RESEARCH PROCEDURES AND INTRODUCTION TO TURN IT IN

Transcription

1 RESEARCH PROCEDURES AND INTRODUCTION TO TURN IT IN PRESENTERS: Becky Gardner, English Teacher Justin Crawford, 21 st Century Instructional Coach SELECTING TOPICS * TEACHER SELECTED 1. Consider including cross-curricular topics that will appeal to students interests. 2. Consider using essential questions or an inquiry-based approach. 3. ADVANTAGES: a. It is easier to grade since you become more familiar with the content and sources. b. It is easier to compare paper to paper. 4. DISADVANTAGES: a. It somewhat limits student choice. b. It potentially limits their buy-in. * STUDENT SELECTED 1. Consider offering solid examples and making it clear if there are certain topics that are off-limits. 2. Consider requiring students to submit topic proposals, which might include their proposed general topic/title, thesis/paper approach, and list of potential sources. Then offer feedback on their proposed topic before they begin. 3. ADVANTAGES: a. It offers a high level of student choice and buy-in. b. It can be enjoyable to read papers over diverse topics. c. It allows you to really learn about students and their interests. 4. DISADVANTAGES: a. Some students struggle to find their own topics and waste

2 time. b. It can be more difficult to grade paper to paper. c. Teachers have less control over the sources students select. FINDING SOURCES * SUGGEST STUDENTS USE GOOGLE SCHOLAR OR ADVANCED SEARCHES * EMPHASIZE EVALUATING SOURCES 1. Have students check the author, publisher, date, and general content to determine whether or not the source is appropriate for the assignment. 2. For most research purposes students should avoid editable sites (e.g. blogs, wikis, etc.). * EMPHASIZE THE IMPORTANCE OF USING A VARIETY OF SOURCES * CONSIDER PROVIDING SOME QUALITY SOURCES FOR STUDENTS * ORGANIZE WEBSITES USING I-CYTE 1. Free account, quick to set up 2. Archives the site exactly as it appears when the student saves it 3. Simplifies creating works cited entries 4. Allows the teacher to quickly peruse the students sources for quality and variety (and even plagiarism) * REMEMBER TO REQUIRE CITATION EVERY TIME STUDENTS USE SOURCES 1. Citation is not only required for papers, but for Prezis, PowerPoints, etc. ORGANIZING INFORMATION * NOTES 1. Students should take notes on note cards, paper, or the laptop. 2. This requires them to actually understand and summarize/paraphrase the information, rather than just highlighting or copy/pasting it. 3. This makes it easier for students to organize their information when they begin writing. They can move their cards or copy/paste their notes endlessly until they are satisfied with the organization. 4. This technique theoretically reduces plagiarism and copy/paste if done correctly. * ORGANIZATIONAL PATTERNS

3 the begin 1. Chronological 2. Order of importance (least to greatest, greatest to least) 3. Spatial (North to South, right to left, etc.) * OUTLINING 1. Students sort note cards into groups using the topics written at top of each. 2. Put those general topics in logical order. 3. Then put the cards within each group in logical order. 4. Cards should now be stacked in order from beginning to end. 5. Students can now submit a formal or informal outline and/or drafting. DRAFTING * ROUGH DRAFT 1. Encourage students to get their ideas down without stressing about being perfect at this point. 2. Consider giving work time during class so you can circulate and head off problems early. EDITING * PEER EDITING: TURN IT IN OR GOOGLE DOCS 1. Allows students to receive feedback from peers 2. Allows students to see the quality of work others are doing 3. Allows them to read about topics with which they may not be familiar * OTHER USEFUL TURN IT IN FEATURES 1. Grammar, usage checker 2. Plagiarism checker * TEACHER FEEDBACK 1. True learning takes place when students are required to make corrections and address their weaknesses. This rarely happens if they only receive feedback on their final drafts. SUBMITTING FINAL DRAFTS * TURN IT IN 1. Grammar, usage checker 2. Plagiarism checker

4 3. Rubric scoring 4. Commenting feature 5. Archives papers submitted, so students cannot submit one paper for multiple classes or another students paper as their own DETECTING PLAGIARISM * TURN IT IN * GOOGLE 1. Select a suspicious phrase or sentence and copy/paste it into Google. * HANDLING OFFENSES 1. Carefully document the offense by making copies of the paper submitted and the original source(s). 2. Report the offense to the appropriate principal (and caseworker if applicable) and discuss the consequences with them before approaching the student. SCORING AND FEEDBACK * RUBRIC 1. Students should see the rubric at the beginning so they know what is expected. 2. It should be easy to use and measure the objectives of the assignment. 3. Consistency during the year or between classes is key for students. * TURN IT IN * BLACKBOARD * BY DEPARTMENT OR PAPER

5 ENGLISH III RESEARCH ASSIGNMENT THE Crucible This is a research assignment that will result in a research paper, which includes MLA citation. Each step is important and will be graded. TENTATIVE SCHEDULE Days 1-5 After selecting your topic, find 3 sources of information on that topic. You must use at least 1 source from the list provided. Make sure that the source(s) you choose are reliable and provide ample information to answer the question. Create a bibliography entry for each source using the attached examples as patterns. Read and take notes from your 3 sources. All notes must follow the guidelines and look like the attached example. You should have notes to produce a quality paper. Days 6-9 Day 10 Day 11 Take the information from your notes and create a research paper that includes correct citation, explains how your topic applies to The Crucible, and answers the questions listed next to the topic (see attached specifics). Rough draft due for peer editing during class. Revise your essay and put it in Dropbox.

6 GRADES AND DUE DATES 3 Bibliography Entries 15 points Due 25 (minimum) Notes 25 points Due Research Paper 80 points Due RESEARCH TOPICS History Author/Audience (Who is Arthur Miller? Who is his audience? When was this play written? Where was this written? How did Miller s background and audience affect this work?) * sites in portaportal Salem, MA (What were the key events that occurred in Salem? What aspects of the area and/or citizens contributed to the hysteria?) The Salem Witch Trials 1692 from text (pg ) Narratives of the Witchcraft Cases, from text (pg ) * site in portaportal McCarthyism (How is a play about the Salem Witchcraft Trials actually an allegory for McCarthyism?) McCarthyism from text (pg ) * site in portaportal History of Witch Hunts (Why have witch hunts continued into modern times?) The European Witch Hunts, c and Witch Hunts Today from text (pg ) Science Ergotism (Is there a scientific explanation for the events in Salem?) * sites in portaportal

7 Psychology/Anthropology/Sociology Peer-pressure (How does peer-pressure impact people s behavior at different levels of society?) Adolescence and Peer Pressure from text (pg ) Bullying (Why would someone bully others? What can be done to prevent bullying?) Adolescence and Youth: Bullying from text (pg ) * site in portaportal Bystanders (Why do witnesses allow things to happen without intervening?) * sites in portaportal Religion Puritanism and Cotton Mather (How did this belief system affect Salem/Colonial America? How did Mather s belief in witchcraft and His power as a minister fuel the witch hunt?) Puritanism in New England from text (pg ) * site in portaportal RESEARCH RULES FOR SUCCESS 1. Don t plagiarize. 2. Carefully cite all sources. 3. Synthesize your ideas and restate them in your own words. Don t cut and paste! 4. Use a variety of media books, on-line resources, visuals. Don t rely on the internet alone! 5. Check to make sure your sources are current and accurate. 6. MY PORTAPORTAL ACCESS: guest login: jhsgardner

8 BIBLIOGRAPHY ENTRIES I. Parts of the bibliography entry: 1. The source number. The number in the upper right hand corner is the number of the source. (Begin with 1 and number your sources consecutively as you find them.) 2. The bibliography entry. Write your source information in the same format as shown in the Sample MLA Works Cited Entries section. 3. The call number. Print sources from the library should have their call numbers listed in the bottom left-hand corner. 4. Library reference. Print sources from the library require the name of the library to be recorded in the lower right-hand corner. II. Two important don ts: 1. Don t put entries for separate sources on the same card. 2. Don t forget to record all information correctly before you begin taking notes. Sample bibliography entry: Source 1 Lingren, Herbert G. Adolescence and Peer Pressure. The Crucible. Ed. Carol Gladstone. Lodi, New Jersey: Marco Book Company, Print. SAMPLE MLA WORKS CITED ENTRIES

9 BOOK WITH ONE AUTHOR Author s last name, first name. Title. Place published: Publisher, Copyright year. Type of source. Lipsyte, Robert. The Brave. New York: HarperKeypoint, Print. BOOK WITH MULTIPLE AUTHORS Author s last name, first name, and Author s name. Title. Place published: Publisher, Copyright year. Type of source. Phillips, Michael, and Judith Pella. Stranger at Stonewycke. Minneapolis: Bethany House Publishers, Print. BOOK WITH EDITOR Editor s last name, first name. ed. Title. Place published: Publisher, Copyright year. Type of source. Tkac, Debora, ed. The Doctors Book of Home Remedies. New York: Bantam Books, Print. WORK IN AN ANTHOLOGY Author s last name, first name. Title of Selection. Title of Book. Ed. Editor s name. Place published: Publisher, Copyright year. Page numbers. Type of source. Irving, Washington. The Legend of Sleepy Hollow. The Complete Tales of Washington Irving. Ed. Charles Neider. Garden City, New York: Doubleday & Company, Inc., Print. ENCYCLOPEDIA/REFERENCE BOOK Title of entry. Title of book. Copyright year. Volume number (if needed). Type of source. Rottweiler. Lexicon Universal Encyclopedia Print. Truck Driver (Over-the-Road). Occupational Guidance. Volume 1, Unit 1, Revision 1, Number Print. SACRED TEXT Title. Place published: Publisher, Copyright year. Type of source. Mom s Devotional Bible: New International Version. Grand Rapids: Zondervan

10 Publishing House, Print. ARTICLE IN A MAGAZINE/PERIODICAL Author s last name, first name. Title of article. Title of magazine Date published: Page numbers. Type of source. Bolles, Bob. Dirt Pre-Season Prep. Circle Track June 2008: Print. ARTICLE IN A DAILY NEWSPAPER Author s last name, first name. Title of article. Title of newspaper Date published: Page numbers. Type of source. Welch, Anvil. Talented Eagle Netters Expect Tough Ozark Race. The Joplin Globe 1 Sept. 2008: B1. Print. SHORT WORK FROM A WEB SITE (unknown author) Title of page. Publisher. Date last updated. Type of source. Date accessed. Cyber Sleuths Find New Data on Athletes Ages. The Age Web. 2 Sept CARTOON Artist s last name, first name. Name of cartoon. Cartoon. Place it appeared Date: Page number. Type of source. Adams, Scott. Dilbert. Cartoon. The Joplin Globe 31 Aug. 2008: 1. Print. ADVERTISEMENT Subject of ad. Advertisement. Place it appeared Date: Page number. Type of source. Ugly Betty by ABC. Advertisement. TV Guide 25 Aug. 2008: 37. Print. VIDEO Movie title. Dir. Director s name. Perf. Lead actors names. Type of video. Publisher. Year. Dead Poets Society. Dir. Peter Weir. Perf. Robin Williams. Videocassette. Touchstone Home Video.

11 NOTE ENTRIES I. Parts of the note entry: 1. The source number. The number in the upper right hand corner is called the source number and refers to the source number on the bibliography card from which this note was taken. 2. The guideline. This is a note to yourself about the contents of the note card. This saves you from re-reading every note card as you begin to write your paper or prepare your presentation. 3. The note. The note itself is, of course, the most important part of the note card. You should take notes on information that is relevant to your preliminary outline. Take notes in your own words. If you copy a short passage word for word, you must put the passage in quotation marks. Notes with quotes should not make up more than 20% of your note cards! 4. The page number. It is very important that you copy the exact page number on each note card to indicate the page in your source. II. Three important don ts: 1. Don t put notes from separate sources on the same card. 2. Don t put notes from different parts of your research on the same card. 3. Don t forget to put necessary page numbers on each note card. Positive effects Source 1 Peer pressure: * keeps people in positive activities like sports and church * helps people find their identities * helps teens find relationships outside their families pg. 197

12 RESEARCH PAPER GUIDELINES The paper must show a clear connection between the research topic and its relevance to The Crucible. Thus, it must include direct, interesting, and convincing references to the play. Paper should be at least 2 pages, typed, double-spaced, Times New Roman, size 12. Create a heading on the left side of your paper Your first and last name Mrs. Gardner CAIII, 1 st hour 15 October 2013 Create a header with your last name and page number in the upper right hand corner of each page (including the works cited page). Each sentence in the paper that contains research must be followed by parenthetical citation (parentheses with the first thing listed in the bibliography entry + the page number). e.g. Peer pressure is not always negative. It can be positive when it keeps people in good activities like sports and church, when it helps people find their identities, and when it helps teens foster healthy relationships outside their families (Lingren 197). Positive peer pressure was at work in The Crucible when Rebecca Nurse and Martha Corey refused to lie and John Proctor chose to follow their example. The last page must be the Works Cited page (following the format described below). Sample title page: Gardner 1 Rebecca Gardner Mrs. Leatherman English 3

13 29 October 2013 Peer Pressure at Work in The Crucible Type paper here. WORKS CITED PAGE GUIDELINES Use Times New Roman, size 12 Center the title -- Works Cited -- on the first line Alphabetize all entries based on the first word Double-space the entire document Remember to reverse indent each entry that takes more than one line Sample Works Cited Page Gardner 3 Works Cited Mahoney, Nicole. Language Learning. National Science Foundation. 12 July Web. 14 November Walker, Cheryl. Foreign Language Study Important in Elementary School. Wake Forest University. 26 June Web. 14 November Young, Christopher. Personal Interview. 11 November * See rubric on next page.

14 RESEARCH PAPER RUBRIC CATEGORY Sources Format Content Organization pts pts pts pts. All sources (information and graphics) are accurately documented in the desired format, both parenthetically and on the works cited page. Minimal misspellings or grammatical errors. Closely follows MLA guidelines. Covers topic in depth with details and examples. Subject knowledge is excellent. Comparison between research and the play is convincing. Paper has a well developed beginning, middle, and end. Transitions effectively link all new ideas. All key points are covered in logical order. All sources (information and graphics) are accurately documented, but a few are not in the desired format, either parenthetically or on the works cited page. A few misspellings and/or mechanical errors. Follows most of the MLA guidelines. Includes essential knowledge about the topic. Subject knowledge appears to be good. Comparison between research and the play is acceptable. Paper has a clear beginning, middle, and end. Transitions link most new ideas. Most key points are covered in logical order. All sources (information and graphics) are accurately documented, but many are not in the desired format, either parenthetically or on the works cited page. Several misspellings and/or grammatical errors. Addresses some of the MLA guidelines, but not most. Includes essential information about the topic but there are 1 2 factual errors. Comparison between research and the play is present, but not well developed. Paper has a beginning, middle, and end, but they are not well developed. Transitions link some new ideas, but are missing in many places. Some key points are not in logical order. Some sources are not accurately documented, either parenthetically or on the works cited page. Many errors in spelling or grammar. Fails to follow MLA guidelines. Content is minimal OR there are several factual errors. The comparison between research and the play is weak or non existent. Paper does not have a clear beginning, middle, and end. Transitions rarely link new ideas. Many key points are not covered in logical order.