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OTA presentation Teaching the Research Essay

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by

Teresa Tyra

on 25 July 2014

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Transcript of OTA presentation Teaching the Research Essay

K-5
In this age of hyper-available information, why must our students continue to hate the research paper?
Our students already know how to find information.
...give them tools
to evaluate sources...
Redux
Pre-assembled packets of articles over a topic provide students an example of appropriate research products.
...and teach them to
This method reduces
opportunitities for
plagiarism.
The Dreaded Research Paper--
Each packet
should contain--
assignments for articles,
and at least a couple visuals...
several articles,
Let's take what they already know
and fine-tune their skills...
annotate text...
Topic Possibilities--
Modern-day Slavery
Should boxing be banned?
Should college athletes be paid?
Domestic Abuse
TIME...
Researching sources and assembling the packets was very time-consuming.
However, much of that time was a one-time investment.
The pay-off for this investment of
time was obvious when I graded the
papers.

...a bibliography. This is an alphabetized list of ALL the sources in each packet, NOT a list of the works cited in the paper. This bibliography is for the students' benefit and is not included in the final paper.
...outline worksheet, and...
College and Career Readiness Anchor Standards for Writing
Research to Build and Present Knowledge, Standards 7, 8, and 9
• 7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

• 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

• 9. (Begins in grade 4) Draw evidence from literary or informational texts to support analysis, reflection, and research.
6-12
• 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

• 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

• 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
COMMON CORE
BEAUTY
•Students
reduce
what they read
down to what they need.
• Students
recycle
uncommon
information (paraphrase) and
cite their sources.
• Students
reuse
others' work
(direct quotations) only when
they use quotation marks AND
cite their sources.
Full transcript