Teaching the Research Paper

1. Teaching the Research Paper Presented by: Kerri Patrick Allison Keller Will Canady Peer Mentoring in Alternative Licensure NCTEACH SPRING 2012 Thursday April 26th, 2012

2. 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

3. Two Major Types Argumentative Author takes a firm stance on an issue in the form of a thesis Topic is debatable Main goal is persuasion Analytical Balanced perspective; contemplation and evaluation for an objective answer to a research question Main goal is to offer critical interpretation of primary and secondary sources These sources support the writer’s analysis of the topic

4. 21st Century Skills Creativity and innovation Critical thinking Use of technology to access information and demonstrate knowledge and skills Information literacy Media literacy Initiative and self-direction Productivity and accountability

5. 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

6. 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

7. Language Arts “Pin The (De)tail on the THESIS” TOPIC: Utilizing library resources METHOD: Library Scavenger Hunt TYPE: Group activity

8. Language Arts 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

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

10. Graphic Organizers Benefits: Organizes and Classifies Facts/Findings Helps students communicate more effectively Structures writing Helps with brainstorming and planning research

11. Graphic Organizers Three Examples for Social Studies: Bubble Map Time Order Chart I.S.P. (Information, Source, Page)

12. Social Studies Organizing and Classifying Facts TOPIC: Albert Einstein’s Achievements METHOD: Graphic Organizer TYPE: Bubble Map

13. Social Studies

14. Education Personal life ALBERT EINSTEIN Achievements Scientific Theories

15. Luitpold Gymnasium, Munich, 1888 Cantonal School, Switzerland, 1895 B. 3/14/1879 Germany D. 4/18/55 Princeton, NJ Parents- Hermann & Pauline Einstein Education Personal life Swiss Federal Polytechnic, Zurich, 1896 Married Mileva Maric 1903; Elsa Lowenthal 1936 Zurich University, Ph.D. 1905 ALBERT EINSTEIN Scientific Theories Achievements Copley Medal of The Royal Society Of London, 1925 Theory of Relativity 1916 Nobel Prize In Physics, 1921 Brownian motion Franklin Medal of the Franklin Institute, 1935 Director/Professor of Kaiser Wilhelm Physical Inst; Berlin, 1914 Professor of Theoretical Physics, Princeton, 1933

16. Social Studies Organizing and Classifying Facts TOPIC: Albert Einstein’s Achievements METHOD: Graphic Organizer TYPE: Time Order Chart

17. Social Studies Albert Einstein

18. Social Studies E=mc2 Nobel Prize Albert Einstein Professor/Director Princeton U.

19. Social Studies E=mc2 Nobel Prize General Theory of Relativity Nobel Lecture Brownian Motion Fellowships Albert Einstein Princeton U. Professor/Director University of Berlin Theoretical Physics Prague Retirement

20. Social Studies Organizing and Classifying Facts TOPIC: Albert Einstein’s Achievements METHOD: Graphic Organizer TYPE: Information, Source, Page Number/Link (I.S.P.)

21. Social Studies

22. Born 3/14/1879 Theory of Relativity Nobel Prize in Physics In 1922 Emigrated from Berlin America Honorary Doctorate Degrees in science, Medicine, philosophy Educated at Swiss Federal Polytechnic School and Zurich University Technical Assistant to Swiss Patent Office-1901 Former teacher of Physics and math Married MilevaMaric 1903-1919- one Daughter Married Elsa Lowenthal who then died in 1936 Albert Einstein: A Biography, Albrecht Folsing 34-56 Einstein: His Life and Universe, Walter Isaacson 104-119 Nobel Prize The Official Web Site Of the Nobel Prize Nobelprize.org

23. 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)

24. 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

25. 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.

26. Choisissez un sujets L’éducation Les sports La religion Les vacances La cuisine L’économie Les problemes sociaux La musique Le cinéma La mode La santé Les politiques L’architecture La travail La littérature La vie de famille Le jours de Fête Les arts

27. 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

28. 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

29. Suggestions de Reserche • www.ncwiseowl.com • www.go.golier.com* • United States State Department : www.state.gov • CIA World Fact Book: www.cia.gov • The United States Library of Congress: www.loc.gov • French Embassy: www.franceintheus.org * • French Government: www.education.gouv.fr* • French culture: www.frenchculture.org

30. Suggestions de Reserche www.bbcnews.com www.Louvre.fr/en www.encylopediabritannica.com www.encarta.com www.nationmaster.com For Meta Search Engines: www.vivisimo.com www.brainboost.com

32. 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 Standards

33. 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.

34. 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

35. Resources Citation Builder (NCSU Library website) Citation Maker (MLA format) Have on NC Wise OWL website Easybib Knightcite BibMe Son of Citation Machine

36. 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 content Improves writing skills (clear, concise, formal style) Teaches the writing process of planning, drafting and revising Helps to teach organization

37. Benefits continued Teaches critical thinking/reasoning Teaches you how to support a stance Deepens knowledge on chosen topic Expands vocabulary Promotes creative thinking Can teach specific strategies such as classification, compare and contrast, and cause and effect. Teaches how to form logical conclusions

38. 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.”

39. 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.

40. 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?