Download Washington State CBA Classroom based

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PERSUASIVE ESSAY-COMPARE/CONTRAST
Subject: Comparing/Contrasting Ancient Civilizations
Audience: Teacher and Classmates
Purpose: To Share With Others
Form: Multi-Paragraph Compare/Contrast essay
Voice: Strong and Clear
Washington State CBA
Classroom based assessment
Name ____________________________________________ Period ____
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Students will complete a research paper enabling them to compare and contrast two different
ancient civilizations. By examining how two different civilizations responded to a specific
challenge, students will better understand the path each civilization took to solve the challenge.
Students will be able to conclude how those results apply to modern day society.
Compare/Contrast Challenges
Ability to grow food
Egypt and Mesopotamia had floods
Greece had poor soil…
What kinds of food did they grow?
how did they adapt order to grow food?
Invasion
How did the civilizations react to invasions?
How were their military and their strategies different?
Having an afterlife
How did the civilizations ensure an afterlife?
How did their burial practices differ?
Religious beliefs about the afterlife?
Movement
How did each society move people, goods and ideas?
How did they adapt to their climates
(Egypt= desert, river.. Greece= rocky, sea)
Making a living
How did the average person make a living?
How did they pay taxes? Who benefitted?
Example: Egypt volunteered time, grain,
In Greece the rich paid
Mesopotamia paid in grain, cloth or
became slaves
Constructing Shelter or buildings
Techniques used (scientific methods)
Materials used (did they adapt by using
materials they had, or did they import?)
Challenges they encountered
Diplomatic relations
How did civilizations interact with other civilizations?
How was trade established?
How and why did civilizations ally with one another?
Ruling the country
Who ruled?
How did they come to rule?
How did they carry out their rule?
How were citizens impacted?
Health
How did the civilizations cure disease
(religion, medicine, prevention)
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Compare/Contrast Essay Checklist
Use this checklist to check your progress on each part of the assignment. As you finish a section,
check it off.
Date Due
Done?
Assignment
________________________________

Choosing a Topic
________________________________

Research
________________________________

Pre-write
________________________________

Citations
Compare/Contrast Transitions
Contrast:

A clear difference

But

Despite

Even so

For all that

However

In another way

On the other hand


On the contrary
Contrarily
Comparison:

Rather


In contrast
Conversely

In the same way

By the same token

Similarly

In like manner


Likewise
In similar fashion
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Plagiarism
is when you copy someone else’s work and claim it on your own.
You can use the skill of PARAPHRASING if you want to:
o Re-write someone’s text in your own words
o To clarify the meaning of a text
o To shorten a longer statement but keeps the main ideas
To Paraphrase do the following:
 Read the text you want to paraphrase
 Decide the main ideas of the passage
 Highlight the important words or phrases
 Put the main points in your own words
Example:
Original text:
Ancient Egyptians believed that Osiris, a good and wise king, was the first pharaoh. He spread
knowledge to other parts of the world, while his wife, Isis, ruled Egypt in his place
Paraphrase:
Wise King Osiris was the first pharaoh and extended learning worldwide. His Queen, Isis ruled
Egypt when he was gone (Smith).
You try following the steps above.
Original text:
o Upon returning home, Osiris was murdered by his evil brother Set, who cut Osiris’s body
into pieces and dumped it in the Nile River. Isis found the body and put it back together by
winding linen bandages around it.
Paraphrase
You may also use the direct quote, but put quote marks around it.
“Ancient Egyptians believed that Osiris, a good and wise king, was the first pharaoh. He spread
knowledge to other parts of the world, while his wife, Isis, ruled Egypt in his place” (Smith).
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Choosing a Topic
I have chosen to compare and contrast the following two civilizations
__________________________
________________________
I choose to compare the following: Challenge
_____________________________________________________________________________
Now you are ready to begin your research. This essay requires that you use 3 separate resources
in your discussion of the topic. Sources can include but are not limited to web-sites, magazine
articles, books, or encyclopedias.
While researching, keep track of the resources you do so you can create a bibliography. A bibliography lets the
reader know where you got your support and gives credit to the sources. You can use easybib.org, or
citationmachine.net to create this document.
Challenge____________________________
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_______
________
Both
_________________________
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Writing the Introductory Paragraph
Background (hook),
The first paragraph of your persuasive essay should attract the reader’s attention, introduce your
topic, and state exactly what you are going to prove in your essay. Try one of the following
strategies for your opening:
Ask the reader a question
Start with an anecdote (story)
Start with a statistic
Make a surprising statement
Give some interesting background information
Start with a quote
Sentence Starters: It is often thought… Many people believe… Scientists suggest…
Socrates once said, “ .” In our society, it is most common…
***The Background or hook can be more than one sentence
Examples
Today our society would be considered extremely advanced. We have satellites in orbit,
hand held computers, and a wide array of other cutting edge technology. However, if it were
not for the ancient civilizations that came before us, we would not be where we are.
Vince Lombardi once said, “Individual commitment to a group effort - that is what makes a
team work, a company work, a society work, a civilization work.” This was true with all the
ancient civilizations who labored together to make their society successful.
Plato once said, “Never discourage anyone... who continually makes progress, no matter how
slow. This is significant for both Egypt and Greece who over hundreds of years slowly but
surely developed into successful and advanced societies.
“How you respond to the challenge in the second half will determine what you become after
the game, whether you are a winner or a loser” (Camuti). This is significant for both Egypt
and Greece who over faced hardships in their daily lives but still rose to develop into great
civilizations.
Now you try…
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___________________________________________________________
___________________________________________________________
___________________________________________________________
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Thesis Statement
Part two of your introductory paragraph is going to be the argument you make (whether Egypt or
Greece was more advanced)
Sentence Starters: try an occasion position statement Although… Even though….Some
scientists may argue… A common misunderstanding is…
Although both Egypt and Mesopotamia had to adapt to the scarcity of
resources, they did so differently.
Two of the most important Greek Polis’s that many admired were Sparta and
Athens, and although they had some similarities in how they responded to the
challenges of war and invasion, their approach was different.
Some scientists may argue that Egypt and Greece were equally advanced in how
they responded to the challenges of building, but their designs and techniques
varied greatly.
Now you try…
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
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Plan
Part three of your introductory paragraph is going to be your plan… This is going to show the
area you are going to compare/contrast in your body paragraphs.
Write down the challenge you chose to compare/contrast again _________________________
Sentence Starters: Research shows… Archaeologist have shown… In the areas of….
The three areas where…
*Be broad here, so later you can be more specific in Body Paragraphs
In the area of movement of goods, people and ideas both Egypt and
Mesopotamia adapted to their environments differently.
Research has shown that Sparta was by far more complex in their combat
techniques and training, although Athens was equally as powerful.
Greece and Egypt were both polytheistic societies that trusted in an afterlife,
though their beliefs in how to attain this was vastly different.
Now you try…
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
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Background (blue)
Vince Lombardi once said, “Individual commitment to a group effort - that is what makes
a team work, a company work, a society work, a civilization work.” This was true with all
the ancient civilizations who labored together to make their society successful.
Thesis Statement (green)
Two of the most important Greek Polis’s that many admired were Sparta and Athens, and
although they had some similarities in how they responded to the challenges of war and
invasion, their approach was different.
Plan (yellow)
Research has shown that Sparta was by far more complex in their combat techniques and
training, although Athens was equally as powerful.
Now put it together
Vince Lombardi once said, “Individual commitment to a group effort - that is what makes
a team work, a company work, a society work, a civilization work.” This was true with all the
ancient civilizations who labored together to make their society successful. Two of the most
important Greek Polis’s that many admired were Sparta and Athens, and although they had
some similarities in how they responded to the challenges of war and invasion, their approach
was different. Research has shown that Sparta was by far more complex in their combat
techniques and training, although Athens was equally as powerful.
Now put your background (hook), thesis statement, and plan all together
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Body Paragraph 1 No more than 10 sentences
Now you are ready to take your plan and support it.
Here was my plan from my introductory paragraph:
Research has shown that Sparta was by far more complex in their combat techniques and
training, although Athens was equally as powerful.
So my first body paragraph is going to talk about Sparta’s combat techniques and training,
since I mentioned them first
RDF(yellow) +transition first point
Sentence Starters: For starters, …
Let’s first consider… To begin, … It is key that… By far
For starters, Sparta’s military tactics were extremely advanced.
Explain/Elaborate (red) Transition starters:
For instance (give an example), One way……Based on the text
One example, the “Phalanx formation was a close-rank, dense grouping of
warriors armed with long spears and interlocking shields” (Donn).
Explain/Elaborate (red)
While in the phalanx they would hold together tightly so they could
break through the enemy’s ranks in order to attack.
Explain/Elaborate (red)
In fact, many times the phalanx was so intimidating, the enemy would
run away and Sparta would win the battle without any bloodshed.
RDF (yellow + transition second point)
Another way, Sparta’s military tactics were superior were they trained
from childhood.
Explain/Elaborate (red)
For instance, at birth if a baby was weak, they would leave him/her on a
hillside to die to ensure they only had strong healthy children to defend
Sparta.
Explain/Elaborate (red)
Then, from the age of seven until twenty, they learned the skills of a
warrior.
Explain/Elaborate (red)
This included being beaten and taught to lie, cheat and steal, in order to
build up their endurance and teach them to be sneaky.
Explain/Elaborate (red)
After they turned twenty, they lived in a barracks for ten years where
they learned to spy and were allowed to kill non Spartans for fun.
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Closure (Wrap it up)
With such innovative war tactics, it’s no wonder that Sparta was one of
the most successful poleis in all of Greece.
Now Put it all together
For starters, Sparta’s military tactics were extremely advanced. One
example, the “Phalanx formation was a close-rank, dense grouping of warriors
armed with long spears and interlocking shields” (Donn). While in the phalanx
they would hold together tightly so they could break through the enemy’s ranks
in order to attack. In fact, many times the phalanx was so intimidating, the
enemy would run away and Sparta would win the battle without any bloodshed.
Another way, Sparta’s military tactics were superior were they trained from
childhood. For instance, at birth if a baby was weak, they would leave it on a
hillside to die to ensure they only had strong healthy children to defend
Sparta. Then, from the age of seven until twenty, they learned the skills of a
warrior. This included being beaten and taught to lie, cheat and steal, in order
to build up their endurance and teach them to be sneaky. After they turned
twenty, they lived in a barracks for ten years where they learned to spy and
were allowed to kill non Spartans for fun. With such innovative war tactics, it’s
no wonder that Sparta was one of the most successful poleis in all of Greece.
Now you try:
RDF(yellow) +transition first point
Sentence Starters: For starters, …
Let’s first consider… To begin, … It is key that… By far
Explain/Elaborate (red) Transition starters:
For instance (give an example), One way……Based on the text
Explain/Elaborate (red) Transition starters:
in addition, furthermore
Explain/Elaborate (red) Transition starters:
Also
Explain/Elaborate (red)
Explain/Elaborate (red)
RDF (yellow + transition second point) Transitions.. Another way, Next
Explain/Elaborate (red)
For instance (give an example), One way……Based on the text
Explain/Elaborate (red)
Explain/Elaborate (red)
Explain/Elaborate (red)
Explain/Elaborate (red)
Closure (Wrap it up)
Body Paragraph 2 No more than 10 sentences
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Here was my plan from my introductory paragraph
Research has shown that Sparta was by far more complex in their combat techniques and
training, although Athens was equally as powerful.
So my second body paragraph is going to talk about Athens and show how they were
similar/different to Sparta’s combat techniques and training.
RDF(yellow) +transition first point
Sentence Starters: For starters, …
Let’s first consider… To begin, … It is key that… By far
Let’s now consider Athens’ dominant Navy.
Explain/Elaborate (red) Transition starters:
For instance (give an example), One way……Based on the text
Whereas Sparta was strongest on land, Athenians excelled with their navy
especially with their ship called the trireme.
Explain/Elaborate (red)
This was a type of ship or galley that was extremely fast and innovative at
the time.
Explain/Elaborate (red)
“Before this time, warfare had primarily consisted of attempting to either
board an enemy's ship, or set it on fire” (Terwilliger).
Explain/Elaborate (red)
With the introduction of the trireme, however, a new tactic was added to
naval combat.
Explain/Elaborate (red)
This tactic allowed the trireme to ram its foe with deadly force.
Explain/Elaborate (red)
In fact, often times the trireme didn’t even engage in battle as the enemy
would flee in terror when an Athenian trireme was in pursuit.
RDF (yellow + transition second point)
Another area of the military where Sparta and Athens was different was in
their training of warriors.
Explain/Elaborate (red)
Even though Sparta trained from age 7, the Athenians waited until a boy
turned 18.
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Explain/Elaborate (red)
After he turned 18, he was required to spend two years in military training.
Explain/Elaborate (red)
Once trained, there were two ways a soldier could serve.
Explain/Elaborate (red)
One was voluntary, in which people who volunteered were heroes if they came
back alive.
Explain/Elaborate (red)
The other one was mandatory where men would be imprisoned if they refused
to aid in fighting.
Closure (Wrap it up)
Although military training was not as intense as Sparta’s, Athens’s military
training were key in keeping them ahead of the other poleis.
Now Put it all together
Let’s consider Athens’ dominant Navy. Whereas Sparta was strongest on
land, Athenians excelled with their navy especially with their ship called the
trireme. This was a type of ship or galley that was extremely fast and
innovative at the time. “Before this time, warfare had primarily consisted of
attempting to either board an enemy's ship, or set it on fire” (Terwilliger).
With the introduction of the trireme, however, a new tactic was added to naval
combat. This tactic allowed the trireme to ram its foe with deadly force.
In fact, often times the trireme didn’t even engage in battle as the enemy
would flee in terror when an Athenian trireme was in pursuit. Another area of
the military where Sparta and Athens was different was in their training of
warriors. Even though Sparta trained from age 7, the Athenians waited until a
boy turned 18. After he turned 18, he was required to spend two years in
military training. Once trained, there were two ways a soldier could serve. One
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was voluntary, in which people who volunteered were heroes if they came back
alive. The other one was mandatory where men would be imprisoned if they
refused to aid in fighting. Although military training was not as intense as
Sparta’s, Athens’s military training were key in keeping them ahead of the
other poleis.
Now you try
Body Paragraph 2 No more than 10 sentences
RDF(yellow) +transition first point
Sentence Starters: For starters, …
Let’s first consider… To begin, … It is key that… By far
Explain/Elaborate (red) Transition starters:
Explain/Elaborate (red)
Explain/Elaborate (red)
Explain/Elaborate (red)
Explain/Elaborate (red)
RDF (yellow + transition second point)
For instance (give an example), One way……Based on the text
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Explain/Elaborate (red)
Explain/Elaborate (red)
Explain/Elaborate (red)
Explain/Elaborate (red)
Explain/Elaborate (red)
Closure (wrap it up)
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The Conclusion
Conclusions are often the most difficult part of an essay to write, and many writers feel
that they have nothing left to say after having written the paper. A writer needs to keep in
mind that the conclusion is often what a reader remembers best. Your conclusion should be
the best part of your paper
A conclusion should




stress the importance of the thesis statement,
give the essay a sense of completeness, and
leave a final impression on the reader
what can we learn from this today
Suggestions


Answer the question "So What?"
o Show your readers why this paper was important. Show them that your paper
was meaningful and useful.
Synthesize, don't summarize.
o Don't simply repeat things that were in your paper. They have read it. Show
them how the points your made and the support and examples you used were not
random, but fit together.

Redirect your readers.
o Give your reader something to think about, perhaps a way to use your paper in
the "real" world. If your introduction went from general to specific, make your
conclusion go from specific to general. Think globally.

Create a new meaning.
o You don't have to give new information to create a new meaning. By
demonstrating how your ideas work together, you can create a new picture.
Often the sum of the paper is worth more than its parts.
This conclusion gives the “so what” of why this paper was important
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Though Sparta and Athens were both extremely powerful at the height of
their civilizations, and both fought to preserve their way of life, they did so
quite differently. Spartan’s culture was centered on their military, whereas the
Athenians had it as a necessity to sustain their culture. Although neither
survived in the long run, they are both looked upon as strong societies that left
their marks and contributions upon the rest of the world. The United States is
also a powerful nation who faces continuous conflict with other nations. It may
be wise that the U.S. study the ancient Greeks and learn from their mistakes
so that we also will not become an ancient civilization long gone.
Now you try
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
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To type your essay you need to follow MLA format







12 point font
Times New Roman
Typed
I” Margins
Double-Spaced
Header Last name, page number
Heading
o Left side of paper
o single spaced
o Example
 Name
 Teacher’s name
 CBA Compare/Contrast
 Date
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Bob 1
James Bob
Mr. Rocket
6th grade Social Studies
15 March 2016
Vince Lombardi once said, “Individual commitment to a group effort - that is what makes a team work, a
company work, a society work, a civilization work.” This was true with all the ancient civilizations who
labored together to make their society successful. Two of the most important Greek Polis’s that many
admired were Sparta and Athens, and although they had some similarities in how they responded to the
challenges of war and invasion, their approach was different. Research has shown that Sparta was by far
more complex in their combat techniques and training, although Athens was equally as powerful.
For starters, Sparta’s military tactics were extremely advanced. One example the “Phalanx formation
was a close-rank, dense grouping of warriors armed with long spears and interlocking shields” (Donn).
While in the phalanx they would hold together tightly so they could break through the enemy’s ranks in
order to attack. In fact, many times the phalanx was so intimidating, the enemy would run away and Sparta
would win the battle without any bloodshed. Another way, Sparta’s military tactics were superior were they
trained from childhood. For instance, at birth if a baby was weak, they would leave it on a hillside to die to
ensure they only had strong healthy children to defend Sparta. Then, from the age of seven until twenty,
they learned the skills of a warrior. This included being beaten and taught to lie, cheat and steal, in order to
build up their endurance and teach them to be sneaky. After they turned twenty, they lived in a barracks for
ten years where they learned to spy and were allowed to kill non Spartans for fun. With such innovative
war tactics, it’s no wonder that Sparta was one of the most successful poleis in all of Greece.
Let’s now consider Athens’ dominant Navy. Whereas Sparta was strongest on land, Athenians excelled
with their navy especially with their ship called the trireme. This was a type of ship or galley that was
22
extremely fast and innovative at the time. “Before this time, warfare had primarily consisted of attempting
to either board an enemy's ship, or set it on fire” (Terwilliger). With the introduction of the trireme,
however, a new tactic was added to naval combat. This tactic allowed the trireme to ram its foe with deadly
force.
In fact, often times the trireme didn’t even engage in battle as the enemy would flee in terror when an
Athenian trireme was in pursuit. Another area of the military where Sparta and Athens was different was in
their training of warriors. Even though Sparta trained from age 7, the Athenians waited until a boy turned
18. After he turned 18, he was required to spend two years in military training. Once trained, there were
two ways a soldier could serve. One was voluntary, in which people who volunteered were heroes if they
came back alive. The other one was mandatory where men would be imprisoned if they refused to aid in
fighting. Although military training was not as intense as Sparta’s, Athens’s military training were key in
keeping them ahead of the other poleis.
Though Sparta and Athens were both extremely powerful at the height of their civilizations, and both
fought to preserve their way of life, they did so quite differently. Spartan’s culture was centered on their
military, whereas the Athenians had it as a necessity to sustain their culture. Although neither survived in
the long run, they are both looked upon as strong societies that left their marks and contributions upon the
rest of the world. The United States is also a powerful nation who faces continuous conflict with other
nations. It may be wise that the U.S. study the ancient Greeks and learn from their mistakes so that we also
will not become an ancient civilization long gone.
23
MLA Bibliography Format
Type of source
Format
Website
Author of Content (if you can find it) “Title at the
Top of the Web Page” Website (for instance,
SeattleTimes.com). Date of Content Published.
Webpage address.
Book with one
author
Author’s last name, First name. Title. Publishing
Place: Publisher, Date.
Book with two or
three authors
Book with more
than three authors
or editors
Author’s last name, First name, and Author’s last
name, First name. Title. Publishing Place:
Publisher: Date.
Author’s last name, First name, et al, eds. Title.
Publishing Place: Publisher, Date.
(Note: you type “et al, eds.” to indicate that there
were multiple people that wrote or edited the
book.)
Book without
an author
Title. Publishing place: Publisher, Date.
Encyclopedia
article, signed
Author’s last name, First name. “Name of Article.”
Name of Encyclopedia. Volume number,
Pages, Year of Publication.
Newspaper or
Magazine article
from the internet
Author’s last name, First name. “Title of article.”
Name of magazine or newspaper. Month Year:
page. Webpage address.
Encyclopedia
article, unsigned
Signed article in a
weekly
publication
Unsigned article
in a weekly
publication
Signed article in a
monthly
publication
Signed
newspaper or
magazine article
“Name of Article.” Name of Encyclopedia.
Volume number, Pages, Year of Publication.
Author’s last name, Author’s first name. “Title.”
Name of magazine. Day, Month, Year
published: page.
Unsigned
editorial or story
Signed pamphlet
Filmstrips, slides,
videos
Radio or TV
Computer
software
Example
Shifflet, Crandall. Virtual Jamestown.org. 2000.
http://www.virtualjamestown.org/page2.html
Allen, Thomas B. Vanishing Wildlife of North America.
Washington, D.C.: National Geographic Society,
1974.
Searles, Barid, and Martin Last. A Reader’s Guide to
Science Fiction. New York: Facts on File, Inc.,
1979.
Brandes, Kathleen, et al., eds. Vanishing Species. New
York: Time-Life Books, 1976
All About Dogs. Chicago: Plummer, 1992.
Larson, Fenton. “Eagles.” The World Book
Encyclopedia. Volume 15, page 215-217, 1988.
Thompson, Lynn. “Struggling to Meet Standards.”
Seattle Times. April, 2007. http://seattletimes.
nwsource.com/html/education/2003649520
_nclb04n.html
Pettingill, Olin Sewall, Jr. “Falcon and Falconry.”
World Book Encyclopedia. 1980
Kanfer, Stefan. “Heard any Good Books Lately?” Time
21 July 1986: 71.
“Title.” Name of magazine. Date, Month, Year:
page.
“America on Drugs.” Newsweek 28 July 1986: 48-50.
Author’s last name, First name. “Title.” Name of
Magazine. Month Year, page.
Heinrich, Bernd. “Why is a Robin’s Egg Blue?”
Audubon July 1986, 64-71.
Author’s last name, First name. “Title.” Name of
Newspaper. Day, Month, Year. Section
number: page.
Katlette, Denise. “California Town Counts Down to Big
Quake.” USA Today 21 July 1986 sec. A: 1.
“Title.” Editorial. Name of Newspaper. Day,
Month, Year, Section number, page.
“A School Year Without a Strike.” Editorial. Chicago
Tribune 22 July 1986, sec 1:10.
Author’s last name, First name. Title of pamphlet.
City published, State published: Name of
Publishing Company, Year.
Title of video. Type of media (filmstrip, video,
slide). Publishing company, Year. Length.
(Note: For a YouTube video, put the web address of
the video instead of the publishing company.)
“Title of Segment.” Title of Program. Station, Day,
Month, Year.
Author’s last name, First name. Title of Software.
Version number. Computer software. Name of
company, Year published.
Laird, Jean E. The Metrics are Coming. Burlington,
Iowa:
National Research Bureau, 1976.
The Grizzlies. Videotape. National Geographic Video,
1987. 60 min.
“Latchkey Kids.” Nightline. CBS, 15. Nov. 1983.
Julian, Judith L. and Marie D. Angelo. Encarta. Vers.
5.3. Computer software. Microsoft, 2000.
24
Personal
Interview
A single work
from an
anthology
Name of person interviewed. Personal Interview.
Date of Interview.
Author’s last name, First name. “Title of selection.”
Title of Book. Editor’s name. Location
published: Publishing company, Year
published.
Purdue, Pete. Personal Interview. 1 Dec. 2000.
Poe, Edgar Allen. “The Raven.” Selected Stories and
Poems. Ed. Joseph Wood Kruth. Danbury: Grolier
Enterprises, 1978.
Basic Information About Creating a Bibliography








Your Works Cited page belongs on a separate page at the end of your paper.
It should have the same one-inch margins and the same header as the rest of your paper.
Label the page Works Cited--do not underline the words Works Cited or put them in quotation
marks--and center the words Works Cited at the top of the page.
Put all citations in alphabetical order based on the first letter of the first word in the citation.
Double space all citations, but do not skip spaces between entries.
Capitalize each word in the titles of articles, books, etc, but do not capitalize articles, short
prepositions, or conjunctions unless one is the first word of the title or subtitle: Gone with the Wind,
The Art of War, There Is Nothing Left to Lose
Use italics or underlining for titles of larger works (books, magazines) and quotation marks for titles
of shorter works (poems, articles)
A good tool to use for help in formatting your bibliography is easybib.org or bibme.org or
http://citationmachine.net/
Works Cited
All About Dogs. Chicago: Plummer, 1992.
Title is not underlined,
italicized, or put in quotations!
Allen, Thomas B. Vanishing Wildlife of North America. Washington, D.C.: National Geographic Society,
1974.
Notice how
all the
Andreadis, Athena. "The
Enterprise
citations
are Finds Twin Earths Everywhere It Goes, But Future Colonizers of
in
Distant Planets Won't
Be So Lucky." Astronomy. Jan. 1999: 64- . Academic Universe. Lexis-Nexis. B.
alphabetical
order based
Davis Schwartz Memorial
Lib., Brookville, NY. 7 Feb. 1999 http:// web.lexis-nexis.com/universe.
Lines
on the first
are
letter of the
Brandes, Kathleen, et al.,citation.
eds. Vanishing Species. New York: Time-Life Books,
1976.
doublespaced
Larson, Fenton. “Eagles.” The World Book Encyclopedia. Volume 15, pagewith
215-217,
no 1988.
spaces
Searles, Barid, and Martin Last. A Reader’s Guide to Science Fiction. New York:
Facts on File, Inc., 1979.
between
each
Shifflet, Crandall. Virtual Jamestown.org. 2000. http://www.virtualjamestown.org/page2.html
citation.
Remember, every line except the first one is indented. This is called a
“hanging indent” and there’s a special way to do them in Microsoft
Word—ask your teacher!
25
Works Cited
"Athens and Sparta: Similar Yet Different." Athens and Sparta: Similar Yet Different. N.p., n.d. Web. 02
Mar. 2016.
Donn. "Military Tactics in Ancient Greece." - Ancient Greece for Kids. N.p., n.d. Web. 02 Mar. 2016.
Howard, Chester G. The Ancient Greeks. New York: Oxford UP, 1971. Print.
Terwilliger, Matt. "7 Points to Know About Ancient Greek Government." About.com Education. N.p., n.d.
Web. 02 Mar. 2016.
26
Citing Text Evidence
Step 1-Describe your topic/claim (argument): __________________________________________________________________________________
________________________________________________________________________________________________________________________
Step 2-In the bubble quote the text evidence that supports your topic/claim (argument). WRITE THE EXACT TEXT EVIDENCE
STATEMENT!
Page/Paragraph:_____
How does it support your topic/claim?
*This is significant because..
Page/Paragraph:_____
How does it support your topic/claim?
*This is significant because..
Page/Paragraph:_____
How does it support your topic/claim?
*This is significant because..
27
In text citations
If you are going for a “4” you must used text based evidence and use in text citations in your
paper. This is when a writer directly puts into the text a note from where he or she got the
information. in-text or “Parenthetical” citation allows your reader to know from what source
each idea/fact came. This is how it looks in the text of your paper if you are using a book.
“In The New Kingdom there were an estimated 3-4 million people living in Egypt” (Piper 42).
In the example above, notice that the author’s name and the page number on which this fact was
found are set off from the text within parenthesis. Note also that the punctuation of this
parenthetical citation is also important. The reader would understand from this citation that on
page 42 of Piper’s book, this fact is mentioned. Furthermore, since the words are contained
within quotes, the above example illustrates that this is a direct quote from that page.
Here is an example of the same idea presented as an indirect quote:
In Egypt, between 3 and 4 million people lived during the New Kingdom (Piper 42).
Other Sources you might use
Online Database—Encyclopedia
“Title of Article.” Name of Encyclopedia. Year. Name of online source. Date
<URL (Persistent link)>.
Example:
“Mesopotamia.” Encyclopedia Britannica. 2006. Encyclopedia Britannica Online. 23
August 2006 <http://search.eb.com/eb/article-9076727>.
“The Use of levees allowed the Mesopotamians time to develop a writing system ” (Mesopotamia).
Internet Website
Last Name, First Name. Title of Website. Date last updated. Author (if given). Name
of organization that sponsors the site. Date accessed <URL link>.
Examples:
Ancient Civilizations. 7 July 2006. Georgia College and State University.
31 August 2006. <http://library.gcsu.edu/~sc/foc.html>.
The Polis’s were divided by a mountainous terrain that made travel difficult (Ancient Civilizations).
Walker, Gary. “The Importance of Religion.” 15 Mar. 2000.
Los Angeles Research Facility. 14 Oct. 2008. <http://www.larf.org/hiro.htm
“The belief in an afterlife drove the Egyptians their everyday lives” (Walker).
28
Draft 6th Grade Research Project Rubric:
4
3
Clear organizational
Organization Complex
organizational
structure, including
WH 2A, 2C
structure, including
an introduction, a
an introduction, a
clear thesis/plan,
sophisticated
appropriate
thesis/plan,
transitions and a
advanced
clear conclusion.
transitional phrases,
and a welldeveloped
conclusion.
Evidence
WH 2B
RH 1
Analysis
WH 2D
Conventions
- Citations
Historical
Accuracy
History 4.3
SS Skills 5.2.1
2
Unclear
organizational
structure. May be
missing either an
introduction,
thesis/plan,
transitions, and a
conclusion.
Uses specific and
insightful evidence
from reliable sources
to support the thesis
statement.
Uses specific
evidence from
reliable sources to
adequately
support the thesis
statement.
Attempts to use
evidence from
sources that may
somewhat support
thesis statement
OR does so
inconsistently
Weak elaboration/
analysis of evidence
OR does not
support thesis
statement fully.
Elaboration/analysis
makes strong
connections
between evidence
and thesis statement
Elaborates/
analyzes how the
significance of
evidence supports
the thesis
statement.
Student
demonstrates strong
commands of writing
conventions and
correctly cites
throughout the
response.
Includes
sophisticated
comparison of
selected civilizations
Correctly uses
writing conventions
and required
citations throughout
the response.
Attempts to use
writing conventions
and required
citations.
Includes accurate
comparison of
selected civilizations
Attempts to
compare selected
civilizations
1
Essay has little
organizational
structure.
May be missing
all or most key
components.
Little, no, or
incorrect use of
sources to
provide
evidence.
Little, no, or
incorrect
connection
between
evidence and
thesis
statement
Little or
incorrect use of
writing
conventions
and required
citations.
Little
comparison of
selected
civilizations
29