Randallstown High School - Horizon Yearbook (Randallstown, MD)

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To footnote or not to footnote? notesffootnotes, and outlines. Not only does writing a research paper give practical experience in documentation skills that will be- come useful in college, but students also develop the ability to analyze the common themes in different works of a writer. As Lisa Sindler puts it: It will make college life a lot easier by learning the correct way to write a term paper in 10th grade . . . I'll be able to party more then. Oth- er sophomores, however, are com- pletely baffled by the assignment, I don't understand the purpose of writing a paper. We write term pa- pers all through our educational pro- cess, and nobody knows why, states Judy Prodoehl. The analytical skill is originally introduced to students when reading Harper Lee's To Kill a Mockingbird, J.D. Salinger's The Catcher in the Rye and other works contained in the tenth grade curriculum. Outlines, note cards, footnotes and deadlines-all are elements of the term paper that often present prob- lems. Many find it difficult to construct an outline with parallel components whether it is a topic or sentence out- line. Topic outlines are especially difficult, all entries must be nouns or noun phrases, and students want to include undesired verb phrases. Both outlines must have equal divi- sion-there can not be an A without a B or a 1 without a 2. The main problem with note cards is limiting each card to one main idea or note. If an index card contains more than one idea, the purpose of the individual cards is defeated and the student is unable to arrange the cards in the order which will be used in the paper. ' To footnote or not to footnote? The decision to document a piece of information is a tricky question. The difficulty lies in understanding the concept of noting paraphrased, bor- rowed or uncommonly known infor- mation. Most students understand that a direct quote receives a foot- note. The final problem is meeting all deadlines. Few problems occur in the early stages of the paper, but by the time the actual paper and note cards are due, the procrastination sets in. The final rush to type and proofread the final copy is often solved by an absence from school due to term-pa- per-itis. However, most sophomores com- plete the task of writing a research paper and withstand the ordeal. And believe it or not, in the process, they learn something. As Howard Blas concludes, We're learning from this, it teaches us to be more independent, but everyone in the county, it seems, is doing Ernest Hemingway. The shelves are always empty. Jim Martin Peter Martin Angel Matthews Ken Matz Brad May Leslie McAllister MW . M 'fm - 1 ,ai 4? , af' 42 r . M pgs Donna Jo McGuire Cathie McKissock Doug McNamara Jeff Merrenblum Andy Miller Lauren Miller Renee Miller Susan Miller Walter Miller Eric Millman Joe Mingolio Karen Mintz Mitchell Klein Anne Mobley Dawn Murphy John Murrin Barbara Nackman Joe Naylor 148!Martin-Peterson f J A ' E fs., I MW z f wt., xx M :,V::vM' 'Hr , H f I :V ,R 2 y A fi - Q Vs 'Ya' -I ' iii ' 1. ' ' gjwf , A ' '31, ' rv'--'f!i

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Q.,..ts....:.: . is k K K VN R 3 F, .. fx 'vs ,. v A 3: L ,. ,wee I WA, . . .L . r V ., 0 ' , 1 . ,- , ,4 - i Hit. 2 w H: rfsalevf -e sl . .. . xi vw wr lil s i Z ,,:, ... K ' we as as 3 3 , fem. X 4 X-3 ii' x', ff' is at , i :Q j - LT? t it l t i 0 L' '32 Qi fx. QW: .L 135 arf? Jerard Lecato Bernie Leipoid Kevin Lennon Jeff Lenovitz Michael Lepski Sheryl Lerner Lynda Levi Steven Levin Cheryl Lewis Larry Lichten Bryan Ligons Cynthia Lockes Rena Lomex Darrell London Debbie Losover Mike Lowman Yvonne Lukasavage Bryan Luntz Nancy Lustgarten Danny Lyles Estelle Lyles Peter Mack Julie Macks Mary Magee Juliana Magruder April Malmud Kim Mariotti Aimee Mark Sharon Markowitz Stacie Marshall -,, .Z During one of the classs first trips to the school's library, Mrs. Fowler returns Andy Rosenberg's tentative thesis statement. To footnote or not to footnote? Outlines, note cards, footnotes and deadlines- all are elements of the term paper that present problems for many sophomores lass, copy the following ob- jectives into your notebook. . Students will be able to: ljwrite a research paper on the themes found in three works of an author, including a thesis statement, body, and conclusion 2jcompile a bibliography 3jcorrectly document all borrowed ideas and quotes with either footnotes or endnotes 41 use reference sources found in the li- brary, e.g. card catalog, Reader's Guide to Periodical Literature 51 complete an outline By the end of the year, English teachers expect many tenth graders to complete a literary research paper. Writing a term paper begins when English teachers collect 85.00 from their students to purchase Coy1e's Research Papers, a book that soon becomes an extremely useful source in the upcoming months. Coyle, as it is familiarly called, contains all the information a student needs to com- plete hisfher paper-standard forms for note cards, bibliographies, end- Sophomoresf147

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The process of writing a literary research pa- per involves many steps. In order to gain prac- tical experience in research skills, second peri- od students-J im Zimmerman, Larry Gold- stein, Linda Levy, Andy Rosenberg and Stacie Marshall-try to complete a drill which will familiarize them with the Dewey Decimal Sys- tem used to file books. PLearning together, Sophomores Mark Lud- wig and Christy Popa confer on a recent term paper assignment during a class visit to the library. K-W-sap' 41, f .1 l.- is -. sift . ., at s-.X - Lf fi N Q N, y hmm 1' V TN ' Q- ' 5 ' 'M 0 , 1 gx Q ' ,M ,E .. ,i' 3' all Jerome Nelson Sheree Nelson Brian Nicholas Michael Nickolas Paul Norfolk Sarita Oaks Stacy Oaks Daryl Oberfeld Velda Oglesby Robin Oken Karen Oliver Tracy Oliver Jeanie Oppenheim Jeffrey Oppenheim Louis Ostraw Merle Ottenstein Mike Palefsky Jane Park Khee Park Eric Patashnik Robin Pearson Sue Peloquin Joy Pepmeier Leslie Peterson Sophomores! 149