Transcript Research Project - Cherry Creek School District
8
th
Grade Language Arts Mrs. Carter Spring 2013
Introduction
The purpose of this guide is to prepare you in creating a high-quality research paper, usually expository writing, which meets acceptable standards of organization. A research paper deals with a limited topic and based on information from a variety of sources, which may include: reference books, books, magazine articles, newspaper articles, scholarly journals, online resources, and expert opinions.
This research guide will take you step-by- step through the process of "doing research" so that you don't get lost along the way. We will be using the Big6™ Skills Research Process.
What Do I Need to Know?
Ask this question:
What is this guide for?
Your teacher just assigned you a research paper, or an essay that requires research, or some kind of project that requires research and citing your sources.
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Your job is to stay calm, know you can do it, hang in there and go step by step!
A research project is more complicated than getting the answers from the book or writing out of your own head. It requires you to keep track of a lot of different things, do some original thinking, look for examples to support your ideas and to put it all together in a neat package to present to an audience (your teacher, your class, and maybe some guests).
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Some high school teachers will require research projects and assume that you know how to do them. Don't panic if you have never done one. This guide will help you as you go through all the steps. Not only that, it will help you do a really good project. The research process is recursive, which means that at any point you may go back and redo an earlier step. This is one of the main reasons why you need to hang in there and stay organized. Give yourself time at the end of every work session to re-organize yourself for the next time you work.
What Do I Need?
Make sure you come to this process equipped with 4 things:
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1. Your teacher's assignment, written down. (You will constantly refer to this. Make sure you have it.)
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2. A notebook 3. Pens or pencils 4. Index cards for note-taking and rubber bands or paper clips. (Some people take notes on notebook paper or use word processing. Try it with index cards, word processing or database document the first time. Later you may decide to use other methods.)
Step 1:Task Definition
Ask these questions:
What do I have to do or find out?
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When you do research you are looking for information for some reason, either for your own interest, or you have a class assignment. In either case, you need to be sure of what you will be doing.
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Task definition means to be sure about the job you have to do. Let's assume you have an assignment from a teacher. Most teachers give an assignment paper that describes the assignment. Be sure to ask for one. Make sure that you know the following things about your assignment:
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1. What kind of final product are you expected to present to the teacher? Is it a written report? An oral presentation? A poster? Or something else?
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2. Does it have to be a certain length, size, or duration of time?
3. Do you have any freedom of choice in how to present what you will learn? 4. What is the topic of the assignment? Does your teacher give you the specific topic (subject) of your assignment? Do you have any freedom to select a topic for yourself? Do you have to create a thesis statement (take a position, make an argument) ? Did the teacher give you a very general topic that you have to focus to a smaller topic?
What is the due date for your final product? Are there any parts of the assignment due before the final due date (like a rough draft, notes , outline , etc.)?
Helpful Hint: Get an assignment calendar and write any due dates in it. This will help you plan your time to get the assignment done by the due date. Most teachers will take off points from your grade for late work.
Step 2: Information Seeking Strategies
Ask these questions:
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What sources can I use?
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What are all the sources I could use to get the information I need, if I had unlimited time and money? Make a wish list. Let your imagination go free when you brainstorm. Good ideas you would never think of otherwise may come up.
See Tip Sheet 5 : Make a List of Possible Sources for ideas.
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Which sources are the best for me to use?
What sources on my wish list are the best and most possible for me to use for this assignment? Check off the sources on your list that are possible for you to use, given your time and money.
Step 3: Location and Access #1
Ask these questions:
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Where do I go to find each of the sources I want to use?
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Organize your time so you use all the sources in one place together, so you don't have to keep going back to a place again.
Write the location next to each source in your list, if you know it. Ask a librarian or your teacher, if you're not sure.
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Who can help me if I don't know how to use the online catalog or find what I need? Any librarian or library assistant will be happy to help you. Just ask them. Click on Horizon Middle School http://www.cherrycreekschools.org/Schools/Horizon/Pages/default.aspx
which has a wide variety of sources in print and electronic format. It is usually open after school on most days. Ask Mrs. Pauly for the current hours. The Arapahoe Public Library sources.
http://arapahoelibraries.org/ is another place in your community to access information for your research assignment. If you don't have a library card to borrow books from there, go to their front desk with some proof of your name and address (a school schedule or the envelope from a letter mailed to you) and say you would like to get a library card. There's no charge for a card or to borrow books and other
Step 3: Location and Access #2
Helpful Hint: Every source has its own system of organization. Check out the way each one is organized when you start using it. Look for the index and table of contents. Get help if you need it. After a while, you will learn how to use a wide variety of sources.
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Is it in alphabetical order like a dictionary or encyclopedia? Or is there an index or table of contents you can use to find the pages you need?
Is it an electronic source like a CD-ROMs on the computer where you use a search screen?
Or are you using the Internet and have to find a search engine or know the URL (address) of the site.
2. How will I know what to look for in the sources?
Go back to your list of key words and key phrases. These are the words you will use to look up information in the sources.
Step 4: Use of Information #1
Ask these questions:
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What information does the source give me?
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Is the information in-depth enough for me? Or is it too superficial (simple)?
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Does the information give you answers to your questions?
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Does the information give you new ideas, or lead you to other sources?
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Is the information given in the types of formats you need (maps, dates, graphics, etc.)?
Can I understand the information?
• Is it in a language you can understand?
• Is it too scientific or technical?
• Does it use too much specialized language that you don't understand?
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If the language is not right for you, look for the same information in other sources. If you cannot find any, ask a librarian to help you. There is always information available for both experts and non- experts in most topics.
What information can I use?
Use of Information #1(cont.)
This is a good time to go back and recheck your task, your specific assignment. Then compare your assignment against the information you have found. Answer the following questions:
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1. Does the information included in the source help me complete my task? • If it does, then you will be able to start "extracting" the information. (see letter "C" next) • If it does not, you will need to look for information in other sources.
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2. Does the information in the source give me additional ideas that make me want to change my original thesis?
If you find that there is much too much information on your topic, you may want to narrow down your topic.
Step 4: Use of Information #2
If you are not finding enough material on your topic, you will want to go through the same process to broaden your topic (make it larger to include more material).
Warning!!
You must give credit to the source of any information you use directly or paraphrase. This is called citing your sources .
If you use in your final product any data, sentences, paragraphs, sounds, or images (pictures) without citing the source, you are committing an unlawful act called plagiarism, which means pretending someone else's work is your own. There are legal consequences for doing this. That is why it is very important to give credit to any material you use that is not originally your own. The best time to do this is when you are taking notes or copying information in any way. Make Source Cards for all sources you use. Identify on your notecard the source for any information you print out or copy from a computer source, photocopy from anything, scan electronically, or directly copy into your notes.
• At this point it is best to make an outline to create a structure for your project. • Now you can see if you are missing any information, want to eliminate any information, or need to change your thesis or topic in any way.
• Note-taking • Photocopying • Printing (from a computer source) • Videotaping • Tape recording • Interviewing (and note taking or tape-recording) • Photographing • Scanning (requires a scanning device) • Drawing or sketching
Step 5: Synthesis-Putting It All Together
Ask these questions:
How can I put all of the information together to present what I have learned?
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What presentation format does my assignment require? (paper, poster, oral presentation, etc.) Go back and review your assignment sheet to be sure of what is required.
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If you have a choice of some different formats, what did you decide earlier?
If you have complete freedom and didn't make a decision yet,
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look at Alternative Formats to Present Information.
What materials do I need in order to put together my presentation?
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Bring all of your notes, images, disks, artifacts, etc., together into one place.
Have all of the tools you need to put it together; paper and pencil, computer disk, poster board, etc.
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Work at a place where you can spread out and concentrate. Give yourself the time you need to make a rough draft, edit it and make a final copy before the work is due.
Step 6: Evaluation
Ask these questions:
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Is this paper any good?
You should be the first person to evaluate your own work. Ideally you will have finished your project in advance enough to check it thoroughly. After that, you could ask a classmate or family member if they have time to do it. Then, when you turn it in to the teacher to evaluate and grade, you will know it is the best work that you wanted to do.
Is my task finished?
Did I complete the assignment given by the teacher? • Go back and review the assignment sheet again to be sure. • Make sure that you have completed all the parts.
• Make sure that they are in the proper order.
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• Make sure that you have identified the project with you name, your teacher's name, the date and any title if it applies. See Making a Title Page How did I do?
This evaluation depends on a lot of different criteria. Some of the criteria might be written by the teacher in the assignment. Some of them might be artistic decisions like the effectiveness of an informational poster, or the literary quality of a play or poem. Some of the criteria are common sense.
Here is a list of the common sense criteria to evaluate for yourself:
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1. Correct spelling
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2. Overall neatness 3. Parts in a logical and correct order, nothing missing
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4. Borrowed material properly cited 5. Any thesis statements or arguments have been supported Once you have evaluated your work, you are ready to turn it in, hopefully by the due date. Remember: Teachers will
usually take off points for late work.
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Common Core Standards
CCSS.ELA-Literacy.W.8.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.W.8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) CCSS.ELA-Literacy.W.8.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 here .) CCSS.ELA-Literacy.W.8.6
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
CCSS.ELA-Literacy.W.8.7
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
CCSS.ELA-Literacy.W.8.8
and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility CCSS.ELA-Literacy.W.8.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.8.2
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
CSS.ELA-Literacy.SL.8.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-Literacy.SL.8.5
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
CCSS.ELA-Literacy.SL.8.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.) CCSS.ELA-Literacy.L.8.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.8.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-Literacy.L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening
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Common Core Standards (cont.)
CCSS.ELA-Literacy.L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.RI.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences CCSS.ELA Literacy.RI.8.2
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
CCSS.ELA-Literacy.RI.8.3
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
CCSS.ELA-Literacy.RI.8.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
CCSS.ELA-Literacy.RI.8.5
Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
CCSS.ELA-Literacy.RI.8.6
Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. CCSS.ELA-Literacy.RI.8.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
CCSS.ELA-Literacy.RI.8.5
Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
CCSS.ELA-Literacy.RI.8.6
Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. CCSS.ELA-Literacy.RI.8.7
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
CCSS.ELA-Literacy.RI.8.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
CCSS.ELA-Literacy.RI.8.9
Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
CCSS.ELA-Literacy.RI.8.10
By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
Acknowledgments
This presentation was adapted from the following sources:
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Big6™ Skills Research Method
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