PRESENTED BY:KERRI PATRICK

ALLISON KELLER WILL CANADY

Teaching the Research Paper

NCTEACH SPRING 2012Thursday April 26th, 2012

Peer Mentoring in Alternative Licensure

The Research Paper: What Is It?

A written product which is the result of research, critical thinking, source evaluation, organization and written composition.

Presents one’s own interpretation or argument.In contrast to an essay, where personal information

and know-how support a topic, the research paper builds upon this by presenting an author’s findings and research to support a topic.

“It is helpful to see it as a living thing which grows and changes as the student explores, interprets and evaluates sources related to a specific

topic.” - owl.english.perdue.edu/owl/resources/658/03

Two Major Types

ArgumentativeAuthor takes a firm stance on an issue in the form of a thesisTopic is debatable Main goal is persuasion

Analytical Balanced perspective; contemplation and evaluation for an

objective answer to a research questionMain goal is to offer critical interpretation of primary and

secondary sourcesThese sources support the writer’s analysis of the topic

21st Century Skills

Creativity and innovationCritical thinkingUse of technology to access information and

demonstrate knowledge and skillsInformation literacyMedia literacyInitiative and self-directionProductivity and accountability

Most Appropriate Contexts

Research papers can be assigned across the curriculum

Provide students an opportunity to explore and construct their own knowledge on a topic of their choice

The following provide examples of how it can be used in sciences, foreign language, social studies, and language arts

Helpful Tips

Break it down so it won’t seem so overwhelming (Topic, Research, Bibliography, First Draft, Final Draft)

Be prepared to teach skills and strategies to your students

Provide a packet which leads the student through each part of the writing process that reinforces your direct instruction

Have conferences with each student after first draft

Language Arts

“Pin The (De)tail on the THESIS”

TOPIC: Utilizing library resources

METHOD: Library Scavenger Hunt

TYPE: Group activity

Depending upon class size, assign 4-5 students a thesis statement on paper large enough for full classroom visibility. Three supporting details per statement will be assigned to the remaining students. Have the students “pin” the detail to the student holding the corresponding thesis statement.

Ensure thesis statements are disparate and grade-level appropriate. Once students have correctly labeled each thesis statement with the supporting details, the groups have been formed.

Distribute scavenger hunt worksheet(s) and proceed with lesson objective. Have students conduct research around thesis statement and supporting details.

Each group scavenger hunt assignment will need to be group specific. Upon completion, students will have the opportunity to “educate the class” on their findings

Language Arts

The scavenger hunt will primarily focus on helping students get comfortable using internet search engines to conduct research.

Non-electronic resources such as newspapers, magazines, encyclopedias, dictionaries/thesauri, print editorials, etc. will also be used to discourage dependence on internet resources.

Purpose is to help students learn how to effectively utilize library resources to research findings to craft their own research paper (future assignment).

Each group scavenger hunt assignment will need to be group specific. Upon completion, students will have the opportunity to “educate the class” on their findings.

Language Arts

http://mowyn.com/scavenger/about.htm

Graphic Organizers

Benefits:

Organizes and Classifies Facts/Findings

Helps students communicate more effectively

Structures writing

Helps with brainstorming and planning research

Graphic Organizers

Three Examples for Social Studies:

Bubble Map

Time Order Chart

I.S.P. (Information, Source, Page)

Social Studies

Organizing and Classifying Facts

TOPIC: Albert Einstein’s Achievements

METHOD: Graphic Organizer

TYPE: Bubble Map

Social Studies

ALBERT EINSTEIN

Personal lifeEducation

Achievements ScientificTheories

ALBERT EINSTEIN

Personal lifeEducation

Achievements ScientificTheories

LuitpoldGymnasium,Munich, 1888

Cantonal School,Switzerland, 1895

Swiss FederalPolytechnic,Zurich, 1896Zurich

University, Ph.D. 1905

B. 3/14/1879GermanyD. 4/18/55Princeton, NJ Parents- Hermann

& Pauline Einstein

Married MilevaMaric 1903; Elsa Lowenthal 1936

Theory of Relativity1916

Brownian motion

Nobel PrizeIn Physics,1921

Copley Medal ofThe Royal SocietyOf London, 1925

Franklin Medalof the FranklinInstitute, 1935Director/Professor of

Kaiser Wilhelm PhysicalInst; Berlin, 1914

Professor ofTheoretical Physics, Princeton, 1933

Social Studies

Organizing and Classifying Facts

TOPIC: Albert Einstein’s Achievements

METHOD: Graphic Organizer

TYPE: Time Order Chart

Albert Einstein

Social Studies

E=mc2 Nobel Prize

Professor/Director Princeton U.

Albert Einstein

Social Studies

E=mc2 Nobel Prize

Professor/Director Princeton U.

General Theory of Relativity

BrownianMotion

Nobel Lecture

Fellowships

University of Berlin

Prague

TheoreticalPhysics

Albert Einstein

Retirement

Social Studies

Social Studies

Organizing and Classifying Facts

TOPIC: Albert Einstein’s Achievements

METHOD: Graphic Organizer

TYPE: Information, Source, Page Number/Link (I.S.P.)

Social Studies

Born 3/14/1879Theory of RelativityNobel Prize in Physics In 1922Emigrated from Berlin AmericaHonorary DoctorateDegrees in science,Medicine, philosophyEducated at SwissFederal PolytechnicSchool and Zurich UniversityTechnical Assistant to Swiss Patent Office-1901Former teacher ofPhysics and mathMarried Mileva Maric1903-1919- oneDaughterMarried Elsa Lowenthalwho then died in 1936

Nobel PrizeTheOfficial Web SiteOf the NobelPrize

Nobelprize.org

Albert Einstein:A Biography,Albrecht Folsing

34-56

Einstein: HisLife and Universe, Walter Isaacson

104-119

Perspectives Mondiales

Students in an Advanced Level French (i.e. AP French) class will write a research paper which compares and contrasts life in France with life in the United States.

They will have a semester to complete the research project.

Students will use class time and home work time to complete the assignment.

They will interview a primary source en français via Skype Classroom or http://www.epals.com/. The French students will also interview your students about this aspect of our society.

They will complete their composition en français. (*Optional)

World Language Essential Standards

Students preparing for success in the 21st Century need access to knowledge and information from other communities and use that information to function well with people from diverse backgrounds

Students need to gain knowledge and demonstrate an understanding of the relationship among practices, products, and perspectives of cultures other than their own

The students need to develop insight into the nature of language and culture in comparing his/her own language and culture to others

21st Century Skills

Learning from and working collaboratively with individuals representing diverse cultures, religions, and lifestyles in the spirit of mutual respect and open dialogue in personal, work and community context.

Understanding other nations and cultures including the use of non-English language.

Choisissez un sujets

L’éducationLes sports La religionLes vacancesLa cuisineL’économieLes problemes

sociauxLa musiqueLe cinéma

La modeLa santéLes politiquesL’architectureLa travailLa littératureLa vie de familleLe jours de FêteLes arts

Votre Question de Recherche

Who is your audience? (Qui?)What do you want to know? (Que?)

Ask good, focused questions. As you learn more your questions will be refined.

Why is this question important to understanding the French culture? (Pourquoi?)

A good researcher always asks “So what?”

Source: A Manual for Writers of Research Papers, University of Chicago, 2007

Bonne Recherche Commence par des Sources Crédible!

Who is the author? (Credentials?)How recent is the source?What is the purpose of the author?What types of sources do your audiences

value? Be careful with Internet sources!!!Sites like Wikipedia are not credible

academic sources. Source: readwritethink.com

Suggestions de Reserche

www.ncwiseowl.comwww.go.golier.com*United States State Department :

www.state.govCIA World Fact Book: www.cia.govThe United States Library of Congress:

www.loc.govFrench Embassy: www.franceintheus.org *French Government: www.education.gouv.fr*French culture: www.frenchculture.org

Suggestions de Reserche

www.bbcnews.com www.Louvre.fr/enwww.encylopediabritannica.comwww.encarta.comwww.nationmaster.comFor Meta Search Engines:

www.vivisimo.comwww.brainboost.com

Skills Full Credit Partial Credit No Evidence of Skill

Topic/Thesis Topic is clear and explicitly stated

Topic is clear but is not explicitly stated

Topic is unclear and confusing

Support of Thesis

Information clearly relates to the topic and includes several supporting details

There are 1-2 weaknesses in the support of the thesis

No support provided or it is unrelated and confusing

Citations All sources are documented in MLA format

Some sources are not documented or the format is incorrect

Sources are not documented

Quality of Research

All research is from credible sources. The research is relevant to the topic.

Some of the research is from credible sources. Some of the research lacks relevance.

There were no credible resources used. The research was not relevant.

Organization Structure establishes relationship between ideas and events

Minor lapses in the organization.

Structure is disorganized and shows no relationship between ideas and events.

Science Standards

• Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

• Gather relevant information from multiple print and digital sources, assess credibility of the information while avoiding plagiarism.

• Draw evidence from informational texts to support analysis, reflection and research.

Science Research Paper

Students will have the semester to complete a research paper with a topic of their choice

Students will be asked to complete a lab experiment and write up their results to include in their paper .

Student will be assigned a mentor who is a college student from a local university to assist with the implementation of the lab and the writing of the results of the experiment.

Citing Your Sources

Very important to teach students how to cite their sources correctly to avoid plagiarism

Reinforce their awareness by providing them with a group of resources to create a “Works Cited” page during a low-stakes, mini-lesson

Model step-by-step development of a “Works Cited” page.

Post the standard format in your classroom and on your website as well as links to resources

Source: readwritethink.org

Resources

Citation Builder (NCSU Library website)Citation Maker (MLA format) Have on NC

Wise OWL websiteEasybibKnightciteBibMeSon of Citation Machine

How Do Students Benefit?

Teaches a life long skill of research that is helpful in any career choice

Students learn how to “teach themselves”Active, inquiry-based assignments can engage

reluctant writers. Teaches how and where to identify credible sources

and relevant contentImproves writing skills (clear, concise, formal style)Teaches the writing process of planning, drafting

and revisingHelps to teach organization

Benefits continued

Teaches critical thinking/reasoningTeaches you how to support a stanceDeepens knowledge on chosen topicExpands vocabularyPromotes creative thinkingCan teach specific strategies such as

classification, compare and contrast, and cause and effect.

Teaches how to form logical conclusions

Front loading pays off!

In one study published in the American Educational

Research Journal, “middle school students who were

directly taught skills and strategies for writing research

papers showed long term improvements in their

writing. Their papers were longer but more contained

on the topic. Their writing and vocabulary were

qualitatively better.”

Challenges

A very demanding task because it involves multiple skills

Students must work on it over a long period of time and have skills in planning and organization

Students may not have access to internet/computer at home

Many teachers are who do not teach English are reluctant to assign a research paper. They are worried they will have to spend too much time teaching how to write the paper.

Questions

What do you do to prepare your students to write a research paper?

How did the students respond to the research paper assignment?

What were some difficulties that you encountered?

Do your students primarily use the internet for their sources or do they consult other types of information?

Do your students know to navigate the library database?