ACKNOWLEDGEMENTS. Mississippi Department of Education

Transcription

1

2 ACKNOWLEDGEMENTS Mississippi Department of Education Carey M, Wright, Ed. D. State Superintendent of Education Jill Dent, Ph.D., Bureau Director Early Childhood Nathan Oakley, Ph.D. Chief Academic Officer Elizabeth Simmons, School Library Specialist Office of Elementary Education and Reading Wendy Clemmons, Executive Director Office of Secondary Education Ashley Kazery, English Language Arts Office of Secondary Education Tenette Smith, Ph.D., Bureau Director Office of Elementary Education and Reading Melissa Banks, Instructional Technology Office of Elementary Education and Reading The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the basis of race, sex, color, religion, national origin, age, or disability in the provision of educational programs and services or employment opportunities and benefits. The following office has been designated to handle inquiries and complaints regarding the nondiscrimination policies of the above mentioned entities: Director, Office of Human Resources Mississippi Department of Education 359 North West Street Suite 203 Jackson, Mississippi Research Skills 2

3 TABLE OF CONTENTS Seventh Grade Research Skills 5 Eighth Grade Research Skills 8 Ninth Grade Research Skills 11 Tenth Grade Research Skills 14 Eleventh Grade Research Skills 17 Twelfth Grade Research Skills 20 Research Guide 23 MLA 8th Edition Worksheets 53 Research Skills 3

4 INTRODUCTION Research-based learning combines inquiry-based knowledge with key features of the research components of the Mississippi Department of Education College-and Career-Readiness Standards. This style of learning increases student control over his or her learning while teachers and librarians serve as facilitators. Working collaboratively with teachers, school librarians play a critical role in teaching these skills so that students can acquire, evaluate, interpret, and apply the information that will be introduced throughout the research process. School libraries are now places where many forms of print and electronic resources are used efficiently to teach reading comprehension, appreciation, and information literacy skills. In order for these skills to be effective, librarians and classroom teachers must work as a team to incorporate them into the College-and Career-Readiness Standards. The goal for the Library Research Skills Guidance is to reinforce classroom curriculum content with relevant library resources and information literacy skills. The following lessons model how research skills can be taught collaboratively between a subject area teacher and the school librarian or across the curriculum. There is a progression in incorporating research skills with technology and different forms of resources starting in the seventh grade through senior year. COLLABORATION The active participation of teachers is essential to a successful school library program. Collaboration between teachers and school librarians is the key to creating college-and career-ready students. Because of the collaborative effort to teach research skills, the Library Research Skills Guidance does not address scope and sequence. Collaborative Lesson Plan Template Library Materials Request Form Template HOW TO READ THE GUIDE Each skill has four elements: Grade Level, Curriculum Connection, Instructional Plan, and Resources. The Instructional Plan gives the librarian and teacher an example of the progression of the research lesson. The Resources list optional books, materials, or technology to be used with the project, but any material that supports the curriculum can be used. Research Skills 4

5 RESEARCH SKILLS SEVENTH GRADE CURRICULUM CONNECTION WHST Write arguments focused on discipline-specific content. W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. INSTRUCTIONAL PLAN Students will write an argumentative essay on an assigned topic from Earth and Space Science Content Strand. The librarian will teach students how to use MAGNOLIA Explora to find information. The librarian will show students how to find print materials in the library using the Automated System. The librarian and science teacher will collaboratively teach how to format the essay s outline and create citations. The essay should contain at least five paragraphs with an introduction, body paragraphs, and a conclusion. Students should write a claim, evidence to support claim, and conclusion statement. The essay should contain a works cited page. Students should use at least two sources (MAGNOLIA and a print source) to write the essay. The librarian and science teacher will collaboratively help students find information and compose the argumentative essay. RESOURCES Science topics (e.g. climate change, green living, natural resources) MAGNOLIA Explora Earth and Space Science print resources and periodicals Purdue Owl MLA 8th Edition Research Skills 5

6 RESEARCH SKILLS SEVENTH GRADE CURRICULUM CONNECTION WHST Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. INSTRUCTIONAL PLAN Students will write an informative essay on an assigned topic from history explaining the cultural and historical implications of the assigned person or event. The librarian will teach students how to use MAGNOLIA History Reference Center to find information. The librarian will show students how to find print materials in the library using the Automated System. The librarian and history teacher will collaboratively teach how to format the essay s outline and create citations. The essay should contain at least five paragraphs with an introduction, body paragraphs, and a conclusion. The essay should contain a works cited page. Students should use at least two sources (MAGNOLIA and a print source) to write the essay. The librarian and history teacher will collaboratively help students find information and compose the historical informative essay. RESOURCES World history topics MAGNOLIA History Reference Center World history print resources Purdue Owl MLA 8th Edition Research Skills 6

7 RESEARCH SKILLS SEVENTH GRADE CURRICULUM CONNECTION W.7.9a Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. INSTRUCTIONAL PLAN Compare and contrast the Civil War in Gary Paulsen s Soldier s Heart and informational text. The librarian will reinforce how to use MAGNOLIA History Reference Center to find information on the Civil War. Students will take the information that has been gathered from reading Soldier s Heart and MAGNOLIA History Reference Center to create a Compare and Contrast presentation. The librarian and English teacher will collaboratively teach how to use PREZI or another type of presentation software and how to create a citation slide. The presentation should include at least seven slides: title slide, compare and contrast slides, and works cited slide. If time permits, students can share their presentation. RESOURCES Soldier s Heart by Gary Paulsen MAGNOLIA History Reference Center Presentation Application/Program Purdue Owl MLA 8th Edition Research Skills 7

8 RESEARCH SKILLS EIGHTH GRADE CURRICULUM CONNECTION WHST Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility 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. INSTRUCTIONAL PLAN Students will select a topic from 8th grade science curriculum to research. The librarian and science teacher will collaboratively work with students to gather information regarding the topic. The librarian will refresh students on how to find and use informational text by reviewing the table of contents and indexes. The librarian will teach students how to use Cube Creator to create research-based study aides. Cube Creator uses six main questions to create 3D study aides. One of the questions/topics should be the citation of the resource used. By using graphic organizers like Cube Creator, students write or draw meanings and relationships of underlying ideas. This short research project can be replicated to be used with the 8th grade social studies curriculum. RESOURCES Science topics Purdue Owl MLA 8th Edition Cube Creator Print materials regarding the scientific topics Research Skills 8

9 RESEARCH SKILLS EIGHTH GRADE CURRICULUM CONNECTION S.L.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. WHST Write arguments focused on discipline-specific content. INSTRUCTIONAL PLAN Students will use predetermined websites to research a topic from 8th grade social studies curriculum. The librarian will teach students how to use website bookmarking applications such as Symbaloo EDU to find information for the argumentative speech. The librarian and social studies teacher will collaboratively help students gather information for the speech. After preliminary research, students will take a position and support opinions with facts and evidence in 2 minute speech. The librarian will teach students how to create in-text citations and format the speech. The speech will be made up of 4 parts: introduction, argument 1, argument 2, and conclusion. The printed version of the speech should have in-text citations and a works cited page. This short research project can be replicated to be used with the 8th grade science curriculum. RESOURCES Website bookmarking MAGNOLIA History Reference Center Speech rubric History topics Purdue Owl MLA 8th Edition Research Skills 9

10 RESEARCH SKILLS EIGHTH GRADE CURRICULUM CONNECTION 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. W.8.9.a Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. INSTRUCTIONAL PLAN Students will work together in small groups to read, discuss, compare and analyze traditional and modern fairy tales. Students will select a traditional fairy tale as well as a modern version that will be read outside of class. Students will research information regarding the traditional story, author, and time period. The librarian will help students gather necessary information to research fairy tales. After creating a venn diagram comparing the original fairy tale to modern version, students will create a book trailer promoting the modern version. Students will create QR Codes or something similar to publish book trailers. The librarian and English teacher will collaboratively teach how to create book trailers and QR codes. RESOURCES School librarian will collaborate with public libraries to find picture books and other print resources to research the traditional fairy tale. Librarian will reserve print or digital copies of the modern version of the fairy tale. Book trailer app or program - Vimeo, Animoto Lite, PowToon QR Code Generator app or program Research Skills 10

11 RESEARCH SKILLS NINTH GRADE CURRICULUM CONNECTION WHST a Introduce a topic or organize ideas, concepts, and information to make important connections and distinctions; include formatting, graphics, and multimedia when useful to aiding comprehension. INSTRUCTIONAL PLAN Students will write an informative speech discussing different elements of mental illnesses. The librarian will teach students how to use MAGNOLIA Consumer Science and print resources to find information on assigned mental illness. The librarian will teach students how to find and evaluate quality print sources. The librarian and teacher will reinforce how to use PREZI to create a presentation that will be used during the speech. The speech will be made up of an introduction, minimum of 10 facts, and conclusion. The printed version of the speech should have in-text citations and a works cited page. Students should use at least two sources (MAGNOLIA database and print source) to create the speech. The librarian and teacher will collaboratively help students find information and compose the speech and presentation. Students will present speech and presentation to the class. The students will peer review the speeches to help evaluate the speaker s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence (SL.9.3). RESOURCES MAGNOLIA Consumer Science Print resources Presentation Application/Program Speech Rubric Research Skills 11

12 RESEARCH SKILLS NINTH GRADE CURRICULUM CONNECTION RL.9.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. RI.9.9 Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts. INSTRUCTIONAL PLAN Students will write a narrative essay comparing two pieces of artwork portraying the Civil Rights Movement after reading Letters from Birmingham Jail by Dr. Martin Luther King, Jr. The librarian will teach students how to use Mississippi Digital Library and other websites to find artwork and background information on the Civil Rights Movement. The librarian will teach students how to find and evaluate quality Internet sources. The librarian and English teacher will collaboratively teach how to format the essay s outline and create citations and in-text citations. The essay should contain at least five paragraphs with an introduction, body paragraphs, and a conclusion. Students should write an introduction with a thesis statement, information about the two pieces of art, and conclusion statement. The essay should contain a works cited page. Students should use at least two sources (Mississippi Digital Library and an Internet source) to write the essay. The librarian and English teacher will collaboratively help students find information and compose the narrative essay. RESOURCES Mississippi Digital Library OH Freedom! Explore History in Art Purdue Owl MLA 8th Edition Website Evaluation Guide Letters from Birmingham Jail Research Skills 12

13 RESEARCH SKILLS NINTH GRADE CURRICULUM CONNECTION RL.9.3 Analyze how complex characters develop over the course of a literary text, interact with other characters, and advance the plot or develop the theme. W.9.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. INSTRUCTIONAL PLAN This Mississippi Studies lesson is aligned with Mississippi fiction such as As I Lay Dying, Let the Circle Be Unbroken, and Mudbound. Students will select and read a book outside of class. During class, students will research information about the author and the time period discussed in the literature. If the location is not Mississippi, then students will need to compare the location with Mississippi. Students will write an essay that contains information on the author, time and location of the book, and a review of the book. The essay should contain a works cited page. The librarian will teach students how to use MAGNOLIA MS Writers Page and Mississippi Writers and Musicians website find information on the author and book. The librarian will reinforce how to find and evaluate quality Internet sources. The librarian and teacher will collaboratively teach how to format the essay s outline and create citations and in-text citations. Students should use at least two sources (MAGNOLIA database and an Internet source) to write the essay. The librarian and teacher will collaboratively help students find information and compose the essay. RESOURCES MAGNOLIA MS Writers Page and Mississippi Writers and Musicians Print resources Website Evaluation Guide Research Skills 13

14 RESEARCH SKILLS TENTH GRADE CURRICULUM CONNECTION WHST Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. INSTRUCTIONAL PLAN This research essay can be taught cross-curriculum with the librarian, World History teacher, and English teacher. Students will write an informative essay analyzing the geographic, political, economic, social, and religious structures of a particular country/time frame and how these elements influenced literature (e.g. French social classes and Les Miserables or World War II and Night ). Students will read a selected text during English class and complete the research in World History. The librarian will teach students how to use MAGNOLIA Academic Search Premier and History Reference Center and other websites to find information on the time period and country. The librarian will reinforce how to find and evaluate quality Internet sources. The librarian and world history teacher will collaboratively teach how to format the essay s outline and create citations and in-text citations. The essay should contain at least eight paragraphs with an introduction, body paragraphs, and a conclusion. Students should write an introduction with a thesis statement, information about the location, time period, and literature, and conclusion statement. The essay should contain a works cited page. Students should use a minimum of two sources (MAGNOLIA and an Internet source) to write the essay. The librarian and World History teacher will collaboratively help students find information and compose the informative essay. RESOURCES Purdue Owl MLA 8th Edition Website Evaluation Guide MAGNOLIA Academic Search Premier and History Reference Center Research Skills 14

15 RESEARCH SKILLS TENTH GRADE CURRICULUM CONNECTION W.10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. INSTRUCTIONAL PLAN This virtual timeline can be taught cross-curriculum with the librarian, Humanities teacher, and English teacher. Students will write an informative timeline analyzing aspects of the Renaissance and Reformation as part of Elizabethan England. This lesson can be aligned with the Shakespeare unit in English II. The librarian will reinforce how to use MAGNOLIA Academic Search Premier and History Reference Center and other websites to find information on Elizabethan England. The librarian will teach students how to find and evaluate quality print and Internet sources. The librarian and World History teacher will collaboratively teach how to use Sutori Digital Storytelling Tool to create a virtual timeline and create citations. The timeline should contain at least 5 sections. There should be a title, introduction, and conclusion. The conclusion should contain the works cited of sources used. Students should use at least four sources (MAGNOLIA database, Internet source, print source) to create the timeline. The librarian and World History teacher will collaboratively help students find information and create the virtual timeline. RESOURCES Purdue Owl MLA 8th Edition Website Evaluation Guide MAGNOLIA Academic Search Premier and History Reference Center Sutori Digital Storytelling Tool Research Skills 15

16 RESEARCH SKILLS TENTH GRADE CURRICULUM CONNECTION WHST Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. INSTRUCTIONAL PLAN Students will write an informative podcast script on a current event. The librarian will teach students how to use MAGNOLIA Newspaper Source to find information on the assigned current event. The librarian and classroom teacher will collaboratively teach how to format the current event podcast and create citations for the printed version of the podcast script. The librarian will help the teacher set up a podomatic Classroom site. Once the site is established, the librarian will teach students how to upload and share the current events podcasts. This short research project can be replicated to be used across the curriculum. RESOURCES Current Event Topics MAGNOLIA Newspaper Source podomatic Classroom Site Purdue Owl MLA 8th Edition Research Skills 16

17 RESEARCH SKILLS ELEVENTH GRADE CURRICULUM CONNECTION RL.11.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. INSTRUCTIONAL PLAN Students will write a literary analysis essay on an assigned piece of American Literature. The librarian will teach students how to use MAGNOLIA Literary Reference Center to find information on the assigned pieces of literature. The librarian will reinforce how to find and evaluate quality Internet sources. The librarian and English teacher will collaboratively teach how to format the essay s outline and create citations and in-text citations. The essay should contain at least eight paragraphs with an introduction, body paragraphs, and a conclusion. Students should write an introduction with a thesis statement, evidence to support the thesis, and conclusion statement. The essay should contain a works cited page. Students should use a minimum of two sources (MAGNOLIA and an Internet source) to write the essay. The librarian and English teacher will collaboratively help students find information and compose the literary analysis essay. RESOURCES MAGNOLIA Literary Reference Center Website Evaluation Guide Purdue Owl MLA 8th Edition American Literature Options: Of Plymouth Plantation To My Dear and Loving Husband In Memory of My Dear Grandchild Sinners in the Hands of an Angry God Common Sense The Way to Wealth: Preface to Poor Richard Letters from an American Farmer Declaration of Independence Research Skills 17

18 RESEARCH SKILLS ELEVENTH GRADE CURRICULUM CONNECTION RST Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. SL.11.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. INSTRUCTIONAL PLAN Students will write an pro/con speech analyzing different aspects of genetic testing and medical ethics. This lesson can be aligned with the reading of The Immortal Life of Henrietta Lacks. The librarian will teach students how to use MAGNOLIA Academic Search Premier and procon.org to find information on the medical ethics and genetic testing. The librarian will reinforce how to find and evaluate quality Internet sources. The librarian and science teacher will collaboratively teach how to use Piktochart to create an infographic with evidence from the speech. The speech will be made up of 5 parts: introduction, argument 1, argument 2, counter argument and conclusion. The printed version of the speech should have in-text citations and a works cited page. Students should use a minimum of at least two sources (MAGNOLIA database and Internet source) to create the speech. The librarian and science teacher will collaboratively help students find information and compose the informative essay. RESOURCES MAGNOLIA Academic Search Premier Procon.org Website Evaluation Guide Piktochart Purdue Owl MLA 8th Edition Speech Rubric Research Skills 18

19 RESEARCH SKILLS ELEVENTH GRADE CURRICULUM CONNECTION WHST Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific tasks, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a strand format for citation. INSTRUCTIONAL PLAN This research paper can be taught cross-curriculum with the librarian, US History teacher, and English teacher. Students will write an informative paper analyzing the different topics related to various topics of US History such as Vietnam War, Civil Rights, and Space Program. Students will receive assigned topics and background information in the US History class and the research will be completed during English. The librarian will reinforce how to use MAGNOLIA Academic Search Premier and History Reference Center and other websites to find information on US History. The librarian will reinforce how to find and evaluate quality print and Internet sources. The librarian and English teacher will reinforce how to format the paper s outline and create citations and in-text citations. The paper should contain at least 5 pages with an introduction, body paragraphs, and a conclusion. Students should write an introduction with a thesis statement, information about the topic, and conclusion statement. The research paper should contain works cited page. Students should use a minimum of four sources (MAGNOLIA database, Internet source, print source) to write the paper. The librarian and English teacher will collaboratively help students find information and compose the information research paper. This research paper should serve as an in-depth review for the US History test. RESOURCES Website Evaluation Guide MAGNOLIA Academic Search Premier and History Reference Center Print and nonprint sources connected to the research topic Research Skills 19

20 RESEARCH SKILLS TWELFTH GRADE CURRICULUM CONNECTION RL.12.7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text. W.12.2 Write informative / explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. INSTRUCTIONAL PLAN Students will write a literary analysis essay on an assigned topic from a Shakespearean drama. The librarian will reinforce how to use MAGNOLIA Literary Reference Center to find information on the assigned topic. The librarian will reinforce how to find and evaluate quality Internet sources. The librarian and English teacher will reinforce how to format the essay s outline and create citations and in-text citations. The essay should contain at least eight paragraphs with an introduction, body paragraphs, and a conclusion. Students should write an introduction with a thesis statement, evidence to support the thesis, and conclusion statement. The essay should contain a works cited page. Students should use a minimum of two sources (MAGNOLIA and an Internet source) to write the essay. The librarian and English teacher will collaboratively help students find information and compose the literary analysis essay. RESOURCES Topics based on Shakespearean drama M AGNOLIA Literary Reference Center Website Evaluation Guide Purdue Owl MLA 8th Edition Shakespeare Resources: My Shakespeare Shakespeare Uncovered MIT Global Shakespeare Folger Shakespeare Library Research Skills 20

21 RESEARCH SKILLS TWELFTH GRADE CURRICULUM CONNECTION WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. INSTRUCTIONAL PLAN Students will create a movie featuring different political systems from around the world. The librarian will reinforce how to find and evaluate quality Internet sources. The librarian and government teacher will collaboratively teach how to format the movie storyboard and create citations for the printed version of the movie script. The librarian will help the teacher set up a TeacherTube classroom site. Once the site is established, the librarian will teach students how to upload and share the political system movies. This short research project can be replicated to be used across the curriculum. Students should use a minimum of two sources to create political system movie. The librarian and government teacher will collaboratively help students find information and compose the political system movie. RESOURCES Political Systems Website Evaluation Guide Print resources or other digital resources if available Purdue Owl MLA 8th Edition If video editing software is not available, check out Adobe Spark Research Skills 21

22 RESEARCH SKILLS TWELFTH GRADE CURRICULUM CONNECTION W.12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. INSTRUCTIONAL PLAN Students will write an annotated bibliography on a career. The librarian will teach students how to use the Occupational Outlook Handbook and other print and digital resources to find information on the career. The librarian will reinforce how to find and evaluate quality print and Internet sources. The librarian and teacher will collaboratively teach how to format the annotated bibliography. The annotated bibliography will contain an introduction summarizing facts about the career or industry. The annotated bibliography should contain at least 10 annotations which includes source type, citation, and evaluation and or summary of the source. Print and nonprint sources should be evenly dispersed. The librarian and teacher will collaboratively help students find information and compose the annotated bibliography. RESOURCES Occupational Outlook Handbook Print and nonprint sources connected different careers Purdue Owl MLA 8th Edition Website Evaluation Guide Research Skills 22

23 RESEARCH GUIDE Research Skills 23

24 ACCESS, EVALUATE AND USE INFORMATION COLLEGE-AND CAREER-READINESS STANDARDS The College-and Career-Readiness Standards Initiative is designed to prepare students for college, workforce training and life in the technological society. One major component of the college and career readiness (CCR) standards for English-language arts is information literacy - the successful gathering, comprehending, evaluating, synthesizing and presenting information and ideas effectively and creatively in print, non-print, or technological formats. Within the CCR anchor standards writing component is to develop research and presentation of knowledge. Incorporated into these standards are the basic premises of the Standards for the 21 st Century Learner, US Dept. of Ed. 21 st Century Skills, and the ALA Information Literacy Standards. This research guide should help students become adept at gathering information, evaluating sources, and citing material accurately, regardless of the format of the original information. Mississippi Information Literacy Standards The information literate student: accesses information efficiently and effectively, evaluates information critically and competently, and uses information accurately and creatively. The information literate student is an independent learner who: pursues information related to personal interests, appreciates literature and other creative expressions of information, and strives for excellence in information seeking and knowledge generation. The information literate student contributes positively to the learning community and: recognizes the importance of information to a democratic society, practices ethical behavior in regard to information and information technology, and participates effectively in groups to pursue and generate information. Research Skills 24

25 Informational Text Scaffolding Print Digital Website 7-8th Grade Encyclopedias MAGNOLIA Internet Basics Dictionary Atlas Periodicals 9-10th Grade Reference Materials MAGNOLIA Internet (guided) Non-fiction Informational Text (predetermined) 11-12th Grade Reference Materials MAGNOLIA Internet/Google Non-fiction Informational Text (found using automated system) Scholar Mississippi Department of Education CCRS for ELA (Research) Research to Build and Present Knowledge W W Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility 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. Draw evidence from literary or informational texts to support analysis, reflection, and research. Research Skills 25

26 WHAT IS INFORMATION LITERACY? Students are always seeking information, but information is not knowledge. The ability to find and use information helps students to reach conclusions, make decisions, and communicate more effectively, become knowledgeable. As students gather information to reach a conclusion or support a hypothesis, they develop lifelong skills of information fluency. Research means "to seek out again," and its purpose is to bring together old and new information and documented recent opinions to support your thesis statement. The research process includes the ability to gather, evaluate, organize, and present information. A research project, whether it is a traditional paper, a speech, or a multimedia presentation is the end product of a thinking process that involves student-centered questioning or inquiry. It is likely to involve the following: careful research of already existing ideas, facts, and expert opinions on a specific topic, a thesis statement supported with facts, ideas, and expert opinions, and a formal presentation of research and thesis - which generally should include: an outline with thesis statement, paper (introduction, body paragraphs, conclusion), and a works cited page. A major element of the CCRS is that the research process and the writing process are connected. Research is of little value unless students can effectively communicate their new knowledge. The same skills that students use to write an expository paper are used to develop the research paper or a project in any medium. Asking solid questions, developing a clear and focused thesis, sketching an outline or a storyboard, drafting, revising, peer reviewing, and editing all are steps with which students are already familiar. Following this plan or process will produce the most successful paper in the least amount of time. The Research and Writing Process Choose a topic. Get an overview of the topic. Find and learn some general information about this topic. Identify the main issues in the overview. Research Skills 26

27 Narrow the topic. Brainstorm aspects of the topic. List key words of the topic. Select a question or problem on which to focus. Develop a statement of purpose. Determine the main idea of the paper/project. Develop a thesis statement. Find and evaluate sources. Use keywords to search the online sources (i.e., databases and card catalog). Scan summaries of magazine and newspaper articles and look for specific information linked to the thesis. Scan the table of contents, indexes, and chapter headings in books for information relevant to the thesis. Compile a working bibliography. Collect information using a style manual as guide to correct form and spacing. Read, select relevant information, and take notes. Determine the main ideas in the source. Determine what information the author uses to support these main ideas. Take notes in own words and follow the form used in a style manual. Copy significant direct quotations and document correctly. Develop Essential Questions on your topic to begin your research - some types and examples of questions that may be appropriate depending on the type of paper you need to write may include: Expand : What is global warming? (Look up and paraphrase lowest level) Compare/Contrast : Compare the weather and temperature in the U. S. today with the patterns 50 years ago. (Intermediate level critical thinking skills) Critique : What actions by society have contributed to global warming? Predict : Predict what will happen in the future if nothing is done to reverse global warming. What evidence is there to back your prediction? Persuade : Persuade the U. S. Government to pass laws that would help to reverse global warming. Evaluate : Evaluate the effectiveness of the past actions taken by government and business to prevent future global warming. (Highest level) Research Skills 27

28 Organize information and write an outline using the example in a style manual. Examine the notes. Organize note cards into main ideas to help develop the outline and arrange the information into an introduction, body, and conclusion. Consider how best to organize the material. Choose one or more organizational patterns depending on how students plan to develop the paper: Topical: Break the topic into subtopics and analyze each one. Problem/Solution: State the problem and then analyze the solutions offered by various writers. Comparison/Contrast: Take two or more aspects of a topic and show how they are similar and how they are different. Opinion/Reason: State opinion about the topic and support the opinion with the research done. Chronological: Present information in time sequence. Write the first draft of the paper and prepare documentation. Keep the outline handy to guide the writing. Refer to the thesis statement often; the thesis is the point being proven. Note the sources within the text. Write each paragraph so that it is related to the thesis and contains only one idea, which is expressed by a topic sentence and supported by the other sentences. Include an introduction that will help the reader understand the topic and position. The last sentence of the introduction will be the thesis statement. Be sure that each paragraph has an introductory sentence with a transition and a concluding sentence. Write a conclusion that discusses the significance of the topic and/or the findings and summarizes the standance. Use a transition and restate the thesis. Revise the first draft. Check spelling, grammar, and punctuation. Use formatting suggested in the style manual for the paper, parenthetical citations, and works cited. Use the spell checker in the word processing program. Have another person read and edit the paper and check for all errors. Research Skills 28

29 Essay Checklist Introduction Is the thesis stated clearly? Has the reader been effectively introduced to the topic? Does the thesis answer the research question? Body Is the main idea clearly and effectively stated? Is the main concept clearly discussed? Is all the borrowed information cited? Does the evidence support the argument? Conclusion Is the argument summarized? Is the thesis statement restated? Were larger connections made? Does the conclusion flow from the body? Style/Editing Is the language formal? Are sentences concise and free from unnecessary words and content? Do sentences flow properly? Is grammar and spelling correct? Is the paper free from contractions? Has the paper/project been proofed? References Does everything have a citation? Are references and citations properly formatted? Are there enough CREDIBLE sources used in the paper/project? Is there a reference page included? Research Skills 29

30 Big Six Research Process 1. TASK DEFINITION Define the problem Identify the information requirements. 2. INFORMATION SEEKING STRATEGIES Range of sources Look at different possible sources 3. LOCATION AND ACCESS Locate sources Find information within sources 4. USE OF INFORMATION Engage the information in a source Pull out the best information 5. SYNTHESIS Organize information from many sources Present information in own words 6. EVALUATION Judge the results and efficiency Judge the information problem-solving process Research Skills 30

31 DEVELOPING THESIS STATEMENTS A thesis is an overall goal, a controlling idea and should be the product of the student s own critical thinking after some research has been completed. The thesis statement will be the main idea of the entire paper/project and minimally explained in the introduction. A general rule for writing thesis statements is that it contains three points. The thesis statement will be presented in the introduction, proven by the evidence in the body of the paper/project and finally restated with a summary of the evidence in the conclusion. There are many ways to approach writing a thesis statement. Just make sure that it is not a simple fact, but one that can be supported with good evidence from reliable sources. HOW TO WRITE A THESIS STATEMENT What is it and What s it do? 1. One single sentence located at the end of the intro paragraph. 2. Tells the writer s opinion on the topic. 3. Directs reader to the main pieces of evidence. QUESTIONS TO GUIDE YOUR RESEARCH 1. Overview Information/Statistics/Definitions What is the situation with Background/Causes/Reasons What are the factors that Effects/Solutions/Recommendations found in the research What can be done about Interpretation of Information What will happen to... The following examples show how to develop a thesis statement from a broad general idea. Each step shows a further narrowing of the topic to arrive at an appropriate thesis statement. Social Issue: Capital Punishment Death penalty laws deter crime, save taxpayer dollars for prison expenses, and provide justice and closure to the families of victims. Historical Thesis: Puritanism in Colonial America The decline of Puritanism as a religion in colonial America resulted from the colonists success in worldly affairs, their rugged individualism, and ultimately their inability to accept the tenet of predestination. Literary Thesis: Character Analysis of Giles Corey In Arthur Miller s The Crucible, Giles Corey is a hero because he stands up for his beliefs and willingly submits to a tortuous death in order to maintain his rights, dignity, and integrity. Research Skills 31

32 Argumentative Thesis: The government needs to limit farm subsidies to farmers who make less than $100,000 a year profit. Informative Thesis: Most dogs lives consist of several unvaried activities such as sleeping, eating, and exercising. SOURCE CARDS Use the title page front and back, for the information to be put on the card. Determine what type of book it is. Use examples to create the source cards. The only name inverted is the first author; all other names are written in regular order. Remember to indent the second and following lines of the citation. Punctuation is critical. Correct punctuation indicates what type of source it is. Titles of complete works are italicized, articles/sections are in quotes. If handwriting title, underline with a squiggly line, a reminder to italicize when typing. The source cards will be used to create the Works Cited page for the paper/project, and for Parenthetical citations. NOTE: On backside of source card add the call number (found on the spine of the book), to easily retrieve it, if necessary. NOTE CARDS Notecards are 3x5 index cards with only one fact per card. There are four components on a MLA note card: topic may be based on Outline Topics, information source, fact, page number. The fact can be either a direct quote, paraphrase, or summary. Research Skills 32

33 PREPARING AN OUTLINE INTRODUCTION 1. Hook - Grab the audience s attention with an intriguing statement, anecdote, or analogy. Avoid beginning an essay with a question. 2. Background Information - Provide the audience with several sentences of background information about the topic. Make this topic relevant for the audience. Never assume the audience is knowledgeable about the topic. 3. Thesis - The thesis is the guiding statement of the paper/project. This should be a single, powerful sentence at the end of the introduction. BACKGROUND 1. Topic Sentence - Begin with a direct sentence that states the topic of the paragraph. 2. Statement - Write a statement about the first example. This is the lead-in to the example that will connect the topic sentence to the first example. 3. Examples, Quotes, Evidence - Provide a supporting example. It can be a quote or paraphrased information. 4. Explanations - Explain how the example supports the topic sentence and thesis. 5. Transitions/Statement - Transition to the next example with a statement that includes a transition. 6. Example - Provide a second supporting example. It can be a quote or paraphrased information. 7. Explanation - Explain how the second example supports the topic sentence and thesis. 8. Transition/Conclusion - Conclude the body paragraph by transitioning to the next body paragraph. 9. Example - Provide a third supporting example. It can be a quote or paraphrased information. 10. Explanation - Explain how the third example supports the topic sentence and thesis. 11. Transition/Conclusion - Conclude the body paragraph by transitioning to the conclusion. CONCLUSION 1. Restate the Topic - Bring the topic of the paper/project back to the audience s attention. Emphasize the importance of this topic. 2. Restate Thesis - Using different words, restate the thesis and the key points. This should be a brief summary of what has already been written. 3. Final Thought - Provide the audience with a final thought that brings the reader full circle. This can be a call to action, a reference back to something in the introduction, an insight into something larger, or a theme. Research Skills 33

34 EVALUATING SOURCES To assure accuracy in the research paper, it is important to evaluate the resources. The following guidelines should be considered when evaluating information in any format. Be sure the information is pertinent to the topic. Check the reliability and credibility of the materials by verifying the author and his/her affiliation; checking the date of publication/copyright date; and observing the source of publication/publisher. Assess biases presented in the information or its source. Check the purpose of the material by determining what it covers and the age or intellectual level it addresses. Compare the information with that presented in other sources. ABC S OF WEBSITE EVALUATION Use the following guidelines to help evaluate, determine the validity, usefulness and accuracy, and utilize effectively any information found on the Internet. ACCURACY Can the information be determined accurate? Can the information be verified from a print source? Are there any errors? AUTHORITY Is the article signed? Is the author a known expert in the field? Can the author's credentials be identified? Is there a way to contact the author? AFFILIATION Is the site connected to a known and recognized organization? BIAS Is this a commercial or an organization site? Is it clear who has sponsored or written this information? Are opposing viewpoints acknowledged respectfully? BORROWED Is the information available or more easily obtained from another source? BIBLIOGRAPHY Is there a Work Cited page? Do the sources seem reliable? Are there any links to more information? CONTENT Is the content arranged in a useful manner? Is the information on this site what you are looking for? Is it age appropriate? CURRENCY Is there a publication or update noted? How current is the site? CRITICAL THINKING Does the site support instructional themes or concepts? DEPTH How complete is the coverage? Does it offer adequate and inclusive information? DESIGN Is the information easy to find? Is the terminology unclear? EFFICIENCY Is it relevant and appropriate to my research? EASE Is the information easily available? Are the links uncomplicated? Research Skills 34

35 PRIMARY AND SECONDARY SOURCES Primary sources: original words of a writer, direct information, eyewitness accounts, videotape of an event, the literature itself, documents as they were originally written. Secondary sources: works about someone, critical evaluation, summaries of events, reviews, and interpretations. Generally, students should quote primary sources directly and paraphrase secondary sources unless the wording of the secondary source is especially well phrased. Examples Primary Secondary Primary Secondary "I Have a Dream" speech by Martin Luther King, Jr., as reprinted in Annals of America or a broadcast of the speech recorded on videodisc. Introduction given in Annals of America explaining the circumstances under which the speech was given. A journal entry by William Clark discussing his expedition with Meriwether Lewis. A description of the general purpose or route of a Lewis and Clark expedition. Some general guidelines Primary sources autobiographies/memoirs diaries/journals documents speeches interviews Secondary sources biographies textbooks magazine articles newspaper reports reports Research Skills 35

36 CITING SOURCES Since the material in the research paper comes largely from the work of others, it is important to give proper credit by citing the sources used. The purpose of parenthetical citations is to refer the reader, and give credit to the original source. Develop a Works Cited page at the end of the paper/project to alphabetically list all the sources that were cited. I.C.E. ( Jen London, Scribner Middle School ) Introduce the quotation. Introducing the expert or source is important for readers because it shows the source is legitimate. Using a signal phrase helps introduce the expert material into the sentence and paragraphs in a smooth and coherent way. Cite the quotation. Citing the sources means to give credit to the original author that wrote the material. What should be cited? Cite anything that is quoted word for word directly from the original source. Cite anything that is paraphrased from the original source. Cite all tables, figures, maps, and etc. Cite anything from electronic sources off the internet. City any interviews. Explain the quotation. Tell the readers what the quotation/fact/data means with regard to the topic and how it relates to the thesis statement. Key thought: Why is this important and what does it have to do with the main point? Research Skills 36

37 PLAGIARISM The student writer can avoid plagiarism by paraphrasing, summarizing and quoting. When taking notes, students should be careful not to copy directly from the source, unless quoting. The format (print/non-print/electronic) of the information source is beside the point. As the students take notes, use a dictionary or thesaurus to help paraphrase or summarize the information. If information is copied directly from the source it should be enclosed in quotation marks on the note card. The student should not simply change a few words, leave out a few words or a phrase, or swap the placement of words trying to avoid plagiarism. Three or more words used consecutively from a source must appear in quotation marks. The some of the following situations constitute plagiarism and should always be avoided: turning in another student s paper as your own, copying a part of another student s paper and incorporating it into your paper, quoting a source word for word without using quotation marks and a citation, or paraphrasing and/or summarizing a source s ideas without giving a citation. PARENTHETICAL DOCUMENTATION (MLA 8TH EDITION) Parenthetical citations refer the reader to a list of works cited at the end of the paper. The basic elements of the citation are the author s last name and the page number of the material used. Enough information is needed to guide the reader to the appropriate source on the works cited page. To avoid interrupting the flow of the writing, place the parenthetical reference where a pause would naturally occur (preferably at the end of a sentence) or as near as possible to the material it documents. The parenthetical reference precedes the punctuation mark that concludes the sentence, clause, or phrase containing the borrowed material. Example: One modern researcher has found that dreams move backward in time as the night progresses, that they gradually turn from the contemporary world to childhood and stored images (Dement 71). Note: Do not use p., pp., or pg. before numbers. Note: The period follows the citation. Research Skills 37

38 If the author s name is referred to in a sentence, this documents a paraphrase or a quotation and there is no need to repeat the author or work in the citation. In such instances, a reference to the page number is sufficient documentation. Example: Freud states simply that a dream is the fulfillment of a wish (154). OR The author has stated simply that a dream is the fulfillment of a wish (Freud 154). Example: Robertson maintains "in the appreciation of medieval art the attitude of the observer is of primary importance... " (136). OR It may be true that "in the appreciation of medieval art the attitude of the observer is of primary importance... " (Robertson 136). If two or more works by the same author are use, distinguish one work from another in the body of the paper. Therefore, document the author s last name, a comma, a shortened form of the title of the book being used, and the page number. Example: One modern researcher has found that dreams ultimately express profound aspects of personality (Foulkes, Sleep 184). But investigation has shown that young children s dreams are in general rather simple and unemotional (Foulkes, Dreams 87). Sometimes two or more sources by different authors with the same last name may be used. To document an author s words or ideas, write in parentheses the author s first initial and last name, followed by the page number from which the information came. Example: At least one critic has observed that Orwell became less bitter as he grew older. With age, Orwell became increasingly optimistic (J. Johnson 15). However, others have disagreed strongly (H. Johnson 287). Short quotations (three or fewer typed lines) are enclosed in quotation marks and combined smoothly as a part of the student-composed sentence. Example: Colonies offered great opportunities to those who were poor in purse but rich in the qualities of industry and thrift. The subsequent use in real estate values produced a situation, that because of the characteristics of America, that the descendants reaped a large increment of value from land obtained by their fathers (Rogers 129). At times a quotation longer than four typed lines will need to be used. To set off the quote, (a) double spacing above and below the quotation, (b) double spacing the quotation, (c) indenting the quoted Research Skills 38

39 material 10 spaces or two tabs from the left margin, and (d) omitting quotation marks. The citation appears at the end of the long quotation after the closing punctuation mark. Although sometimes the context may require a different mark of punctuation or none at all, a colon generally introduces a quotation displayed in this way. If quoting only a single paragraph, or part of one, do not indent the first line more than the rest. When adding a parenthetical reference to a long quotation set off from the text, space once after the concluding punctuation mark of the quotation and add the parenthetical reference. Example: By no means did the planter-aristocrats of colonial Virginia live a leisurely life. In managing their estates, they faced numerous frustrations and tedious hours of administrative work. Moreover, they did not feel there was a limit on their responsibilities: They enjoyed the emoluments and prestige of ruling, to be sure, but they had inherited from the past---a privilege, something that was notably lacking in men of great wealth the Gilded Age of the Nineteenth Century. It was this privilege that set them apart from their forerunners in that century (Shaw 54). Example: In A Room of One s Own, Virginia Woolf goes on to speak about women in literature and history: Imaginatively she is of the highest importance; practically she is completely insignificant. She pervades poetry from cover to cover; she is all but absent from history. She dominates the lives of kings and conquerors in fiction; in fact, she was the slave of any boy whose parents forced a ring upon her finger (45). To cite sacred writings, abbreviations may be used in documentation for some very familiar works or sacred writings like the Bible or the Koran. Sacred writings are not underlined or written in italics. Example: The idea of using praise rather than criticism to solve problems is at least as old as the Bible: "A soft answer turns away wrath, but a harsh word stirs up anger" ( King James Study Bible, Prov. 15.1). To cite Shakespearean plays or any other verse plays are cited by division and line rather than by page numbers. Denote line divisions by using a slash with a space on each side ( / ) to separate them. Example: Romeo , refers to Act 1, Scene 5, lines of the play. This information should be parenthetically documented after the quotation. If the name of the play is mentioned in the text, do not repeat this information in the citation. If the paper is not about a particular Research Skills 39

40 play and the name of the play is not mentioned within the text, then cite it in the parenthetical documentation. For example, if writing a paper about white-collar crimes such as embezzlement and the paper begins with the quotation, "All that glitters is not gold," then include a shortened version of the play s title in the citation. OR Any businessmen who find themselves tempted to change a few numbers in their accounting books should remember that "All that glitters is not gold" (Merchant ). OR After Juliet unknowingly falls in love with a member of her family's worst enemy, she says, "My only love sprung from my only hate, / Too early seen unknown, and known too late" (Romeo ). OR Ironically, it is the friar in Romeo and Juliet, who after agreeing to marry the young lovers the day after they have met says, "Wisely and slow, they stumble that run fast" ( ). Example: The bodies of the royal family were eventually identified and he believes Anastasia was not among them (Barber). OR Barber states.. According to Barber.. Barber claims.. Barber notes.. Barber says.. Barber explains. WHEN TO USE CITATIONS 1. The purpose of citations is to let the reader know the exact source and give credit to the originator of every piece of information. The citation should be a logical arrangement of the information necessary for a reader to easily refer to the original source. 2. With the exception of Internet sources the citation follows the information from a particular source within parentheses and precedes the end punctuation for the sentence. 3. A citation is used every time a source is changed. Each time a note card is used, a citation must be used in the paper. 4. If all of the information in two or more consecutive sentences are from the same source and the same page, only one citation should be used at the end of the final sentence from that source. Research Skills 40

41 5. Every paragraph in the body of the paper should have at least ONE internal documentation citation. There should be no quotations in the introduction or closing paragraphs. GENERAL FORMAT AND INFORMATION Parenthetical or internal documentation: Author s last name (or first word (s) of article name, website name, film name) page number. (Name 12) When there is no author, begin citation with title of article. In the parenthetical reference, use the full title if it is brief or a shortened version. ( Title 12) o If the title is shorten, be sure to begin with the word by which is alphabetized so the reader can find the entry in the Works Cited page. For electronic and Internet sources, follow the following guidelines: o For any online source, include as much information as can access, check beginning and end of article, home page, Contact Us page. o Web documents generally do not have page numbers. If a citation does not have page numbers, paragraph numbers are no longer needed. Create a parenthetical citation using the first word(s) of the source as cited in the Works Cited page. Or to improve readability, you may (but it is not mandatory) include reference to source within the body of your paper by using terms like: According to As stated by As noted in the article An article entitled Henry claimed that Williams said that In his lyrics Dylan said In the movie about Mississippi In the painting by Research Skills 41

42 GLOSSARY annotated bibliography - a bibliography with critical and/or explanatory notes about each source, can also be used or called an summary bibliography - which would include a summary of the information in each article. anthology - a source of information that has multiple articles from different authors, usually on a similar topic appendix - a section containing material not included in the body but which is relevant to the topic (always titled with a letter as in Appendix A) authority - a generally accepted source of expert information bibliography (bib.) - a list of all of the books, magazine and newspaper articles, and other material used in researching a topic. body (of a paper) - refers to the paragraphs after the introduction and before the conclusion; contains the main points, ideas, and arguments of the author brackets - the punctuation marks [ ] used only within a quoted passage to enclose additions (which explain a work or give information to the reader) in your own words - NOT the same as parentheses - date of publication or copyright ( 1994) cite - to quote as an authority or example comp. - compiled by or compiler; a person who combines the work of several people or sources document - to acknowledge the source of an idea or fact with a parenthetical reference ed. or eds. - edited by or editor(s); people who prepare something for publication by selecting and revising other writers' work edition - the total number of copies of a work printed from a single set of type; each edition is printed at a different time and is given a distinct edition number (Example: 3rd ed.) editorial - an article expressing an opinion e.g. - for example, used to indicate that an example follows ellipsis - three periods with a space before, after, and between them (...) that indicate an omission in quoted material etc.- and so forth - avoid using general article - a relatively short article that gives a broad overview of a subject, usually located in encyclopedias or textbooks GPO - Government Printing Office, Washington, D.C. i.e. - that is, for example, used to indicate that an example follows in-text documentation - see parenthetical reference Research Skills 42

43 keywords - terms related to your topic, usually naming important places, people, and subjects n.d. - no date of publication given n.p. - no publisher given, no place of publication n. pag. - no paging given in source (in Works Cited) paraphrase - to put another s idea, opinion, or argument into your own words parenthetical reference - documentation located within the text of a research paper periodicals - publications published at regular intervals, e.g. magazines, journals, and newspapers plagiarism - the stealing of another s style, ideas, or phrasing; to avoid plagiarism, everything not documented must consist of your ideas and word choices primary source - the work, manuscript, journal, government document as originally written prod. - produced by, producer (in Works Cited) rpt. - reprint, reprinted by secondary source - a critical or historical work that critiques or explains a primary source or is an outgrowth of the primary work thesis - the statement of the opinion or idea that the writer plans to support title page - the cover sheet for a research paper, which includes the title, author, course name, teacher and the date. MLA recommends NO COVER PAGE. Title information should be included on page one of the text. Title page of a book main information page in a book where you will find the exact title, author(s), vol. #, editor, city of publication, publisher (most of the time) Copyright date should be on the backside of this paper trans. (tr.) - translated by, translator or translation (in Works Cited) URL - uniform resource locator, the network address of an online web site, enclosed in angle brackets < > in works cited vol., vols., volume(s) - numbers may be written in Arabic or Roman numerals working bibliography - a list of all the sources used in researching a topic works cited - information sources that are actually cited (quoted or paraphrased) in the body of the paper works in progress - works that are frequently updated, where the subject appears in more than one volume, and that have cumulative indexing (example is Contemporary Authors) WWW - World Wide Web internet source Research Skills 43

44 STYLE GUIDE DO 1. Do use third person he, she, it, they Do identify your source. 3. Do use ACTION verbs. 4. Do use active voice. 5. Do use concrete nouns. 6. Do use clear, concise language 7. Do use orthodox spelling. 8. Do vary sentence structure, types and lengths. 9. Do use inferences and facts. 10. Do write in a natural way. 11. Do use a variety of transitions. 12. Do use capitalization and punctuation correctly. 13. Do follow guidelines. DO NOT 1. Do not use first or second person I, you, 2. Do not use vague pronouns one, everyone, all 3. Do not use there is/was; it is/was. 4. Do not use passive voice. 5. Do not use abstractions. 6. Do not use clichés or slang. 7. Do not overstate or over explain. 8. Do not write trite transitions such as firstly or to begin with. 9. Do not use contractions. 10. Do not state opinion (I think, I feel, I believe). 11. Do not make announcements (In my paper I will tell how I feel about freedom) 12. Do not use i in place of I 13. Do not use & for and 14. Do not use got ; use a stronger verb 15. Do not use gonna for going to 16. Do not use bc, cuz, or cause in place of because 17. Do not use til or till in place of until 18. Do not use stuff, a lot, lots, many, things, or just 19. Do not use this, that, then, there, or it to start a sentence 20. Do not use because to start a sentence 21. Do not use and to start a sentence 22. Do not have a run-on sentence 23. Do not use a comma before because in the middle of a sentence 24. Do not use any form of you ( your, you re, y all) 25. Do not use absolute language ( always, never, all, none) Research Skills 44

45 FORMAT GUIDELINES Follow these guidelines to format your research paper. See examples on the following pages. Margins Use 1-inch margins for the text of the paper. Do not justify the right margin. Line spacing Double space throughout the paper. Indentions Indent paragraphs 1/2 inch. Indent long direct quotes 1 inch from the left margin. Use a hanging indent for the Works Cited, indenting the second and any additional lines 1/2 inch. Typeface Use a fixed or proportional typeface comparable to Times New Roman 12-point throughout the paper; fancy fonts and extreme or varying sizes are not acceptable anywhere in paper. Header For papers longer than one page, use a header, which includes the student s last name and the page number. The header is placed in the upper right corner 1/2 inch from the top of the page. Italics Use italics for titles of major published works including books, magazines, movies, musical compositions, and artwork. Underlines For note-taking purposes use solid underlining for titles. Television Violence Affects Society is correct; Television Violence Affects Society is not correct. However, when typing, make sure to convert back to italics for titles. Corrections Use the spell checker in a word processing program to help find and correct errors. Proofread and correct errors not found by the spell checker. Paper Use one kind of good quality 8 1/2" x 11" white paper. Use the same print/font for the entire project, print on only one side of the paper. Paper arrangement Arrange the paper in the following order: Research Skills 45

46 (No separate title page) Outline (if required) Body or text of the paper Works Cited (or Bibliography) Appendices (if appropriate, such as charts, graphs, illustrations) Notes: Page one begins with a standards heading (justified left) followed by a title (centered). The student s last name and page number must appear on every page. Also, when finished typing the paper single space the entire document, check spacing. Correct. Then double-space the entire document. Research Skills 46

47 SEARCHING Using multiple words helps to focus the search, thereby getting better information efficiently. Boolean search is a method of searching where the student combines terms and determines relationships. The words and, or, and not are used for a Boolean search. The word AND or + combines search terms so that each result contains all of the terms. Use AND to narrow the search. Using AND returns information containing all of the keywords in the same document. For example, cancer AND children or cancer + children will result in articles that contain both cancer and children. The word NOT or minus sign ( - ) excludes search terms so that each result will not contain any of the terms that follow it. Use NOT to eliminate some possible terms/information relating to subject. For example, telev ision NOT cab le or televi sion - cabl e will result in articles that contain the term television, but not the term cable. The word OR combines search terms so that each result contains at least one of the terms. Use OR to expand the search. Using OR returns information containing either of the keywords in the same document. For example, tax OR revenue will result in articles that contain either tax or revenue. ADDITIONAL STRATEGIES Take search/keywords from direct question that you are researching Keep a running list of keywords/synonyms to use each time go to a different reference source Use truncation (ie. Child* could mean child, child abuse, child labor, children, Childress, child s, etc.) Are you in right type of reference source for best result of search Research Skills 47

48 ADDITIONAL SEARCH TECHNIQUES / TERMS Full Text: Always click FULL TEXT cannot use abstracts in a paper. HTML full text: Full text of the article and does not contain any pictures or additional media. PDF Full Text: Full text of the article and may contain pictures and additional media. Exact phrase: To search for an exact phrase (two or more words side-by-side) enclose the phrase in quotation marks. Truncation or wildcard: Leave off the ending of a word to search for variations of that word. Replace letters at the end with an asterisk (*). Example: teen* would include the results teens teenage teenager teenaged or teen* fashion. Search within a specific website (site:): Search within a particular site. Example: Iraq:nytimes.com will only provide sites from NYTime.com but nothing else or Iraq site.gov will only provide sites from a.gov domain. Order of result list: Some indexes and search engines return a list organized by most relevant information first. Others return a list organized by most recent first. Find the help screen: Every index, database, and search engine has a help screen which explains its features and gives tips for successful keyword searches. Truncate the URL: Can cut back URL by slash marks (cut one at a time) to see where the site originates. Sponsored/Paid Websites: Be aware that companies pay for their site to be listed more prominently, regardless of how good it is for research. URL Clues: Determine how useful, accurate or valid a site is by end/suffix or domain name. o.com = commercial sites (vary in their credibility) o.gov = U.S. government site o.org = organization, often nonprofit (Some.orgs have strong bias and agendas.) o.edu = school or university site (Was it created by a K 12 class? By a college student? By a university department? By a scholar?) o.mil = U.S. military site o.net = networked service provider, Internet administrative site o.biz = a business o.pro = professional s site o ~ = personal site (Be a little suspicious of personal sites as they are not endorsed by the parent site. For example, many college students have personal websites posted on their college s site.) Research Skills 48

49 ESSENTIAL SKILLS FOR ELECTRONIC RESEARCHING Spell Check One of the most frustrating experiences for students searching print or especially digital resources is to not find what they are looking for. Discouragement and time wasted provide disincentives for research. Make sure to have correctly spelled the words/terms for the research. Reference Support Access to a dictionary, thesaurus, and encyclopedia helps students to understand the information in the documents that are recovered from each search. Article Summaries Students can save time browsing and increase the specific relevance of the information that they harvest for their mini-research projects. Tagged List Students can tag the articles and websites that they want to save, print, or from their search results. Saving time in completing routine tasks allows for more time to be spent on analysis, synthesis, and reporting the conclusions of their research activities. Citation Support many of the MAGNOLIA resources have a citation support feature to create a MLA formal citation. Allows students to send relevant documents tagged lists to their home for later use in homework or mini-research report assignments. Use school address to send information from home to school to home. Research Skills 49

50 ANNOTATED BIBLIOGRAPHY An annotated bibliography includes a summary, explanation, assessment, critical evaluation and/or reflection of the listed sources beyond the basic MLA citation information, whereas an abstract is purely a summary. An annotated bibliography serves as a tool for evaluating research references and determining their value towards the work. It is excellent preparation for a research product; it helps the student read more critically instead of just collecting information. The purpose of research is to state and support a thesis. An annotated bibliography can help formulate a thesis: every good research product is an argument. So a very important part of research is developing a thesis that is debatable, interesting, and current. However, unlike a works cited page, each reference cited in an annotated bibliography contains: complete and proper citation of source in MLA format critical summary of source o central themes, main points o scope of the book o main arguments and evidence assessment of source o is it a reliable and current source, why o is the information useful o is the research biased or objective o is the information/facts well documented o what is the goal of this source evaluation of source o are the facts well documented o who is the author, are they qualified in this subject o is this source scholarly, popular, some of both o how has the information been valuable to your research reflection of source o on the possible uses for the project o how does this fit into your research o was the source helpful o has your mind changed These five key points should be included in each citation. Each reference s summary should be around 150 words, approximately three to ten sentences. Enter annotations in paragraph form. Each entry begins at the left margin; subsequent lines indent 1 2''. The annotation begins on a new line and is indented 1 2''. Double-spacing is used throughout, with no extra space between entries and no extra space between entries and their annotations. Research Skills 50

51 RESEARCH PAPER TIMELINE Pre-writing Research Working Thesis Outline Rough Draft Final Draft Due Date: Due Date: Due Date: Due Date: Due Date: Due Date: PRE-WRITING Pre-writing techniques are meant to help students get warmed up and start a free flow of ideas. Students can use different techniques such as brainstorming or clustering. RESEARCH Where to find sources? Always start by asking the librarian for help in finding authoritative sources for all research projects. To find print sources check out the school library or even the public library. To write a quality research paper or presentation, try using both print and electronic sources. WORKING THESIS A thesis statement is a guide to the paper. It tells the reader the subject matter, the argument and what to expect from the rest of the paper. Usually, the thesis statement will come somewhere in the first paragraph. OUTLINE After gathering the research and writing a working thesis, it is time to put the research together. The general rule of paper structure: paraphrase (topic sentence with opinion) + research (direct quote or paraphrase) + summary (analysis, summary, or transition). ROUGH DRAFT The introduction and conclusion are critical parts of the paper/project. The introduction is what grabs the reader s attention and makes them want to read the paper. The conclusion is the last impression to leave with the reader. Research Skills 51

52 RESEARCH AND PRESENTATIONS When creating any type of presentation from slideshow to poster board, students will need to cite sources both in the presentation as well as on a reference slide or page. These citations will be similar to how students would cite sources in a traditional paper. Every quote, paraphrase, or image used in the presentation will need an in-text citation on the presentation slide or poster. This is similar to an in-text citation in a standard research paper: Author's last name and location information. (Wordsworth 263) These in-text citations will correspond to a full citation included on the references slide or paper. The references slide will look similar to the Works Cited page. Put Works Cited at the top of the slide and list your sources in alphabetical order, by author's last name. The Works Cited slide does not have to be double spaced and can include bullets instead of hanging indents. Number tables on a slide or on a presentation board. Spell out the word table. Use an Arabic number (not spelled out). Include a caption, title, or brief description. Table 1 Amount of Money Saved Number illustration or figures. Capitalize the word figure. Use a period if the abbreviation is used, and use an Arabic numeral (do not spell out the number). On the same line, include a caption, title, or brief description. Fig. 1 Earth Research Skills 52

53 MLA 8TH EDITION WORKSHEETS Source: Book Core Elements Author(s). Last, First Middle Title of Book. Container 1: The Book Other Contributors, edition, Publisher, e.g., Edited by or Illustrated by or Translated by e.g., 3rd ed. or rev. ed. (revised edition) Use a / between multiple publishers. Publication year. Source: Entry in a Reference Book Core Elements: The Entry Author(s). Title of Entry. Last, First Middle (if the entry has an author) Title of encyclopedia article / Defined word in dictionary / Title of map in atlas Container 1: The Reference Book Title of Book, other contributors, edition, Publisher, e.g., edited by or compiled by (contributors to the entire reference book) e.g., 3rd ed. or rev. ed. (revised edition) Use a / between multiple publishers. Publication year, page(s). e.g., p. 8 or pp (the page numbers of the entire entry) Research Skills 53

54 Source: Web page on a website Core Elements: The Web Page Author(s). Last, First Middle Web Page Title. Container 1: The Website or Web Project Title of Website, other contributors, version, Publisher, Publication date, edited by (who edited the site or project as a whole?) Does the page display a revision or version number? Organization often found next to sign. Use a / between multiple publishers. Use last-revised date, or else a copyright date. URL. Optional Elements Date of access. Important if the page will likely change in the future. Source: Periodical article in a database Core Elements: The Article Author(s). Last, First Middle Article Title. Container 1: The Periodical Title of Periodical, volume, issue, e.g., vol. 2, no. 4 Publication date, e.g., 2016 or Spring 2016 or 14 Aug page(s). e.g., p. 8 or pp (the page number of the entire article) Container 2: The Database Name of Database, DOI or URL. DOI, permalink or full URL (in order of preference). Research Skills 54

55 Source: Article in a print periodical Core Elements: The Article Author(s). Last, First Middle (if the entry has an author) Article Title. Container 1: The Periodical (Journal, Magazine, Newsletter) Title of Periodical, volume, issue, e.g., vol. 2, no. 4 Publication date, e.g., 2016 or Spring 2016 or 14 Aug page(s). e.g., p. 8 or pp (the page number of the entire article) Source: Article in a print newspaper Core Elements: The Article Author(s). Last, First Middle (if the entry has an author) Article Title. Container 1: The Newspaper Title of Newspaper, edition, e.g., The New York Times e.g., late ed. or eastern ed. Publication date, e.g., 14 Aug page(s). e.g., p. A1 or pp. D2+ ( + means article continues, but not on the next page) Research Skills 55

56 For more information, please contact Elizabeth C. Simmons in the Office of Elementary Education and Reading Visit: Research Skills 56