1. Writing a Statement of Purpose
Tip Sheet 9
Ask these questions:
What is it?
A Statement of Purpose is a sentence that you write, which states, in some
detail, what you want to learn about in your research project.
The statement guides you as you work so that you will read and take notes only
on what's needed for your project.
Why do I need to do it?
Writing a statement of purpose will do 4 things to help you:
You will get more interested in your project.
It will keep you from getting overwhelmed and panicky at all the
information you may find.
It will help you develop a Thesis Statement, which comes later on in the
research process.
It saves you valuable time and effort.
When and How to do it:
After you focus your topic, after some overview reading, write a sentence that
says what you want to learn about. Don't worry if you're not totally sure, your
Statement of Purpose may change 3 or 4 times before you're done. To write the
sentence, first answer these questions for yourself as best as you can:
1. What is my real personal interest in the topic?
(There will always be something that can interest you)
2. What do I specifically want to learn about my topic?
(Don't overwhelm yourself with too many things. Two or three are plenty.)
Start your Statement of Purpose with words like "I want to learn
about..."
For example:
One person was very concerned about air pollution and wanted
to know if the government is doing anything to stop it.

2. Her Statement of Purpose was this: I want to learn about
what is being done by our government to stop air
pollution.
This Statement of Purpose will lead her to eventually write a
Thesis Statement in which she will be able to make an
assertion (a statement she can defend) and support it with the
evidence she has gathered in her research.
Her Thesis Statement may sound something like this: "In the
United States, government regulation plays an important role in
the fight against air pollution." Or, conversely, "United States
government regulation has little effect in the fight against air
pollution."
Whichever the case, she will use the evidence she has gathered
in her research to prove her Thesis Statement.
Writing A Thesis Statement
Tip Sheet 13
Ask these questions:
What is it?
A thesis statement is a strong statement that you can prove with evidence. It is
not a simple statement of fact. A thesis statement should be the product of your
own critical thinking after you have done some research. Your thesis statement
will be the main idea of your entire project. It can also be thought of as
the angle or point of view from which you present your material.
When do I write it?
You will develop a thesis statement about your research topic after you
have written a Statement of Purpose and done some actual research into the
topic. You will then present your thesis statement in your introduction, prove it
with evidence in the body of your paper, project, or presentation, and finally
restate it along with a summary of your evidence in your conclusion.
How do I write it?

3. Look again at your Statement of Purpose
Look at the kinds of information you have been finding while taking notes.
Decide what kind of statement you have enough evidence to prove.
(Be sure that you have done enough research to make a strong
argument. You may be challenged.)
Write that as your thesis statement.
There are many ways to approach writing a thesis statement.
Just make sure that it is not simple a fact and that you can support it with
good evidence from reliable sources.
Here are some ways to approach it:
Define a problem and state your opinion about it
Discuss the current state of an issue or problem and predict how it might
resolve
Put forth a possible solution to a problem
Look at an issue/topic from a new, interesting perspective
Theorize how the world might be different today if something had/had not
happened in the past
Compare two or more of something similar and give your rating about
them (cars, authors,computers, colleges, books)
Put out your ideas about how something was influenced to be the way it
is or was (music, art, political leadership, genocide)
Focusing a Research Topic
Tip Sheet 8
Ask these questions:
What is it?
Focusing a research topic is narrowing (or sometimes broadening) a topic so
that you can demonstrate a good understanding of it, including enough
examples and important details, within the size limits of the project you are
required to produce. You need to satisfy both yourself and your teacher that
you know what you are talking about. If your teacher gives you no limits, make
them for yourself. You don't want to spend your life on this, at least not right
now.

4. Why should I do it?
This is the #1 biggest pitfall in the research process. If you pick a topic that is
too big, you will not only have trouble selecting what to include from a huge
selection of material available, you will probably leave out some critical
information that will make it apparent (especially to your teacher) that you
don't really know what you are talking about.
If, on the other hand, you pick a topic that is too narrow, you won't find enough
to write about and end up repeating yourself to fill 6 pages (which doesn't go
over very well with teachers either, by the way).
The process of focusing a topic takes practice, so be patient with yourself. It is
challenging when you don't know too much about a topic. It will get easier as
your knowledge base increases. Remember that the research process is
a recursive one which means that you may need to revisit your topic
choice more than once if you find it doesn't work out. Luckily there are
some strategies and methods to help you through this critically important part
of the process. Read on!
How do I do it?
There are different ways to focus your topic. In the Related Links at the bottom
of the page you can click on some different methods. Whichever method you
choose (and you may do a combination of them) try to pick something that
interests you in some way. Even if the overall subject doesn't seem interesting,
you can pick an interesting angle on it.
For example:
Say you have to do a research project about World War II, and you don't know
a thing about it, nor are you at all interested in it. Try to find a subtopic that
connects to your interests.
If you like cars, try comparing the land vehicles used by the
Germans and the Americans.
If you like fashion, look at women's fashions during the war
and how they were influenced by military uniforms and the
shortage of certain materials.

5. If you like animals, look at the use of dogs by the US Armed
Forces.
If you like puzzles and brain teasers, look at the fascinating
topic of decoding secret messages.
If you like music, find out what types of music American
teenagers were listening to during the war years.
If you are a pacifist, find out what the anti-war movement was
like during the war in any country.
Find out what was happening during the war on your birth date.
Find out if any of your relatives fought in the war and research
that time and place.
Brainstorming Research Questions
Tip Sheet 10
Ask these questions:
What is it?
It is the process of thinking up and writing down a set of questions that you
want to answer about the research topic you have selected.
Why should I do it?
It will keep you from getting lost or off-track when looking for information. You
will try to find the answers to these questions when you do your research.
When do I do it?
After you have written your statement of purpose, when you will have a focused
topic to ask questions about.
How do I do it?
You will be making two lists of questions. One for "factual" questions and one
for "interpretive" questions. The answers to factual questions will give your
reader the basic background information they need to understand your topic.

6. The answers to interpretive questions show your creative thinking in your
project and can become the basis for your thesis statement.
Asking factual questions:
Assume your reader knows nothing about your subject. Make an effort to tell
them everything they need to know to understand what you will say in your
project.
Make a list of specific questions that ask : Who? What? When? Where?
Example: For a report about President Abraham Lincoln's
attitude and policies towards slavery, people will have to know;
Who was Abraham Lincoln? Where and when was he born?
What political party did he belong to? When was he elected
president? What were the attitudes and laws about slavery
during his lifetime? How did his actions affect slavery?
Asking Interpretive Questions:
These kinds of questions are the result of your own original thinking. They can
be based on the preliminary research you have done on your chosen topic.
Select one or two to answer in your presentation. They can be the basis of
forming a thesis statement.
A. Hypothetical: How would things be different today if something in the
past had been different?
Example: How would our lives be different today if the Confederate (southern)
states had won the United States Civil War? What would have happened to the
course of World War Two if the Atomic Bomb hadn't been dropped on Hiroshima
and Nagasaki?
B. Prediction: How will something look or be in the future, based on the
way it is now?
Example: What will happen to sea levels if global warming due to ozone layer
depletion continues and the polar caps melt significantly? If the population of
China continues to grow at the current rate for the next fifty years, how will that
impact its role in world politics?
C. Solution: What solutions can be offered to a problem that exists today?
Example: How could global warming be stopped? What can be done to stop the
spread of sexually transmitted diseases among teenagers?
D. Comparison or Analogy: Find the similarities and differences between
your main subject and a similar subject, or with another subject in the
same time period or place.
Example: In what ways is the Civil War in the former Yugoslavia similar to (or
different from) the United States Civil War?
What is the difference in performance between a Porsche and a Lamborghini?

7. E. Judgment: Based on the information you find, what can you say as your
informed opinion about the subject?
Example: How does tobacco advertising affect teen cigarette smoking? What
are the major causes of eating disorders among young women? How does teen
parenthood affect the future lives of young women and men?
Making a List of Possible Sources
Tip Sheet 5
Once you have an overview of your topic, first think about what kinds of
information you need. Do you need quotations, maps, diary entries, political
cartoons, song lyrics, diagrams, narratives, statistics? Once you know the
kinds of information you need, you can make a list of all the possible
sources in which you think you can find that information.
These could include any of the following, or others:
Books
Magazine Articles
Newspaper Articles
Maps or Atlases
Expert people
Site visits (to museums,
etc.)
Television Shows
Radio Shows
Sound Recordings
Video Recordings
Electronic Databases
Websites
Now star the sources on your list that you will most likely be able to use,
given the time and
sources you have available. Give them a prioritized number order for which
you will use first, which second... etc...
Once you do this, you are ready to start locating these sources.
Hint: Librarians are very useful at knowing which kinds of sources can be
used to find certain types of information. Use their expertise. It will save
you valuable time.
Making An Outline
Tip Sheet 14

8. Ask these questions:
What is it?
An outline is an abbreviated picture of the parts of your paper or project
and the order in which they will come. You can think of it as a "road map"
of your journey toward making a final product.
Why do it?
It helps you to...
stay on course and not get off-track when you put your final product
together.
see if you have enough (or too much) material to support your Thesis
Statement.
figure out the order in which your subtopics will appear in your final
product.
An outline might be just for your own use, or your teacher may require that
you hand it in while you are working on your project, so they can get an
idea of where you are headed. It gives them a chance to help you head
towards a good final destination.
How to do it:
Figure out the most logical flow of information, the best order for the
information to be in, using the subtopics you created earlier. You can put your
note cards in this order now. There is always more than one way to do this, so
figure out what you like best.
Put your subtopics with the key points that support them, in words or short
phrases, into a list or diagram that shows how they will flow from beginning to
end. There are many different types of outline diagrams. You can use
the Inspiration program on a CRLS Library computer to create webbing
diagrams or flow charts. If you are not a student at CRLS there are two ways
you can get started working on your outline.
1. Use this model for a formal outline which is the type that most teachers
expect to see if they ask for one.
2. Use one of the CRLS Interactive Outline Makers.
Start with an introduction and end with a conclusion.

9. Citing Sources: Parenthetical
Documentation
Tip Sheet 16
Ask these questions:
What in the world is that?
It is way to let people know where your information comes from.
Whenever you use material that you got from another source in your
research project, you must let your audience know immediately where it
came from, right after you use it.
Why should I do it?
It lets your reader know that you want to make clear to them which are
your ideas/words/pictures, etc. and which are someone else's. If you do
not cite your sources, you are committing plagiarism (Plagiarism is an
unlawful act in which you use someone else's work as if it is your own. It
can get you in big trouble. Avoid it.).
It gives your Thesis Statement a lot more credibility because you
obviously didn't just make up what you are claiming. You did your
research!
Your reader can check the original source for more information or for
accuracy if they want to challenge you.
When do I have to do it?
You must cite your sources when using the following kinds of materials, in
whole or in part:
Direct quotations whether in written or oral formats (includes stories,
speeches, fiction and nonfiction)

10. Paraphrased quotations (these are quotes whose words you have changed
somewhat)
Statistical Data (numbers about things)
Images that are attributed to someone (includes cartoons, photos, maps,
artwork, computer graphics-but not free "clip art")
Song lyrics
Original ideas that are attributed to someone else, even if you put them
in your own words
How do I do it?
Citing your sources can be done as "footnotes" or "endnotes" but they are a
pain to do.
Now you can use "parenthetical documentation" and it is very easy. The word
"parenthetical" is a clue to the meaning. It means "within parentheses".
There are two main ways to do this type of citing or "documentation".
One way to do it is this:
At the end of the borrowed material, put in parentheses the author's last name
and the page(s) where the material is found within the source.
It looks like this:
"No nation in the world has so many drastic problems squeezed into so small a
place, under such urgent pressure of time and heavy burden of history, as
Israel" (Tuchman 123).
Tuchman is the author's last name and the quote is on page 123 of a book you
will list in your Works Cited at the end of your project. Therefore the reader can
get that book immediately if they want to and check that you have copied the
quote correctly, or simply read the book, if they have the interest. The quote is
in quotation marks because it is used directly as found within the source. If you
paraphrase you don't have to use quotation marks.
Another way to do it is this:
Use the author's name in the text that you write and put the page number(s) in
parentheses at the end of the borrowed material.
That way looks like this:
Barbara Tuchman said,"No nation in the world has so many drastic problems
squeezed into so small a place, under such urgent pressure of time and heavy
burden of history, as Israel" (123).
Although it looks pretty straightforward, you will run into some unusual cases,
like books with more than one author, books with no author, websites,

11. interviews, etc. So I will direct you to two places to find out how to cite different
kinds of sources. The first is Tip Sheet #19: Making a Works Cited. The second
is the MLA Handbook for Writers of Research Papers, fifth edition
(Gibaldi) which can be found in most libraries including CRLS. Go to the
section on "Documentation: Citing sources in the Text". These 2 resources will
give you the many variations of citation formats. Or, you can ask a librarian!
Writing an Introduction
Tip Sheet 17
Ask these questions:
What is it?
An introduction is the first paragraph of a written research paper, or the first
thing you say in an oral presentation, or the first thing people see, hear, or
experience about your project.
It has two parts:
1. A general introduction to the topic you will be discussing
2. Your Thesis Statement
Why do it?
Without an introduction it is sometimes very difficult for your audience to figure
out what you are trying to say. There needs to be a thread of an idea that they
will follow through your paper or presentation. The introduction gives the reader
the beginning of the piece of thread so they can follow it.
When do I do it?
Many books recommend writing your introduction last, after you finish your
project. This is to make sure that you introduce what you are actually going to
say.
If your project changes in the creating process, it is important to make sure
that your introduction accurately reflects what you will be saying. If,
however, you have written a good outline and stick to it, then it is fine to start
writing your introduction first. Just make sure in your proofreading that you
have kept the thread consistent throughout the paper.
How do I do it?

12. Start with a couple of sentences that introduce your topic to your reader. You
do not have to give too much detailed information; save that for the body of
your paper. Make these sentences as interesting as you can. Through them, you
can hook a reader and get them very interested in the line of thinking you are
going to develop in your project.
Then state your thesis, which may be done in one or more sentences. The
length of your introduction depends on the length and complexity of your
project, but generally it should not exceed one page unless it is a very long
project or a book. The average length of an introduction is one half a page.
Some Examples:
For the example, the regular text is the general introduction to the topic.
The BOLD text is the writer's Thesis Statement.
Example 1
Teenagers in many American cities have been involved in more
gangs in the last five years than ever before. These gangs of
teens have been committing a lot of violent crimes. The victims
of these crimes are both gang members and people outside of
gangs. Many people do not want to travel to areas in our cities
because of the danger from this problem. For this terrible
situation to stop, it is going to take a combined effort on the part
of many people. Excellent, supervised after-school programs,
more jobs available for teens, and healthy family relationships
will go a long way towards ending this crisis in our society.
Example 2
During the Middle Ages in Europe and the Middle East there
was much armed conflict between Christians and Muslims.
Christians called these conflicts the Crusades because they
were fighting under the sign of the cross to save the holy lands
of the Bible from being desecrated by non-Christians. However,
the true reason for fighting for these lands was less than holy. It
was mainly a desire for economic gain that prompted the
Christian leaders to send soldiers to fight in the Holy Land.
An introduction gives the reader an idea of where you are going in your project
so they can follow along. You can give them more background details and
supporting evidence for your thesis in the body of the paper itself.
Writing a Conclusion Tip Sheet 18

13. Ask these questions:
What is it?
A conclusion is the last paragraph in your research paper, or the last part in any
other type of presentation.
Why do it?
A conclusion is like the final chord in a song. It makes the listener feel that the
piece is complete and well done. The same is true for your audience. You want
them to feel that you supported what you stated in your thesis. You then
become a reliable author for them and they are impressed by that and will be
more likely to read your work in the future. They may also have learned
something and maybe have had their opinion changed by what you have
written or created!
How do I do it?
A conclusion is, in some ways, like your introduction. You restate your thesis
and summarize your main points of evidence for the reader.You can usually do
this in one paragraph. In the following example, the thesis statement is
in bold. Notice that it is written in 2 sentences. This is a stylistic choice for
impact.
Example:
The problem of teen gang violence can be eliminated. It
will, however, take time, money, and a combined effort
on the part of many people. Organized, free, after-school
programs such as: sports teams and games; art, music, and
drama activities; internships in local area businesses and
professional organizations; and interesting volunteer activities
in the community would help engage teens in worthwhile
pursuits outside of school hours. More job opportunities for
teens, especially those funded by state and local programs,
would offer income for teens as well as productive work for the
community. Outreach to families through schools, community
organizations, and places of worship would help promote intergenerational activities that could improve family closeness,
helping teens to work on their problems at the family level,
instead of taking them to the streets. If these programs can be

14. implemented, we will surely see a decrease in teen gang
activity and safer streets and neighborhoods for us all.
Making a Works Cited
Tip Sheet 19
Ask these questions:
What is it?
A Works Cited is an alphabetical list of the sources (also called "works") you
used in the body of your project.
Where does it go?
It should be the last page in your project.
Why do I need to do it?
When you do a research project you must give credit to the sources from which
you found the material you used directly in your project. This is called citing
your sources. You must do it whenever you use a complete piece of someone
else's material (like a quotation, a picture, a song, statistical data, or even
someone else's idea that you put into your own words) and you must do it even
if you only use a recognizable part of that material. If you do not cite your
sources, you are committing plagiarism by calling someone else's work your
own. For additional information on citing sources, see the MLA Handbook for
Writers of Research Papers, available in the Pearl K. Wise Library at CRLS.
Isn't this a Bibliography?
People use the terms interchangeably, but they are actually different. A
bibliography is a list of related reading material that your reader can look for if
they want to do more reading on your topic. A Works Cited is a list of only those
sources from which you used borrowed material in your project, and which you
cited with parenthetical documentation within your project. It is a fine
difference. If your teacher asks for a bibliography, give them a Works Cited. It
is probably what they meant to ask for.

15. Making a Title Page
Tip Sheet 20
Ask these questions:
Why is this so important?
The title page is the first thing teachers see and it makes a big impression on
them. Even if you write a great paper, an incomplete or messy title page will
give your teacher the impression that you aren't very careful. Then they'll be
looking for mistakes and problems instead of being open to how good your work
might be.
What do I need to put on a title page?
Often a teacher will be very specific about this information in their assignment
sheet. If so, follow it.
If they don't let you know, here is some standard information that
is usually required:
Your name
Small School #
Homeroom
Date of turning in the project
Title of your project
Title of the class
Period of your section
The teacher's name
What should the title page look like?
To some extent, this is a matter of personal style. However, there are some
general guidelines to follow:
1. Use only one or two fonts. More than two can be confusing
to read.
2. Use a clear font that is easy to read.

16. 3. Keep it simple. Too many words or pictures can have a
distracting or confusing effect.
4. Keeping all of the lines starting on either the left or right
margin is easier to read and creates a stronger visual
impression than centered text or random placement. The first
example shows the text lined up on the left margin and the
second shows the text lined up on the right margin.
Here are some examples of clean, strong, simple title pages:
Joseph Smith
School 3
A379
10/2/03
The Amazon Rain Forest:
A Vanishing Resource
Principles of Science
Period 3
Mr. Jones

17. Shahira Johnson
School 2
R299
11/15/03
Is Harmony in Our Future?
Predictions on the future of Race Relations in America
for the 21st Century
Sociology
Period 5
Ms. Alvarez
Evaluating Your Work
Tip Sheet 21
Ask these questions:
How do I do it?
You should be the first one to evaluate your own work before you show it to a
friend or relative for review, or turn it in to a teacher for grading.
How do I know that I am done?
Did you complete the assignment given by the teacher? Go back and review the
assignment sheet again to be sure.
• Make sure that you have completed all the parts.
• Make sure that you have identified the project with your
name, your teacher's name, the date and any title, if it applies.
See Making a Title Page.

18. How will I be evaluated by my teacher?
Your evaluation will depend on a lot of different criteria. Most of them should be
written by the teacher in the assignment. In addition to the things mentioned
above, there might be artistic decisions like the effectiveness of an
informational poster, or the literary quality of a play or poem. Some other
criteria are common to most projects.
Here is a list of common criteria to evaluate:
1. Correct spelling
2. Overall neatness
3. Parts in a logical and correct order, nothing missing
4. Any borrowed material is properly cited
5. Any thesis statements or arguments have been supported with evidence
Some teachers provide a self-evaluation tool called a rubric which allows you to
see what excellent, good, acceptable, and poor work look like. This way, you
can adjust your project to comply with excellent work. Ideally, you should
be referring to a rubric all along as you do your project. It is tough at the end to
completely revise something. We all run out of steam at some point. Try to
work with the rubric alongside you at each work session.
After you evaluate your own work, you may want to ask a relative or friend to
check it for spelling, neatness and clarity. Then do a final touch up to your work
and turn it in on time!
You may want to note down what you think your grade should be and why. This
may prove useful later when discussing your grade with your teacher.