesis specifically and without wandering5 8f your thesis and

the body of your essay do not seem to go together, one of them has to change. 8tCs o.. to

change your woring thesis to reflect things you have figured out in the course of writing

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your paper. *emember, always reassess and revise your writing as necessary.

$oes my thesis pass the 4how and why56 test5 8f a readerCs first response is 4how56 or

4why56 your thesis may be too open-ended and lac guidance for the reader. See whatyou can add to give the reader a better tae on your position right from the beginning.

Developing /our hesis:

Suppose you are taing a course on '

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Sample 0utline

8. 8ntroduction

a. *aise the issue of the topic or problem that the paper will address

b. +onclude your introductory paragraph with your underlined thesis statement. Bor

example31andhiHs use of civil disobedience during the Salt )arch was far more effective than

any weapon because it publicized the in7ustice of ritish colonial treatment,damaging their credibility on the world stage.

88. acground of 1reat ritain in 8ndia.

a. =ote3 Since this is bacground information this should be limited to >=!

paragraph.

888. 2urposeG+oncept of +ivil $isobedience.

a. =ote3 Since this is bacground information this should be limited to >=!

paragraph.

8N. "he cause of the Salt )arch

a. 2urpose of Section Ewill become your topic sentenceF

b. Supporting historical evidence from your research

i. *elevant quotation if available

ii. Statistics

iii. 2rimary sources

iv. BactG!vent

c. nalysis3 "ie bac to thesis. s yourself3 4So What56 #ow does this sectionfurther your argument5

N. #ow 1andhi used civil disobedience to respond to violence during the Salt )arch.




ii. Statistics


iv. BactG!vent

c. nalysis3 "ie bac to thesis. s yourself3 4So What56 #ow does this section

further your argument5

N8. #ow was the Salt )arch portrayed in the media5




ii. Statistics


iv. BactG!ventc. nalysis3 "ie bac to thesis. s yourself3 4So What56 #ow does this section

further your argument5

N88. #ow did political leaders from other countries respond to the Salt )arch5



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ii. Statistics


iv. BactG!vent

c. nalysis3 "ie bac to thesis. s yourself3 4So What56 #ow does this sectionfurther your argument5

N888. nalysis3 "ie together all of your sections. #ow do they collectively support your

thesis5

8. +onclusion

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Writing an (nnotated 7ibliography"he information on this page was taen from the +ornell ;niversity ibrary@

n annotated bibliography is a list of citations to boos, articles, and documents. !ach citation isfollowed by a brief descriptive and evaluative paragraph3 the annotation. "he purpose of the

annotation is to inform the reader of the relevance, accuracy and quality of the sources cited.

he +rocess

'. Bormat bibliographic information using the required citation style.

.xample

>H+onnor, Brancis N. "he =ew $eal rt 2ro7ects3 n nthology of )emoirs. Washington $.+.3

Smithsonian 8nstitute 2ress, 'H+onnor,

%&'-%&(. =ew Yor3 =ew Yor 1raphic Society imited, 'H+onnor, Brancis N. "he =ew $eal rt 2ro7ects3 n nthology of )emoirs. Washington $.+.3

Smithsonian 8nstitute 2ress, ', &%%>
http://www.library.cornell.edu/olinuris/ref/research/skill28.htm#whathttp://www.library.cornell.edu/olinuris/ref/research/skill28.htm#what

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Writing the !ntroduction

When writing the introduction consider the following3

+apture the readerCs attention with a compelling beginningD find something

interesting about your topic to grab the readerHs attention

o Bor example, when a student wrote a thesis about the impact of the "riangleShirtwaist Bactory fire on labor laws, the introduction started with a graphic

account of young girls 7umping out of the factory windows during the fire.

*aise the issue or problem with which you are dealing. ring up the question you are

researching.

$efine andGor clarify terms that are important to an understanding of your thesis.

2lace your topic in the proper historical time period and context. Brame your unique

point of view.

;nderline your thesis statement so that your teacher can, at a glance, see what you

intend to argue in this paper. E*emember, your thesis must be developed fully in the

body of your paper.F

our introduction is the first impression the reader gets of yourpaper. "he reader should be e#cited and curious about reading your

paper.

When writing the introduction, N>8$3

statements lie3 48 plan to prove in this paper...6D 4"his paper will show...6D

4"hroughout historyK6

personal pronouns such as 48,6 4you,6 4me,6 and 4weD6 your name is on the paper so

it is assumed to represent your thining

indefinite words such as 4seems,6 4appears,6 and 4maybe.6 "his will cause the readerto thin that you are unsure of your position

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Writing the 7ody o" the 5esearch +aper

our paper is about furthering your thesis. our argument will beconvincing if you stay focused and draw from only the relevant

evidence that supports your central thesis. $ well%structured outline

will greatly assist you in this process.

When writing the paper3

include only relevant data

develop your thesis throughout the paper

include bacground information to develop your topic

explicitly connect all your ideas to the thesis

thin about your data and analyze what you have discovered

When writing the paper, N>8$3

a narrative, e.g., telling all you now about something

personal pronouns

a patchwor of disconnected bits of information you have read

relying on one sourceD your research should be drawn from across your bibliography

having one source dominate or be used exclusively in a ma7or section of your paper

over generalization and unsupported claims

writing in conversational tone

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+araphrasing )orrectly

>ne of the most difficult problems for students is learning how to correctly paraphrase.

2araphrasing involves a process by which you learn about a topic from a source, thin about the

main idea and how it fits into your thesis, and then write down your ideas using your ownwords. "hen you cite the source from which you got the idea in the first place. 8t is wrong to

merely rephrase somebody elseHs language. 2araphrasing involves a rethining, reconsideration,

and restructuring of new information as it adds to your evolving nowledge.

What follows is an original passage from /ung +hangCs Wild Swans, a memoir that describes the

chaos that resulted from the +hinese +ultural *evolution of the '

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Jersion &: 1ot (cceptable

"s $ung *hang points out, during the *ultural 4evolution there were no principles that

regulated the conduct of the party or the behavior of the people. eachers acted out offear, giving in to their students= desires for high marks regardless of the

Nersion % is an example of plagiarism and is not acceptable. "his writer cites the source

using a footnote and does acnowledge the indebtedness to the author, but this paraphrase

also borrows too much of the original organization and wording.

Jersion 3: 1ot (cceptable

ao=s *ultural 4evolution undermined the fabric of the *ommunist %arty and *hinese

society. here was no longer the idea of acting for the nation=s good. #ear and self?

interest were the driving forces behind people=s behavior. %arty officials placed personal

self?interest over the common good. #or e-ample, teachers, rejecting party values,succumbed to the intimidation of their students and ignored academic standards.

*orruption infiltrated all levels of the %arty.

Nersion ( is an example of plagiarism and is not acceptable. "he paraphrasing of wordsand sentence structure is fine, though the organization of information is too much lie the

original. lthough the point that )ao is the leader of the +ultural *evolution is common

nowledge, the original idea, that )ao was responsible for the destruction of civic

morality, is not credited to the +heng. !ven where there is no direct use of borrowed

language, credit still must be given for the authorCs ideas. "his information must be cited.

Jersion 4: )orrectly +araphrased

*hang claims that ao=s *ultural 4evolution eroded political discipline and public

morality. ao intended during this period to restore what he regarded as the pure values

of *hinese *ommunism but failed to do so. 0here were,1 *hang argues, 0no principles

governing either the behavior of the people or the conduct of the %arty.1(She continues

to e-plain that political patronage was rampant, as was grade inflation at universities.

%eople were out for themselves or were ridiculed for their naivet@. %eople=s actions were

based more on fear than on ethics.

Nersion A contains no plagiarism and is acceptable. "he student acnowledges the

authorCs original ideas and properly cites information. "he paraphrasing is appropriate.=ote that the author uses footnotes with the quotation and with non-quoted, paraphrased

information. "he entire paragraph is not covered in one footnote because the informationabout )aoHs 4goal of restoring the pure values of +hinese +ommunism6 is not from

+hangHs original.

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sing .vidence to Support /our !deas

!very time you present an argument in support of your thesis, you need to as yourself, 4Why

should the reader believe this argument56 "he reader will not believe your arguments unless you

present supporting evidence.

=ot all evidence is equalD some evidence will support your arguments better than other evidence.

lso remember that not all evidence you encounter will be reliableMyou have to exercise

7udgment. #ere are some tips on choosing the strongest evidence in support of your arguments,

with examples and explanations.

.vidence that is speci"ic is better than evidence that is general or vague

A-ample ; )ne reason that %resident "ndrew $ackson favored the rights of whitesettlers over the rights of 9ative "mericans was because of his background.

A-ample '; )ne reason that %resident "ndrew $ackson favored the rights of whitesettlers over the rights of 9ative "mericans was because of his background as an Indian

fighter.

8n !xample %, the writer improves her argument by giving a specific example of

/acsonHs bacground.

!t is necessary to explain the signi"icance o" the evidence and its connection to the

argument

A-ample B;)ne reason that %resident "ndrew $ackson favored the rights of whitesettlers over the rights of 9ative "mericans was because of his background as an Indian

fighter. %resident $acksonCs national popularity was derived in part from his image as a

victorious fighter against the Seminole and *reek Indians. If he supported the 9ative"mericans, he would risk losing the popular support that helped elect him as %resident .

8n !xample (, the writer improves her argument by explaining the connection between

/acsonCs bacground as an 8ndian fighter and his favoritism of white settlers. "he writer

points out that /acsonHs popularity with the white settlers was based in part on his 8ndian

fighting successes. y favoring the white settlers over the 8ndians, he maintained his

popularity.

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'ultiple pieces o" evidence will strengthen the argument

A-ample D;)ne reason that %resident "ndrew $ackson favored the rights of white

settlers over the rights of 9ative "mericans was because of his background as an Indian

fighter and as a land speculator. %resident $ackson=s national popularity was derived inpart from his image as a victorious fighter against the Seminole and *reek Indians. If he

supported the 9ative "mericans, he would risk losing the popular support that helpedelect him as %resident. "lso, $acksonCs personal wealth was based in part on selling land

to frontier settlers for a substantial profit. %resident $ackson understood the value of

landE by making fertile 9ative "merican land open for white settlement, he could further

his popularity and wealth.

8n !xample A, the writer gives a second piece of evidence from /acsonHs bacground in

support of her argument and, once again, explains the significance of the evidence. "he

argument is now twice as strong as in !xample (.

sing primary sources and statistics will rein"orce the evidence

A-ample 2; %resident $acksonCs national popularity was derived in part from his imageas a victorious fighter against the Seminole and *reek Indians. If he supported the

9ative "mericans, he would risk losing the popular support that helped elect him as

%resident. "lso, $acksonCs personal wealth was based in part on selling land to frontier

settlers for a substantial profit. %resident $ackson understood the value of landE bymaking fertile 9ative "merican land open for white settlement, he could further his

popularity. " comparison of F'F and FB' presidential election results reveals an

increase in $acksonCs popularity in the states from which 9ative "mericans were

removed and land was sold cheaply to farmers. $acksonCs percentage share of the

popular vote increased in each of the following states; "labama 7F>.>3 to ((.(38,

eorgia 7>G.F3 to ((.(38, ouisiana 72B.(3 to G.38, ississippi 7F.3 to

((.(38, and ennessee 7>2.'3 to >2.D38.' %resident $acksonCs favoring of the rights

of white settlers over the rights of 9ative "mericans bolstered his political supportacross the South.

8n !xample ?, the writerHs use of 2residential election voting statistics supports her claim

that /acsonHs support of the rights of white settlers over =ative mericans was

politically motivated. "he writer has now provided multiple and strong pieces of

evidence to bac up the claims she made in her thesis.

'%$avid eif, 4$avid eifHs tlas of ;.S. 2residential !lections6 Erevised %&&AF,

http3GGwww.uselectionsatlas.org Eaccessed /une ':, %&&@F.

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Writing the )onclusion

When writing the conclusion:

restate your thesis, but use different wording than you used in your introduction

stay focused on the central theme of your paper understand that your conclusion is your final chance to frame your essential ideas in a

brief, convincing way in order to3

a. pull together the strands of your argument

b. summarize connections

c. reflect upon what you have developed in your paper and have learned as a

result of your research

Remember that this is your chance to end on a strong notereinforcing the arguments you have put forth in this paper and

ma&ing clear to the reader why they should care about what youwrote!

he following was taken from he Writing *enter at the :niversity of 9orth *arolina at *hapel

Hill website.

Strategy "or writing an e""ective conclusion

"he following strategy may help you write an effective conclusion3

2lay the 4So What6 1ame. 8f youCre stuc and feel lie your conclusion isnCt saying anything new

or interesting, as a friend to read it with you. Whenever you mae a statement from your

conclusion, as the friend to say, 4So what56 or 4Why should anybody care56 "hen ponder that

question and answer it. #ereCs how it might go3

/ou3 asically, 8Cm 7ust saying that education was important to $ouglass.

Ariend3 So what5

/ou3 Well, it was important because it was a ey to him feeling lie a free and equal citizen.

Ariend3 Why should anybody care5

/ou3 "hatCs important because plantation owners tried to eep slaves from being educated so that

they could maintain control. When $ouglass obtained an education, he undermined that control

personally.'(

When writing the conclusion, (J0!D:

simply restating your introduction. 8f your conclusion is merely an echo of yourintroduction, your reader will suspect that you have not sufficiently supported your

thesis

simply summarizing the main points of your paper

introducing new arguments, evidence, or thesis

theorizing about implications of your research when you have no evidence in the

'("he Writing +enter3 ;niversity of =orth +arolina at +hapel #ill, 4+onclusions,6

http3GGwww.unc.eduGdeptsGwcwebGhandoutsGconclusions.htmlEaccessed /uly %

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body of your paper for those ideas

5evising and +roo" 5eading the 5ough Dra"t

itle

#ave 8 chosen a creative title that represents the central point, not 7ust the topic, of mypaper5

!ntroduction

$o 8 clearly state the issue5 $o 8 state my thesis clearly5 $oes my thesis give a clear and specific point of view5 $o 8 prepare my reader to understand what my thesis statement says5

7ody o" the +aper

$o 8 refer explicitly bac to my thesis in many places5 $o 8 include my unique analysisGconclusions5

$o 8 present adequate bacground information so that the reader can understand how mysub7ect matter fits into a historical setting5

$o 8 support my thesis with credible and balanced research5 $o 8 avoid hypothetical and conditional claims5 E8f . . . then, would have, could have,

etc.F

8s my information relevant to the development of my thesis5 $o 8 explain the significance of my evidence for the reader5 $o 8 interpret my evidence as 8 write5 re my facts accurate5 $o 8 organize my ideas logically5 $o 8 use dates and other chronology clues E4meanwhile,6 4decades earlier6F to help my

reader follow my argument5

$o 8 provide enough information to come to closure on my topic5

)onclusion

$o 8 restate and assess the significance of my thesis without introducing new material5

+roo"reading

$o 8 write in a readable, grammatically correct fashion5

#ave 8 checed for spelling errors5

$o 8 avoid using contractions5

$oes my paper have sound sentence structure5

$o 8 have correct punctuation and capitalization5 8s my writing in the past tense and (rdperson5

$o 8 use active Erather than passiveF voice5

$o 8 use parallel sentence structure5

$o 8 use smooth transitions Ewords, phrases, sentences or paragraphsF to connect ideas

between sentences and paragraphs5

#ave 8 used appropriate words choice Ei.e., no informal languageF5

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)iting and Documenting Sources

+itation and documentation of sources recognize the writerCs indebtedness to others in thecreation of a research paper.

When and What to )ite

8n general, citations are used3

when quoting any sourceHs actual words

when using a person or sourceCs ideas, opinion, or theoriesMeven if completelyparaphrased in your own words

whenever you use statistics and other unique illustrative material that is the result ofothersH research and wor

to bolster your readerHs confidence in the quality of your research and the reliabilityof your claims and information

+itations should 10be used for3 facts that are well nown and undisputed

8ow to Document Sources A0010.SC

$ocument sources as you write. 8nsert footnotes wherever you incorporate another personHs

words, special facts, or ideas.

!ach source you include in a footnote must also appear on your bibliography.

"ypically, the footnote should be placed 7ust after the concluding punctuation of thesentence that contains the material you need to cite.

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Aootnote Guidelines

+lacement o" Aootnotes;se the automated footnoting option on your word processing program. Start by clicing on thepoint immediately after the text you need to cite. 8n 'icroso"t Wordgo to 48nsert6 and clic on

4Bootnote.6 0eep default settings and clic 4>0.6 "his will insert a raised numeral called a

superscript. 5emember3 Bootnotes always come afterthe punctuation mars except for a dashO

E=ote that in Word you can only insert footnotes if you select 42age ayout6 under the 4Niew6

optionF

"he best placement of the number is at the end of a sentence. 8f that would cause confusion or

inaccuracy, place the footnote at the end of the clause that refers directly to the cited material.

"he examples given below demonstrate correct and incorrect placement of the superscript.

8ncorrect *obert #eilbroner explains that 4the profit motive as we now it is only as old asTmodern man.'AH6

+orrect *obert #eilbroner explains that 4the profit motive as we now it is only as old as

Tmodern man.H6'A

8ncorrect 4"he profit motive as we now it is only as old as Tmodern man,H6'Aaccording to

*obert #eilbroner.

+orrect 4"he profit motive as we now it is only as old as Tmodern man,H6 according to*obert #eilbroner.'A

8ncorrect 4"he profit motive as we now it is only as old as Tmodern manH6M'A

ancientcivilizations did not have that concept.

+orrect 4"he profit motive as we now it is only as old as Tmodern manH6'AM ancient

civilizations K

1umbering o" Aootnotes

Bootnotes are (FW(/Snumbered consecutively within a paper. ;se the default settings

in your word processing program and you should not encounter a problem.

*emember to use shortened footnotes for Subse

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.xample o" Aootnotes and .xplanatory 1otes

When 2resident 1eorge W. ush sought reauthorization of the 2atriot ct in %&&?, he faced a

tough battle in the ;nited States Senate. lthough the #ouse of *epresentatives voted to reauthorize

the 2atriot ct, certain senators used the technique of a filibuster to bloc a vote on the 2atriot ctHs

reauthorization.'?8n reaction, 2resident ush gave a speech in which he excoriated his opponents.

4KU0Vey provisions of this law are set to expire in two wees. "he terrorist threat to our country

will not expire in two wees. "he terrorists want to attac merica again, and inflict even greaterdamage than they did on September the ''th. +ongress has a responsibility to ensure that law

enforcement and intelligence officials have the tools they need to protect the merican people.

"he #ouse of *epresentatives passed reauthorization of the 2atriot ct. Yet a minority of senators

filibustered to bloc the renewal of the 2atriot ct when it came up for a vote yesterday. "hat

decision is irresponsible, and it endangers the lives of our citizens. "he senators who are

filibustering must stop their delaying tactics, and the Senate must vote to reauthorize the 2atriot

ct. 8n the war on terror, we cannot afford to be without this law for a single moment.6'9

'?There are two main types of footnotes' e#planatoryand reference" orexplanatory notes, simply type what you want the note to say" or example,you mi$ht want to explain what a filibuster is and that it is infrequently used")f you do that, you will need to cite to the source in which you found yourexplanation" Why not put this information in your text* #aybe it isn+t

important enou$h or breaks up your main ar$ument too much" )t is aud$ment call that you make"

'9eor$e ." Bush, /resident 0r$es 1enate to 2eauthori3e atriot Act andass 4efense Bill,5 resident+s 2adio Address, 67 4ecember 899:,http'&&www"whitehouse"$o%&news&releases&899:&78&899:787;"html

All quotes need to be cited and should be placed in context; dont justinsert and expect it to speak for itself. This quote probably could be editeddown to its essence. Usually you dont put in a lenthy quote. !ont foret toindent if your quotation is more than " lines.
http://www.whitehouse.gov/news/releases/2005/12/20051217.htmlhttp://www.whitehouse.gov/news/releases/2005/12/20051217.html

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7ibliography Aormat

Start a new page for your bibliography. lphabetize according to the authorHs last name or, if not available, the first word of the title,

excluding a, and, or the.

8ndent second and subsequent lines ? spaces Eor inchF. E"his is called a 4hanging indent.6F

When you have two or more wors by the same author, alphabetize entries by the first

wored in the title Eexcluding articlesF. !ntries after the first begin with three hyphens

positioned at the left margin followed by a period and one space.

!ntries are single-spaced, but sip a line between each entry.

2roofread for proper citation format and punctuation. EWatch out for end punctuationOF

$o not number or letter your bibliographyO

his is what a bibliography page should look like.

Bibliography

Adler, Eva. The Importance of Dressing Properly to Christine Wood. 30 Apr. 1997.

Amazing Amazon Region. New York Times 12 Jan. 1969, late ed., sec. 4: E11+.

Austen, Jane. Emma. 1816. Oxford, England: Oxford University Press, 1990.

- - - . Pride and Prejudice. 1813. Oxford, England: Oxford University Press, 1990.

Burns, John. Personal interview. 22 Feb. 2007.

Cecil, David. Jane Austen. Cambridge: Cambridge University Press, 1935. Reproduced. in

Jane Austen, Criticism 3. DISCovering Authors. 21 July 2000.

Craner, Paul M. New Tool for an Ancient Art: The Computer and Music. Computers and

the Humanities. 25 (1991): 303-313.

Free Speech Movement Archives. Mario Savios Speech Before the FSM Sit-in. Berkeley:

FSM-A, n.d. http://www.fsm-a.org/stacks/mario/mario_speech.html

(accessed March 22, 2004).

Goddard, Brooks. Personal interview. 22 Feb. 1996.

Irving, John. Morrisons Black Fable. New York Times Book Review 29 Mar. 1981: 1+.

Reproduced in Contemporary Literary Criticism. Ed. Sharon R. Gunton and Jean C.

Stine. Vol. 22. Detroit: Gale Research Company, 1982. 321-322.

McCarthy Insists Truman Oust Reds. New York Times 12 Feb. 1950, sec. 1: 8a+. Great

Events as Reported in the New York Times. Vol. I. (1978): fiche 37, frame 5+.

Nelson, Mariah Burton. The Stronger Women Get, the More Men Love Football: Sexism

and the American Culture of Sports. New York: Harcourt Brace, 1994.

1-1.25 inches

minimum1 inch

1-1.25 inches

minimum1 inchminimum1-1.25inche

1-1.25 inches

minimum1 inch

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se"ul Websites "or 5esearch and Writing

Web +age .valuationhttp3GGwww.lib.bereley.eduG"eachingibG1uidesG8nternetG!valuate.html

5esearch 6 Writing 5esources

ins to Narious +ollegeG;niversity Writing +enters

http3GGwww.wisc.eduGwritingGbout;sGins.htmlJ8nternet

"he Writing +enter at the ;niversity of =orth +arolina at +hapel #ill

http3GGwww.unc.eduGdeptsGwcwebGhandoutsGindex.html

"he >wl at 2urdue ;niversity

http3GGowl.english.purdue.eduGowlGresourceG9@@G&'G

Alements of Style Writing uideMby William Strun, /r.

http3GGwww.bartleby.comG'A'Gindex.html

Aormatting )itations 6 )itation Generators

utomatic citation format P more

http3GGwww.bibme.orgG

http3GGcitationmachine.netG
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.htmlhttp://www.wisc.edu/writing/AboutUs/Links.html#Internethttp://www.unc.edu/depts/wcweb/handouts/index.htmlhttp://owl.english.purdue.edu/owl/resource/677/01/http://www.bartleby.com/141/index.htmlhttp://www.bibme.org/http://citationmachine.net/http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.htmlhttp://www.wisc.edu/writing/AboutUs/Links.html#Internethttp://www.unc.edu/depts/wcweb/handouts/index.htmlhttp://owl.english.purdue.edu/owl/resource/677/01/http://www.bartleby.com/141/index.htmlhttp://www.bibme.org/http://citationmachine.net/

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