22 Writing the Research Paper

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Writing Project Researching

21st Century Skills:

English Language Arts:

Traits of Writing

Page 309 from Write for College

Steps in the Process: Prewriting

The next five pages describe the steps for writing a research paper. This page focuses on selecting a general research subject. If you have a general subject area you would like students to focus on, introduce it now. Otherwise, allow students to select a subject that interests them. Then provide time for students to ask and answer the 5 W's and H about the subject. At this point in the process, students may need to do some preliminary research to get a better sense of the subject.

State Standard Reference:

LAFS Standard:

TEKS Standard:

110.38.c.9, 110.38.c.10.B, 110.39.c.9, 110.39.c.10.B

NE ELA Standard:

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Writing Process Prewriting

Page 310 from Write for College

Prewriting (Cont.)

Once students have chosen a general subject, they will need to narrow the subject into a limited topic. Suggest they review their preliminary research, freewrite or cluster topic ideas, and share the ideas with a partner. If time permits, hold brief conferences with students to provide feedback on their topic ideas. Stress to students the importance of choosing a topic they truly care about, since they will need to spend a lot of time and effort learning about it.

Then provide time for preliminary research. Students should scan resources online or in the library for what others report about the topic.

Finally, students should take what they have learned and form a thesis statement: the main idea the paper will attempt to prove by drawing evidence from a variety of sources. Make sure students understand that this initial thesis statement may change as they complete the research.

State Standard Reference:

LAFS Standard:

TEKS Standard:

110.38.c.9, 110.38.c.10.B, 110.39.c.9, 110.39.c.10.B

NE ELA Standard:

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Writing Process Prewriting

Page 311 from Write for College

Prewriting: Searching for Information (Cont.)

Students should read through this page before they begin the meat of their research. If you haven't already, present any project requirements for source material, such as type and quantity, as well as note-taking expectations. Then direct students to the "Conducting Research" chapter (pages 257–276) for tips and strategies for finding, recording, and evaluating primary, secondary, and tertiary source material, both online and in the library.

State Standard Reference:

LAFS Standard:

TEKS Standard:

110.38.c.9, 110.38.c.10.B, 110.39.c.9, 110.39.c.10.B

NE ELA Standard:

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Researching Writing Project

21st Century Skills:

English Language Arts:

Writing Process Prewriting

Page 312 from Write for College

Writing the First Draft

Before students draft their papers, recite the quotation at the top of the page: "The guiding question in research is 'So What?' Answer that question in every sentence and you will be a great scholar" (Donald N. McCloskey). Then help students draft the different parts of their papers.

Introduction

Ask students to try out a few openings for their reports and exchange them with peers for feedback. Once they have chosen the most effective opening, they can begin drafting the body of their papers.

Body

Discuss the two approaches to writing the body portion of the paper—freely and openly versus systematically. Choosing a method is a matter of students' preferred writing processes. Let students know both approaches will take quite a bit of time, though systematic writing requires a lot of time upfront, while freewriting requires more time in later drafting stages. In total, drafting may take days to complete.

Also, share an effective body paragraph from a sample research paper, perhaps the MLA sample on pages 327–334. Instruct students to develop middle paragraphs using different layers information. For example, one body paragraph might follow this pattern: main point, supporting detail, explanation, and quotation.

Conclusion

Finally, lead students through the instruction for creating an effective conclusion.

State Standard Reference:

LAFS Standard:

TEKS Standard:

110.38.c.9, 110.38.c.10.B, 110.39.c.9, 110.39.c.10.B

NE ELA Standard:

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Page 313 from Write for College

Revising and Editing

Before beginning their revisions, suggest that students set their papers aside for a significant amount of time so that they can read their initial drafts with fresh eyes. Neil Gaiman offers this advice: "The best advice I can give on this is, once it's done, to put it away until you can read it with new eyes. When you're ready, pick it up and read it as if you've never read it before. If there are things you aren't satisfied with as a reader, go in and fix them as a writer: that's revision." To help with their revisions, suggest students follow the criteria from the assessment rubric on page 316.

When students are ready for a final edit, make sure they use a consistent style for citing sources in the text and in a full list at the end of their papers. Point them to the relevant pages in the MLA or APA chapter. Also remind them of any specific formatting guidelines based on your requirements for the assignment.

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State Standard Reference:

LAFS Standard:

TEKS Standard:

110.38.c.9, 110.38.c.10.B, 110.39.c.9, 110.39.c.10.B

NE ELA Standard:

Writing Process Revising Editing

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Page 314 from Write for College

Avoiding Plagiarism

Before the beginning of a research project, spend a class period leading students through the section on avoiding plagiarism. Make sure to set clear rules and punishments for committing plagiarism. Let students know they will avoid plagiarism by following these procedures:

Write the paper yourself. Take ownership of your thinking, research, and writing.
Be honest, accurate, and measured.
Show respect to your reader, the topic, and opposing viewpoints.
Establish your credentials by showing that you have done careful research.
Summarize, paraphrase, and quote sourced material, always citing the original source.
Take careful notes of cited material, placing quotation marks around direct quotations.

Then have volunteers read aloud the forms of plagiarism and other source abuses. Answer any questions students may have about the specific types addressed on the page.

State Standard Reference:

CCSS.ELA-LITERACY.W.11-12.8

LAFS Standard:

LAFS.1112.W.3.8

TEKS Standard:

110.38.c.11.E, 110.38.c.11.F, 110.38.c.11.G, 110.39.c.11.E, 110.39.c.11.F, 110.39.c.11.G

NE ELA Standard:

LA 12.2.1.c, LA 12.2.1.i, LA 12.2.2.b

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Page 315 from Write for College

Examples of Plagiarism

Place students in small groups to do the following:

Read the essay passage and examples of plagiarism.
Highlight or underline the plagiarized material in the first two plagiarized examples.
Suggest actions or alternatives the writer could have taken to avoid plagiarism in each example.

As a class, discuss each group's suggestions.

State Standard Reference:

CCSS.ELA-LITERACY.W.11-12.8

LAFS Standard:

LAFS.1112.W.3.8

TEKS Standard:

110.38.c.11.E, 110.38.c.11.F, 110.38.c.11.G, 110.39.c.11.E, 110.39.c.11.F, 110.39.c.11.G

NE ELA Standard:

LA 12.2.1.c, LA 12.2.1.i, LA 12.2.2.b

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Page 316 from Write for College

Evaluating Research Papers

Help students self-evaluate their writing with the Assessment Rubric for Research Papers. The rubric criteria is especially beneficial for revising and editing.

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Assessment Rubric for Research Papers

State Standard Reference:

LAFS Standard:

TEKS Standard:

110.38.c.9, 110.38.c.10.B, 110.39.c.9, 110.39.c.10.B

NE ELA Standard: