1. Mrs. Farrell Mrs. Zuhoski
Research Paper
Mrs. Farrell
Mrs. Zuhoski

2. What is a research paper?
research paper is a piece of writing that reports facts, data, and other information on a specific topic. It's called a research paper because you research your subject before writing your paper.
Next, I will discuss the steps of the writing process and activities involved with each step. Be sure to include Plan-there’s a great deal of much class time and homework involved with this project.
Mini-Lesson
The mini-lessons that accompany this unit, choosing resources and naming sources, align nicely with the type of writing required to create a research paper.
Start by explaining the importance of the choice of good reference materials and resources. Discuss how these skills will not only benefit them now, but throughout their lives. Click here to print a copy of the "Choosing Resources" activity. This sheet will serve as a great reference tool as students work on their projects.
End the day with a quick review why it's so important to give proper credit for the information we use. Due to the fact that research reports often utilize many different resources, be sure to allow ample time for review of the rules for crediting a variety of different sources (books with one author, books with two authors, magazines, newspaper, the Internet…).

3. Rules of Quotation Marks
Rules for using Quotation marks:
1. A speaker's exact words (also called dialogue) must be surrounded by quotation marks.
Example: "I love flowers," said Jessie.
2. Opening quotation marks (example: ") are used to mark the beginning of the speaker's words, and closing quotation marks are used the mark the end of the speaker's words (example: ").
3. Commas and periods are always placed inside the closing quotation marks.
Example: "I like chips," said Milly.
Jason replied, "I love pretzels."
4. Use a comma to introduce a quotation after a dialogue tag.
Example: Tyler replied, "Blue is my favorite color."
5. If dialogue is split or separated, use quotation marks to surround each part that is spoken.
Example: "Yes," said Bobby, "I love cheese pizza."
6. If a quotation is not split or separated, don't close the quotation until the speaker is finished. This could sometimes involve numerous sentences.
Example: "Please write your name on your paper before you begin. Once you finish, bring your paper to the front of the room and place it on my desk," said the teacher.

4. Quotation Mark Practice
Complete these sentences by adding the missing quotation marks.
Student name: _____________________________ Date: _________________
1. John said, That's my coat.
2. Jack said, I have a coat like yours.
3. Is the pizza here? asked Hillary.
4. I love extra cheese, said Jamie.
5. Grandmother asked, Did you plant beans, peppers, and melons in your garden?
6. No, I only planted beans and melons, answered Ashley.
7. William exclaimed, I can't believe we're finally here!
8. This beach, said Dad, is more beautiful than ever.
9. The lost scouts screamed, How will we ever get out of here?
10. Help! shouted the scoutmaster. We can't find our way out of this cave!

5. Rubric for Project Score
RESEARCH PAPER  Use the rubric below to assess students' proficiency with the research paper activity.
Scoring
5: proficient – a high degree of competence
4: capable – an above-average degree of competence
3: satisfactory – a satisfactory degree of competence
2: emerging – a limited degree of competence
1: beginning – No key elements are adequately developed.
Student Name:
Score
Descriptive Words convey the research topic
Correct resources were used, and properly credited.
Punctuation
Grammar
Spelling
Subtotal
Divide subtotal by 6 to get Overall Score.

6. Choose a Topic Choose a Topic
Begin this lesson with a classroom brainstorming session. Ask students to name some topics they consider interesting enough to research. Share the following tips for choosing a great topic:
Brainstorm a list of subjects that interests you.
Review your list and do a small amount of preliminary research to see what topics have sufficient resources and accessible information.
Once you decide on a general topic, try to narrow it down or refine to a specific aspect of the general topic.
For example, instead of writing a paper on World War I, write a paper that covers Pearl Harbor. Once you've chosen a topic, state it in the form of a question or as a problem to be solved- this is sometimes referred to as the "essential question" For example, What was the result of Japan's attack on Pearl Harbor?
Refer to the reproducible choosing a topic. Discuss the possibilities with students.

7. Locating Resources
Locating Resources
Explain that the success (or failure) of any report can sometimes be directly linked to the quality of the resources or information used for research. Remind students of the importance of their essential question or problem. Tell them to keep that in mind as they review resources.

8. Discuss the various types of resources:
Books:
Be sure to check for more recent publication dates to insure up-to-date information.
Newspapers and Magazines:
Many libraries carry past editions of newspapers on microfilm and many newspapers offer searchable databases online. Your librarian can also help you use indexes to magazine articles by topic in print and online.
People:
Personal interviews are often overlooked as a source of information, yet can sometimes yield some of the best material for your report.
The Internet:
Learn proper methods for searching and choose a search engine that is reputable. Carefully evaluate any information found online.
Encyclopedias:
Print versions are sometimes dated. Look for CD versions or online versions of the printed counterparts- these are constantly updated and thus contain current information.
Atlases, Almanacs, and Yearbooks:

9. Resource Guidelines: Can just about anything work?
There is a huge emphasis on evaluating resources and review the list of "self-questions" they should ask as they review a resource:
Is the information well researched?
Is the author an expert on the subject?
Is the information relevant to my topic?
Just because you find an amazing story or fact doesn't mean it needs to be included in your paper.
All information and sources must be related directly to your topic.

10. Take Notes: Take Notes Before you Begin Taking Notes:
Skim through your source before you start writing. As you read, you'll see that some information may not pertain to the focus of your paper. Use bookmarks or sticky notes to mark pages you want to read more carefully and take notes on.
Start a detailed Source Sheet that lists each resource you use as you take notes. This will come in handy when it's time to name your sources.
Assign each source a code or abbreviation. This will keep you from having to write out the entire name on every note or note card.

11. Writing Your Notes
Use the same type of note card or paper for each note you take.
Always identify the source of the information and page number at the top of your note card or paper- use the code for each source if possible.
Be sure to include the page number(s) where you located the information. This makes it easier to go back and recheck or get additional information.
Only write on one side of the note card or paper. This will help when it comes time to organize and write your outline.
Only write a small amount of information on each card. Keep your notes concise and to the point.
Use your own words. It's illegal to plagiarize.
If you must use the author's words, limit the number of direct quotations you use.
Write neatly. You don't want to waste time later trying to decipher your own scribbles.
Don't take notes on information that doesn't pertain to your topic. It's easy to get carried away and end up with lots of information you can't use.

12. Organize and Outline
Organize & Outline
Once students have completed the research process and taken their notes, spend some time teaching them how to sort and categorize their notes.
Begin by having them all their note cards into separate piles or topic stacks.
Ask them to assign each pile a name or topic
Have students read through the information contained on each card in each pile.
Once the cards have been organized, walk students through the creation of an outline. Explain the importance of an outline and its role in creating a paper that makes sense and flows from one point to another.

13. Drafting
Once the research has been completed and outlines have been written, regroup and spend time as a class discussing the research process.
What did they like?
Were they comfortable with the process or uncomfortable?
Did they learn anything new?
Did everyone get enough information?
Next, send the students to their desks and have them read through their notes and review their outlines. This is a good time students to begin thinking about ways to open their reports.—a great "hook" to keep the reader interested.
Once everyone has had time to review their notes and revisit their outline, it's time to start writing a first draft. Allow students at least one class period and additional time at home to complete this part of the process. Also, remind students that this is simply a time to get their thoughts on paper- get content down now, and go back later to make corrections.

14. Student name: _____________________________ Date: _________________
Use this worksheet as you review your interview tape or notes.
Possible Titles:
________________________________________________________________________
Important Points to Include:
Great Quotes I Plan to Use:
Possible Beginning "Hooks"
Possible Endings:
(First Main Idea)
I. _______________________________________________________________________
(Supporting Details)
A. ______________________________________________________________________
B. ______________________________________________________________________
C. ______________________________________________________________________
(Second Main Idea)
II. ______________________________________________________________________
(Final Idea)
III. ______________________________________________________________________

15. Revision Revising (2–3 days)
(First Main Idea)
I. _______________________________________________________________________
________________________________________________________________________
(Supporting Details)
A. ______________________________________________________________________
B. ______________________________________________________________________
C. ______________________________________________________________________
(Second Main Idea)
II. ______________________________________________________________________
(Final Idea)
III. ______________________________________________________________________
Revision
Revising (2–3 days)
When everyone has completed his or her first draft, it's time to begin the revision process. Spend time discussing what actually happens during a revision. Remind students that they do not need to correct grammar, punctuation, or spelling during this phase of the writing process. Have students check flow, content, and sentence structure by reading their paper out loud.

16. Edit
Once students have drafted and revised their work, prompt them to check for grammar, punctuation, capitalization, subject/verb agreement, and spelling. Click here to print and then distribute an Editing Checklist to each student.

17. Reviewing Reviewing (1-2 days)
The reports are almost ready for their debut. The reviewing process comes next. This step is painful to some students, so be sure to offer a variety of options for review.
Teacher Conference
Peer Review—
Self-Assessment

18. Peer Review Writer's name: ___________________________________
Partner's name: __________________________________
Writer's subject: __________________________________
Yes No Suggestions
1. The main idea is stated clearly in a topic sentence.
2. There are details that support the main idea.
3. Events are told in an order that makes sense.
4. Quotes are used to show what the interviewee said.
5. It ends with a strong conclusion that restates the main idea using different words.
As you're reviewing your partner's writing, remember to:
Look over the checklist, if anything needs work, offer suggestions.
Mention something you liked about the writing.
Check for proper quotation usage.
Use a gentle manner of speaking.
Listen to one another carefully and quietly.

19. Publish