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Grape Plant Research Paper
*Please write just about the advantages of grape-wine in human health aspect ONLY. **Please follow the attachment (the Paper you wrote). ***Please keep the sources about human health that you used before. ****If you want to use books, please use Google books. Articles (need minimum of 2 for paper. Websites (not allowed for the paper unless…): ONLY use government websites (i.e. USDA, APHIS) Not published like articles; only exist in virtual world Not peer-reviewed (anyone can make a web page) ***** IF YOU HAVE ANY QUESTIONS, PLEASE CONTACT ME.
Paper Details
• 6 – 8 pages, double spaced, 12 point Arial or Times New Roman font.
•1” margins.
• Citations in APA style.
• Your paper must be an original work. Papers that you have written or are writing for another course are not allowed.
• You should use 12 reliable references for your paper. In general, if it is only available on the web it is suspect. Only use such sources if this is the only source for the information (extremely unlikely), or if you are using the source to critique popular opinions or preconceptions. Use web references rarely, if at all.Wikipedia is not reliable. Corporate web sites are not reliable.
Introduction
Thesis statement: The thesis is essentially a succinct and direct explanation of your conclusions. A successful thesis will answer your research question by explaining both focal aspects of your chosen plant independently and then assessing the interaction between them.
e.g: Thesis statement: The rapid dispersal and current world-wide distribution of the chili pepper is the result of an innately human desire for painful, but safe, sensory experiences.
How to come up with a thesis
· Strong, argumentative statement that can be backed up with facts
· Good example (specific, can be supported):
“Banana (Musa acuminata) was a commodity responsible for the creation of corrupt governments and extreme wealth for a handful of people in the early 1900s.”
· Bad example (can be supported, but not specific):
“Banana (Musa acuminata) was heavily traded in the early 1900s.”
http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml
Background section: This explains why your topic is interesting to a general audience and how it is relevant to your thesis.
e.g: Background: The biological need for carbohydrates and proteins most likely drove the domestication and development of staple crops such as legumes and cereal grains (Kislev and Bar-Yosef 1988); however, the motivation behind the production of crops which do not provide necessary nutrients in not well understood (but see Sherman and Billing 1999). Since spices do not satisfy biological need, their current worldwide usage may be a result of cultural desires.
Grading Rubric for Papers
The Superior Paper (A/A-)
Thesis: Easily identifiable, plausible, sophisticated, focused, insightful, clearly connected to a point of significance. Interesting.
Structure: Evident, understandable, appropriate for thesis. Excellent transitions from point to point. Paragraphs support solid topic sentences.
Use of evidence/development: Appropriate and reliable sources used to support every point with at least one example. Multiple sources are used for major points. If used, excellent integration of quoted material into sentences.
Analysis / Synthesis: Author clearly relates / discusses evidence to thesis; analysis is solid, posing new ways to think of the material. Excellent use of secondary sources.
Logic and Argumentation All ideas in the paper flow logically; the analysis / synthesis is relevant and identifiable, reasonable, and sound. Counterpoints are acknowledged and where possible refuted.
Mechanics: Sentence structure, grammar, and diction excellent; correct use of punctuation and citation style; minimal to no spelling errors; absolutely no run-on sentences or awkward constructions; limited or no use of the passive voice.
The Good Paper (B+/B/B-)
Thesis: Promising, but may be slightly unclear, or lacking in insight or clear connection to a point of significance.
Structure: Generally clear and appropriate, though may wander occasionally. May have a few unclear transitions or a few paragraphs without strong topic sentences.
Use of evidence/development: Examples used to support most points. Some evidence / sources do not support points, or may appear where inappropriate. Reliability of sources either not evident or not discussed. Quotations well integrated into sentences.
Analysis: Evidence related to thesis, though links perhaps not as clear as best. Above average use of outside sources.
Argumentation: Arguments in paper are clear, usually flow logically and make sense. Some evidence that counter-arguments are acknowledged, though perhaps not addressed.
Mechanics: Sentence structure, grammar, and diction strong despite occasional lapses; punctuation and citation style generally used correctly. Some (minor) spelling errors; may have a few run-on sentences, sentence fragments, or other awkward constructions; a couple of sentences in the passive voice.
The Average/Marginal Paper (C+/C/C-) – Not all qualities necessarily present –
Thesis: May be somewhat vague or offer somewhat less clarity in terms of a point of significance or provide little around which to structure the paper. Not interesting.
Structure: Generally clear but may sometimes wanders or jump around. Weak transitions, some paragraphs without topic sentences.
Use of evidence/development: Quantity and reliability of sources poor. Points may often lack supporting evidence, or evidence may be used where inappropriate. Explanation for the connection between evidence and overall point not clear. Quotes poorly integrated into sentences.
Analysis: Quotes appear often without analysis relating them to thesis or analysis offers nothing beyond the quote. Sources not analyzed or integrated, presenting a single point of view or opinion.
Logic and Argumentation: Logic fails, or argument is unclear. Does not address counter-arguments and may contain logical contradictions.
Mechanics: A notable pattern of error in sentence structure, grammar, or diction (though usually not major). Errors in punctuation, citation style, and spelling may occur. May have several run-on sentences or fragments; more than a couple of sentences are in the passive voice.
The Well-Below Average Paper (D+/D/D-) – Not all qualities necessarily present –
Thesis: Difficult to identify, may be bland restatement of obvious point.
Structure: Unclear, often because thesis is weak or non-existent. Transitions confusing and unclear. Few topic sentences.
Use of evidence/development: Very few or very weak examples. General failure to support statements, or evidence seems to support no statement. Quotes not integrated into sentences; “plopped in” improperly.
Analysis: Very little or very weak attempt to related evidence to argument; may be no identifiable argument, or no evidence to relate it to. A clearly inferior use of outside sources.
Logic and Argumentation: Ideas do not flow at all, usually because there is no argument to support. Simplistic view of topic; no effort to grasp possible alternative views. Many logical contradictions, or simply too incoherent to determine.
Mechanics: Significant problems in sentence structure, grammar, and diction. Frequent major errors in citation style, punctuation, and spelling. May have many run-on sentences and comma splices; abundant use of the passive voice.
The Failing Paper (F) -minimal lack of effort or comprehension of the assignment-
Thesis: No thesis statement or very broad, muddy statement
Structure: Lack of structure, topics jump around.
Use of evidence/development: No connection between evidence (if evidence is present) and thesis.
Analysis: No argument.
Logic and Argumentation: No flow, no effort to relate topics together and make comparisons/contrast.
Mechanics: Very difficult to understand owing to major problems with mechanics, structure, and analysis. Has no identifiable thesis or the thesis is utterly inadequate and non-argumentative. Outside sources inadequately integrated.
