Title: Writing a Research Paper

Summary: A research paper is primarily a summary of what others have already said or written on a given subject. The purpose of the paper is to bring current information together in a specific, limited, interesting, and original fashion. This activity, therefore, involves several steps and skills; students will research a variety of sources, compile information, write a draft, and edit it. Students will utilize technical skills, research skills, and writing skills in completing their papers.

Unit Details:
Author: Joe Buchanan
Subject: English III
Learning Level: Grade 11

Standards: These USD 417 curricular guidelines are met in this unit:
C.11.2 – The student will write essays in a variety of writing types.
C.11.3 – The student will research and write an annotated research paper utilizing proper manuscript form.
C.11.6 – The student will continue to develop vocabulary and spelling skills.
C.11.7 – The student will utilize conventions including the development of appropriate sentence constructions and particularly the use of clauses.
C.11.8 – The student will use editing and proofreading skills for his own and other students’ writing.
C.11.11 – The student will read research materials in order to write a research paper.
C.11.12 – The student will read for comprehension and to draw conclusions.
C.11.13 – The student will listen to class discussions, lectures, and presentations.
C.11.14 – The student will actively participate in classroom discussions.

Situations: The project will take approximately four weeks to complete. Class time will be utilized in two ways: 1) group instruction about researching and writing; and 2) individual work on the project. Students will need access to computers for researching their topics and for writing their papers. CGHS’s library and computer lab is a good facility for this project.

Tools: Students will need access to a computer with internet capabilities and a word-processing program, and they will need access to the high school library. Students will also use the textbook, Holt High School Handbook 2.

Process/Tasks:

DAY 1—The project is introduced to students, and the project’s schedule is covered. The research paper is defined, and requirements for the paper are outlined. Documentation and plagiarism are discussed. Day 1 ends with discussion of possible topic choices, and students are assigned to list 3 possible topic areas for tomorrow.

DAY 2—Chapter 17 in Holt High School Handbook 2 is introduced. Cover “Exploring Research Subjects” p522 and “Selecting a Topic” p523. Then discuss students’ topic areas from yesterday’s assignment and begin limiting the topics. Students are assigned final topic selection for tomorrow.

DAY 3—Discuss and adjust final topic selections. Introduce and explain writing of thesis statements. Begin preliminary topic exploration. Students are assigned to write their thesis statements for tomorrow.

DAY 4—Discuss and adjust thesis statements. Cover “Beginning Your Research” p524 and “Recording and Organizing Information” p530 in textbook. Begin compilation of a working bibliography. Allow library time for research.

DAY 5—Discuss paraphrasing methods and notetaking in depth. Allow library time for research. Students are assigned to complete their working bibliographies for tomorrow.

DAY 6—Discuss and adjust working bibliographies. Discuss the concept of sub-topics and rough outlines. Cover primary and secondary sources. Cover “Documenting Sources” p544 in textbook. Allow library time for research and notetaking. Students are assigned to complete their rough outlines for tomorrow.

DAY 7—Discuss and adjust rough outlines. Cover “Using Quotations” p543 in textbook. Discuss use of parenthetical citations and documentation of quotations. Allow library time for research and notetaking.

DAY 8 through DAY 11—Allow library time for research and notetaking. On Day 11 students are assigned to complete their notecards for tomorrow.

DAY 12—Discuss and evaluate students’ notecards with them individually. Cover requirements for the rough draft of the paper. Begin work on rough drafts.

DAYS 13, 14, & 15—Allow time for work on rough drafts. On Day 15 students are assigned to complete their rough drafts for tomorrow.

DAY 16—Discuss and evaluate students’ rough drafts with them individually. Allow time for editing and re-writing.

DAY 17—Cover the proper format for the bibliography, the formal outline, and the paper in general. Students are assigned to complete their editing and re-writing for tomorrow.

DAYS 18 & 19—Allow time for students to work on final copies of their papers.

DAY 20—Final is copy due.Prerequisite Skills: Students should know how to use a computer and the internet. They should have basic mastery of English III-level researching and writing skills, including an understanding of the six-trait writing model.

Assessment: A rubric specific to this project has been developed and will be applied to students’ final copies. Further, completion of step-by-step tasks and meeting deadlines through the course of the project will be a part of final evaluation.

Teacher Notes / Reflections: