1. The Research Paper: Engaging Students in Academic Writing By : Cindy Heckenlaible Date: 2008 Miss Jurarat Saengaroon TESOL# 8 Code: 57120803109
2. Summary A first -year high school teacher attracts her students in research paper writing and let them not to take somebody elses ideas or words (plagiarism) by writing a historical description in first person. 1 ()
3. The Problem Students research skill are common when finding information on the internet and almost extinct when searching for print sources. In addition, the danger of extensive piracy whether its outright or unexpected. A few students prove to be effective at giving credit to their resources.
4. The Living History Project During the summer of 2004, Cindy attended the Dakota Writing Project. Mike Larson, introduced Cindy to his alternative to the historical research paper. This project called The Living History, his student integrated research and history to create a written description of a historical event as if they had taken some part in or witnessed the event as it happened. 2004 Larson ""
5. The student paper was to be written in first person and access from overview of character, real or imagined. The limitation was that the character could not be a major player in the event. Cindy worked with her team to share the same topic, idea and add the necessary information for lacked parts
6. Bringing it to the classroom - She provided students with topic list including both traditional and contemporary events in history that she thought would motivate them. - Students also had the freedom to select their own topics if the topic fit the assignments criteria. - The students had equal success with both traditional historical topics and more contemporary historical events. - - -
7. Choosing a narrator Choosing a narrator or writer is a big part of students success with this project. They have to choose an appropriate narrator or writer.
8. Including Fact From Larsons lead, Cindy needs her students include a minimum number of facts in their story. She wanted them to realize that while their story was original. Larson
9. Use of the First-Person Narrator Most students successfully developed a narrator for their written accounts. Many commented that they had gone through a series of ideas for their narrator. As they considered the possibilities, they discovered that the facts they chose were dependent upon who their narrator was.
10. HighOrder Thinking Cindy found that most student still had the same information, so in short, they had to add the facts and evaluate them to determine their importance to their narrators point of view. Without realizing it, these students were engaged in higher-order thinking.
11. Other Learning Outcomes The first-person narrator form eliminated plagiarism. Its impossible for students to cheat, since the Internet cant give them a paper using their specific narrator. So students have no possible way to cut and paste others work and pass it off as their own.
12. Long Term Benefits 1. This project provided a basis for understanding the first-person, non indefinite narrator in literature. 2. Students also engage higher-order thinking when they consider how point of view force our understanding of history. 3. She also see this assignment as a positive way to open discussion on plagiarism. 4. This writing accomplishment is a great confidence-builder, showing students that they dont need to depend on the words of others. 1 2 3 4
13. Professional Commentary This project, fills the gap. It gives kids the opportunity to expand their thinking and invent their story in a way that personalizes the experience for them.
14. References www. nwp.org Kirby, Dan, and Carol Kuykendall. 1991. Mind Matters: Teaching for Thinking. Portsmouth, NH: Heinemann