Research Project: Persuasive Research Paper and Debate
Students will be given a topic in which they will conduct extensive research to debate the pros and cons of the given
topic. This research project is the major unit for the third quarter. Four test grades will come from the entire unit: 1)
note cards, 2) persuasive research paper, 3) MLA format test, 4) debate. There will be additional quizzes and class work
grades associated with the research unit.
Part I: Note Cards (100 points, test grade)
1. Students will turn in 20 note cards (individually) in which they provide researched information (statistics, quotes,
facts, etc.). The back of the index card will have the correct MLA format for citing the source. Note cards must be
labeled and sources identified. Remember, different sources will have different formats for the citation – a
good source for MLA format is Purdue Owl: https://owl.english.purdue.edu/owl/
2. After the note cards have been turned in they will be returned to the student to complete a two-page
persuasive research paper (individually) on their topic. Paper must include a minimum of three (3) parenthetical
citations and a Works Cited page.
3. Examples of note cards:
Front of index card: Back of index card:
Please Note: you may paraphrase information for the front of your notecard. However, you must paraphrase
CORRECTLY. Review the following examples of appropriate and inappropriate paraphrasing (i.e. plagiarizing).
The Original Passage (from Perdue OWL):
Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final
[research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore,
you should strive to limit the amount of extract transcribing of source materials while taking notes. Lester James D.
Writing Research Papers. 2nd ed. (1976): 46-47.
A Legitimate Paraphrase:
In research papers students often quote excessively, failing to keep quoted material down to a desirable level. Since the
problem usually originates during note taking, it is essential to minimize the material recorded verbatim (Lester 46-47).
2A
“27% of middle school students werefound
to be overweight andphysically unable to do
what studentscould do ten years ago.
Verrochi, Lisa Page 117
1A
Franklin, Amanda. “10 Tips on Writing
the Living Web.” A List Apart: For
People Who Make Websites, 16
Aug. 2002,
alistapart.com/article/writeliving.
Accessed 4 May 2009.
1B
“27% of middle school students w found to
be overweight and physically unable to do
what stud could do ten years ago.”
Nelson, Thomas Page 49
1A
“27% of middle school students were found
to be overweight and physically unable to
do what students could do ten years ago”
(Franklin 27).
A Plagiarized Version:
Students often use too many director quotations when they take notes, resulting in too many of them in the final
research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is
important to limit the amount of source material copied while taking notes.
Example of an In-Text Citation (AKA Parenthetical Citation):
Human beings have been described as “symbol-using animals” (Dean 3). We see so many global warming hotspots in
North America likely because this region has “more readily accessible climatic data and more comprehensive programs
to monitor and study environmental change” (“After Kyoto: Alternative Mechanisms to Control Global Warming”).
Romantic poetry is characterized by the “spontaneous overflow of powerful feelings” (Ebert 263).
Example of a Works Cited:
Works Cited
“After Kyoto: Alternative Mechanisms to Control Global Warming.” American Economic Review, vol. 96, no. 2, 2006, pp.
31-34.
An Inconvenient Truth. Dir. Davis Guggenheim. Al Gore, Billy West. Paramount, 2006. DVD.
“Blueprint Lays Out Clear Path for Climate Action.” Environmental Defense Fund. Environmental Defense Fund, 8 May
2007, www.environmentaldefensefund.com. Accessed 24 May 2009.
Clinton, Bill. Interview by Andrew C. Revkin. “Clinton on Climate Change.” New York Times, May 2007,
www.newyorktimes.com/clinton-on-climate-change. Accessed 25 May 2009.
Dean, Cornelia. “Executive on a Mission: Saving the Planet.” The New York Times, 22 May 2007,
www.nytimes.com/2007/05/22/science/earth/22ander.html?_r=0. Accessed 29 May 2019.
Ebert, Roger. “Review of An Inconvenient Truth,” directed by Davis Guggenheim. Ebert Digital LLC, 1 June 2006,
www.rogerebert.com/reviews/an-inconvenient-truth-2006. Accessed 15 June 2019.
“Four Season Maidens” Roman Marble Statue. 2007. Sculpture. Amlink Marble, Ypsilanti,
www.amlinkmarble.com/statue.htm. Accessed 4 Jan 2012.
Internet Source Evaluation Checklist
Use the following information to check the validity of internet sources.
Site Is the site an .edu, .org, .gov, or .mil site? These are most reliable and maintained by
colleges and universities, professional organizations, the military, and governmental
agencies. Be cautious of .com or commercial sites.
Author Is the author well-known, expert, qualified? Is there an association with an
established, recognized institution?
Publisher Is the publisher an establishment such as a university, professional organization,
government agency, or well-known publisher? Be careful of publishers that exist only
on the Web. Check these judiciously. Find out who they are and their qualifications
to publish on the subject.
Links Do hypertext links take you to educational or other solid sites which can lead to
further reliable research and not to commercial sites?
Bibliography Is there a bibliography which attests to scholarship and leads to quality sources?
Currency Is the information current with recent publication date? Internet documents are
frequently updated. Look for the date the material was last updated.
Point of View Are facts rather than opinion presented? Much on the internet is highly opinionated
without grounding in fact. Is the author’s point of view clear and supported by facts?
Is the author’s purpose to persuade, explain, or inform? Is the source a political,
activist, or commercial lobby whose goal is to influence public opinion and
legislation?
Audience Is information intended for mature, serious readers? Reject material that is frivolous
or chatty.
Part II: Persuasive Research Paper (100 points, test grade)
How to Write a Persuasive Essay: The Basics
The first step in learning how to write a persuasive essay is learning the fundamental rules of persuasive writing:
1. You MUST take a stand: persuasive writing has no room for wishy-washy declarations. Take a stand.
a. Bad: The DH rule in baseball has good and bad aspects.
b. Good: Both the American and national leagues should adopt the DH rule.
2. Write on a topic about which you are familiar
3. The topic should be something upon which there is a reasonable difference of opinion
a. Bad: Murder is bad.
b. Good: The death penalty is not the solution to end murder.
4. As with all essay writing, persuasive writing must include an introduction, a body, and a conclusion. How you
arrange material within these three sections depends on your audience.
5. Knowing your audience is more crucial in persuasive writing than any other type of essay
6. Know your purpose. Are you trying to change the readers’ minds? Are you simply attempting to get someone to
see things from a different vantage point? Are you trying to make people act?
7. Provide evidence, explanations, comments, logic, and supporting details to support your claims
8. Know your audience. Know your purpose.
9. Use appropriate language and tone for your audience
10. Strengthen your argument by acknowledging opposing views and explaining why your position is better.
11. Use active voice.
How to Write a Persuasive Essay: Organization
When learning how to write a persuasive essay, remember that how you organize your persuasive writing is just as
important as what you put in it. Follow these suggestions for organization:
1. Take a direct approach when writing to an audience that likely agrees with your position
2. Take an indirect approach when writing to an audience that is hostile or disagreeable to your position
3. Take an indirect approach when delivering bad news
4. Adapt standard essay organization to suit your audience and purpose:
a. The introduction announces the topic. If you’re taking a direct approach, state your purpose as well.
b. Include the background and context to help readers understand the issue. Explain the significance of the
topic. Whether or not to include background information as part of your introductory paragraph or as a
separate paragraph depends on the length of the essay.
c. Present the argument. Present your assertion first followed by evidence.
d. Acknowledge opposing views. Refute weaknesses in the opposing views. Discuss why your reasons are
better than the opposing reasons. If you wish to take an indirect approach, you may want to
acknowledge the opposing views before presenting your argument.
e. Conclude. Your conclusion should include recommendations and reassert your main argument.
How to Write a Persuasive Essay: Thesis Statements
A thesis statement presents your opinions or thoughts on a subject or an issue. You cannot write an essay
without one.
A thesis statement must contain a subject and an opinion
A thesis statement answers the topic question (the one you created or the one presented to you by the
instructor)
TIP: a thesis statement should never contain the following: in my opinion, I think, I feel, I believe, etc.
A good thesis statement is short and simple: it should be no longer than one sentence, regardless of essay
length.
o Bad: In a world full of success gurus and books about success, it becomes ever so more important to
delineate the one trait that ultimately determines success: doing the right things consistently.
o Good: Success is a result of doing the right things consistently.
A good thesis statement is limted to one main idea.
o Bad: The key to successful dieting is focusing on a specific goal, which is also the key to successfully
running a business and coaching a football team.
o Good: The key to successful dieting is focusing on a specific goal.
A good thesis statement is a declarative sentence with no qualifiers (might, maybe, perhaps, etc.):
o Bad: Does Lebron James’s ability to score, pass, and rebound make him the league’s most valuable
player?
o Good: Lebron James’s ability to score, pass, and rebound makes him the league’s most valuable player.
Types of Arguments for a Persuasive Research Paper
Religion
Cultural
Legal
Historical
Moral
Educational
Medical/Scientific
Economical
How to Write a Persuasive Essay: An Outline – Version 1
Thesis statement: ___________________________________________________________________________________
__________________________________________________________________________________________________
I. Introductory Statement: broad statement to lead your reader into your essay
a. Brief history
b. Definition
c. Clarifying the problem
d. Thesis statement (Eg. For moral, legal, and religious reasons, violence in the media has a negative effect
on society.)
II. First Argument Introductory Statement (Eg. For moral reasons, violence in the media should not be allowed.)
a. Opposing view (Eg. Some people believe that violence in the media has no effect on people’s behavior.)
b. Your view (Eg. However, violence in the media has a great impact on how people behave.)
c. Reason one supporting your view
d. Reason two supporting your view Evidence and commentary throughout
e. Reason three supporting your view
f. Concluding/transition sentence
III. Second Argument Introductory Statement
a. Opposing view
b. Your view
c. Reason one
d. Reason two Evidence and commentary throughout
e. Reason three
f. Concluding/transition sentence
IV. Third Argument Introductory Statement
a. Opposing view
b. Your view
c. Reason one
d. Reason two Evidence and commentary throughout
e. Reason three
f. Concluding/transition sentence
V. Concluding Statements
a. Bring your paper to a close without repeating anything. Your voice should be heard. This is not a place
to simply summarize.
b. Answer the “so what?” question
i. Reasons for hope
ii. Individual responsibilities
iii. Collective responsibilities
c. Concluding statement needs to make your reading think about your topic – but do not end with a
question. You need a strong, definitive statement.
How to Write a Persuasive Essay: An Outline – Version 2
Thesis statement: ___________________________________________________________________________________
__________________________________________________________________________________________________
I. Introductory Statement: broad statement to lead your reader into your essay
a. Brief history
b. Definition
c. Clarifying the problem
d. Thesis statement (Eg. For moral, legal, and religious reasons, violence in the media has a negative effect
on society.)
II. First Argument Introductory Statement (Eg. For moral reasons, violence in the media should not be allowed.)
a. Your view
b. Reason one supporting your view
c. Reason two supporting your view Evidence and commentary throughout
d. Reason three supporting your view
e. Concluding/transition sentence
III. Second Argument Introductory Statement
a. Your view
b. Reason one
c. Reason two Evidence and commentary throughout
d. Reason three
e. Concluding/transition sentence
IV. Opposing View Introductory Statement
a. Reason one for the opposing view – negate
b. Reason two for the opposing view – negate Evidence and commentary throughout
c. Reason three for the opposing view – negate
d. Concluding/transition sentence
V. Concluding Statements
a. Bring your paper to a close without repeating anything. Your voice should be heard. This is not a place
to simply summarize.
b. Answer the “so what?” question
i. Reasons for hope
ii. Individual responsibilities
iii. Collective responsibilities
c. Concluding statement needs to make your reading think about your topic – but do not end with a
question. You need a strong, definitive statement.
Persuasive Essay Checklist
Organization and Clarity: Does this essay have the following: Not Yet Yes
A hook? Does it provide interest for the reader?
Thesis statement: does this statement clearly state the writer’s position and
provide a clear focus of the essay?
Transition sentence that clearly flow from one paragraph to the next?
Restatement of thesis/major argument in the concluding paragraph.
Formal language addressing an audience with the intent to persuade.
Importance of Information: Does the essay… Not Yet Yes
Supply a least two pieces of evidence in each body paragraph to support
position? (facts, statistics, quotes, etc.)
Is evidence relevant and accurately supports defending position? Does the topic
have two sides? What is the opposing view point?
Does the writer clearly state and support position?
Does the writer waiver on topic? Explain where this occurs in the essay.
Is opposing view point addressed and is rebuttal effective?
Does the paper contain specific evidence of the use of appeals (ethos, pathos,
logos)?
Formatting: Not Yet Yes
Formatting guidelines are met (Font: 12, Times New Roman, 1” margins,
headings, title page, MLA format: Works Cited and parenthetical citations).
Guidelines are met that follow the writing mechanics guidelines.
Mechanics: Not Yet Yes
Grammar, punctuation, and spelling are clear and correct.
Research Paper Rubric
100 89 76 65
Content &
Focus
25
Exceptionally clear, focused,
interesting thesis
Strong, rich supporting
details and examples that
prove thesis
A meaningful conclusion
explaining the importance of
the research and how it can
be use
23
Clear thesis which maintains
a consistent focus from
beginning to end
Specific supporting details
are present
A clear conclusion as to why
the research is important
20
Contains thesis but with
inconsistent focus
Generalized supporting
details that prove thesis
Conclusion tends to
summarize research
17
Thesis statement lacks clarity
and focus
Inadequate or missing
supporting details
Missing or summarizing
conclusion
Organization
10
Strong introduction and
conclusion
Consistent and coherent
logical progression
Uses clear and skillful
transition
9
Clear introduction and
conclusion
Illustrates some consistency
and shows some logical
progression
Uses clear transitions
6
Introduction and conclusion
are present but not clear
Show some attempt of
consistency and order. Paper
shows attempt of transitions
between paragraphs
4
Usable to clearly identify
introduction and conclusion
Lack of consistency and order
Paper shows little to no
attempt of transition
between paragraphs
Style
15
Written in formal language
(avoids slang completely)
Elaborate and colorful
language
Consistently strong and
varied sentence structure
Direct quotes support
student’s ideas
Paper written in student’s
own words
12
Majority of paper written in
formal language
Language appropriate yo
topic
Words convey intended
message
Direct quotes support
student’s idea
Majority of paper written in
student’s own words
10
Some use of formal language
recognized; informal
language is dominant
Most language is appropriate
to topic
Able to get vague idea of
message
Some parts of paper written
in student’s own words
8
Paper frequently uses
informal language
Language is not appropriate
to topic
Message us unclear
Majority of paper is
plagiarized
Sources/
Format
35
Follows MLA guidelines:
Uses 3 or more cited sources
Sources meet the guidelines
for types of sources
All parenthetical
documentation is MLA
correct (author’s name, pg.
#)
Works Cited page is MLA
correct
All researched info is
documented
33
Follows MLA guidelines with
few exceptions:
Uses 3 cited sources
Sources meet the guidelines
for types of sources
Few errors noted in
parenthetical documentation
Majority of Works Cited page
is MLA correct
Most research info is
documented
30
Inconsistent use of MLA
guidelines:
Uses less than 3 cited
sources
Majority of parenthetical
documentation done
incorrectly
Random MLA documentation
Rarely documents sources
28
Fails to follow MLA guidelines:
Uses less than 3 cited
sources
Little to no parenthetical
documentation
Works Cited page is not
understandable
Conversation
15
Superior editing. Rarely makes
errors in the following areas:
Spelling and mechanics
Correct usage and grammar
12
Careful editing. Makes few
errors in the following areas:
Spelling and mechanics
Correct usage and grammar
10
Some evidence of editing:
Extensive spelling and
grammatical errors
8
Poor editing:
Spelling and grammatical
errors make it difficult to
read paper
Total: _______________
Part III: Lincoln-Douglas Style Partner Debate (100 points, test grade)
Two teams will be assigned per topic. One team will create an affirmative (aff) presentation while the other team will be
responsible for creating a negative (neg) presentation. Involvement by each student is required.
Debate Format:
1. Aff Construct: 4 minutes. The affirmative side gives their complete prepared case. They must provide an
introduction to their argument, give their main argument, and come to a logical conclusion.
2. Neg Construct: 4 minutes. The negative side gives their complete prepared case. They must provide an
introduction to their argument, give their main argument, and come to a logical conclusion.
3. Cross Examination: 3 minutes. All debaters on both sides get to take turns asking and answering questions
about their constructive.
4. Break: 5 minutes for everyone to discuss and polish rebuttal.
5. Aff Rebuttal: 4 minutes. The affirmative side attacks the negative’s case – making sure to attack each point
individually.
6. Neg Rebuttal: 4 minutes. The negative side attacks the affirmative’s case – making sure to attack each point
individually.
7. Break: 3 minutes for everyone to discuss and polish closing arguments.
8. Aff Closing: 2 minutes. The affirmative provides a compelling closing argument. This is the time to get
emotionally involved!! Tell us why we should vote for you!
9. Neg Closing: 2 minutes. The negative provides a compelling closing argument. This is the time to get emotionally
involved!! Tell us why we should vote for you!
Partners can break up the speaking parts however they would like, but all parties MUST speak during the debate.
