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Teaching the Research Paper. Presented by: Kerri Patrick Allison Keller Will Canady. Peer Mentoring in Alternative Licensure. NCTEACH SPRING 2012. Thursday April 26 th , 2012. The Research Paper: What Is It?. - PowerPoint PPT Presentation
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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?