Name__________________________________ Period ______ Date ______________________

Fact Friday – Research Project Due: ___________________________

Topic: _______________________________

Your interest in the issue: __________________________________________________________________________________________

Directions: You will choose a location that you will be researching. Twice a month on Friday, you will be expected to show you have a new source covering a certain area on your topic PRINTED OUT. Thus, keep THIS PACKET in YOUR CLASS BINDER; in it you will have a cited source listed and a fact written about your topic.

STEPS

Step one: Choose a location and print it on the line provided above. You will be finding data on aspects regarding this topic: arrival and departure travel options, five things to see/do in the area, food options, hotel/room options, souvenir ideas, possible currency rates, and language barriers.

Step two: Be on the “look out” for information about your topic. I recommend spending some time in the travel section of a bookstore or library! ; )

Step three: Every designated Friday class, come to class with a COPY of the source or NOTES from the source you found. Additionally, come to class with the source CITED in the proper format and a fact written down about your topic IN THIS PACKET. Don’t forget the rating!

Step four: As you are gathering data on your topic, decide what other data you need to complete your itinerary. Are you providing yourself enough information to make this trip a real bucketlist item?

Step five: You will write a thesis stating answering this prompt about your location: What makes this place unique, interesting or bucketlist worthy? Convince your audience that this is a trip WORTH taking!

Step six: You may end up speaking with airline staff, emailing overseas, contacting hotels on distant lands – do what needs to be done to make this trip a potential reality.

Step seven: You will compile the data for the project and write a persuasive paper stating information on the topic while persuading the reader why it is or is not the correct trip for them!

Step eight: You will transform your findings into a persuasive speech. Staying within the guidelines to be provided.

FACT FRIDAY RESEARCH CHECK DATES

Source 1 Due: SEPTEMBER 13 Source 4 Due: OCTOBER 18 Source 6 Due: NOVEMBER 15 Source 2 Due: SEPTEMBER 27 Source 7 Due: DECEMBER 6 Source 3 Due: OCTOBER 11 Source 5 Due: NOVMEBER 1 Source 8 Due: DECEMBER 13

TRAPP Rating ScaleTimeliness/Currency (0 to 10 Points)

Relevance/Coverage (0 to 10 Points)

Authority (0 to 10 Points)

Accuracy (0 to 10 Points)

Purpose (0 to 10 Points)

TOTAL SCORE: ___________

SCORING45 - 50 Excellent40 - 44 Good35 - 39 Average30 - 34 Borderline AcceptableBelow 30 - Unacceptable

PROJECT GUIDELINESTRAVEL

Provide THREE travel options to get you to and from the location you’ve chosen. This could be three flight options, it could be one flight, one boat, and one train option, it could be travel by car. Whatever works for you and your destination! Look up options, cite your sources, and provide the information. **Don’t forget transportation between sights AND to and from the airport, train station, etc upon your arrival and departure!

THINGS TO SEE

Decide on five things to see in the area: city, state, country. Consider things like museums, monuments, famous sights, famous eateries, must-see views, and the like. *One must require the “purchase” of tickets – research the best deal (screen shots are helpful as these things can change so rapidly!)*One must be a unique or culturally relevant to the area*One must include a formal tour with a group – again, research the best deal and use screen shots!

FOOD

You are going to need to eat – probably more than once a day. Figure out places to eat with each location/destination where you will be – remember, street venders in certain locations are not recommended! Do your research!

ROOM/SLEEP

Sleeping on the street is not an option for this assignment – sorry. Figure out where you will stay with each location. Check around and don’t go with what may be obvious to you. Branch out a little!

SOUVENIORS/GIFTS

You must have three ideas for gifts from your location that are relevant to the trip. Consider friends, family, significant others, and Ms. Jennings – your absolute favorite English teacher.

ITINERARY

You will need to provide a full itinerary explaining each step of your trip – days of travel, what you’ll see, where you’ll stay, what/where you’ll eat, etc. **Don’t forget transportation and COST!

BUDGET

All of this costs MONEY. You will need a full budget break down: travel, sights, food, shelter, gifts, and miscellaneous – things happen and emergencies occur! Also, if out of the country, make sure to look up cost/currency exchange rates.

MISCELLANEOUS

Vaccinations, medicines, health appointments – do you need these before you leave? Pet care – do you have pets that will need to be taken care of while you are gone? Bills – will someone need to pay these for you or can you set up advanced payments? Language barrier – what common phrases do you need to learn before you go? Be prepared to explain what miscellaneous things you may need to take care of before you go or why you HAVE NONE. None would be shocking, by the way.

PAPER/PROJECT/SPEECH

There will be a persuasive paper assignment, you will turn in your research, and do a speech!

PROJECT EXAMPLES**Each element of proof must have a picture and a brief paragraph (5-8 sentences) explaining how it fits the requirement. It should look nice and with each element being given a page. **

TRAVELMake sure you have proof of what THREE you look up with cost totals. The one you choose needs to be on

your itinerary!

THINGS TO SEE

Make sure to show proof of all FIVE locations. Three are provided here as examples. Go through AS IF you are going to purchase or sign up THEN print or get a screen shot and use it in your project documents. These will be on your itinerary!

1. *One must require the “purchase” of tickets – research the best deal (screen shots are helpful as these things can change so rapidly!)

2. *One must be a unique or culturally relevant to the area

3. *One must include a formal tour with a group – again, research the best deal and use screen shots!

FOOD

Take screenshots or print outs of the websites for the locations. On your itinerary, list the places, estimate cost, and don’t forget how you are getting there! These will be on your itinerary!

ROOM/SLEEP

Make sure to show proof of all night stay locations. Go through AS IF you are going to purchase or sign up THEN print or get a screen shot and use it in your project documents. These will be on your itinerary!

SOUVENIORS/GIFTS

Provide pictures of the items you are considering purchasing, and explain your choices.

ITINERARY & BUDGET

This is an example for how to show your itinerary and the budget together to simplify.

Date/Time Location Budget/CostFri. June 6 Las Vegas

10am Depart Las Vegas for JFKSeat 36B on DeltaMeal packed for on flight

Round trip flight ($600)Meal from home ($5)

6pm Arrive at JFKMeal at airport

Dinner (budget $10)

9pm Depart JFK for ZurichSeat 12A on DeltaMeals provided on international flight (Dinner & Breakfast/Lunch)

Round trip flight ($1422.70)

Sat. June 7 Zurich!3pm Arrive at JFK

Taxi Transportation to HotelHotel – Park Inn by Radisson (1 night)Dinner at _________.....

Taxi $20 or $18 Swiss FrancsHotel $122 or $115 SwissDinner (budget $30 or $28 Swiss)

MISCELLANEOUS

Show proof that you’ve researched the importance of your health while on this trip? Are you considered travel insurance? What if you get sick? Will your medical insurance cover you while you are gone?

Does the location use a different language than you speak? What might you need to know AND why?

Citing Sources Within a Paper

Sources within a paper can be cited in three basic ways:

1. The source author, or the first word of the works title if no author is provided, may be stated within the paper and only the page number is needed in parenthesis.

Example:

The history of the south and the memories of the past, as Lee Fennell states, “[pull] …pieces of the past into the present, [resurrect] …the dead, and… [remake] family history” (1).

*Note, the first time an author’s name is used IN the paper, the first and last name must be used, and other times, the last name only.*

2. The source author, or the first word of the works title if no author is provided, is not stated in the paper and the author’s last name and the page number are needed in parenthesis.

Example:

The history of the south and the memories of the past “[pull] … pieces of the past into the present, [resurrect] …the dead, and … [remake] family history” (Fennell 1).

3. The source author, or the first word of the works title if no author is provided, and page number are stated in the paper so no parenthesis are needed.

Example:

The history of the south and the memories of the past, as Lee Fennell states on page one of her article, “[pull] …pieces of the past into the present, [resurrect] … the dead, and…[remake] family history.”

*Note: If you are citing information that YOU have summarized but NOT quoted directly, a citation is still required. However, punctuation is found at the end of the sentences not after the citation.*

Example:

The history of the south and the memories of the past were able to bring the past into the present and remake a family’s history. (Fennell 1)

Citation Punctuation

Notice how the punctuation of the sentence is placed AFTER the parenthesis if quotes are used to end the sentence. If quotes do NOT end the sentence, or the information is summarized/paraphrased, the punctuation is placed at the end of the sentence BEFORE the parenthesis. However, if quotes are used to end the sentence, and the ending punctuation is a question mark (?) or exclamation point (!), the punctuation is placed INSIDE the quotes and no punctuation is used after the parenthesis.

Example:

The history of the south and the memories of the past “[pull]…pieces of the past into the present, [resurrect] … the dead, and … [remake] family history!” (Fennell 1)

Quotations Longer than Three Lines

Quotations longer than three lines are indented for each line of the quote to set the quote apart from the rest of the text.

*Note: words in [ ] in quotes are words added to the quote to clarify meaning when taken out of original context. Also, when words are removed from a quote, […] is placed in the words absence to show that the quote has been changed from its original form.*

How to Prepare an Annotated BibliographyWHAT IS AN ANNOTATED BIBLIOGRAPHY?An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the annotation. Annotations are descriptive and critical; they expose the author's point of view, clarity and appropriateness of expression, and authority. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.

THE PROCESSCreating an annotated bibliography calls for the application of a variety of intellectual skills: concise exposition, succinct analysis, and informed library research.◘First, locate and record citations to books, periodicals, and documents that may contain useful information and ideas on your topic. Examine and review the actual items◘Cite the book, article, or document using the appropriate style.◘Write a concise annotation that summarizes the central theme and scope of the book or article. Include one or more sentences that (a) evaluate the authority or background of the author, (b) comment on the intended audience, (c) compare or contrast this work with another you have cited, or (d) explain how this work illuminates your bibliography topic.

MLA Format for Annotated BibliographiesFor an annotated bibliography, use standard MLA format for the citations, then add a brief abstract for each entry, including: ◘2 to 4 sentences to summarize the main idea(s) of the item, and ◘1 or 2 sentences to relate the article to your research topic, your personal experience, or your future goals (if part of your assignment) or to add a critical description.

SAMPLE ANNOTATED BIBLIOGRAPHYThis example uses the MLA format for the citation. NOTE: Standard MLA practice requires double spacing within citations. Also, citations are put into alpha order: Fryer, Kerr, then Mandel.

Fryer, Sarah Beebe. "Beneath the Mask: The Plight of Daisy Buchanan." Critical Essays on F. Scott Fitzgerald's The Great Gatsby. Ed. Scott Donaldson. Boston: G.K. Hall, 1984. 153-166.

This is a feminist essay that argues that Daisy is trapped in cultural constructions of Rich Wife and Pretty Girl. She chooses the "unsatisfactory stability" of her marriage because of those constructions. Fryer's only mention of Jordan is a foil to Daisy - - "Like Jordan, Daisy is affected" (156).

Kerr, Frances. "Feeling Half-Feminine: Modernism and the Politics of Emotion in The Great Gatsby." American Literature 68 (1996): 405-31.

A brilliant analysis of the homoerotics in the novel--Nick's attraction to McKee and to Gatsby. Kerr thinks the tennis girl with sweat on her lip is Jordan (which I think is wrong); she notes that Jordan has more control over her emotions than the other women in the novel (Daisy and Myrtle). Kerr argues that Nick's narrative about his dumping her "leads the reader to believe that it is Jordan's indifference, shallowness, and dishonesty that prompt his move. The psychological subtext of Gatsby, however, suggests a motivation entirely different. Nick Carraway identifies with and feels most romantically drawn not to 'masculine' women but to 'feminine' men" (418).

Mandel, Jerome. "The Grotesque Rose: Medieval Romance and The Great Gatsby." Modern Fiction Studies 34(1988): 541-558.

Mandel argues that Gatsby follows many of the conventions of medieval romance, and analyzes East and West Egg as competing courts, Buchanan as a prince/Lord with Daisy as unattainable queen/fair lady. Gatsby and Nick are both construed as knights; Jordan is only mentioned in passing as a sort of attendant figure on Queen Daisy. This whole analysis seems somewhat farfetched.

HOW TO ANALYSIS A TEXT?1. Read or reread the text with specific questions in mind.2. Gather together basic ideas, events, and names by reviewing your research documents. 3. Think through your personal reaction to the subject: identification, understanding, significance, purpose.4. Identify and consider most important ideas (importance will depend on context of class, assignment, study guide). 5. Return to the text to locate specific evidence and passages related to the major ideas.

Applying the TRAAP Test to Evaluating Web Sites(altered from the California State University at Chico)

Title of Web Site:URL:

Directions: Use your judgment in allotting points for the various categories. Add up the points for the total score.

Timeliness/Currency (0 to 10 Points) If relevant, when was the information gathered?When was it posted? When was it last revised? Are links functional and up-to-date? Is there evidence of newly added information or links?

Relevance/Coverage (0 to 10 Points) What is the depth and breadth of the information presented? Is the information unique?Is it available elsewhere, in print or electronic format? Could you find the same or better information in another source (for example, a general encyclopedia)? Who is the intended audience? Is this easily determined? Does the site provide the information you need? Your overall assessment is important. Would you be comfortable using this source for a research paper?

Authority (0 to 10 Points) Who is the author/creator/sponsor? Are author's credentials listed? Is the author a teacher or student of the topic? Does the author have a reputation? Is there contact information, such as an e-mail address? Has the author published works in traditional formats? Is the author affiliated with an organization? Does this organization appear to support or sponsor the page? What does the domain name/URL reveal about the source of the information, if anything? Example: .com .edu .gov .org .net

Accuracy (0 to 10 Points) Where does the information come from? Are the original sources of information listed? Can you verify any of the information in independent sources or from your own knowledge? Has the information been reviewed or refereed? Does the language or tone seem biased? Are there spelling, grammar, or other typos?

Purpose (0 to 10 Points) Are possible biases clearly stated? Is advertising content vs. informational content easily distinguishable? Are editorials clearly labeled? Is the purpose of the page stated? Is the purpose to: inform? teach? entertain? enlighten? sell? persuade? What does the domain name/URL reveal about the source of the information, if anything? Example: .com .edu .gov .org .net

TOTAL SCORE: ___________

SCORING45 - 50 Excellent40 - 44 Good35 - 39 Average30 - 34 Borderline AcceptableBelow 30 - Unacceptable

Evaluation Criteria

Timeliness: The currency of the web page.When was the information gathered?When was it posted?When was it last revised?Are links functional and up-to-date?Is there evidence of newly added information or links?

Relevance/Coverage: The uniqueness of the content and its importance for your needs.What is the depth and breadth of the information presented?Is the information unique? Is it available elsewhere, in print or electronic format?Could you find the same or better information in another source? For example, a general encyclopedia?Who is the intended audience? Is this easily determined?Does the site provide the information you need?Your overall assessment is important. Would you be comfortable using this source for a research paper?

Authority: The source of the web page.Who is the author/creator/sponsor?Are the author’s credentials listed?Is the author a teacher or student of the topic?Does the author have a reputation?Is there contact information, such as an e-mail address?Has the author published works in traditional formats?Is the author affiliated with an organization?Does this organization appear to support or sponsor the page?What does the domain name/URL reveal about the source of the information, if anything?example: .com .edu .gov .org .net

Accuracy: The reliability, truthfulness, and correctness of the informational content.Where does the information come from?Are the original sources of information listed?Can you verify any of the information in independent sources or from your own knowledge?Has the information been reviewed or refereed?Does the language or tone seem biased?Are there spelling, grammar, or other typographical errors?

Purpose/Objectivity: The presence of bias or prejudice/The reason the web site exists.Are possible biases clearly stated?Is advertising content vs. informational content easily distinguishable?Are editorials clearly labeled?Is the purpose of the page stated?Is the purpose to inform? teach? entertain? enlighten? sell? persuade?What does the domain name/URL reveal about the source of the information, if anything? example: .com .edu .gov .org .net Chico

When you search the Web, you’re going to find a lot of information . . . but is it accurate and reliable? You will have to determine this for yourself, and the TRAAP Test can help. The TRAAP Test is a list of questions you can ask yourself in order to determine if the information on a web site is reliable. Please keep in mind that the following list of questions is not static nor is it complete. Different criteria will be more or less important depending on your situation or need. So, what are you waiting for? Is your web site credible and useful, or

Use the TRAAP Test to Evaluate Web Sites

Works Cited MLA

BookAuthor last name, first. Title. City: Publisher, year.

O’Brien, Tim. The Things They Carried. New York: Broadway, 1990.

A second (another) book with the same author---. Title. City: Publisher, year.

---.Speak, Memory: An Autobiography Revisited. New York: Knopf, 1999.

More than three authorsFirst author listed last name, first, et al. Title. City: Publisher, year.

Gilman, Sandor, et al. Hysteria beyond Freud. Berkeley: U of California P, 1993.

Multivolume WorkAuthor(s) last name, first. Title. Volume. City: Publisher, year.

Morison, Samuel Eliot, Henry Steele Commager, and William E. Leuchtenburg. The Growth of the American Republic. 2 vols. New York: Oxford UP, 1980.

Journal Article with two authors Author(s) last name, first and second author. "Article Title." Journal Title Volume.Issue (month abv. year): page(s).

Ginsberg, Benjamin, and Martin Shefter. "Ethics Probes as Political Weapons." Journal of Law & Politics 11.3 (1995): 497-511.

Reprinted ArticleAuthor last name, first. “Article Title.” Journal Title Volume.Issue Volume.Issue (month abv. Year): page(s). Rpt. In Reprinted

Journal Title. Ed. Editor. Volume.Issue. City: Publisher, year. Page(s).

Hunt, Tim. "The Misreading of Kerouac." Review of Contemporary Fiction 3.2 (1983): 29-33. Rpt. in Contemporary Literary Criticism. Ed. C. Riley. Vol. 61. Detroit: Gale, 1990. 308-10.

Dictionary Entry“Defined Word.” Def. definition number/letter. Dictionary Name. Edition. Year.

"Accord." Def.5b. The Oxford English Dictionary. 2nd ed. 1989.

Encyclopedia EntryAuthor last name, first. “Title.” Encyclopedia Title. Edition. Year.

Bergman, P. G. "Relativity." The New Encyclopaedia Britannica. 15th ed. 1987.

A work within a collectionAuthor last name, first. “Title.” Book Title. Editor of Work. City: Publisher, year. Pages.

Moore, Jacob. “The Great Trade: A Poem.” British Women. Ed. Paula R. Feld. Baltimore: John Hopkins UP, 1993. 73-82.

Web SiteAuthor last name, first. “Title of article.” Title of Internet site. Editor of site. Update or publication date.

Sponsor/Institution/Organization. Date of access <web site address>.

Frank, Joe. “Home and Hearth.” CNN.com. Ed. John Smith. 21 Dec. 1990. Cable News Network. 3 Mar. 2004 <http://www.cnn.com/Travel/city/home/html>.

InterviewPerson you spoke with last name, first. Telephone interview. Date.

Moore, Mike. Telephone Interview. 7 Oct. 2012Works Cited and Facts

1. Fact: _________________________________________________________________________________________________________

_________________________________________________________________________________________ Rating _________

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PROJECT PAPER (100 points) Jennings Paper Assignment GuidelinesI. Format A. Original title - title is not the subjectB. Heading: name, teacher-class-period, date, research paper: topicC. Double-spaced, Times New Roman 12 point fontD. Paper is _____ pages NOT including the Works Cited pageE. Use of THREE secondary sources as SUPPORT for primary source/topic and thesisF. No sentences start with “And,” “But,” “Because,” and abbreviations are not used: “etc”G. One-inch margins ON ALL SIZESH. All pre-writing material present

i. Outline with thesis, topic sentences, support, & annotated bibliography ii. Previous research responses or outlines on text(s) if it appliesiii. Handwritten rough draft of paper

I. Evidence of editingII. Paper A. Introduction

i. Contains a catcher to get the reader’s attention and interestii. Introduces subject/topic of paperiii. Introduces titles and author of text(s) as appropriateiv. Gives indication of time period associated with topic if it appliesv. Provides a clear thesis statement stating the argument/perspectivevi. Contains NO quotesB. Body Paragraphs i. Topic sentences relate to and support thesis statementii. Information within paragraph supports topic sentenceiii. Evidence from the text is relevant to topic sentenceiv. Direct quotes have introductions and ARE NOT drop quotesv. Direct quotes, paraphrases, and summaries are correctly documented inMLA format

vi. Direct quotes are not used excessivelyvii. Secondary sources are not over used and analysis and evaluation of writer is present

viii. Transitions are appropriate and move the reader through the paperix. Quotes that are longer than three typed lines are in long form format

a. NOT double spacedb. Two inch indents on both the left and the right margins c. NO quotation marks are used

x. Long form quotes are fewer than 7 lines and DO NOT exceed TWO total in paperC. Conclusion i. Re-states the thesisii. Does not summarize the paper but does conclude thoughts and ideasiii. Does not include “In conclusion,” or “In summary” style statementsiv. Applies understanding of the subject to the greater world D. Scoring Guide, provided, should be turned in with the paper (10pts)III. Work Cited A. Follows the MLA format provided B. Is correct in every way (spacing, order, punctuation, and the like)IV. Grammar and Style A. Written entirely in present tense other than when referring to the B. Contains no sentence fragments or run-on sentencesC. Avoids contractions (ie: don’t = do not)D. Avoids use of personal pronouns (ie: we, us, our, you, I…) and abbreviations.E. Is properly punctuated

** Important DUE Dates**Thesis – ________________ (10pts)

Annotated Bibliography – ________________ (80pts)

Work Cited– ________________ (80pts)

Paper – _______________________(100pts)

**NO LATE PAPERS WILL BE ACCEPTED**

F. Contains no misspelled wordsG. Well-written sentences vary in lengthH. Language is appropriate to subject and course

Scoring GuideDevelopment Explain Organization Voice Structure Conventions Citations Format

6 (A) Focuses and develops insightful ideas in a detailed, sustained, and compelling manner

Defends or persuades with precise and relevant evidence; clearly defines and frames issues.

Organizes ideas coherently and logically, using structure to enhance the main idea

Demonstrates sustained commitment to the topic; uses word choice with purpose and control to engage the audience

Uses multiple sentence structures and word choices effectively and with a sense of control for stylistic effect.

Commits few, if any, errors in Standard English grammar/usage and mechanics.

Paper is an original work and uses proper work cited and citations to avoid plagiarism.

Followed

5 (B) Focuses and develops ideas in an effective and detailed manner, using clear, relevant examples, explanations, and/or information.

Defends and/or persuades with important and relevant evidence; defines and frames issues.

Organizes ideas coherently and logically, using a structure that supports the main idea

Communicates commitment to the topic; uses effective word choice to involve the audience

Uses varied sentence structure and word choice effectively.

Commits few errors in Standard English grammar/usage and mechanics.

4 (C) Focuses and develops ideas with mostly relevant information, explanations, and/or examples

Defends and/or persuades with support and clarity, using relevant evidence.

Organizes ideas in a satisfactory manner, using reasonable coherence and logic

Communicates some commitment to the topic; uses adequate word choice to address audience and purpose

Uses a variety of sentence structures and word choice, but occasionally displays some wordiness or ineffective diction.

Commits some errors in Standard English grammar/usage and mechanics that do not impede meaning.

3 (D) Focuses on the topic, but may display irrelevant examples, explanations, and/or information

Attempts defense or persuasive stance but position is unclear and/or evidence is brief, tangential or based solely on personal opinion.

Displays some organization; shows some digression or rambling; lacks logic and coherence

Demonstrates inconsistent commitment to the topic; attempts to involve the audience; uses simplistic, imprecise, or improper words

Uses sentence structure and word choice that are somewhat limited, simplistic, mundane, or otherwise inappropriate.

Commits consistent violations in Standard English grammar/usage and mechanics that may impede meaning.

2 (50%)

Attempts to address the topic with little or no focus; lists examples, explanations, and/or information; shows vague or no support; repetitious

Defense or persuasive stance is unclear or absent; evidence is vague or missing.

Contains serious flaws in structure, organization, and coherence

Attempts but does not involve the audience appropriately; uses limited or inappropriate word choice

Uses sentence structure and word choice that are highly limited, simplistic, or otherwise inappropriate.

Commits consistent violations in Standard English grammar/usage and mechanics that often impede meaning.

1 (F) Repeats the topic with no details, examples, or explanations

Fails to establish a position and/or develop persuasive view; evidence is not apparent.

Shows little or no structure, organization, or coherence

Fails to address the audience; uses very limited word choice

Uses limited and/or immature sentence structure and word choice.

Overwhelms the reader with serious violations of English grammar/

Paper is not an original work and does not avoid

Not followed

usage and mechanics.

plagiarism.

4 PTS A paper without citations and a work cited page show plagiarism and will receive an F. Otherwise the work cited is worth 4 points.