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Research Papers

Page history last edited by Jason Stephenson 6 months, 2 weeks ago

 

Research Papers

 

adjective | A research paper is a piece of academic writing based on its author's original research on a particular topic, and the analysis and interpretation of the research findings. (www.aresearchguide.com).

 

Writing research papers is a process that involves conducting research to answer a question by drawing from sources that are accurate and credible. This includes many skills: note-taking, informative writing, and argument writing. Students will answer questions by investigating the topic in-depth: gather, evaluate, and synthesize the information from multiple sources and draw conclusions based on the research. The characteristics of a research paper include logical organizations that link the important ideas, elaboration and evidence based on relevant and accurate information, and includes a good, strong conclusion. Successful research papers include citing for textual evidence that is paraphrased and quoted. Sources used during the research are cited on a works cited or bibliography page. Students benefit from both shorter and in-depth research tasks.

 

Literacy Progression

Standard 6

Progression 

objectives in chronological order with shifts bolded

how the objectives develop & change through the grade levels

5.6.W.1 Students will write research papers and/or texts independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two).


5.6.W.4:  Students will summarize and present information in a report.

 

 

6.6.W.1 Students will write research papers and/or texts independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two).


6.6.W.4  Students will summarize and present information in a report.

 

 

Writing research papers is a cumulation of most of the Oklahoma Academic Standards.  Beginning in 5th grade, students begin to gather information and write a research report with guidance and support. 6th and 7th grade students continue through the process with less guidance and support. The information in the report is summarized for extended research periods of time or shorter research task.


The process for conducting research starts with selecting a topic, narrowing it down, and generating questions that will help guide and deepen the investigation of the research.


It is important the sources used contain relevant and accurate information about the topic.

 

Note-taking records information and where the information is found.


An informal outline will organize the ideas which include title, introduction, body paragraphs, and conclusion.


The draft should be based on the informal outline summarizing the information for the research report.


A list of sources should be included in the research report, using the format that assigned by the teacher.


Students follow the writing process of revising and editing before sharing the research report.


Research for shorter timeframes may require fewer sources. The shorter research could be used as a practice for a specific research skill. (e.g., citation, note-taking, paraphrasing, summarizing, or quoting). The shorter research timeframes enable more teacher feedback and time for modeling. The shorter timeframes also allow for multiple avenues of exploration about the topic.

7.6.W.1 Students will write research papers and/or texts independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two).


7.6.W.3 Students will quote, paraphrase, and summarize findings following an appropriate citation style (e.g., MLA, APA, etc.) and avoiding plagiarism.


7.6.W.4 Students will summarize and present information in a report.

 

8.6.W.1 Students will write research papers and/or texts independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two).


8.6.W.3 Students will quote, paraphrase, and summarize findings following an appropriate citation style (e.g., MLA, APA, etc.) and avoiding plagiarism.


8.6.W.4 Students will summarize and present information in a report.

 

9.6.W.1 Students will write research papers and/or texts independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two).


9.6.W.3 Students will quote, paraphrase, and summarize findings following an appropriate citation style (e.g., MLA, APA, etc.) and avoiding plagiarism.


9.6.W.4 Students will summarize and present information in a report.

 

 

Students continue to write research papers for extended periods of time or for shorter timeframes. Writing research reports is a requirement in many content areas.  The research process for extended periods of time will continue to involve: conducting research to answer questions, drawing on sources for accurate information and evaluating effective sources to determine if the source is relevant to the topics,A research paper should not rely too heavily on one source, but include several sources.

 

Students take notes to record information. A complete informal outline will help plan a well-organized research paper.  Information should be summarized. The information should also be paraphrased or use quotations to avoid plagiarism. A standard format for citation and bibliography should be included and continue to follow the writing process for the research paper.


Research for shorter timeframes may require fewer sources. The shorter research could be used as a practice for a specific research skill. (e.g., citation, note-taking, paraphrasing, summarizing, or quoting). The shorter research timeframes enable more teacher feedback and time for modeling.

10.6.W.1 Students will write research papers and/or texts independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two).


10.6.W.4 Students will synthesize and present information in a report.

 

11.6.W.1 Students will write research papers and/or texts independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two).


11.6.W.4 Students will synthesize and present information in a report.

 

12.6.W.1 Students will write research papers and/or texts independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two).

 

 
Beginning in the 10th grade, there is a subtle shift in the expectations for research papers. 10th graders are expected to synthesize and present information from sources.

This has several implications:

  • Research must involve multiple sources.

  • Students will go beyond simple summary.

  • Students should take into consideration information from multiple sources and make original claims and/or generalizations.


Extended Research:

  • These tasks involve a series of assignments over the course of several weeks that culminate in a final product.

  • Students should have opportunities to access,vet, and integrate information from print and digital sources.

  • Teachers may require students to complete print or digital notecards to help students organize the information they are gathering.

  • Students should also adhere to the appropriate citation style (MLA, APA‚Ķ).


Shorter Research Tasks:

  • These tasks should be embedded within other units of instruction and bundled with other standards.

  • These tasks should require less sources, and the teacher may scaffold the research by provided the sources for students.

  • Students can practice specific research skills (citations, embedding quotes/paraphrasing, synthesis, ect..) without waiting to incorporate writing in an extending piece, enabling the teacher to give prompt feedback.


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