th grade honors chandler high school 2015

9th Grade MYP Research Project 2015 P a g e 1 | 19

9th Grade Honors Chandler High School

2015


ENGLISH 9 HONORS Mrs. Monte

Research Proposal Schedule and Due Dates

All assignments are due when your class hour begins unless otherwise noted. Monday, March 2:

MYP Research Project Introduced

Tuesday, March 3: IB Learner Profile and Thinking through the Literature Due

Wednesday/Thursday, March 4-5:

Narrowed Topic and Thesis Statement Due Friday, March 6:

Interview/Survey Questions CRAAP Test for 2 Articles Due (+ 1 more by EOH) Process Journal Check

Wednesday/Thursday, March 25-26:

At least 1 primary source (interview of survey) Friday, March 27:

All 6 sources printed out (copied from a print source or websites listed for videos)

Tuesday, April 1: Annotated Bibliography Due

Wednesday/Thursday, April 2-3:

Process Journal Check Wednesday/Thursday, April 8-9:

Work on Essay (Computer Lab) Process Journal Check

Friday, April 10:

Printed Essay due to turnitin.com AND printed for class.


OBJECTIVE: The mission of the project is to develop strong research and synthesis skills in all students by sequencing

the project across a four year span, while increasing motivation through making the topic directly applicable to the career and college interests of individual students.

SPECIFIC GOALS:

Improve the synthesis skills of all students.

Improve the independent research skills of all students. Foster independent intellectual inquiry

Acquaint students with a rigorous, long-term task Prepare students for the demands of post-secondary writing

Develop a portfolio of research based synthesis activities and papers exploring personal interests.

GRADE FIRST SEMESTER SYNTHESIS PROJECT SECOND SEMESTER INQUIRY PROJECT

9

Advertisements: Students will complete a project where they gather five-six different advertisements on a product of their choice and then write a paper synthesizing the philosophy of the product as embodied by these ads.

“Presearch” Students will select a field of interest, research 10-20 hours of material (from varied source types including print, web, video, personal interview) and write a paper summarizing what they have read and how it has changed their view on the topic.

10

Music: Students will complete a project where they gather five-six songs by the same artist and write a paper synthesizing the musician’s philosophy based on the music and lyrics of these songs.

Research: Based off research last year, students will develop a research question of academic inquiry, write a plan for further research, conduct research, and write an annotated bibliography explaining how each source from grades 9 and 10 will aide (or not) in the addressing of said question.

11

Visual arts: Students will complete a project where they choose a visual artist and write a paper synthesizing the artist’s philosophy based off 5-6 works selected.

Synthesis paper: Part A: Students will evaluate their annotated bibliography for gaps and conduct research to address them Part B: Students will compose an essay answering their research question.

12

Essayist: Students will (after much guidance) select a modern writer (newspaper/magazine/web) to follow, selecting five to essays to synthesize into an essay explaining the author’s world view.

Revision: Part A: Based off grade for 11th grade paper, students will develop a revision plan to address specific areas of rubric where adequate progress is lacking. Part B: Students will revise paper and resubmit.

DECONSTRUCT THE PROMPT

Students will select a field of interest, research 10-20 hours of material (from varied source types including print, web, 1 2

video, personal interview) and write a paper summarizing what they have read and how it has changed their view on the 3 3A 3B

topic.

1. Select a field of interest. Be sure that your field of interest is broad enough to research but narrow enough to be considered a good topic.

2. Research 10-20 hours of material. Essentially you should spend about 10-20 hours researching sources OUTSIDE OF

CLASS. You will need a minimum of SIX sources documented on your project. You will need to submit an

ANNOTATED BIBLIOGRAPHY. You will need to PRINT OUT YOUR SOURCES. Your teacher will save them so that you have access to them in your sophomore year. One of your sources must be a PRIMARY source – either an interview

with someone in your chosen field or a survey that you create and give.

3. Write a paper. Your paper must include a SUMMARY of your sources, and you must also explore how the exploration of these sources has CHANGED YOUR VIEW on the topic. This paper should be very brief for freshmen honors

students as they will explore their topic and sources more in depth in the MYP RESEARCH PAPER.


Directions: Using a scale of 1-10,

rank yourself for each trait below. Use

each number only once and write your number next to the trait.

1 means “This is not at all who I am.”

10 means “This describes me exactly.”


THINKING THROUGH THE LITERATURE

List a character from literature we have read this year who has the traits listed.

INQUIRER:

KNOWLEDGABLE:

THINKER:

COMMUNICATOR:

PRINCIPLED:

OPEN-MINDED:

CARING:

RISK-TAKER:

BALANCED:

REFLECTIVE:


9th Grade focuses on Objective A only. Next year, you will focus on Objectives B, C, and D.


Generate a topic by choosing a bullet point that is meaningful to you. Figure out what you could research and where you want to go with a possible project.


DANCE SAMPLE


PROCESS JOURNAL

Students must maintain a record of progress throughout the project.

For both the community project and the personal project, students should carefully select evidence from their process

journals to demonstrate development in all criteria. These extracts are submitted as appendices of the report or presentation at the conclusion of the project. The student should take responsibility for making the appropriate extracts

available to the supervisor.

Students working individually should select a maximum of 10 individual extracts to represent the key developments of the

project. Students choosing to work in groups on the community project will submit a maximum of 15 process journal extracts.

The student should select extracts that demonstrate how he or she has addressed each of the objectives, or annotate

extracts to highlight this information.

An extract may include:

visual thinking diagrams

bulleted lists

charts

short paragraphs

notes

timelines, action plans

annotated illustrations

annotated research

artifacts from inspirational visits to museums, performances, galleries

pictures, photographs, sketches

up to 30 seconds of visual or audio material

screenshots of a blog or website

self and peer assessment feedback.

Materials directly relevant to the achievement of the project should also be included in the extracts, as appropriate. For

example, if the student has produced a questionnaire or survey that has been described and analysed in the report, he or she could include a segment of that completed survey. An individual extract may include any of the formats that the

student used to document the process. Extracts should simply be supporting evidence of the process and will not be

individually assessed.


RESEARCH TOPICS

The hardest part of your research paper will most likely be picking a topic and then narrowing it down to something that

is “researchable.” As you are beginning your research, you should be thinking about how to narrow down your topic into something manageable and how you can relate it to the MYP areas of interaction.

How to Narrow Your Topic

Example: I'm thinking of doing a paper on fashion. This topic could develop in many different ways.

Hint: Ask Yourself Questions About Your Topic:

What do you know about it? What don't you know?

What aspects of your topic interest you: historical, sociological, psychological, etc.?

What time period do you want to cover?

On what geographic region do you want to focus?

What kind of information do you need?

A brief summary or a lengthy explanation?

Periodical articles, books, essays, encyclopedia articles?

Statistics?

SAMPLE TOPIC NARROWING CHART:

General Topic: fashion

Time span: 1920s

Place: US; urban; big cities (not rural)

Person or group: youth; college age

Event or Aspects: sexual attitudes; behavior; sociological

THESIS STATEMENTS

Subject + Attitude Adjective + Target population

1. What is the issue?

2. Who does the issue affect?

Topic: Cancer prevention

How does cancer form in the body?

What is cancer

What can everyone do on a daily basis to decrease her chances of cancer?

Cancer is a disease that does not discriminate against its victims and in order to combat this deadly villain, society needs

to be aware of the development and prevention surrounding this on-going epidemic.


MYP – PRIMARY RESEARCH

SURVEYS AND INTERVIEWS

INTERVIEWS

1. Who could you possibly interview for this project? (either give names or positions)

2. How will you contact this person (or people) for an interview?

3. What information can you gain from this person (or people)?

4. List five specific questions you might ask your interviewee:

a.

b.

c.

d.

e.

SURVEYS

1. What type of survey are you going to give? (Attitudes, information, etc.?)

2. Who are you going to administer the survey to? Why?

3. What information do you hope to gain from the survey?

4. What are three possible questions you might include in your survey?


CRAAP Test

Answer each of the questions below to evaluate each of your sources on the following pages. Then assign a score on a scale of 1-10 for each CRAAP category below. By scoring each category on a scale from 1 to 10 (1 = worst, 10=best possible) you can give each source a grade on a 50 point scale for how high-quality it is:

45 - 50 Excellent | 40 - 44 Good | 35 - 39 Average | 30 - 34 Borderline Acceptable | Below 30 - Unacceptable

Currency: the timeliness of the information

When was the information published or posted?

Has the information been revised or updated?

Is the information current or out-of date for your topic?

Relevance: the importance of the information for your needs

Does the information relate to your topic or answer your question?

Who is the intended audience?

Is the information at an appropriate level (i.e. not too elementary or advanced for your needs)?

Have you looked at a variety of sources before determining this is one you will use?

Authority: the source of the information

Who is the author/publisher/source/sponsor?

What are the author's credentials or organizational affiliations given?

What are the author's qualifications to write on the topic?

Does the URL reveal anything about the author or source? examples: .com (commercial), .edu (educational), .gov (U.S. government), .org (nonprofit organization), or .net (network)

Accuracy: the reliability, truthfulness, and correctness of the content, and

Is the information supported by evidence?

Can you verify any of the information in another source or from personal knowledge?

Does the language or tone seem biased and free of emotion?

Are there spelling, grammar, or other typographical errors?

Purpose: the reason the information exists

What is the purpose of the information? to inform? teach? sell? entertain? persuade?

Do the authors/sponsors make their intentions or purpose clear?

Is the information fact? opinion? propaganda?

Does the point of view appear objective and impartial?

Note: If you end up with an unacceptable article to use for research, you will need to find

another source. I will have additional copies of the CRAAP test on my teacher page if you need

them, or you may answer the questions on a separate sheet of paper.

Be sure to use only good sources. Skimping on this portion of the project now will only make

your research later that much more difficult as you will need to re-research.


SOURCE 1 CITATION:

Currency: The timeliness of the information. SCORE: /10

1. When was the information published or posted?

2. Has the information been revised or updated?

3. Is the information current or out-of date for your topic?

Relevance: The importance of the information for your needs. SCORE: /10

1. Does the information relate to your thesis or answer your question?

2. Who is the intended audience?

3. Is the information at an appropriate level (i.e. not too elementary or advanced for your needs)?

4. Have you looked at a variety of sources before determining this is one you will use?

Authority: The source of the information. SCORE: /10

1. Who is the author/publisher/source/sponsor?

2. What are the author's credentials or organizational affiliations given?

3. What are the author's qualifications to write on the topic?

4. If you found the information on the web, does the URL reveal anything about the author or source? examples: .com

.edu .gov .org .net

Accuracy: The reliability, truthfulness, and correctness of the informational content. SCORE: /10

1. Is the information supported by evidence? How?

2. Can you verify any of the information in another source or from personal knowledge?

3. Does the language or tone seem unbiased and free of emotion?

4. Are there spelling, grammar, or other typographical errors?

Purpose: The reason the information exists. SCORE: /10

1. What is the purpose of the information? to inform? teach? sell? entertain? persuade?

2. Do the authors/sponsors make their intentions or purpose clear?

3. Is the information fact? opinion? propaganda?

4. Does the point of view appear objective and impartial? Are there political, ideological, cultural, religious, institutional, or personal biases?

TOTAL: /50 go onto the back of this page


SUMMARIZE the information found in this source.

EVALUATE the information found in this source. Explain how you can effectively use it within

your research.


ANNOTATED BIBLIOGRAPHY

Alphabetical list of sources that summarizes and evaluates sources. Tips:

• Locate a variety of sources on your topic • Don’t include sites like Wikipedia

• Format sources correctly • Consider each source in depth and figure out how it fits with your topic

• Offer a brief summary and an evaluation of each source

• Explain where you will be able to use the source within a larger context • Be careful not to plagiarize

ANNOTATED BIBLIOGRAPHY SAMPLE

Joe Smith

Mrs. Monte

Honors English 9

12 April 2015

Anorexia: Annotated Bibliography

Jones, Mary. Personal Interview. 09 Apr. 2015.

Ms. Jones told me about her experience with animal cruelty. She was most helpful and honest when she

told me… (give specific details and examples). This is a good source because... (evaluate the source and

why it is good). I will use her information for my third body paragraph in investigation.<-- be sure to

explain where you will use this in your paper.

Neubauer, Bonnie. Animal Cruelty. Cincinnati, OH: Writer's Digest, 2006. Print.

Here I am going to write my summary Next I am going to assess my book. Is it good, or not so good.

Lastly, where and how am I going to use this source in my paper.

"Vivisection." Animals Today Online.. 05 Mar. 2009. Web. 09 Apr. 2015.

Summary, Eval, Where to use.


HONORS 9 MYP RESEARCH PAPER OUTLINE

I. Introduction (write this paragraph in its entirety)

What is your topic? Why did you choose this topic? How does it relate to your life, your future and/or your interests? Which of the global contexts did you select to develop your topic and why?

II. Techniques (write this paragraph in its entirety) Describe the techniques you used to conduct your research. What resources did you consult and why (if websites,

what kind and why were they helpful); how did you decide on an interview/survey and how did it aid in your research (what did it allow you to understand)? What did you learn about the process of research and your

personal research skills? How did you find primary sources and why did you choose the research methods that you did?

III. Investigation For this portion you are going to create and submit a written outline. This is the main body of your paper and it

will resemble the format of the research papers you have completed in the past. It should be five to six paragraphs long as you will be presenting four or five of the most important things to

know/understand about your topic. You will present the research you found and what you learned about

your topic. You will also present the information from your sources (citations), including your primary source and/or the survey or interview you conducted. The format is as follows:

I. Grabber

A. Background info about your topic B. Brief statement about the relevance of your topic (why does this matter)

C. Thesis statement containing the 4 or 5 imp. aspects of your topic

II. Topic Sentence

A. Intro to 1st citation B. Quote #1 (citation)

C. Relevance of your quote; relate this to your thesis & topic sentence

D. Intro to 2nd citation E. Quote #2 (citation)

F. Relevance of your quote; relate this to your thesis & topic sentence G. Transition Sentence

III. Topic Sentence A. Intro to 3rd citation

B. Quote #3 (citation) C. Relevance of your quote; relate this to your thesis & topic sentence

D. Intro to 4th citation E. Quote #4 (citation)

F. Relevance of your quote; relate this to your thesis & topic sentence

G. Transition sentence

IV. Topic Sentence A. Intro to 3rd citation

B. Quote #5 (citation)

C. Relevance of your quote; relate this to your thesis & topic sentence D. Intro to 6th citation

E. Quote #6 (citation) F. Relevance of your quote; relate this to your thesis & topic sentence


V. Topic Sentence

A. Intro to 3rd citation B. Quote #7 (citation)

C. Relevance of your quote; relate this to your thesis & topic sentence


D. Intro to 8th citation

E. Quote #8 (citation) F. Relevance of your quote; relate this to your thesis & topic sentence


VI. Conclusion

Using letters to represent your sentences (see above) you are going to outline your conclusion. This paragraph should be at least 8 sentences. Sum up your research and main points and discuss what you learned overall

and how this project has influenced you as a learner. Leave your reader with some final ideas about how you could take this research to the next level. MYP students should focus on how you will develop this research into

a personal project, including how you will create the physical project.


CHECKLIST FOR RESEARCH PAPER

Correct MLA format Double spacing

Title page Each page has a running header last name and page number

Times New Roman 12 font

Subtitles o 1. Introduction

o 2. Techniques o 3. Investigation

o 4. Analysis o 5. Conclusion

Separate page for Works Cited

o Last name page number o Works Cited centered

o Your entries start on left margin and second, third, etc line indent 5 spaces o Alpha order (author or title)

o Annotations have been removed

Citation formatted correctly o Package quotes, paraphrases, textual ref.

o Two citations (at least for each body paragraph of investigation section “direct quote” (author 123).

Paraphrase (author 123). “direct quote” (“first three words of source if no author…”)

Paraphrase (“first three words of source if no author…”).


IB RUBRIC

A: Understanding

and interpretation:

How well does the

student’s

interpretation reveal

understanding of the

thought and feeling

of the passage? How

well are ideas

supported by

references to the

passage?

1

There is basic


passage but virtually

no attempt at

interpretation and

few references to the

passage.

2

There is some


passage, with a

superficial attempt at

interpretation and

some appropriate

references to the

passage.

3

There is adequate


passage,

demonstrated by an

interpretation that is

supported by

appropriate

references to the

passage.

4

There is a very good

interpretation of the

passage,

demonstrated by

sustained

interpretation

supported by well-

chosen references to

the passage.

5

There is excellent


passage,

demonstrated by

persuasive

interpretation

supported by

effective references

to the passage.

B. Appreciation of

the writer’s choices:

To what extent does

the analysis show

appreciation of how

the writer’s choices

of language,

structure, technique,

and style shape

meaning?

1

There are few

references to, and no

analysis or

appreciation of, the

ways in which

language, structure,

technique, and style

shape meaning.

2

There is some

mention, but little

analysis or

appreciation, of the

ways in which



shape meaning.

3

There is adequate

analysis and

appreciation of the

ways in which



shape meaning.

4

There is very good

analysis and

appreciation of the

ways in which



shape meaning.

5

There is excellent

analysis and

appreciation of the

ways in which



shape meaning.

C: Organization and

development: How

well organized,

coherent, and

developed is the

presentation of

ideas?

1

Ideas have little

organization; there

may be superficial

structure, but

coherence and

development are

lacking

2

Ideas have some

organization, with a

recognizable

structure; coherence

and development are

often lacking

3

Ideas are adequately

organized, with a

suitable structure;

some attention is

paid to coherence

and development.

4

Ideas are effectively

organized, with very

good structure,

coherence, and

development.

5

Ideas are persuasively

organized, with

excellent structure,

coherence, and

development.

D: Language:

How clear, varied,

and accurate is the

language? How

appropriate is the

choice of register,

style, and

terminology?

1

Language is rarely clear

and appropriate; there

are many errors in

grammar, vocabulary

and sentence

construction, and little

sense of register and

style.

2

Language is sometimes

clear and carefully

chosen; grammar,

vocabulary and

sentence construction

are fairly accurate,

although errors and

inconsistencies are

apparent; the register

and style are to some

extent appropriate to

the task.

3

Language is clear and

carefully chosen, with

and adequate degree of

accuracy in grammar,

vocabulary and

sentence construction

despite some lapses;

register and style are

mostly appropriate to

the task.

4

Language is clear and

carefully chosen, with a

good degree of accuracy

in grammar, vocabulary

and sentence structure;


consistently appropriate

to the task.

5

Language is very clear,

effective, carefully

chosen and precise, with

a high degree of

accuracy in grammar,

vocabulary and

sentence construction;


effective and

appropriate to the task.

th grade honors chandler high school 2015

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