This document provides a checklist for writing a research paper that examines arguments for and against a given statement. The checklist includes sections for introducing the topic, providing context, outlining arguments in favor and against with cited evidence, and drawing a conclusion. Sample introductions, outlines of evidence, and conclusions are also provided to illustrate how the paper could be structured. The goal is to have students thoroughly examine an issue from multiple perspectives before making an overall determination.

1. Checklist
Introduction
1. Clear
statement
of
the
question
2. Definition
of
what
the
statement
means,
including
any
ambiguous
terms
3. A
context
for
the
statement,
saying
where
or
when
or
in
what
circumstances
it
is
important.
Context
means
a
history
of
the
issue
and
whether
it
is
important
in
particular
countries,
or
for
age
groups
etc.
4. Comparison
of
different
contexts
if
relevant
5. Why
the
truth
or
falsehood
of
the
statement
is
important
6. What
would
be
the
consequences
if
true?
Should
laws
change
for
example?
7. What
would
be
the
consequences
if
false?
Arguments
in
favour
and
against
1. Who
argues
in
favour,
or
against?
2. A
variety
of
sources
that
give
arguments
in
favour.
One
would
hope
for
at
least
three.
3. The
sources
are
correctly
quoted
and/or
summarised
4. The
sources
are
correctly
referenced
and
can
be
found
for
authentication
5. A
source
(at
least)
giving
statistical
evidence
if
relevant.
This
means
using
figures.
6. A
source
(at
least)
giving
anecdotal
evidence
if
relevant.
This
means
personal
stories
7. A
source
(at
least)
giving
a
reasoned
argument
if
relevant.
This
is
using
the
data
to
put
forward
a
case.
8. A
source
using
the
power
of
language
if
relevant.
Using
emotional
or
persuasive
language.
9. Summing
up
the
evidence
on
this
side
Conclusion
1. Summary
of
the
arguments
for
and
against
2. Contrast
these
arguments,
bringing
out
any
contradictions
in
the
evidence
3. Comparing
of
specific
arguments,
saying
how
a
particular
argument
on
one
side
proves
a
particular
argument
on
the
other
to
be
false.
4. Overall
conclusion
supported
by
the
evidence.
Does
the
evidence
actually
support
the
conclusion?
5. What
should
follow
from
this
conclusion
in
respect
of
law
or
practice?
Should
anything
change,
e.g.
laws,
school
rules,
people’s
behaviour
etc.?
Holistic
Judgement
of
Paper
1. Are
the
participants
clearly
named?
2. Is
the
statement
clearly
stated?
3. Is
there
a
brief
abstract?
4. Is
there
a
consistent
visual
style?

2. 5. Is
there
a
consistent
method
for
referencing?
6. Is
the
paper
well
illustrated,
where
appropriate?
7. Is
there
evidence
of
cooperation?
8. Is
the
paper
convincing?
9. Does
the
paper
read
well?
Here
are
some
example
ideas
of
how
to
present
your
report:
Statement:
‘Students
in
Years
7-­‐11
should
no
longer
wear
a
uniform
at
Island
School’.
The
introduction
could
start
like
this:
The
above
statement
refers
to
the
rules
at
Island
School.
Currently
students
in
years
7
to
11
are
required
to
wear
a
school
uniform,
but
students
in
years
12
and
13
are
not.
This
is
an
important
issue
because
it
is
related
to
individual
freedom,
cost
issues
for
families
and
…(include
additional
reasons
here)
In
this
research
paper
we
will
be
looking
at
arguments
for
and
against
in
order
to
make
a
decision
about
this
statement.
We
will
examine
a
range
of
sources
such
as
….
The
section
on
arguments
in
favour
and
against
could
start
like
this:
There
are
several
arguments
to
support
this
statement
being
true/false.
The
strongest
argument
in
favour
of
Island
School
students
not
having
to
wearing
a
uniform
is….
(then
include
figures
and
viewpoints
which
support
the
argument)
The
conclusion
could
start
like
this:
This
paper
has
explored
the
contentious
issue
of
having
a
uniform
at
Island
School.
The
strongest
argument
in
favour
of
students
no
longer
wearing
a
uniform
is…
the
strongest
argument
against
the
statement
is…
This
paper
has
explored
the
contentious
issue
of
wearing
a
uniform
at
Island
School.
For
the
reasons
mentioned
above
our
group
agrees
with
the
statement.
We
believe
that
‘Students
in
Years
7-­‐11
should
no
longer
have
to
wear
a
uniform
at
Island
School’.
You
might
find
that
your
group
neither
100%
agrees
or
100%
disagrees
with
the
statement.
If
that
is
the
case
then
you
can
use
a
sentence
like
this…
‘To
a
certain
extent
we
agree
with
the
statement;
however,
we
also
believe
that
there
are
several
very
convincing
reasons
why
students
should
continue
to
wear
the
school
uniform.