Research Project Guide

A Handbook for Teachers and Students

A research project encompasses the collection of relevant information from a
variety of sources with the intention of becoming thoroughly informed about an
engaging topic for the purpose of communicating knowledge to an audience.
The purpose of this guide is to provide a sequential plan for the research process
along with effective tools for successful implementation.

Written and Compiled by:

Louise Lankau, Ruth Parrish, Linda Quillin, and Susan Schilling with input from
the Humble ISD Library Group. Special thanks to Kathye Milburn for help with
word processing and Gina Daigle (Secondary Language Arts Coordinator) for her
support and assistance with Research TEKS objectives and District writing
initiatives.
 TABLE OF CONTENTS
III. MIDDLE SCHOOL

The Research Process (Middle School) -------------------------------------3

Planning the Project ------------------------------------------------------4
Task Definition -----------------------------------------------------------6
Information Seeking Strategies ---------------------------------------11
Location & Access, Use of Information------------------------------16
Taking Notes and Crediting Sources --------------------------------37
Synthesis: Organize Notes/Create Rough Draft and Final P------ 46
Evaluation ----------------------------------------------------------------47
 Middle School Research Process
Big6: (1) Task Definition
Topic: A good topic should have enough available information at the student’s grade, ability, and
interest level.
1. Locate a topic in teacher’s list, textbooks, and/or library sources.
2. Help narrow or broaden a topic by reading about it in an encyclopedia.
3. Find at least three different sources: books, online resources, experts.
Subtopics: A good subtopic answers: What do I want to know about my topic?
1. Person: Early life, education, accomplishments
2. Place: History, leaders, government, people, economy
3. Thing: Who, what, when, where, why/how
4. Specific subtopics can be located in an encyclopedia’s subheadings.

Big6: (2) Information Seeking Strategies

Sources: A good source is easily readable by the student and has information that matches the topic
and subtopics.
1. Use a minimum of three sources of information.
2. Use various formats (the form information comes in) for information.
Print: books, encyclopedias and other reference books, magazines, newspapers
Nonprint: research databases, Internet sites, software, videos

Big6: (3 & 4) Location & Access, Use of Information

Read/Think/Select: Research should engage one in reading, evaluating, and understanding the
information.
1. Read an entire “chunk” of information before selecting facts.
2. Think: What was important in the “chunk” read?
3. Select key facts (which match the subtopics).
Use a graphic organizer or note cards for recording facts.
Record keywords or important facts—no sentences.
Use quotation marks and appropriate citation when copying complete sentences.
(Remember not to plagiarize.)
4. Give credit to each source of information. Use MLA-style citations.

Big6: (5) Synthesis

Organize Notes/Create Rough Draft/Create Final Product: Organizing before writing makes
everything more logical and easier to produce.
1. Arrange notes into subtopic section.
2. Put notes into logical order for writing. Using an outline is often helpful at this point.
3. Create a rough draft of product (written report, poster, slide show, etc.).
4. Create final research product and include a list of sources following MLA guidelines.

Big6: (6) Evaluation

Ask: Judging what has been done helps find areas that need to be improved.
1. How well is my project organized?
2. Do I have enough reliable information?
3. Did I follow all research guidelines?
4. Am I proud of my project?

TEACHER TIPS
Include your librarian in the planning of the project and in the teaching of research skills.
Check with your librarian on availability of age appropriate resources.
Use the sample planning sheets, graphic note taking organizers, documentation sheets, product ideas,
and evaluation forms included in this guide.
Be aware that giving your students opportunities to learn research skills not only meets TEKS objectives
but it also helps them become better problem solvers and critical thinkers.
 Using the Library Media Center for Research

Teacher Date

Subject taught

My class needs to use the library media center on (date):

The purpose of our visit is:

The topics/subjects the students will be researching are:

Please answer the following questions (underline the Yes/No answer):

1. Will you be using the Big6 research process? Yes No

If “yes,” do you want a Big6 research project web page created for access from the Library
Media Center website? Yes No

2. Is instruction by the LMC staff necessary? Yes No

If the answer is “yes,” what instruction is needed? (Be specific.)

3. Do you want specific titles / materials reserved and placed on a reserve cart for student
use? Yes No
If the answer is “yes,” which materials do you want to reserve?

4. Will your students need to use the Internet? (They must have signed and returned the
HISD Acceptable Use Policy.) Yes No

5. Do you need a bibliography of materials available from our LMC? Yes No

If the answer is “yes,” what is the subject of the bibliography?

6. Other comments about your students’ library media center use:

 Research Planning

Teacher Subject
Number of Classes Number of Students

Topic

Whole group Small group

Unit begins (date) Unit ends (date)

Dates and times in the library media center:

Final product is:

Responsibility Chart
Person
Responsible Activities
Before:

During:

After:

Evaluation:
 Task Definition: Refine the Research Topic

Middle School

A good topic for research should be challenging yet not overwhelming. Topics for middle
school students are usually chosen from a teacher generated list and are based on the subject
curriculum, textbooks, or library resources. Another important consideration is availability of
research material. Librarians can help with this step by searching for resources on the topics,
before the assignment is finalized.

Effective assignment design by the teacher and librarian can discourage plagiarism and
promote higher quality research. Rather than assigning a report on a topic and giving students
specific questions to answer, ask students to pose thoughtful questions based on their
preliminary reading. Require students to not only summarize information, but also compare and
analyze this information.

This section of the research guide contains learning activities to help students develop
questioning techniques, draw on prior knowledge to brainstorm ideas, and identify key words
and search terms to help them develop the essential or focus question and good subtopics. It
also provides teachers with aids in preparing an appropriate assignment.
 “Big 6” Research Step 1

1. Task Definition
A. Choose your topic and write it here:

B. Write five good questions about your topic that you will answer in your research.
1)

2)

3)

4)

5)
C. Write a sentence that describes what you will do in your research:

*********************************************************************

“Big 6” Research Step 1

1. Task Definition
A. Choose your topic and write it here:

B. Write five good questions about your topic that you will answer in your research.
1)

2)

3)

4)

5)
C. Write a sentence that describes what you will do in your research:
 Topic Chooser

What do you want to know more about?

What do you really want to investigate?

Answer the following questions to choose a topic, narrow a topic, or get your ideas in order.

What do I already know about this topic?

What do I need to know more about?

What keywords relate to this topic?

What is the important (essential) question or questions that I want to answer about my topic?
Name:

Topic:

Question Stems

See how many of these stems you can use to write a research question about your topic.

How do/does/did . . .

What procedures or actions . . .

What problems . . .

What happens when . . .

What is/was the role of . . . in . . .

What is/was the difference between . . .

What causes/caused . . .

What are/were the effects/results of . . .

How/why did . . . decide to . . .

Who/what influenced . . . to . . .

What is/'was the relationship between . . . and . . .

What are the competing sides . . .

How does/did . . . change . . .

From The Thoughtful Researcher. c1999 Libraries Unlimited. *800) 237-6124.

 Keyword Discovery

The key to discovery within a resource is the vocabulary. The following exercise will help to
develop a rich vocabulary for searching on a particular topic.
 Information Seeking Strategies: Choose Reliable Sources

Middle School

Looking for and collecting facts and information in order to learn as much as possible about a
topic is research. This is achieved through the use of reliable sources in a variety of print and
nonprint formats such as books, encyclopedias, magazines, newspapers, research databases,
Internet sites, software, videos, as well as interviews with people who are knowledgeable
about the topic. These sources should contain factual information that is accurate and up-to-
date. It is important that students use a variety of formats to prepare them with lifelong
information literacy skills.

This section of the research guide contains information about good sources (and how to
recognize them) that are available to students in middle school in Humble ISD. It also provides
teachers with aids in guiding students to these reliable sources.
 Focusing on Sources of Information

1.Select a TOPIC and write it here: _

1. Brainstorm & write down as many SEARCH TERMS as possible.

2. Check SOURCES where your topic is most likely to be found.

Encyclopedias Print Online

Atlases Print Online

Almanac Print Online

Other specialized reference books

Nonfiction book
Magazines and/or newspapers Print Online

Internet

Online reference databases

Expert (interview)
Other

3. Search the resources you think are most likely to help you find out more about your
topic. Record any additional topics you find. Remember to use your list of search
words when you are searching. Also use INDEXES.
 Information Seeking Strategies: Resources Checklist
Primary sources are original sources of information that you observe, talk with, or touch.
Secondary sources are sources of information collected by someone else other than yourself.

Primary Sources:
Eyewitness
Experiment
Observation
Other (e.g., video)
Historic Document

Secondary Sources:
Books (Nonfiction)
Books (Fiction)
Dictionary
Encyclopedia
Atlas
Almanac
Newspapers
Magazines
Videos
CD’s
Online sources
Online databases
Other
 Web Site Check

For each site you use, evaluate it by recording the address, and then using a check +, check,

or check -, rate the Web sites.

Author Authority Current Source* Overall Rating

Is it signed? Is the author When was the What is the Does the site
Web Site Address Is there a qualified to site created & domain? Is it have facts, Great!
way to write the site? last updated? opinion,
.com, .net,
contact the mistakes or Okay
.gov, .k12,
author? good info? Is
.edu, .org?
it easy to
No!
use?

*What are the “domains”? The domain tells us the source of the Internet site, and it can be an indicator of the

reliability of information.

.com is a commercial site (Commercial sites can have an agenda that may possibly influence the

quality of information.)

.net is an internet source (Like .com, .net sites can be excellent resources, but they may be very

unreliable depending on the author.)

.gov is a government site (Since these are published to the Web by the government, they are usually

reliable.)

.k12 is a school site (Information here may be the work of students or teachers. Check to see who’s

responsible for the content.)

.edu is a school or university site (Determine who wrote the site and what qualifications or research is

involved in creating the site.)

.org is an organization (Some organizations are excellent resources and others are very opinionated.

From Information Skills Toolkit: Collaborative Integrated Instruction for the Middle Grades. c2000 Linworth

Publishing, Inc.
STUDENT SEARCH ORGANIZER

Use WebCollection Plus (online catalog) to find library books and other resources.
Write the titles of promising books and their call numbers here.

Call # Title of book or other resource

Use the following online databases to find information about your topic. Using these resources
will help you find the best information. You will also get help citing the information correctly.
Just look at the bottom of each article you find.

An online encyclopedia with over 126,000 articles on

general topics. Images, video clips and
recommended websites are included
Use EBSCO Research Databases to access articles,
primary source documents, an animal encyclopedia,
a general encyclopedia, a magazine and newspaper
index, and an image library.
Click on the Searchaurus link for a student friendly
search option. For more detailed research, click on
Searchasaurus
the EBSCO Host link.

A reference database for the following subjects:

health, history, geography, career exploration,
science. You’ll find maps, diagrams, timelines, and
images.
Newspaper, magazine, and historical document
database for all subjects.
 Middle School

Location & Access, Use of Information: Read/Think/Select Taking Notes and Citing
Sources of Information

Collecting information from a reliable source involves reading the information, evaluating the

content, and selecting and recording keywords or facts in the form of notes that support the

subtopics and the topic. Recording keyword facts, paraphrasing, and summarizing on note

cards or graphic organizers help eliminate plagiarism. Copying sentences is allowed only with

quotation marks and endnote citations. Giving credit for all sources of information used in the

final research product is important and should follow MLA guidelines for documentation.

This section of the research guide contains aids for students and teachers which will help with

teaching and implementing the selection of facts, taking notes, and citing sources.
 Summarizing, Paraphrasing, and Quoting
You will use information from the works of other people as you research. You will do this using
one of the following strategies.

Quoting is using the exact words of another person, copied from the source word for word.

Quotations must be cited! You must give credit to the person who originally wrote them.

Use a quotation to:

Support your argument with the power of the author’s own words.
Disagree with an author’s argument.
Highlight powerful phrases or passages.
Compare and contrast points of view.
Note important research before your own.

Paraphrasing is rephrasing an author’s words—putting his thoughts in your own words. You
actually rework or rewrite the author’s ideas, words, phrases, and sentence structures your
own way. Paraphrased material should also be cited!

Use a paraphrase to:

Take notes and to avoid plagiarizing.
Avoid the overuse of quotations.
Present information in your own voice.

Summarizing is putting the main idea(s) into your own words. A summary is shorter than the
original because it encompasses just the main idea(s). Summarized ideas must also be cited!

Use a summary to:

Establish background or give a topic overview.
Describe common knowledge (from more than one source) about a topic.
Determine the main ideas of a single source.

Developed by Carol H. Rohrbach, coordinator of language arts, School District of Springfield Township,
Erdenheim, PA and reworked by Linda Quillin, Library Media Specialist, Humble ISD, Humble, TX.
 Research Notes from a Book
Call Number
Your name:

, .
Author (last name) , Author (first name) .

.
Title (underline title)

: , .
Place of publication Publisher (name of company) Year published

Notes:

********************************************************************************************

Research Notes from a Book

Call Number
Your name:

, .
Author (last name) , Author (first name) .

.
Title (underline title)

: , .
Place of publication Publisher (name of company) Year published

Notes:
 Record your notes/quotes on back of form.

Name

Book (Source Form)

Author(s)

Editor:

Title:
City of Publication: Publisher:

Year of Publication: Page #s

************************************************************************************************************

MLA Format: Author. Title. City of Publication: Publisher, Year of Publication.

Example: Kaku, Michio. Hyperspace: A Scientific Odyssey through Parallel Universes, Time
Warps,
and the Enth Dimension. New York: Oxford UP, 1995.

See MLA Documentation Print Guide for the following examples: two or three
authors,
Name

Print Encyclopedia (Source Form)

Author(s)

Title of Article

Title of Encyclopedia

Edition Date (found on spine or back of title page ~ use most recent
date)

************************************************************************************************************
**********

MLA Format: Author. “Title of article.” Title of Encyclopedia. Edition.

Example (with author): Gates, David M. “Astronomy.” Encyclopedia Americana. 1996 ed.

Example (without author): “Berlin Wall.” Encyclopedia Americana. 2000 ed.

 Research Notes from a Web Site
Your name:

, .
Author (last name) , Author (first name) . [Record Author’s name if it is given.]

. .
Title of Web Site (underline title) Date site was last updated [if given]

< >.
Date you visited site URL (address of site; starts with “http://”)

Notes:

********************************************************************************************

Research Notes from a Web Site

Your name:

, .
Author (last name) , Author (first name) . [Record Author’s name if it is given.]

. .
Title of Web Site (underline title) Date site was last updated [if given]

< >.
Date you visited site URL (address of site; starts with “http://”)

Notes:
 Record your notes/quotes on back of form

Name

General Website (Source Form)

Author(s) if Noted

Title of Website -

Date of Electronic Publication/Last Update/Posting

Name of any Associated Institution

Date of Access

URL

************************************************************************************************************

MLA Format: Author (if noted) Title of Page. Date of Publication. Name of Associated
Institution. Date of access. <http://www.addressofsite>.

Example: MLA on the Web. 25 November 1997. Modern Language Association of America.
25 Mar. 1998 <http://www.mla.org>.
Name Record your notes/quotes on back of form.

Periodical in an Online Database (Source Form)

Author(s)

Title of Article

Title of Magazine
Date Page #s

Database Name Publisher of Database

Date of Access (Date you did your research)

URL (shortened form)

************************************************************************************************************
MLA Format: Author. “Article Title.” Magazine Title Date of print publication (if available):
pages. Database Name. (if any) Publisher (if appropriate). Date
of access <http://addressofdatabase>.

Example: Kertes,Tom. “The Hungriest Rookie.” Basketball Digest Nov. 2003: 3-5. MAS
Ultra –
School Edition. Ebscohost. 15 June 2004 <http://www.epnet.com>.
Name Record your notes/quotes on back of form.

Reference Article in an Online Database (Source Form)

Author(s)

Title of Article

Reference Book Title

Database Name Publisher of Database

Date of Access (Date you did your research)

URL (shortened form)

************************************************************************************************************

MLA Format: Author. “Article Title.” Reference Book Title . Title of Database. Database
Publisher.
Date of access. <http://www.addressofdatabase>.
 Research Notes from an Encyclopedia Article

Your name:

, .
Author of article (last name) , Author of article (first name) . [Record if given.]

. .
Title of article (Use quotation marks around “Title.”) Title of encyclopedia (Underline Title .)

.
Year of edition (Example: 2000 ed.)

Notes:

********************************************************************************************

Research Notes from an Encyclopedia Article

Your name:

, .
Author of article (last name) , Author of article (first name) . [Record if given.]

. .
Title of article (Use quotation marks around “Title.”) Title of encyclopedia (Underline Title .)

.
Year of edition (Example: 2000 ed.)

Notes:
Name

Book (Source Form)

Author(s)

Editor:

Title:
City of Publication: Publisher:

Year of Publication: Page #s

********************************************************************************************
****************

MLA Format: Author. Title. City of Publication: Publisher, Year of Publication.

Example: Kaku, Michio. Hyperspace: A Scientific Odyssey through Parallel Universes, Time
Warps,
and the Enth Dimension. New York: Oxford UP, 1995.

See MLA Documentation Print Guide for the following examples: two or three authors,
more than three authors, no author, an editor, an editor in addition to an author,
anthologies or multivolume sets.
Name Record your notes/quotes on back of form.

Reference Article in an Online Encyclopedia (Source Form)

Author (if given) -

Title of Article

Title of Reference Work

Title of Database Service Date of Publication

Date of Access (Date you did your research)

URL (shortened form)

************************************************************************************************************

MLA Format: Author. (if available) “Article Title.” Title of reference work. Date of Publication.
Title of Database Service. Date if access <http://www.addressofdatabase>.

Example: “Cold War.” Britannica Online. 2004. Encyclopedia Britannica. 24 Apr. 2004
<http://www.eb.com>.
Name

Online image/Sound Videoclip (Source Form)

Artist/Creator (if noted)

Description or Title of Media

Date Image/Sound/Clip was Created

Online Image/Online Sound/Online Videoclip

Date of Electronic Publication/Last Update/Posting

Title of Larger Site

Date of Access URL

************************************************************************************
**********************************

Format: Artist. “Description or title of media.” Date created. Online image/sound/videoclip. Title
of larger Site. Date of access. <http://addressofsite>.

Example: Weaver, Bruce. “Challenger Explosion.” 28 Jan 1986. Online image. AP Photo Archive.
30 Jan. 2004. <http://accuweather.ap.org/cgi-bin/aplaunch.pl>
 Question 1 Question 2
Name

Topic
Title (of Book)

Author (or Editor)

Publisher

Place of Publication

Date of Publication
Title (of Encyclopedia)

Article Title

Author of Article

Date of Edition
Title (of Website)

Author (if given)

Date last updated (if given)

Date you visited

URL (Website address)

Question 3 Question 4 Question 5
 Example of Notetaking Using a Fact Sheet
Country Fact Sheet

Country Capital

3 important cities , ,&

Climate (describe)

Major landforms (waterways, mountain ranges, deserts, etc.)

Major natural resources

Major industries/jobs

Major crops & livestock

Main exports

Type of government Population

Language(s) spoken
Main religion Money

Major sports

Main foods

List 5 famous people from your country’s history and the accomplishments of each (why they
are famous).
1.

2.

3.

4.

5.

List 5 important dates from your country’s history. After the date, tell the event that
happened on the particular date.
1.

2.

3.

4.

5.

Include any additional interesting facts on a separate piece of paper.

Example of Notetaking in Outline Format
Biography Notes
I. Background information

A. Name
B. Born
1. When
2. Where
C. Family
1. Father
2. Mother
3. Siblings (brothers & sisters)

4. Children

D. Education (if any)

II. Interesting facts

III. Why famous

IV. Awards (if any)

V. Death
A. When
B. Where buried
Synthesis: Organize Notes/Create Rough Draft/
Create Final Product
Middle School
Taking notes from numerous reliable sources provides a knowledge base for creating a final

research product that will communicate newly acquired and sufficiently analyzed information.

By reading, evaluating, and interpreting these notes, they can be organized into logical

subtopic sections that will make a final product easier to produce. Using an outline is often

helpful at this point.

Once notetaking and its organization are complete, the creation of the final research product

commences with a rough draft. At this point, it is important that students have sufficient

information, some creativity, and enough time to produce a successful product that

communicates the desired information. Prewriting, composing, revising, editing, and

publishing are all important components of the final research product process.

As a part of the final product, a list of sources used to provide information should be written

following MLA guidelines.

This section of the research guide contains aids for students and teachers which will help with
the organization of notes, the creation of the final product, and the writing of the list of sources
following MLA guidelines.
 Project Idea List

Advertise with a TV or newspaper ad, travel poster, brochure, or poster.

Make a diorama, movie box, or peep box.
Write a script using information about the topic and perform it. Consider using a video
camera, puppets, tape recorder, etc. Put on a TV drama, situation comedy, game show,
talk show, etc.
Dress up like an average or famous person and tell about your country, your life, or be
interviewed.
Plan and have a debate or discussion about the topic.
Draw, paint, or create a PowerPoint or Hyperstudio slide show, mobile, T-shirt, mural,
bulletin board, cartoon strip (animate), scrapbook/album, life size portrait, paper doll(s),
series of pictures, series of photos (photo album), or collage.
Design and make a model, mask, character doll(s), fabric banner, quilt, set of trading cards,
word game, or puzzle.
Do a map (relief), collection of objects, time capsule, family tree, time line, calendar or
project in a bag, can, or box.
Write letters, postcards, greeting cards or a diary as a tourist, resident, famous, or average
person.
Publish a book: story based on facts, how-to, information, biography, etiquette, fashion,
cookbook (food, menus, etc.), poetry, song (rap or cheer), dictionary, or book of quotations.
Create a Web page, magazine article or front-page newspaper story with graphics and
captions.
 Product/Project Checklist
Consider the presentation that best suits the type of information that will be presented (i.e.,
arguments, how-to, description).

Written: Visual: Oral:

Activity Center Advertisement Audio Tape Recording
Advertisement Badges Debate Dialog
Bibliography Bumper Stickers Dramatization
Biography Banner Interview
Booklet Bulletin Board Oral Report
Character Sketch Cartoon Panel Discussion
Crossword Puzzle Chart Play
Dictionary Collage Puppet Show
Game Dance Skit
Greeting Cards Diagram Song
Interview Diorama Speech
Letter Display Story
Log Drawing
Magazine Graph
Newspaper Article Map Collection Combinations:
Newspaper Mask Model Game
Outline Pantomime HyperStudio
Play Painting Interactive Video
Poem Papier-mâché PowerPoint
Questionnaire Photographs Video
Story Poster
Survey Scrapbook
Test Slide Show
Travel Brochure Transparency
Word Search
Written Report
 Creative Presentation Ideas

Advertisement: Projects Presentations Technology

Brochure Banner Bulletin Banquet CD-ROM image
Newspaper Board Bumper Cassette tape Chat room, e.g.:
Oral sticker Cartoon recording with authors
Book-making Collage Commentary Computer art
Chart Diorama Debate
Desktop publishing
Crossword puzzle Display Demonstration
Dialogue Digital camera
Diary: Log Drawing
Drama / Play Images
Journal Flannel Board
Experiment E-mail pen pals
Editorial Game
Fair HyperStudio stack
Essay License plate
Interview Internet images
Graph slogan
Lecture Multimedia presen-
Index Map
Lesson tation
Letter Mobile
Mime Overhead trans-
Newspaper story Model
Mock trial parency
Music lyrics Mural
Panel discussion PowerPoint
Poetry: Photography
Pantomime Scanner images
Couplets Poster T-shirts
Puppetry
Cinquains Radio program Video production
Diamanté Role playing Web page
Haiku Round Table
Limericks Simulation
Proverb Skit
Quiz TV program
Resume
Review
Writing domains:
Story
Report of
Information
Evaluation
Description
Persuasion
Narration
 Works Cited and Works Consulted Pages
Using MLA Guidelines

Works Consulted is the term for the list of sources used in the preparation of a research project. This
list includes background reading, summarized sources, or any sources used for informational purposes
but not paraphrased or quoted. The list is used to document those sources referred to, but not cited, in
your project.

Prepare a Works Consulted page if you did not quote or paraphrase at all in the project.

Works Cited is the term for the list of sources actually documented (paraphrased or quoted) in your
project, generally through parenthetical citation. All the parenthetical references in the paper or project
should lead the reader to this list of sources.

Prepare a Works Cited page if you paraphrased or quoted from, and therefore cited, all
sources used.

How to Prepare the Works Cited and Works Consulted Pages

Head a new sheet of paper “Works Cited” or “Works Consulted.” (Do not use quotation marks
around your title.)
Alphabetize entries by author; if no author is given, begin with title.
Double-space within and between all entries.
Indent 5 spaces on all but the first line of each entry.
Follow punctuation, capitalization, and underlining provided in MLA examples.
Place the Works Cited page immediately after the last page of the text.

Sources of Information About MLA Style

MLA Handbook for Writers. 6th ed. New York: MLA, 2003.

MLA web site <http://www.mla.org>

Kingwood College Library web site <http://kclibrary.nhmccd.edu/mlastyle.htm>

Write Source: MLA Style web site <http://www.thewritesource.com/mla.htm>

Honolulu Community College Library web site

<http://www.hcc.hawaii.edu/education/hcc/library/mlahcc.html>

For Help in Formatting Documentation

<http://www.easybib.com>
 89

MLA Documentation
Print Sources

Books
One Author

Kaku, Michio. Hyperspace: A Scientific Odyssey through Parallel Universes,

Time Warps, and the Enth Dimension. New York: Oxford UP, 1994.
Two or Three Authors
Maddock, Richard C., and Richard L. Fulton. Marketing to the Mind: Right
Brain Strategies for Advertising and Marketing. Westport, CT: Quorum,
1996.
More than Three Authors
Gilman, Sandra, et al. Hysteria Beyond Freud. Berkeley: U of California P,
1993.
No Author
Literary Market Place: The Dictionary of American Book Publishing.
New York: Bowker, 1997.
An Editor
Lopate, Philip, ed. The Art of the Personal Essay: An Anthology from the
Classical Era to the Present. New York: Anchor-Doubleday, 1994.
An Editor in Addition to an Author
Chaucer, Geoffrey. The Works of Geoffrey Chaucer. Ed. F. W. Robinson.
Boston: Houghton, 1957.

Encyclopedias
With Author

Gates, David M. “Astronomy.” Encyclopedia American. 1996 ed.

No Author
“Berlin Wall.” Encyclopedia Americana. 2000 ed.

Special Books
Anthology or Multivolume Set
Daches, David. “W. H. Auden: The Search for a Public”. Poetry 54 (1939):
148-56. Rpt. in Poetry Criticism. Ed. Robyn V. Young. Vol.1. Detroit:
Gale, 1991. 332-33.
Poem, Play of Short Story from an Anthology
Chekhov, Anton. The Cherry Orchard. Trans. Avaham Yarmolinsky. Norton
Anthology of World Masterpieces. Ed. Maynard Mack. 4th ed. Vol. 2. New
York: Norton, 1979. 1192-1230. 2 vols.
 Periodicals (Magazines and Journals)
Article from a Weekly Magazine
Boyce, Nell. “A Law’s Fetal Flaw.” U.S. News and World Report.
21 July 2003: 53-62.

Article from a Monthly Magazine

Baer, Robert. “The Fall of the House of Saud.” Atlantic Monthly
May 2003: 53-62.

Newspapers

Feder, Barnaby J. “For Job Seekers, a Toll-Free Gift of Expert Advice.”

New York Times. 22 Mar. 1994, late ed,: A1+.

Miscellaneous

Film and Video

The Perfect Storm. Videocassette. Dir. Wolfgang Petersen. Warner Bros.
Pictures, 2000.

Interview (Personal)
Chandler, Jeff. Personal interview. 29 Jun. 2003.

Interview (Telephone)
Shipley, Rebecca. Telephone interview. 12 Sept. 2002.

Pamphlet
Treat like a book.

Tip: Consult the MLA Handbook for other examples of documentation.

 MLA Documentation
Electronic Sources

Databases
Britannica Online

“Cold War.” Britannica Online. 2004. Encyclopedia Britannica. 24 Sept. 2004

<http://www.eb.com>.

Facts on File
Bailey, Jill. “Boron.” The Facts on File Dictionary of Botany. Science Online.
Facts on File, Inc. 19 Jun. 2003 <http://www.factsonfile.com>.

Literature Resource Center (Gale Group)

Colmer, John. “E.M. Forster: Overview.” Reference Guide to English Literature.
2nd ed. Ed. D.L. Kirkpatrick. St. James P., Literature Resource Center.
Gale. 15 Sept. 2003 <http://www.infotrac.galegroup.com>.

MAS Ultra School Edition (Ebscohost)

Seir, Charles. “Messages Fly No Faster than Light.” Science. 15 Nov. 2003: 2.
MAS Ultra School Edition. Ebscohost. 10 Dec. 2003
<http://www.netlibrary.com>.

NewsBank
Snyder, Naomi and Alison Zielenbach. “Military Cargo Benefits Port.” Corpus
Christi Caller-Times. 13 Apr. 2003: D1. NewsBank. 13 Dec. 2003
<http://infoweb.newsbank.com>.

Websites
MLA on the Web. 25 November 1997. Modern Language Association of America.
25 Mar. 1998 <http://www.mla.org>.

Ebooks (Electronic Book)

Bloom, Harold. Mark Twain’s Adventures of Huckleberry Finn: Bloom’s Notes.
Broomall, PA: Chelsea House, 1996. NetLibrary. 6 Mar. 2002
<http://www.netlibrary.com>.

Tip: Consult the MLA Handbook for other examples of documentation.

 92

Works Consulted (Sample)

James, Simon. Ancient Rome. New York: Random House, 1990.

Kurian, George Thomas. "Italy." Encyclopedia of The World's Nations. New York:

Facts On File, Inc., 2002. Facts On File, Inc. World Atlas. 20 June 2004.

<www.factsonfile.com>.

Minchilli, Elizabeth. “Rome Notes.” Town and Country. June 2004: 108

MAS Ultra-School Edition. Ebscohost. 20 June 2004.

<http://ww.epnet.com>.

"Rome." Encyclopædia Britannica. 2004. Encyclopædia Britannica Online

School Edition. 25 June 2004 <http://www.school.eb.com>.

The World Factbook. 11 May 2004. Central Intelligence Agency. 26 Jun 2004.

<http://www.cia.gov/cia/publications/factbook/geos/it.html>.
Evaluation: Ask/Assess the Process and the Project

Middle School
Judging what has been done by asking questions helps find areas that need to be improved.

Assessing the research process and the research product are both important aspects of

evaluation. Teacher evaluation and student self-evaluation are also critical in the research

process.

Evaluation does not begin at the conclusion of a project or process. Students need to know

what is expected before they start working. Rubrics and check sheets can be shared with

students at the beginning so that students can set appropriate goals for the project. Evaluation

does not always have to be formal; discussing projects and results with students and asking

for their opinions provide important and useful feedback for the teacher and the students.

This section of the research guide contains aids for students and teachers that will help with

the evaluation of the process and the project. The examples of assignments and rubrics have

come from several different teachers including Carol Atchison (8th science), Brett Schultz (7th

social studies), Terry Harshaw (6th science), Michelle Hickey (7th social studies), and Linda

Quillin (Library Media Specialist).

 Research Task Checklist
Though the steps may vary according to your teacher’s specific requirements, these tasks should be completed in preparing
any major research project. You are responsible for understanding the specific requirements and the tasks necessary to
successfully complete a project.

Requirements

1. What is the due date for the completed project?

What are the due dates for the in-process steps?

(e.g., note cards, graphic organizer, storyboard,
outline, etc.)

What are the format requirements for the project?

Must it be a written paper, oral presentation, video,
multimedia project? May I choose the format?

2. What is the required length in words or pages?

3. Are there specific word processing requirements?

4. How many sources are required?

5. What form should my documentation take?

Works Cited and/or Consulted?

6. What specific source types are required?

Primary sources, such as speeches, letters,
poems, interviews, etc.?
Secondary sources? Online sources?

7. Is an outline or a graphic organizer required?

If so, what is the due date?

8. Must you submit all stages of the process?

In what form?

9. Has your teacher assigned a topic, or will you

Be responsible for developing a focused topic?

10.Assigned or proposed topic?