Please create a research paper based on the instructions attached.
Ch
oose 1 for the topic:
1)Italian celebrity and their lives an Italian-American
2)Talk about how the mafia was portrayed in Italian American lives.
I’m flexible on the topic. Please follow professor rubric that is attached as well as the requirements.
MLA style, 5 double spaced pages, AT least 2 reputable sources
NO PLAGERISM
Ital 345 Final Paper Guidelines
•
•
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Page length: 5-7 pages
Chicago or MLA style – Remember that this is not a personal response paper. If you are referencing a video we watched in class, do not say, “like the video
we watched in class,” rather “as portrayed in the PBS Documentary,” or “the PBS Documentary _________ highlights this aspect of ________,” etc. You
get the gist.
Include at least two reputable sources (books, peer-reviewed articles from journals, etc).
The most important ingredient in choosing a topic is RELEVANCE- make sure to pick a topic that is directly relatable to the Italian American Experience. If you
choose a person, make sure to discuss their lives as an Italian American. You could all write a lovely biography of Frank Sinatra without discussing the Italian
American Experience at all. That will not be considered a successful paper for THIS class, though it might for another. Make sure that you are able to relate what
you are investigating in your final paper back to the class content.
Grading Rubric:
FLOW- make sure you transition your reader from one topic to another gently and clearly. Be like a GPS that says “in one mile, we will exit the 405 and merge onto
the ____”. I oftentimes find myself as a reader “exiting a freeway†only to get back on, then brake suddenly, jump an overpass, and then get back on another freeway.
GUIDE me! Be kind and clear to your reader. There are many ways to transition subtly but effectively. You will find that finding your own personal voice as a
writer will greatly aid you in this process. You CAN infuse yourself into formal writing as much as you do with response papers. It just takes more finesse. Most
importantly, read your paper aloud, with inflection. You will catch all sorts of transitional problem areas by doing this.
CONTENT- did you cover your topic thoroughly? Are there gaps? Will your reader have more questions than answers as he/she reads? If it is persuasive, did you
cover a counter-argument? Why might some question your opinion? What is your response to that? Did you try to cover too much too fast? Was your topic too
broad or too focused? Are there enough supporting details?
RESEARCH and CITATIONS- Did you include at least 1 peer-reviewed journal and 1 BOOK? Do you cite these multiple times, reference accurately and position
the quote well (i.e. is the quote pertinent)?
INTRODUCTION AND CONCLUSION- you know the drill here I think. Basically it comes down to this- do they make the reader’s life easier or harder? J Are
they interesting or yawn-provoking? Note that in shorter papers such as this one, conclusions oftentimes do not need to recap your argument, but can instead be used
to ponder further questions, to reflect, etc. And also note that introductions should not be the poetic version of clearing one’s throat. Don’t necessarily follow what
the school system has taught you- follow your narrative instincts.
RELEVANCE- Was your paper topic relevant to the class? Do you demonstrate your knowledge gained during the course of the semester by citing and referencing
our course materials?
GRAMMAR- When possible, avoid contractions and colloquial language. Triple-check your grammar. Use semi-colons accurately (most students do not).
Commas before which, never before that!
Many of these issues are resolved in the proof-reading process. I hope these guidelines make your life easier, not harder. Promise.
Did I say you should proof-read? Proof-read! Reading aloud is the best way.
Criteria
Level 4
4 points
Level 3
3 points
Level 2
2 points
Level 1
1 point
Criterion
Score
Content
14
Topic covered
thoroughly, no gaps,
well-rounded
argument
One of the following: A
few gaps/ a little too
broad/ a little too focused/
lacking occasional
support/ analysis
demonstrates good
support but could go
deeper
Two of the following: A few
gaps/ a little too broad/ a little
too focused/ lacking occasional
support/ analysis demonstrates
good support but could go
deeper focused
Three of the following: A
few gaps/ a little too
broad/ a little too focused/
lacking occasional support/
analysis demonstrates good
support but could go
deeper
Flow
14
Easy to follow, and
interesting.
Transitions strong,
thematic statements
are followed up with
clear support.
Clear, somewhat engaging,
a few issues with
transitions/
intro/conclusion need
work, issues with
repetition
Sometimes unclear/ unengaging,
transitions/intro/conclusion
difficult to follow/ issues with
repetition
Unclear, unengaging,
lacking proper transitions,
intro/conclusion non-
existent or impossible to
follow
Research/Citations
14
Includes 2 peer-
reviewed journals,
citations are
accurate, pertinent,
and well positioned
with smooth
transitions
One of the following:
citations are mainly
accurate or
pertinent/citations are
mainly well placed and on-
topic/ Transitions
adequate.
Only 1 peer-reviewed journal, or
issues with:journal/ citations are
sometimes inaccurate or not
pertinent/citations are
sometimes ill-placed or off-
topic/ Transitions need work.
No articles cited (or
overabundant use of
Wikipedia). Citations out of
place/ inaccurate/ not
pertinent/non-existent.
Transitions laborious
Grammar/Mechanics
14
Little to no issues
with typos/ tense or
list consistency/
grammar/ repetitive
words
A few issues with: typos/
tense or list consistency/
grammar/ repetitive
words/ punctuation
A fair amount of issues with
typos/ tense or list consistency/
grammar/ repetitive words/
punctuation
Paper is rife with typos/
tense or list consistency/
grammar/ repetitive words/
punctuation
Relevancy
14
Very relevant to the
class, discussion
demonstrates
thorough knowledge
and digestion of
course content
Somewhat relevant to the
course, discussion
demonstrates adequate
knowledge and digestion
of course content, with
Italian-American aspects not
sufficiently explored, important
issues discussed in class or in
readings not addressed
Entirely irrelevant to
course, knowledge of
course content non-
existent
some gaps.
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