Solving the Mystery of Effective Instruction in Research Methods (Standard 6)

1. Solving the Mystery of Effective Instruction in Research Methods (Standard 6)

3. Standard 6 The student will access and use information from a variety of sources. reading processes a process of writing or creating a product

4. When approaching research tasks, what should students know and be able to do? 6.1 Clarify and refine a research topic. 6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources. 6.3 Use a standardized system of documentation (for example, a list of sources with full publication information and the use of in-text citations) to properly credit the work of others. 6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. 6.5 Use appropriate organizational strategies to prepare written works, oral and auditory presentations, and visual presentations. 6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations. 6.7 Use a variety of print and electronic reference materials. 6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, and organizing information.

5. Today’s exploration will focus on two indicators: 6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources. 6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, and organizing information.

6. Indicator 6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.

7. The level at which the skill or knowledge will be assessed can be determined by the description of the verb from the (Revised Bloom’s) Taxonomy for Learning, Teaching, and Assessing: 6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources. Use: To employ for some purpose Incorporate: To put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure (e.g. create, design)

8. To what other standards and indicators do 6.2 and 6.7 connect? • To all reading standards (Standards 1 and 2) • To all vocabulary standards (Standard 3) • To all writing standards (Standards 4 and 5) • To all other research indicators (Standard 6) • Finding and using information is a comprehensive process that requires the application of all literacy skills.

9. Research is formalized curiosity. It is poking and prying with a purpose. It is a seeking that he who wishes may know the cosmic secrets of the world and that they dwell therein. - Zora Neale Hurston

10. Effective Instructional Strategies for Indicator 6.2 include: • Providing direct instruction in the differences among quotation, summary, and paraphrase. • Providing guided practice in graceful incorporation of borrowed information. • Providing guided practice in summarizing and paraphrasing passages.

11. Using Original Information as Quotation, Summary, or Paraphrase Plagiarism is a form of cheating, even if students find themselves unintentionally presenting someone else’s work as their own simply because they do not know how to use borrowed information correctly. Following are an example of a paragraph as it appeared in the original source and an example of an incorrect use of this information. Original paragraph: This innate right-or flight reaction is well recognized in animals. A frightened cat standing with arched back and hair on end, ready to run or fight; an enraged dog with dilated pupils, snarling at its adversary; an African gazelle running from a predator; all are responding by activation of the fight-or-flight response (Benson 24). Incorrect paraphrase: In his book The Relaxation Response, Dr. Herbert Benson defines the fight-or-flight response by giving examples of its occurrence in animals. For example, he mentions a frightened cat standing with arched back and hair on end, an enraged dog with dilated pupils and a snarling mouth, and an African gazelle running from a predator. * To borrow correctly, the writer of the passage on the right should have put any distinctive borrowed words in quotation marks and included the parenthetical citation within the sentence.

12. Using Original Information as Quotation, Summary, or Paraphrase, continued Definition of a Direct Quotation – an exact repeating of someone else’s words as he or she wrote or spoke them; must be enclosed in quotation marks and should be incorporated into student writing either indirectly with parenthetical documentation – for example (Benson 24) – or directly with the mention of the writer’s/speaker’s name and credentials, followed at the end by the page number of the original source – for example Professor John Smith, author of several books on investment, said….” and then, at the end of the borrowed information the page number as in (24). Example of a direct quotation that is longer than four typed lines: In The Relaxation Response, Herbert Benson described what he calls the “flight-or-fight response”: This innate right-or flight reaction is well recognized in animals. A frightened cat standing with arched back and hair on end, ready to run or fight; an enraged dog with dilated pupils, snarling at its adversary; an African gazelle running from a predator; all are responding by activation of the fight-or-flight response (24). Note the absence of quotation marks.

13. Using Original Information as Quotation, Summary, or Paraphrase, continued • Quotations shorter than four typed lines will be incorporated into the body of the text in one of two ways: • Original Quotation: • A classic is classic not because it conforms to certain structural rules, or fits certain definitions (of which its author had quite probably never heard). It is classic because of a certain eternal and irrepressible freshness. • - Edith Wharton • Option 1 – Incorporate significant ideas but save the author/speaker for parentheses • Example: • According to some, a literary classic earns that distinction not because it follows any pattern or “conforms to certain structural rules,” but, rather, because of what it continues to offer each generation of readers (Wharton 47). • Option 2 –Identify the author/speaker and cite the page number in parentheses • Example: • According to American novelist Edith Wharton, a classic earns that distinction because “of a certain eternal and irrepressible freshness” (47).

14. Using Original Information as Quotation, Summary, or Paraphrase, continued • Note: In direct quotations, enclose in brackets words you change or add. • For example: • A farmer, Jane Lee, spoke to the Nuclear Regulatory Commission about the occurrences. “There is something wrong in the [Three Mile Island] area. It is happening within nature itself,” she said, referring to human miscarriages, stillbirths, and birth defects in farm animals (“Legacy” 33). • * The writer uses this quotation, taken from an article entitled “Legacy of a Nuclear Disaster,” but must insert in the brackets [ ] words not used in the original text so that readers of his paper will understand the ‘area’ to which Jane Lee refers. • Also Note: In direct quotations, indicate words left out with ellipsis points. • For example: • Economist John Kenneth Galbraith has pointed out that “large corporations cannot afford to compete with one another…. In a truly competitive market someone loses…. American big business has finally learned that everyone has to protect everyone else’s investment” (Key 17). • * The use of ellipsis (four dots) indicates that the rest of the sentence is omitted. Three ellipsis dots would indicate that only part of a sentence has been omitted.

15. Using Original Information as Quotation, Summary, or Paraphrase, continued Definition of a Paraphrase – a restatement in your own words and your own style of someone’s ideas and discoveries. While a true paraphrase changes both the words and the sentence structure of the original, it yet requires a citation. Because it is of similar length to the original passage, the purpose of a paraphrase is not to save words but, rather, to express borrowed information in a style that is the writer’s own. Example of a paraphrase: Herbert Benson has identified a reaction, which he calls the “fight or flight response,” as an instinctive form of behavior t hat humans developed in their “struggle for survival” throughout their evolution and that they use now whenever they face adversity. ; He compares the human response to a cat’s arching its back and bristling its fur when it is afraid, to a gazelle’s fleeing from a natural enemy, and to a dog’s growling and baring its teeth when it is threatened (24).

16. Using Original Information as Quotation, Summary, or Paraphrase, continued Definition of a Summary – a brief but accurate statement in the writer’s own words of the main idea of borrowed information. The summary should include all main ideas presented in the original but will be less lengthy. As always, borrowed information must include a source citation, whether direct (with an in-text mention of the author and the later inclusion of a page number) or indirect (with parenthetical documentation). Note: The papers that read most smoothly are those that vary types of citations in addition to other elements such as sentence length and word choice. Example of a summary: Dr. Herbert Benson believes that we react to stress automatically because humans, like animals, have inborn reactions to threats developed in the course of their evolution (24). From the Winthrop University Writing Center

17. Graceful Incorporation of Borrowed Information Rules of Thumb: 1st - Use quotations sparingly. Only quote when you need to * express a point in a particularly memorable way, * add a voice of authority to your argument, or * allow an author to speak for or against your argument in his or her own words. 2nd - Do not expect the reader to automatically understand the connection between borrowed information and your ideas. Make the connection clear by leading in to and/or following borrowed idea with at least two sentences of your own commentary. Some information from the Sonoma State University Writing Center

18. Graceful Incorporation of Borrowed Information 3rd - When employing direct citations, use signal phrases to help the reader make the connection between borrowed information and commentary: For example: Franklin Delano Roosevelt, 32nd President of the United States, said in his Inaugural Address “the only thing we have to fear is fear itself” (13). Contrary to that opinion, many 21st Century Americans fear many economic factors. As ________ writes, Contrary to that opinion, ______________ While _________ argues that __________, __________ acknowledges that The verbs below work well in signal phrases to signify for the reader whether the writer agrees with or will dispute borrowed information agrees confirms observes asserts describes remarks claims disagrees rejects concludes emphasizes responds disputes writes suggests acknowledges hypothesizes implies

19. Guided Practice in Using Quotations, Summaries, and Paraphrases • Brainstorm with students a list of signal words like those on the previous slide. • Offer student pairs one-page excerpts from three different high-interest texts. • Give student pairs a topic that encompasses the subject matter of all three excerpts (for example, you might use printed material on a popular musician from www.biography.com, a children’s book on a public figure such as Barack Obama, and an article on the effects of stress. Your topic might be “ambition.” • Ask student pairs to write an extended paragraph on the topic of ambition, to employ all three borrowed information types (quotation, paraphrase, and summary), and to use both direct and indirect citation. • Student pairs will share their products. The little gray cells tell us students can now incorporate without plagiarism, no?

20. STOP AND DISCUSS: We cannot assume that students come to us already knowing how to incorporate borrowed information. • How do we teach and apply that process in our classrooms? • Are teachers at one specific grade level deemed responsible for providing primary instruction in part of the practice (e.g. parenthetical documentation or paraphrase and summary)? How is the process reinforced each year? • At what point in the year/semester do we teach the process? • How do we pre-teach and assess research skills before we ask students to apply the process independently?

22. Indicator 6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, and organizing information.

23. The level at which the skill or knowledge will be assessed can be determined by the description of the verb from the (Revised Bloom’s) Taxonomy for Learning, Teaching, and Assessing: 6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, and organizing information. Design: Devising a procedure for accomplishing some task (e.g. planning, producing, generating, creating).

24. Effective Instructional Strategies for Indicator 6.8 include: • Providing direct instruction in and guided practice with the research path (narrowing a topic, finding reliable information, taking notes, organizing information, documenting borrowed ideas, writing a draft, editing, and creating a final product). • Providing direct instruction and guided practice in documentation.

25. Getting Students to Follow The Research Path Step One: Choose a Topic Decide on a topic that interests you. * Choose a topic that has sufficient source material in the media center. * Your topic must be: researchable provable defensible logical new to you You must be able to find print information about it. You cannot argue the existence of a supernatural being. Neither can you argue against matters of faith. Your topic must be supportable by fact and borrowed information and not only by opinion. You cannot depend upon the opinions of students when researching dress codes. No reasonable person, for example, could be persuaded that drinking and smoking ages should be lowered.

26. Guided Practice in Generating Research Questions • After they have chosen a topic, ask students to generate a K-W-L chart (What I Know, What I Want to Know, and What I Need to Learn) to take stock of where research should begin. • Ask students to generate a list of questions they would ask if they were designing a test on their topic or interview questions they would ask a central figure if the situation became available. I would not be honest if I said that such skills come easily to all students. From Heather Griffin, CPM

27. Getting Students to Follow The Research Path Step Two: Find Information *Use media center resources such as the reference section, periodicals, audio-visual materials, the on-line catalog, databases, or the internet. *Use out-of-school resources. Write away, call or e-mail for information. Conduct interviews. Watch for related television programs. Note: Powerpoints that teach skills for finding reliable information from resources present in BCSD Media Centers are available on the intranet - one for middle school on that resource page and one for high school on that resource page. Both presentations are listed as “Writing a Research Paper” and include guided notes pages and answer keys. - With thanks to Charlene Zehner, HHS

28. Step Three: Limit Information * Choose the most powerful information. * Use only information from legitimate, reliable, and respected sources. * Use only that information that adds to your argument. (Note: You should not, however, gather only information that agrees with your argument because it is important to be able to refute the opinions of others) * Take notes on all useful information (using note cards or a research log), being sure to cite your sources. Remember that any information for which you do not have a specific and correct source cannot be used in your paper.

29. Taking Notes on Research Note Cards You must have the following information on each card: - your name (on final card you must have MLA heading), - card number (1 of xxx), - a useable fact or quote (nothing considered common knowledge) – one per card, - direct quotes identified with quotation marks and the person’s name, - ellipsis used where you leave out non-essential words from a quote, - your own words bracketed [ ] when you add them into a quote, - page number of a fact or quote, and - complete acknowledgement of the source. Side A Side B Your Name 1 of 100 Spinks, Sara. “Inside the Teenage Brain” Los Angeles Times 15 March 1995: A3 “What these tests show is that the brain consolidates and practices what is learned during the day after the students (or adults for that matter) go to sleep. Parents always intuitively knew that sleep helped learning, but few knew that learning actually continues to take place while a person is asleep. That means sleep after a lesson is learned is as important as getting a good night’s rest before a test or exam” (Spinks 4). From Melissa Soule, THS

30. Taking Notes in a Research Log You must have the following information in your log: - Date the source was consulted - complete acknowledgement of the source (written down when you start looking at its information), - whether or not the source was useful and, if not, why not (e.g. unreliable source, information out of date, author offers opinion only, etc.), - a useable fact or quote (nothing considered common knowledge) marked with ‘Q’, OR - the information summarized (‘S’) or paraphrased (‘P’), - direct quotes identified with quotation marks and the person’s name, - ellipsis used where you leave out non-essential words from a quote, - your own words bracketed [ ] when you add them into a quote. Research Log Date Source Useful? Information (Q, P, or S) • Lynch, Tim. "DSN Trials and Tribble-ations Review." Psi Phi: Bradley'sScience Fiction Club. 1996. Bradley University. 8 Oct. 1997 <http:// •      www.bradley.edu/campusorg/psiphi/DS9/ep/503r.html>. No. Too much jargon. ‘Might be able to use a summary but no quotations. 2/13/09 S – Talks about the characters in several of the Star Trek series and how they reflect shifting gender roles in America.

31. Guided Practice with Organizing Information • - Have students write each piece of significant information on a separate notecard or scrap of paper. • Each student receives a manilla folder organized with envelopes attached in the pattern shown below. • Students put each piece of borrowed information into the envelope that reflects the appropriate part of the paper in which it will appear. Introduction Body paragraph three Conclusion Body paragraph one Works cited Body paragraph two From Heather Griffin, CPM

32. Step Four: Turn Research Into Writing * Put information into a graphic organizer or an outline. * Write a first draft, complete with works cited page. * Consult a variety of editors (your parents, your peers, your teacher) and editorial references (Writer’s Inc, websites, etc.) and then revise. * Write a second draft based on the input received. The Five Squares Organizer Support for first point in thesis Support for second point in thesis Thesis Support for third point in thesis Conclusions reached as a result of research From Jane Cross, MNM

33. Using an In-Depth Outline • Introduction • A. Topic sentence • B. 3-4 sentences of general background information • C. Thesis Statement • - At this time, you need to separate your index cards or notes into however many thesis parts that you have. Each pile or section of notes will support a different aspect of your thesis. • II, III, IV (etc.) Support Paragraphs(in order of least to most information or strongest to weakest) • A. Topic Sentence – should reflect that you are beginning your support of part A of the thesis statement • B. Elaborate on this for several paragraphs. • - Include in your elaboration quotations from professionals on your subject, numbers or statistics that back up your viewpoint, examples (scenarios or anecdotes) that make your point vivid for the reader. • C. Concluding Sentence that transitions into the next part of the thesis statement. • V. Conclusion • A. Topic Sentence – USE A TRANSITION PHRASE HERE) • B. Restate Thesis Statement • C. DO NOT add any new information From Melissa Soule, THS

34. Using an In-Depth Outline If your paper is persuasive, it is important to add a paragraph of concession and refutation. This paragraph, structured as shown below, may come immediately after the introduction, between the first and second support paragraphs, or immediately before the conclusion. Concession Paragraph A. Topic Sentence – should reflect that you are aware of opposing opinions. - Begin the paragraph with a word or phrase that signals concession to the reader (e.g. granted, it is believed that, although some think that, etc.) B. Summarize in one sentence the opposing viewpoint on your issue. C. Refute that viewpoint by referring to facts on your side as revealed in quotations from experts on your subject, numbers or statistics that back up your viewpoint, examples (scenarios or anecdotes) that make your point vivid for the reader. C. Concluding Sentence or question that transitions into the next part of the thesis statement and strengthens your point. Example: Granted, many believe that animal testing is defensible because animals “have no feelings or emotions.” NASA researcher, Captain Bill Voyager, insisted that the space race stop sending chimpanzees into space in advance of human exploration because, he said, “those gentle creatures have shown many emotions in training and shouldn’t be exploited.” And how many of us would deny that our household pets have feelings or emotions? If we accept that they do, what about the lobsters we buy at the grocery store, planning to submerge head-first into boiling water? And what about the fish we kill for sport?

35. Step Five: Design the Final Product * Whether your product is a paper, a project, or a presentation, be sure your documentation is correct and that information is presented clearly and completely. Teachers should offer students a sample paper (like the one shown here) that models graceful incorporation of borrowed information, correct documentation, and significant interpretation of information. The sample shown here is available at http://www.dianahacker.com/pdfs/Hacker-Daly-MLA.pdf . Other models are available in Writer’s Inc.

36. Guided Practice in Using MLA Documentation • Give students “cheat sheets” of basic MLA citation formats (including magazines, books, internet sites, newspapers, and data bases), direct them to the appropriate section in Writer’s Inc, or pull up a website and display it on the Smartboard. • Provide three, pre-selected, high-interest selections (e.g. three or four paragraph excerpts about natural disasters or reviews of recent movies). • Ask student pairs to read the passage of their choice and write the citation for the resource using the format provided. • Next, student pairs should jot down two or three pieces of useful information. • Finally, students will work together to write a paragraph in which they use the resource (correctly documented) and interpret for the reader what the information means. Why anyone would use information without proper citation is a mystery to me!

37. STOP AND DISCUSS: • How are we already teaching research in our classrooms? • What ideas do we have to supplement those presented here? • At what point in the year/semester do we teach research? • How many opportunities do students have in each grading period to find and use information from documentable sources?

39. What might Test Items based on these indicators look like? As each question appears, discuss how it asks students to use the skills named in the indicator.

40. PASS Sample • - Which source would contain the most information about ALS, also known as Lou Gehrig’s Disease? A. a medical encyclopedia • B. a science textbook • C. a baseball anthology • D. a hospital journal

41. PASS Sample • - If you were researching field trips to the National Museum of American History, what would be the best question to ask? • A. When was the museum first opened to the public? • B. What type of guided tours does the museum provide? • C. How are the artifacts housed in the museum preserved? • D. Where in the museum are Dorothy’s ruby slippers located?

42. EOC Sample -Which source would provide the most information for a research report on ancient coins? A. a publication on the history of the U.S. Mint B. an article on early coin collecting C. a brochure on the office of the U.S. Treasury D. an article on coins through the ages

43. EOC Sample -If you were giving a speech intended to persuade people that Ford would be an important and effective president, which would most likely serve as an effective conclusion? A. Ford did the best he could with what he was given. B. So you see now why Ford is by far my favorite president. C. Ford will be remembered in history for doing a lot of things while he was in office. D. Ford will long be remembered for renewing the nation’s confidence in the presidency.

44. HSAP Sample -Which organizational method would produce the most relevant and sequential research article about the effects of curfews on crime rates in cities? A. • current news about curfews and reduction in criminal activity • parental views on curfews • law enforcement view of minors out after dark • old statistics on curfews B. • law enforcement view of minors out after dark • current news about curfews and reduction in criminal activity • parental views on curfews • old statistics on curfews C. • old statistics on curfews • current news about curfews and reduction in criminal activity • parental views on curfews • law enforcement view of curfews D. • current news about curfews and reduction of criminal activity • old statistics on curfews • parental views on curfews • law enforcement view of curfews

45. HSAP Sample -Which research question would lead to the greatest variety of viewpoints about the benefits of curfews in small towns? A. How do small-town law enforcement officials view curfews? B. What is the average number of late-night arrests in a typical small town? C. What are the opinions of police, parents, and teens on the subject of curfews in small towns? D. How do the opinions of political leaders and parents differ about curfews in small towns?

46. Collaborate to Create Correct me if I’m wrong here, but I believe you already have wonderful things in place to solve the problem. effective assignments to support student growth in research skills. Those who teach the same courses should work together to design ONE assignment or MULTIPLE ASSIGNMENTS that address all elements of the indicators.

47. your brilliance with teachers across the district by e-mailing your answers to the “Stop” questions and your “Collaborate to Create” ideas to all other lead teachers. SHARE All we have to do is consider the evidence. Let the evidence speak for itself. Spend thirty minutes discussing ideas sent to you from other locations, choosing some to implement.

48. for how your department will use the ideas you and others generated today to better prepare students for research assignments and high-stakes tests. PLAN The evidence is incontrovertible, Booth. These teachers are brilliant! ‘Never doubted it for a moment, Bones. * E-mail all three pages( STOP, Collaborate to Create, and “PLAN”) to me to compile and distribute.

49. Many Thanks to the Standard 6 Module Contributors: Jane Cross, MNM Laura Garner, ELA Coordinator Heather Griffin, CPM Melissa Soule, THS Charlene Zehner, HHS