Below are detailed lesson plans for **Week 10, Session 1** and **Week 10, Session 2**
of the
"Introduction to Research Writing" course, designed for 50-minute periods based on your two-session-
per-week, 15-week structure. These plans align with *Academic Writing: A Handbook for International
Students* by Stephen Bailey (5th ed.), focusing on research paper development as outlined in your
course. I’ve included lectures, activities, handouts, and teaching strategies, keeping the content neutral
while providing space for you to integrate faith through your teaching style for an Adventist institution.
The plans build on Weeks 1–9, are beginner-friendly, and cater to diverse learners within the time
constraints.
---
### Week 10: Research Paper Development
#### Lesson Plan: Week 10, Session 1
**Topic**: Intro and methods sections
**Textbook**: Part 4, Section 1: "Writing Longer Texts" – Structure
**Duration**: 50 minutes
**Objective**: Students will draft the introduction and methods sections of their research paper,
establishing the context, research question, and hypothetical approach.
##### Materials Needed
- **Lecture Slides**: PowerPoint or handout with intro/methods structure and examples (see below).
- **Handout 1**: "Drafting Intro and Methods" (template + tips, provided below).
- **Whiteboard/Markers** or digital tool (e.g., Google Jamboard).
- **Collected References**: Week 9, Session 2 assignment (5 formatted references) to return with
feedback.
- Students’ Week 7 topic rationales, Week 8 lit review drafts, and Week 9 references (they should bring).
- Textbook copies (students should bring).
- Pens/paper or laptops for drafting (students provide).
##### Lesson Breakdown
1. **Opening (5 minutes)**
- **Activity**: Recap and connect.
- Return Week 9 references with brief feedback (e.g., “Good APA format!” or “Fix MLA italics”).
- Ask: “What’s one source you cited in your lit review?” (1–2 quick responses).
- Transition: “Today, we’re starting your research paper—with the intro and methods.”
- Optional faith touchpoint: Brief prayer or remark (e.g., “Let’s lay a strong foundation”) to set tone,
per your style.
- **Teaching Strategy**: Link to prior work for continuity; question engages students; prayer hints at
purpose subtly.
2. **Mini-Lecture: Intro and Methods Sections (15 minutes)**
- **Content**:
- Introduction: “Sets the stage—why this matters and what you’re asking” (Bailey, Part 4, Section 1).
- Context: Background from lit review.
- Research question: What you’ll explore (e.g., “How does exercise affect teen grades?”).
- Thesis: Your focus (e.g., “This paper examines…”).
- Methods: “Explains how you’d investigate—hypothetical for us.”
- Approach: Literature-based (e.g., “Reviewing studies from 2015–2022”).
- Scope: What you’ll cover (e.g., “Focus on teen data”).
- Example:
- Intro: “Exercise’s academic benefits are debated. This paper asks how it impacts teens, reviewing
recent studies.”
- Methods: “This study analyzes 10 peer-reviewed articles on teen exercise, 2018–2022.”
- **Delivery**: Slides with structure breakdown and examples; keep it clear.
- **Teaching Strategy**: Examples tie to prior lit review; hypothetical methods simplify for beginners;
Q&A welcome (e.g., “What’s a good question?”).
3. **Activity: Drafting Intro and Methods (20 minutes)**
- **Instructions**:
- Distribute Handout 1.
- Solo (18 min):
- Intro (~100 words): Context, question, thesis—use lit review draft.
- Methods (~100 words): Hypothetical approach, scope—use references.
- Quick check (2 min): Turn to neighbor, read question or thesis aloud.
- **Facilitation**: Prompt with “What’s your focus?” or “How would you study this?”
- **Teaching Strategy**: Focused drafting builds momentum; instructor support helps beginners; quick
check boosts confidence.
4. **Debrief and Close (10 minutes)**
- **Activity**:
- 2–3 volunteers share their research question (write on board).
- Praise: “Clear start—great foundation!”
- Assign: “Draft first 3 pages of research paper—due next session.”
- Preview: “Next, we’ll add evidence and flow.”
- **Teaching Strategy**: Sharing reinforces structure; assignment ties to course; your praise can hint at
groundwork (e.g., “Solid starts lead somewhere”).
##### Handouts
- **Handout 1: Drafting Intro and Methods**
- *Intro (~100 words)*:
- Context: [Brief background from lit review]
- Research Question: [What you’re asking]
- Thesis: [Your paper’s focus]
- *Methods (~100 words)*:
- Approach: [e.g., “Review studies”]
- Scope: [e.g., “5 articles, 2018–2022”]
- *Tips*:
- Use your lit review draft for context.
- Keep methods simple—hypothetical review-based.
##### Assessment
- Informal: Participation in drafting and sharing (noted for 10% participation grade).
- **Assignment**: First 3 pages of research paper (due Week 11, Session 1, part of 50% major projects—
30% research paper grade)—started here.
---
#### Lesson Plan: Week 10, Session 2
**Topic**: Evidence integration
**Textbook**: Part 4, Section 1: "Writing Longer Texts" – Structure
**Duration**: 50 minutes
**Objective**: Students will integrate evidence into their research paper drafts, focusing on
results/discussion sections, and explore ways to present data effectively.
##### Materials Needed
- **Lecture Slides**: PowerPoint or handout with evidence integration tips (see below).
- **Handout 2**: "Integrating Evidence" (template + examples, provided below).
- **Whiteboard/Markers** or digital tool.
- Students’ Week 10, Session 1 drafts, Week 8 lit reviews, and Week 9 references (they should bring).
- Pens/paper or laptops for drafting (students provide).
##### Lesson Breakdown
1. **Opening (5 minutes)**
- **Activity**: Recap and transition.
- Ask: “What’s your research question from last time?” (1–2 responses).
- Transition: “Today, we’re adding evidence—showing what you’ve found and why it matters.”
- Optional faith touchpoint: Brief prayer or comment (e.g., “Let’s share what we’ve learned”) to align
with your style.
- **Teaching Strategy**: Quick recall links sessions; transition sets focus; prayer hints at sharing subtly.
2. **Mini-Lecture: Integrating Evidence (10 minutes)**
- **Content**:
- Goal: “Present findings and discuss them—connect to your question” (Bailey, Part 4, Section 1).
- Results/Discussion (simplified):
- Results: What sources say (e.g., “Smith found X”).
- Discussion: What it means (e.g., “X suggests Y”).
- Evidence types:
- Quotes: Exact words (short, cited).
- Data: Numbers (e.g., “10% increase”).
- Paraphrase: Summary (cited).
- Presentation:
- Text: “Lee (2021) notes a 15% drop.”
- Chart idea: “Imagine a bar graph of scores.”
- Example: “Smith (2020) reports a 10% score boost, indicating focus improves.”
- **Delivery**: Slide with structure, evidence types, and example; keep it practical.
- **Teaching Strategy**: Simplified approach eases beginners; examples tie to prior skills; focus on
clarity.
3. **Activity: Drafting with Evidence (25 minutes)**
- **Instructions**:
- Distribute Handout 2.
- Solo (20 min):
- Draft 1 results/discussion section (~200 words):
- 2 pieces of evidence from sources (e.g., quote, data).
- 1 sentence on meaning (e.g., “This suggests…”).
- Pairs (5 min): Swap, discuss: “Does this support the question?”
- **Facilitation**: Prompt with “What’s your evidence?” or “Why does this matter?”
- **Teaching Strategy**: Extended drafting applies skills; pair discussion refines ideas; suits diverse
learners.
4. **Debrief and Close (10 minutes)**
- **Activity**:
- 2–3 volunteers share 1 evidence sentence (write on board).
- Praise: “Strong tie-in—keep building!”
- Remind: “Finish first 3 pages—due next session.”
- Preview: “Next, we’ll work on flow and transitions.”
- **Teaching Strategy**: Sharing reinforces integration; reminder ties to course; your praise can hint at
insight (e.g., “Evidence lights the way”).
##### Handout
- **Handout 2: Integrating Evidence**
- *Template (~200 words)*:
- Results: [2 pieces of evidence, e.g., “Smith (2020) found… Lee (2021) adds…”]
- Discussion: [What it means, e.g., “This suggests…”]
- *Examples*:
- Quote: “Exercise aids focus” (Smith, 2020, p. 23).
- Data: Lee (2021) reports a 15% stress drop.
- *Tips*:
- Cite every source (APA/MLA).
- Link to your research question.
##### Assessment
- Informal: Participation in drafting and discussion (noted for 10% participation grade).
- **Assignment**: First 3 pages of research paper (due Week 11, Session 1, part of 50% major projects—
30% research paper grade)—progressed here.
---
### Additional Resources
- **Lecture Slides Template**:
- *Session 1*:
- Slide 1: “Intro and Methods” (Purpose).
- Slide 2: “Structure” (Context/Question/Approach).
- Slide 3: “Example” (Intro + methods).
- *Session 2*:
- Slide 1: “Evidence Integration” (Goal).
- Slide 2: “Results/Discussion” (Evidence types).
- Slide 3: “Example” (Text + chart idea).
### Teaching Tips (Faith Integration Space)
- **Session 1**: During debrief, you might say, “A good intro sets a path—like starting with clarity,”
subtly nodding to guidance per your Adventist style.
- **Session 2**: When discussing evidence, a comment like “Sharing what’s true builds understanding”
could hint at truth or service.
### Notes
- **Progression**: Combines Week 7 topics, Week 8 reviews, and Week 9 citations into paper drafting.
- **Practicality**: Focused tasks (intro, evidence) fit 50 minutes.
- **Engagement**: Solo drafting with pair checks balances work and interaction.
These plans are detailed, practical, and tied to Bailey’s textbook, offering a clear path to research paper
development. Let me know if you’d like adjustments—more examples, different activities, or anything
else! How can I further assist?
