Some Notes on Note Cards

Sample Note Cards

Note cards should not include your entire speech. Rather, they are simply serving as reminders of what you are going to talk about. For example, instead of writing an entire body paragraph on a note card, just write one or two key sentences (citations included) that will help you to remember your research and main point.

Basic Sample:

Topic: Lyme disease

I. Intro.

II. Body

A. What is it? (Author Name & Page Number)

B. Where do you find it? (Website Name)

C. How do you prevent it? (Article Title & Page Number)

III. Conclusion

More Detailed Example (One Card per "Paragraph"—Introduction, Supporting Evidence 1, Supporting Evidence 2, Supporting Evidence 3, and Conclusion)

Topic: Don’t drink and drive

Card #1: Introduction

A. Describe an horrific car crash

B. You or me—it could happen

C. Introduce thesis statement: “People should not drink and drive.”

Card #2: Supporting Argument 1

A. One problem with drunk driving is that it can potentially harm innocent bystanders.

B. According to ________, ________ accidents are caused by drunk driving.

C. __________ drunk driving accidents result in death (Website Name).

D. Show visual aid (picture of mangled car)

E. Personal story

Card #3: Supporting Argument 2

1. A second problem with drunk driving is that getting pulled over by an officer can cost you money and add points to your license.
2. Receiving a DUI costs $_________ and can = ________ time in prison (Website Name).
3. A recent study conducted by ____________ shows that about $_______ = fines for drunk driving.
4. According to an interview with ____________, you can get up to _______ points on your license from a DUI.

Card #4: Supporting Argument 3

1. Lastly, drunk driving is completely unfair to your friends and family in the car with you. Do you really want to put their lives at risk?
2. In 2009, _________% of people killed by drunk drivers were passengers in the car with the intoxicated driver (Author name & page number).
3. In an interview I had with ________, she revealed that her cousin died because the driver of the car she was in was intoxicated.
1. Explain how they were close friends and how the accident happened.

Card #5: Conclusion

1. In summary, I believe that people should not drive while intoxicated.
2. Summarize three points: injury/death to innocent people on the streets, money and points on your license, and injury/death to other people in the car.
3. Call to action—stricter rules.

Check this site out for some examples:

http://www.uaa.alaska.edu/theaudience/upload/NOTE-CARDS.pdf

More Information About How to Write a Bibliography

To Create a Citation for a Book with One Author...
1. Author's last name, then first name (put a period at the end)
2. Title of book (italicized or underlined, followed by a period)
3. City of publication (followed by a colon)
4. Name of publisher (followed by a comma)
5. Copyright date (followed by a period)

For a Book with Two Authors...
1. In alphabetical order: last name, first name of first author, and first and last name of second author (followed by a period)
2. Title of book (italicized or underlined, followed by a period)
3. City of publication (followed by a colon)
4. Name of publisher (followed by a comma)
5. Copyright date (followed by a period)

For a Book with an Editor...
1. Editor's last name, first name, and then the abbreviation Ed. (for editor)
2. Title of book
3. City of publication
4. Name of publisher
5. Copyright date

For an Encyclopedia Article...
1. Author's last name, first name (if provided)
2. Title of article (put this in quotation marks)
3. Title of encyclopedia (italicized or underlined)
4. Edition year

For a Magazine or Newspaper Article...
1. Author's last name, first name
2. Title of article
3. Name of publication (the name of the magazine or paper)
4. Day, month, and year of publication (ex: 15 Feb. 2011)
5. Page number of article

For Internet Sources...
1. Author's last name, first name (if available)
2. Title of article
3. Title of document or website name (italicized or underlined)
4. Date of publication or latest update
5. Group or organization sponsoring the site (if available)
6. Date accessed (the date you visited the site)
7. URL of the source (if the URL is long, you do not have to include it)

And For Personal Interviews...
1. The last name and first name of the person interviewed
2. Personal Interview
3. The day, month, and year of the interview

How to Write a Bibliography

1. Type “Bibliography” at the top of the page and center it.

2. Double space all citations, but do not add spaces between entries. It should look like this:

Maguire, Gregory. A Lion Among Men. New York, NY: HarperCollins Books, 2008. Print.

O’Conner, Patricia T. Woe is I: A Grammarphobe’s Guide to Better English in

Plain English. New York, NY: Riverhead Books, 2009. Print.

3. Indent the second and subsequent lines of citations (see the Patricia O’Conner example above). This is known as a "hanging indention." To create a hanging indention, hit "Enter" and then "Tab" once you have reached the end of the first line.

4. List all sources (even the ones you didn't necessarily use in your speech) alphabetically by the author’s last name (if no author is listed but an editor’s name is provided, use the editor’s last name).

a. Do not list titles (Dr., Mr. Mrs., etc.) or degrees (MA, BA, PhD, etc.) with names

b. Last names are written first. Middle names or middle initials follow the first name.

5. Alphabetize works with unknown authors by their titles. Here’s one example:

Encyclopedia of Indiana. New York: Somerset, 1993. Print.

6. List page numbers of sources efficiently, when needed. If you refer to a journal article that appeared on pages 225 through 250, list the page numbers on your Works Cited page as 225-50.

7. For every entry, you must determine the Medium of Publication. Most entries will likely be listed as Print or Web sources, but other possibilities may include Film, CD-ROM, or DVD

8. If you're citing an article or a publication that was originally issued in print form but that you retrieved from an online database, you should type the online database name in italics.

*For More Information, Check Out OWL Purdue Online Writing Lab*

http://owl.english.purdue.edu/owl/resource/747/06/

Monday, March 28, 2011 - Thursday, March 31, 2011

7th Grade English Language Arts

Students will be in the computer lab Monday through Thursday working on their final drafts of their research-based persuasive essays. They have already been provided with a rubric, and as of Tuesday, March 29th they will have an additional checklist to help them gather and organize their materials for submission. Students must have their rough drafts revised, edited, and signed by a parent or guardian before they can begin working on their final drafts. In addition, final drafts are due by the end of the day on Thursday, March 31st. All other materials (note-cards, outlines, and rough drafts) will be collected the Monday after we return from Spring Break.

8th Grade English Language Arts

Students will be in the media center Monday through Thursday conducting research for the persuasive speech they will deliver upon return from Spring Break. On Monday students were provided with a list of possible topics, as well as a list of online resources and databases for their use. As of Tuesday, students will have received a rubric for their speeches. After students have checked in their sources and notes with me, they may begin working on their outlines. We will continue working on these speeches after Spring Break, but conducting additional research and drafting speeches at home is encouraged.
8th Grade Advanced English Language
Students will be in the media center Monday through Thursday conducting research for the persuasive speech they will deliver upon return from Spring Break. On Monday students were provided with a list of possible topics, as well as a list of online resources and databases for their use. As of Tuesday, students will have received a rubric for their speeches. After students have checked in their sources and notes with me, they may begin working on their outlines. We will continue working on these speeches after Spring Break, but conducting additional research and drafting speeches at home is encouraged. There will be no SAT vocabulary test this week. However, students will be given Unit 19, Groups 3 & 4 SAT words to study over Spring Break.

Monday, March 7, 2011 - Friday, March 11, 2011

7th Grade English Language Arts

Monday: No D.O.L. Today; Media Center Day; Continue Research for Ancient Greece/Ancient Rome Persuasive Essay

Homework: Continue research (don't forget to check out the public library for additional sources!) and continue working on source cards

Tuesday: Agenda; D.O.L.; Time in Lab 104; Continue Research for Persuasive Essay

Homework: Continue research and source cards

Wednesday: Agenda; D.O.L.; Media Center Day; Continue Research for Persuasive Essay

Homework: Continue research and source cards

Thursday: Agenda; D.O.L.; Media Center Day; Continue Research for Persuasive Essay

Homework: Continue research and source cards

Friday: Agenda; D.O.L.; Review Plagiarism and Proper Citation; Watch Video Clip about Ancient Greece
Homework: Continue research and source cards

8th Grade English Language Arts
Monday: No D.O.L. Today; Review Placement and Function of Commas
Homework: Complete all comma exercises in pink packet, including "comma conventions"
Tuesday: D.O.L.; Answer Questions About Comma Exercises; Review Placement and Function of Periods
Homework: Complete all period exercises in pink packet
Wednesday: D.O.L.; Answer Questions About Period Exercises; Review Quotation Marks
Homework: Complete all quotation mark exercises in pink packet
Thursday: D.O.L.; Answer Questions About Quotation Marks; Review Exclamation Points and Question Marks
Homework: Complete the question mark and exclamation point exercises in pink packet
Friday: D.O.L.; Answer Questions About Exclamation Points and Question Marks; Review Semicolons
Homework: Complete both semicolon exercises in pink packet

8th Grade Advanced English Language Arts
Monday: No D.O.L. Today; Continue Working on Comma Exercises in Pink Packet; Pass Out Unit 18 SAT Vocabulary Words
Homework: Study vocabulary words (Units 17 and 18)
Tuesday: D.O.L.; Take Unit 17 SAT Vocabulary Test
Homework: Begin writing vocabulary short stories (Due Friday); study vocabulary words
Wednesday: D.O.L.; Answer Questions About Colons, Brackets, and Parentheses; Review Placement and Functions of Commas
Homework: Complete all comma exercises in pink packet, including "comma conventions"; study vocabulary words; continue working on short stories
Thursday: D.O.L.; Answer Questions About Commas; Review Placement and Functions of Periods; "Soup" Review Game
Homework: Complete period exercises in pink packet and begin quotation marks exercises; finish short story (Due tomorrow!); study vocabulary words
Friday: No D.O.L. Today; Answer Questions About Periods and Quotation Marks; Collect Short Stories; Take Vocabulary Test
Homework: Study Unit 18 (Groups 3 and 4) vocabulary words; begin exclamation points and question marks exercises in pink packet

Monday, February 7, 2001 - Friday, February 11, 2011

7th Grade English Language Arts
Students will continue discussing and practicing various elements of poetry, as well as reviewing for the upcoming Poetry Unit test next week. This week we will finish our discussion of figurative language with a review of personification and will begin examining different forms of poetry. By Friday we will have covered limerick poetry and the haiku.
8th Grade English Language Arts
On Monday students will take exams focusing on the novels they have covered in their literature circles. Students will also begin the Grammar Unit, which will start with a study of appositives, hyphens, and dashes. Throughout this unit students will be expected to produce their own works of creative writing that focus on the different grammar lessons covered in class. More details about these assignments will follow.
8th Grade Advanced English Language Arts
The students will finish reading and take the test on John Steinbeck's "The Pearl." In addition, students will begin a short Grammar Unit in order to prepare them for their persuasive writing project and their study of Shakespeare. Students are expected to continue studying their weekly SAT words and to prepare for the SAT vocabulary tests each Friday. More details about the Grammar Unit assignments will follow.