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Writing the Formal Research Paper Learning Experience

Writing the Formal Research Paper Learning Experience

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Published by Fiona Fogarty

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Published by: Fiona Fogarty on Apr 04, 2011
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WritingtheFormalResearchPaperLearningExperienceFinalDraft 
LearningContext 
:TheoverallpurposeofthisLearningExperienceistointroduce,andsuccessfullycomplete,theformalresearchpaper.Thisresearchpaperwillbebaseduponatopicchosenbythestudent,withpeerguidanceandoncollaborativeideasaswellasguidancefromtheinstructor.ThegoalsofthisLEinclude:havingstudentseffectivelypickarelevantandarguabletopictoresearch,introducingstudentstocorrectMLAcitationandtotheimportanceofgivingcreditwherecreditisdue.Studentswillbecomecomfortablewithconductingresearch,writingforaformalaudience,andproducinganexpositorypieceofwriting‐inwhichtheyargueapointusingoutsideinformationthroughsynthesisofideasandsources.Thestudentswillneedpriorknowledgeofdevelopingandorganizingasimpleessay,butwewillalsocheckforunderstandingbyincludinglessonsonwaystoeffectivelyorganizearesearch‐basedessayaswellaswhataneffectiveandvalidsourcelookslike,howtowriteinaformal/expositoryvoice,etc.
Standards:
p.45CommonCoreStateStandards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.a.Introduceatopic;organizecomplexideas,concepts,andinformationtomakeimportantconnectionsanddistinctions;includeformatting(e.g.,headings),graphics(e.g.,figures,tables),andmultimediawhenusefultoaidingcomprehension.b.Developthetopicwithwell‐chosen,relevant,andsufficientfacts,extendeddefinitions,concretedetails,quotations,orotherinformationandexamplesappropriatetotheaudience’sknowledgeofthetopic.e.Establishandmaintainaformalstyleandobjectivetonewhileattendingtothenormsandconventionsofthedisciplineinwhichtheyarewriting.9.Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.p.46CommonCoreStateStandards:ResearchtoBuildandPresentKnowledge8.Gatherrelevantinformationfrommultipleauthoritativeprintanddigitalsources,usingadvancedsearcheseffectively;assesstheusefulnessofeachsourceinansweringtheresearchquestion;integrateinformationintothetextselectivelytomaintaintheflowofideas,avoidingplagiarismandfollowingastandardformatforcitation.
AssessmentPlan:
TheassessmentswillbetieddirectlytothePerformanceIndicatorsbecausetherewillbeformativeassessmentsthroughoutthisLEthatwillgaugestudents’abilitiestoeffectivelydrawevidencefromsourcesandsynthesizethisevidencethroughtheuseofformalvoiceinwriting.Manyroughdraftswillbeproduced,andstudentswillalsobeformativelyassessedbasedontheintroductorytasksoffindingvalidsourcesandcitingthosesourcescorrectlyinMLAformat.Essentially,eachstepoftheresearchpaperprocesswillbeformativelyassessedinordertomeasurestudentgrowththroughouttheLE.Iwilldothisbyusingachecklistandcollectingstudentworktobrieflyreviewforanychallengesorconfusionsthatstudentsmightface.Iwillalsousesmallrubricstoassess
 
eachstepofthelearningexperience,sothatstudentsareclearonexpectations,goals,andobjectives.Eachassessmentwillbeindividual,butstudentswillengageinbrainstormingandsmallgroupactivitiesinordertogainsupportandideasfromtheirpeers.Studentprogresswillbesupportedandmonitoredthroughtheteacherreachingouttoeachstudentduringin‐classworktimetogaugeunderstandingandprogress.TheteacherwillkeeptrackofcertaincheckpointsintheLEandnotewhenastudentisstrugglingorhasnotmetacheckpoint.Inthiscase,theteacherwillprovidesomeadditionalinstructionandguidancetothatstudent,asneeded.Thesummativeassessmentwillbethefinaldraftoftheresearchpaper,submittedintheformofaportfolio,includingtheformativestepsinthewritingprocess(Seerubric,whichhighlightsthewritingprocessaspectoftheresearchpaperinthefinalportfolio).Allrubricsandinstructionsforeachstepoftheprocesswillbeprovidedtostudentsinpaperformandonlineforconstantreference.Inthisway,studentscantracktheirownprogresswhilereferringtotheexpectations.
Criteria
MasterResearcherDevelopingResearcherLackinginComprehensionBacktotheDrawingBoa
TopicChoice
Topicisarguableandobjective.Thestudentremainsontopicfortheentiretyoftheresearchpaper.Topicisarguableandobjective,butthestudentmakesminimalreferencetothetopicthroughouttheresearchpaperand/orstraysoff‐topicattimes.Topicisminimallyarguable,butlacksenoughsubstancetoprovidetheopportunityforanalysisandreflection.Thestudentstraysoff‐topicforatleasthalfofthepaper.Topicisvagueandsubjective.Itdoesnotsupportanalysisorinquir andisnotarguable.
ResearchProcess
Thestudenthasincludedhisorherannotatedbibliography,whichhasbeenapprovedbytheteacherandusedinthefinaldraft.Theworkscitedpagereflectsthesourcesusedinthefinaldraft.Thestudenthasincludedhisorherannotatedbibliography.1‐2sourcescitedin‐textarenotreflectedontheWorksCitedpage,or1‐2sourcesontheWorksCitedpagearenotreflectedinthepaper.Theannotatedbibliographyisincomplete.3‐4sourcescitedin‐textarenotreflectedontheWorksCitedpage,or3‐4sourcesontheWorksCitedpagearenotreflectedinthepaper.Thestudenthasneglecte includehisorherannotat bibliography.5ormoresourcescitedin‐textaren reflectedontheWorksCi page,or5ormoresource ontheWorksCitedpagenotreflectedinthepaper.
ArgumentDevelopment(BodyParagraphs)
Thestudenthasdevelopedthetopicwithwell‐chosen,relevant,andsufficientfacts,extendeddefinitions,concretedetails,andquotationsappropriatetotheaudience’sknowledgeofthetopic.Thetopicispartiallylackinginrelevantandsufficientfacts,concretedetails,extendeddefinitions,andrelevantquotations,whicharemostlyappropriatetotheaudience’sknowledgeofthetopic.Thetopicisunderdevelopedwithminimallyrelevantfactsandvaguedetails&definitions.Thequotationsareinappropriatetotheaudience’sknowledgeofthetopic.Thetopicisundevelopedwithirrelevantfacts,definitions,andfewtonoconcretedetails.Thestud hasprovidedfewtonoquotations,andtheargumentisnotsuitedforformalaudience.
 
WritingStyle
Thestudentestablishesandmaintainsaformalstyleandobjectivetonewhileattendingtothenormsandconventionsoftheresearchpaper.Thestudentusuallymaintainsaformalstyleandobjectivetonewhilemostlyattendingtothenormsandconventionsoftheresearchpaper.Thestudentrarelymaintainsaformalstyleandobjectivetonewhileusuallyignoringthenormsandconventionsoftheresearchpaper.Thestudentmaintainsaninformalstyleandasubjectivetone,whileignoringthenormsandconventionsoftheresear paper.
TextualEvidence
Thestudentdrawsevidencefrominformationaltextstosupportanalysis,reflection,andresearch.Thestudentdrawssomeevidencefrominformationaltextstosomewhatsupportanalysis,reflection,andresearch.Thestudentmakesminimalevidence‐basedanalysesofthetext.Thepaperlacksresearch‐basedevidence.
TextualEvaluation
Thestudentevaluatestheinformationaltextstosupportanalysis,reflection,andresearch.Thestudentsomewhatevaluatedtheinformationaltexts.Thestudentonlyminimallyevaluatesthevalidityandrelevanceofthetexts,doingsoinamannerirrelevanttotheresearch‐basedtaskathand.Thestudentdoesnotasse thevalidityorrelevanceo thetexts.

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