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September 2015

Dear High School Students,

Welcome to the 2015-2016 School Year! One of our goals is to help you become a
stronger writer, a better communicator, and ultimately score higher on your IB
exams. This writing manual will help you to reach that goal. I advise you to keep
the manual handy and to refer to it each time you are asked to research and write.
The writing protocol found in this manual will be used consistently in all subject
areas and grade levels in the Upper School.

I also encourage you to take advantage of the resources offered by the ASM Media
Center and ASM Writing Center.

Sincerely,
Michael Amodio
Upper School Principal

Table of Contents
WHAT__________________________________________________________________PAGE #

I. Overview of the ASM Writing Protocol/Protocols by Subject 3-4

II. Thesis Statements
a. English 5-7
b. Humanities 8-11
III. The ASM Research Method 12-13
a. Note on Using JSTOR Database 14-16
IV. Academic Integrity and Turn-it-in.com 17
V. The Chicago Manual of Style Citation Method
a. General Guidelines 17
b. Formatting the Title Page 18
c. Formatting the First Page of Your Paper 19
d. Sample First Page 19
e. Basic Footnoting Rules 20-21
f. Using Longer Quotations/Blocked Quotations 22
g. Using Foreign Language Sources 23
h. Special Note on Citing Images 24-25
i. Do You Need a Bibliography? 26
j. Sample Chicago Manual of Style Bibliography 27
VI. Command Terms 28
VII. Cornell Notes 29
VIII. Review of ASM Expectations 30
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 Overview of ASM Writing Protocol by Subject
A protocol is a system of rules that explain the correct conduct and procedures to be followed
in formal situations. The ultimate goal of the ASM Writing Protocol is to prepare students for
the types of written work they will be required to do when they become International
Baccalaureate candidates in the upper school. Another objective is to give teachers and
students some common guidelines to follow and to offer a common resource to the entire
middle and upper schools. If you have further questions, don’t forget to ask your teacher, or
the ASM Media Center and Writing Center faculty.

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Overview of ASM Writing Protocol by Subject

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 How to Formulate a Thesis Statement for English Class
The “formula:”
“X” author “Y” Literary in order to express the
and title of uses idea that…
Device
work

An example of how to put this into action:

in order to articulate the
In his novel The Great illusory, captivating quality
uses Daisy
Gatsby, F. Scott of the American Dream.
Fitzgerald

The literary device, or element, can be a This section of the thesis statement
character, an image, a motif, or any other ALWAYS deals with the intent of the
feature within the work of literature author. It expresses an opinion as to
being studied. why the author utilizes the particular
literary element.

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Another example of a thesis statement for English class:

Only the last name of

author because he
has already been
introduced earlier in
the paragraph.

Chosen
aspect
(character)

Mishima uses Noboru Kuroda, who desires the return of

the past,
The full title of the novel

in The Sailor Who Fell From Grace With the Sea to

Analysis of author’s intentions

protest the Western pressure pushing Japan to modernize

and change its values.

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 More about the IB English Thesis Statement

The thesis statement

 Succinctly offers the scope and

direction of the paper
 Is usually one sentence, but for
complex ideas can be more
 Is usually at the end of the
introductory paragraph (preferred for
IB papers)
 Contains the author, name of the text,
and point of the paper

Your thesis should include the following elements (in no

particular order):
 The author’s name (if you have already introduced the author earlier in the
introductory paragraph, you will only need to include the author’s last name.)
 The full title of the literary work.
 The aspects/devices/categories you plan to write about (which should be
connected to each other!)
 Your original thoughts/assumptions about the author’s intentions
(ANALYSIS).

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 All about the Thesis Statement for IB
History/Psychology/Economics

Why Should Your Essay Contain a Thesis Statement?

 to specifically answer the question
 to better organize and develop your argument
 to provide your reader with a “guide” to your argument

Your Thesis Statement for History Class Should:

 Answer the question specifically
 Be narrowly focused
 Consist of 1-2 concise, clear sentences that have impact
 Answer the essay question; not simply restate it
 Be strong enough to carry your argument throughout the entire essay
 Be able to clearly link facts and analysis to thesis
 Be able to acknowledge counter-argument without weakening your
original argument

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How to Tell a Strong Thesis Statement from a Weak One
1. A strong thesis takes some kind of stand.
Remember that your thesis needs to answer the question.

Example Prompt: Evaluate the impact of slavery on African Americans

in the mid-19th century.

Thesis #1: There were some negative and positive effects of slavery on
African-Americans in mid-19th century.

This is a weak thesis because:

a. It fails to take a stand.
b. The phrases “positive effect” and
“negative effect” are vague.
Thesis #2: Slavery, infamously known for its physical abuse, was also
mentally abusive to African Americans as it caused the breakdown
of the family unit, and falsely promoted their inferiority as a race.

This is a strong thesis because:

a. The stand of the writer is clear.
b. The topic is very specific.
c. It can be proven with evidence.

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 2. A strong thesis statement is specific.
A thesis statement should make it clear to the reader what your
essay is about.
Example Prompt: Analyze the long and short term causes of the American
War for Independence.
Thesis #1: In my opinion, the War for Independence had many causes.

Why is this a weak thesis?

a. It is vague.
b. The reader does not know what causes the writer will be arguing.
c. It does not contain any facts and it does not demonstrate to the
reader that the author has any knowledge about the topic.
d. It self-references. No need to say that your essay is your opinion.

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Thesis #2: The issue of taxation united the American colonists and
brought to light the political inequalities they experienced under British
rule, eventually leading to the revolution in 1776.

Why is this a successful thesis statement?

a. It is extremely specific.
b. The points that the writer will be discussing are
evident to the reader.
c. It shows that the writer has knowledge about the
subject.

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 Research
In all subject areas, ASM students are expected to utilize a uniform “ASM Research Method”
for research projects. The ASM 5-step approach helps students to select research topics, locate
and evaluate resources, identify useful content, and assemble relevant, credible information into
an IB-quality research paper or essay.
The “ASM Research Method” is the following:
1. Explore a topic and develop a research question.
A. Identify appropriate areas of interest, and formulate a research question.
Sometimes you will be assigned a research topic.
B. Brainstorm and narrow the topic down to a manageable question that can be
addressed within the prescribed word limit.
C. Clearly state the question and the scope of research, identifying
the related questions and implications of the research question.
D. Develop search questions to begin research and gather information.
2. Identify appropriate sources and evidence.
A. What types of sources are needed and where can these be found?
B. Seek a variety of sources (books, periodicals, web, interviews, media). Collect and
evaluate the reliability of the sources based on the specific criteria of the
assignment, and the International Baccalaureate. For example, History Internal
Assessments require students to assess the origin, purpose, value and limitation of
two sources in a specific format.
C. Extract relevant information. Some methods include using:
a. Mind Maps/Spider Graphs (for planning)
b. Notecards (for specific sourcing information)
c. A running bibliography and links in a folder on your desktop

D. Collect and evaluate sources, and refine topic.

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3. Apply research to plan the paper, answering the research question.
A. Make an outline which plans out appropriate points, including sources
and evidence. Extract, analyze and organize relevant information from
your notecards and sources. For the EE and IA, plan your chapters or
required sections.
B. Write a draft for each aspect or chapter of the outline. Do your points and
evidence answer your research question?
4. Write the full draft based on your outline and research.
A. Make your points and use your evidence appropriately. Synthesize and
draw conclusions to answer the research question.
B. Use simple, direct language, and focus on good transitions between
sentences and paragraphs.
C. Keep track of your word count as you go.
D. Insert Chicago style citations and footnotes as you go (see pg. 21), and
use block quotations for quotations of 100 or more words (see pg. 23).
5. Publish your work and follow guidelines.
A. Create your title page according to IB specifications (pg.19).
B. Create a contents page according to the paper’s specifications.
C. Make sure each paper is numbered with a centered footer, and follow IB
specifications regarding font, font size, and spacing.
D. Create a Chicago style bibliography (pg. 21).
E. Proofread and check your word count!
F. Turn in your paper in Doc or DocX format to your teacher, and to
Managebac or Turnitin.com if needed.

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 Using the JSTOR Database for Research
ASM provides students with a unique opportunity to research on a collegiate and professional
level. The JSTOR database (short for ‘Journal Storage’) is an archive of almost two thousand
professional and academic journals. Typically, most of the content on JSTOR is not available to
the general public and is available only by subscription or at an institution of higher learning.
To join JSTOR, one must be connected to the Internet at school. Go to www.jstor.org. The
JSTOR site will recognize the internet address of the school and allow you to join and create a
personal log-in. Once you have created a personal log-in this first time, you will be able to
access JSTOR anywhere, including off campus. Begin by choosing ‘Login’ toward the top
right. Click ‘Register for MyJStor’ (below the regular login boxes) on the login page.
Complete the form – create a username and password that you will remember. Click ‘Yes’,
you are part of an institution: ‘American School of Milan’. (Note: You must complete each box
of the form.) Once completed, you should be automatically logged in and able to search.
To use JSTOR, follow the steps below.

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 Academic Integrity
Students are expected to do their own work. To ensure academic integrity and to help
students improve their writing, students are expected to turn in assignments to
turnitin.com. This site checks papers against 20B+ web pages, 220M+ student papers
and 90K+ publications. It provides students with important feedback and gives them
advice regarding the citation process. Students will have full access to their own
turnitin.com accounts and will be given instruction on how to utilize this valuable
learning tool.

Chicago Manual of Style Citations

The Chicago Manual of Style is now the official citation method for the Upper School.

Guidelines for the Chicago Manual of Style Citation Method:

Be sure to type assignment on a computer using white A4 paper.

Double space and use Arial, 12 pt. font.

Leave one space after periods and other punctuation marks.

Set the margins to 1 inch on all sides.

Indent the first line of paragraphs one-half inch from left margin by pressing “Tab”.

Create a centered footer that numbers all pages consecutively at the bottom of the
page. Do not number your title page.

Use italics for books and all works that are published independently, not part of a
larger work.

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 Formatting the Title Page
Always create a title page which includes the full title of your paper, the name of the
author, the course title, the instructor’s name, and the date. The information should
be centered on your title page with size 12 font. Do not number the title page.

This is how your title page should look in Chicago Manual of Style format:

The T  Title of Paper

The Massacre at Fort Pillow:

Holding Nathan Forrest Accountable

Writer’s Name
Ned Bishop ( please omit for IB electronic submissions )

Title of Course
History 214 Word Count (for IB)
1439 words
Date
March 22, 2012

Beginning in 9th grade, all student research papers will require a title page that follows
Chicago formatting guidelines.

Center the title about one-third of the way down the page. Do not underline or bold the
title. If it is more than one line, it should be double spaced. About halfway down the page,
center your name. About two-thirds of the way down the page, place the course number,
your instructor’s name, and the date on separate double-spaced lines.

Accurate word counts are also needed for IB papers. Additional formatting for Internal
Assessments and Extended Essays may apply. Your teacher or advisor will help you resolve
formatting issues.

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 Sample First Page of an ASM/IB Paper

Double space and

Andrew Carnegie: The Father of Middle Class America center the title of
the section or
chapter of an IA or
For decades Americans couldn’t help but love the red-headed, fun-loving Extended Essay. If
Little Orphan Annie. The image of the little girl moving so quickly from poverty there is no section
to wealth provided hope for the poor of the 1930’s, and her story continues to be a title, start on line 1.
dream of what the future just might hold. The rags-to-riches phenomenon is the
heart of the American Dream. And few other people have embodied this
phenomenon as much as Andrew Carnegie did in the late 1800s and early 1900s.
His example and industry caused him to become the father of middle-class
America. All ASM/IB papers
Andrew Carnegie can be looked to as an ideal example of a poor immigrant
require a 12 point,
Arial font and
making his way up to become leader of the capitalist world. Carnegie was born into
double-spaced
a poor working-class family in Scotland1.. According to the PBS documentary “The
lines. Margins
Richest Man in the World: Andrew Carnegie” , the Industrial Revolution was difficult should be one inch
on Carnegie’s father, causing him to lose his weaving business. The Carnegie family on all sides.
was much opposed to the idea of a privileged class, who gained their wealth simply
by inheritance.
By this point, I have to question why you are still reading this sample essay.
Move on with your life.
Still, following guidelines is important. Since the International Baccalaureate For all research and IB
requires certain formatting on the Extended Essay, the American School of Milan papers, ASM requires
has decided to make the EE guidelines uniform across the curriculum. Also, please
Chicago style footnotes.
Note the page number is
note that the IB now requires that EE’s and other papers be submitted electronically
marked by a separate
and anonymously, so you no longer should put your name and candidate number on
footer on each page.
each page. Page numbers are
centered below in an
additional footer.
1. Barnacle, Bill, A Sarcastic History of Andrew Carnegie, ( London, Fantasia Publishing, 1999), 68.

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 Basic Footnoting Rules
In Chicago Manual of Style,
In Microsoft Word, this option appears
referring to published work
under the tab “References” to automatically
is done by “footnoting.”
create superscript footnotes.

The source The source information If you use Noodle

information required for a citation Tools, Easybib,
required in the may be found at: Citationmachine, or
footnote citation http://www.chicagom another citation
depends upon: anualofstyle.org/tools generator, simply select
a.) the source _citationguide.html Chicago Manual of
medium (Print, Style as your citation
Web, DVD, etc) method.
b.) the source's
entry on the
bibliography page

Any source information that you provide in the footnote must correspond to the
source information on your bibliography page. Take care to provide consistency
throughout your footnotes and bibliographic citations.

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 Footnote Citations: First and Subsequent References to a Source
EXAMPLE
1. Peter Burchard, One Gallant Rush:
Footnotes are indicated by a raised number
Robert Gould Shaw and His Brave Black
(superscript) within the text, which designates Regiment (New York: St. Martin’s, 1965),
the footnote: …like this.1 The first time that 85.
you cite a source, the note should include
publishing information for that work, as well
as the page number on which the specific
quotation or summary may be found.

After your first reference to a

particular work, from the 2nd
reference on, the footnote may be
reduced to short form.

a short form
The author's of the title
family name (four words
page SHORTENED
number
or less)
FORM
FYI: When you have 2 consecutive AND EXAMPLE
notes from the same source, you may
use “Ibid” and the page number. Ibid is
a Latin word meaning “from the same 4. Burchard, One Gallant Rush, 31.
book, chapter or place.”

EXAMPLE OF HOW TO USE “IBID” FOOTNOTES

5. Jack Hurst, Nathan Bedford Forrest: A Biography (New York: Knopf, 1993), 8.
6. Ibid, 174.

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 Using Longer Quotations/Blocked Quotations
When quoting an extended passage from a source, students should consider using block
quotations.

Most style guides say that the writer has significant discretion in choosing whether or not to use
block quotes. ASM advises students to follow the 2003 Chicago Manual of Style, which
recommends that quotes of “a hundred words or more--or at least eight lines--are set off as a
block quotation”.

ASM students should follow these guidelines for extended, blocked quotes:
Do not include quotation marks with block quotes. Finish the sentence which introduces the
longer quotation with a colon.

An extra line space should immediately precede and follow a blocked quotation.

Block quotations should be single-spaced, as opposed to the double spacing in the rest of your
assignment.

Blocked quotations should be indented .5inches from the left and right margins.

Place the raised number to indicate a footnote as normal.

EXAMPLE

In a letter home, Private Benjamin lamented his assignment to the U.S. Army Signal Corps instead of the

infantry, writing:

Words cannot describe the disappointment I feel now that I know I won’t be going to war. It was
my fervent hope that I should see action in Europe. Now, I will be making propaganda videos
and instructional films. I know my background is in film making, but I wanted to see blood. No,
just kidding. I’m really just filling space so students can learn about block quotes. How many
lines is this? Let’s go ahead and make it eight lines, so it’s really clear that this is a passage that
needs to have blocking. That means I just have to write a little longer. I wonder what’s for lunch
in the cafeteria. Is today Thursday? Hopefully we have truffle pasta. Anyway, use block
quotations, citizens.4

Later, members of the Signal Corps thanked their good fortune. Soon, the young men they had undergone basic

training with were dying in places with names like Iwo Jima, Cherbourg, and Opera. All told, 63 members of

Private Benjamin’s class were killed.

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Using Foreign Language Sources in your IB Research Projects
The language of instruction at ASM is English. Other than the IB French, IB Italian, and IB
Spanish Internal Assessments and Extended Essays, all research assignments must be done in
English. However, international students doing research often find sources in their native
languages or in a second language which prove crucial for their investigation. In these cases,
students must translate the source into English, and add a notation to their Chicago citation.

The Chicago Manual of Style does not have a specific method for indicating a source has been
translated. However, for the sake of consistency and clarity, ASM instructs IB students to
document a translated work using the following method:

For example, if a student finds a useful quote in a Korean journal, they may simply translate
into English the relevant text and provide a footnote in the normal manner.
Writing in the Korean Historical Quarterly, Ho Sung Cho writes “…Macarthur’s resignation
proved to be a decisive moment in the Korean civil war.” 4

4. Ho Sung Cho, “Truman and the Founding of the Republic of Korea,” Korean Historical Quarterly, no. 6 (September 2005): 445.

However, after the Chicago style footnote, IB students should add (English translation by
candidate) in parentheses and italics.

Writing in the Korean Historical Quarterly, Ho Sung Cho writes “…Macarthur’s resignation
proved to be a decisive moment in the Korean civil war.” 4

4. Ho Sung Cho, “Truman and the Founding of the Republic of Korea,” Korean Historical Quarterly, no. 6 (September 2005): 445. (English
translation by candidate)

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Citing images using Chicago Manual of Style citations
You must cite each image you use in a research project, whether a painting, cartoon,
photo, map, figure, table, graph, drawing, portrait, etc. This is especially important
for the IB Extended Essay and Internal Assessment.
Cite the images this way:
*Position tables and figures after the paragraph in which they are described.
*In the text of your project, you should refer to your images as “figures”. The first time
you need to refer to any type of image, write “in figure 1”, or, “as shown in figure 1”, etc.
Each successive image is numbered in the order it appears (figure 1, figure 2, etc.), and
should NOT correspond with the numbers of your footnotes.
*Every image should have a figure number, followed by a colon, and a short and
descriptive title flush left on the line above image.
*Follow the title of the figure with a standard Chicago superscript footnote indicator, as
you would the next referenced source.
*Cite the source of the image information with a standard Chicago citation in the footer .

EXAMPLE
If you wanted to cite the image on the last page of this guide, you
would mention the image appropriately in the text:

The popular “Machine Code” meme in Figure 3 has been reproduced

thousands of times, including in one high school’s language manual.

You would then have the image placed immediately at the end of the paragraph
with the following at the top of the image, with a Chicago footnote.

Figure 3: Machine Code Meme6

Then, at the bottom of the page in the footer, give a Chicago style citation using
the proper format for the particular source of the image. For images, the most
common source would be the internet:
1. See
6. Know YourFigure
Meme,1.
"It's Machine Code." Last modified 2006. Accessed August 30, 2012.
http://knowyourmeme.com/memes/its-machine-code.

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All together, the formatting for images would look like this:

The use of memes by students has become common in recent years. The
popular “Machine Code” meme in Figure 3 has been reproduced thousands of
times, including in one high school’s language manual. This is similar to the use
of political cartoons by teachers in previous years, in that each generation seems
to have an imagery which proves confusing to the other.

Figure 3: Machine Code Meme6

Since memes prove confusing to older readers, and the genre is particular to
the 21st century, teaching analysis is new. However, the skill of translating and
interpreting memes can be taught in the same manner of analyzing political
cartoons.
6.Know Your Meme, "It's Machine Code." Last modified 2006. Accessed August 30, 2012.
http://knowyourmeme.com/memes/its-machine-code.

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*ASM emphasizes good digital citizenship. In the case of using and manipulating
images from the internet, that means giving credit to the artist or originator of the
image EVERY TIME. As in the example above, the original artist might not be
available as images are often modified and then passed along using Flickr, Facebook,
Twitter, etc. However, students should provide the information where they received the
Know Your Meme, "It's Machine Code." Last modified 2006. Accessed August 30, 2012.
image and cite the source using the Chicago method for that media.
http://knowyourmeme.com/memes/its-machine-code.

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Does the Chicago Manual of Style require a bibliography?
In Chicago Manual of Style citations, you may not need a Bibliography.
Please read the guidelines below to determine if you need a Bibliography.

You need a Bibliography if: You consulted works in the

research process that you did not
cite directly in your assignment. If
this is the case, then for all of your
footnote citations, you may omit
the “first time” footnote entry and
use the short form of the footnote
entry since the full scale citation
will appear at the end of your
assignment in a Bibliography.

All of the works you consulted in the research process

will appear as citations in your assignment. In this case,
You do NOT need a
you will use the “first time” footnote entry the first
bibliography if:
time you consult a particular source, and then the short
form each time after, as instructed earlier. In this case,
there is no need for a Bibliography because the
complete citation exists in your assignment for each
consulted work.

IMPORTANT: Most IB papers mandate a bibliography, even if the Chicago

Manual of Style does not require one.

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 Sample Chicago Manual of Style Bibliography

The title,
“Bibliography,” is
centered in 12 pt. font
Bibliography
1 inch from top.
Castel, Albert. “The Fort Pillow Massacre: A Fresh Examination of the Evidence.” Civil War
History 4, no. 1(1958): 37-50.

Cimprich, John, and Robert C. Mainfort Jr., eds. “Fort Pillow Revisited: New Evidence about
an Old Controversy,” Civil War History 28, no. 4 (1982): 293-306.

Foote, Shelby. The Civil War, a Narrative: Red River to Appomattox. New York: Vintage,
Indent:: 1986.
Begin each
Huist, Jack. Nathan Bedford Forrest: A Biography. New York: Knopf, 1993.
entry at
the left Line Spacing: Single-space
each entry and double Entries are
margin and
space between each entry. alphabetical
indent
by the last
each
name of the
additional
author.
line by 5
spaces.

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Discuss: Offer a considered and balanced review that includes a range of
arguments, factors or hypotheses. Opinions or conclusions should be presented
clearly and supported by appropriate evidence.

Examine: Consider an argument or Explain: Give a detailed account

concept in a way that uncovers the including reasons or causes.
assumptions and interrelationships
of the issue. Explore: Undertake a systematic
process of discovery.
Justify: Give valid reasons or evidence
to support an answer or conclusion.
To what extent: Consider the
merits or otherwise of an argument
or concept. Opinions and
conclusions should be presented
clearly and supported with
appropriate evidence and sound
arguments.

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 CORNELL NOTES
As part of the ASM writing protocol, your instructors will expect you to be able to take
notes using the Cornell method. The purpose of Cornell Notes is to help you be
systematic and thorough in your note taking. It also helps you reflect upon what you have
read or researched when you write the summary. The summary also helps you to learn
how to write a synopsis of the main points concisely. This is a valuable IB skill.

To use the Cornell method, you divide your notebook paper or word processing
screen as shown. Take outline notes, a spider graph, or whatever note taking method
you prefer on the main center-right area. At left, keep a list of crucial terms, names
or vocabulary you need help with. Later, when you are done with the chapter or topic
you have researched, write a one paragraph summary putting the main points or most
important information in your own words. Deciding what to keep in your notes,
constructing a separate list of important terms and condensing the information in a
summary is highly effective for improving your writing!

Important TOPIC:______________________________
Terms:

Summary

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 EXPECTATIONS
In Grade 6, students will begin developing the following
skills, with an expectation of mastery by Grade 11.

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