Fay School Faculty Guide
to
Student Writing and
Research
CRITERIA FOR CONSTRUCTING A GOOD
ASSIGNMENT: Assign real RESEARCH, not just REPORTS!
Begin by formulating the question from
which the students can construct their own thesis statements. A good question
will turn a mediocre assignment into a good one! Here are some ideas:
“Which one” questions ask students to collect information and make
informed decisions. Instead of asking me to “do a report on
“How”
questions ask students to understand problems, to weigh options, perhaps from
various points of view, and propose solutions. Instead of asking me to do a
report on pollution, ask me to propose a solution to an environmental problem
in my neighborhood. Ask me how I would invest a
windfall of money.
“What if,” or hypothetical
questions ask students to use the knowledge they have to pose a hypothesis and
consider options. Ask me “What if the Declaration of Independence abolished
slavery?” or “What if the Germans hadn’t sunk the
“Should” questions ask students to make moral or practical
decision based on evidence. Ask me, “Should we clone
humans?” or “Should we discontinue trade with
“Why”
questions ask students to understand cause and effect. “Why” helps us
understand relationships; it helps us get to the essence of an issue. Ask me:
“Why do people abuse children?” “Why is the mortality rate higher in one Third
World country than another?”
(Adapted from: Valenza, Joyce Kasman. “For the Best
Answers, Ask Tough Questions.” The
KEY POINT: Teachers must spend time teaching students the
criteria for a good question, and they must also model good questions
themselves in every assignment. “Questions may be the most powerful
technology we have ever created.”
(Jamie McKenzie)
Example:
Mediocre Assignment: Explain how Telemachus matures throughout The Odyssey, citing examples.
Good Assignment: One way The Odyssey can be
read is as the story of a young boy growing up. What can Telemachus
teach you about what is important as you are evolving into an adult male or
female? As you think about how he is maturing and developing, reflect on which
qualities/attributes of his are timeless and which ones are more pertinent to
his time and situation.
·
The assignment
requires not only research but also independent, original analysis based on that research.
Examples: Roll of Thunder, Hear My Cry and Survivor: Pompeii
·
Students learn very little from BAD assignments. Topical “research” assignments are really REPORTS,
which are exercises in paraphrasing. Students are not asked to THINK ABOUT
(analyze) and DO SOMETHING WITH (synthesize) the information they find. Be sure
your assignment cannot be completed solely by lifting material from the web,
encouraging plagiarism.
BAD ASSIGNMENTS
Avoid
this type of BAD assignment:
Write
a research paper on one of the topics listed below. Your paper should be 2,000
words and include cover page and table of contents, an introduction, body and
conclusion. Use at least three sources of information, both print and
electronic, and include at least three quotations with correct citations and a
bibliography. Your paper should include two points of view on your subject with
evidence to support both viewpoints.
Gays in the
Military Abortion Drug Abuse Cloning
The War in Iraq Capital Punishment Gun Control AIDS
Sexual
Harassment Homelessness Climate Change Eating Disorders
(Adapted from: Gordon, Carol. “Students as
Authentic Researchers: A New Prescription for the High School Research
Assignment.” School Library Media Research. 1999. American
Lib. Ass’n. 20
July 2010 <http://archive.ala.org/aasl/SLMR/vol2/authentic.html>)
What’s wrong with this
type of assignment? This is not a RESEARCH assignment; this is a REPORT that
will not encourage independent thinking based on research. There is no thesis
statement required, and there is no emphasis on the student’s own questions
about the topic.
CRITERIA FOR SOURCES
·
Use primary
sources whenever possible, and use a
variety of sources, i.e. print sources in addition to online sources.
Librarians are happy to provide your students with the resources they need to
succeed.
·
Students need
continuing instruction using online subscriptions, databases and web-based
research tools. This takes time that must be made a part of the process, but
there is always a librarian to help you! Here is an overview of the Fay Library’s subscription databases.
KEY POINTS:
·
Strongly
discourage “Googling” the topic immediately. Remember
that anyone can publish anything on the Web so students must evaluate anything
they find using a search engine. Faculty should model web site evaluation on a
regular basis and students should use our web site evaluation tool for any information they find using a search engine.
·
Any general
encyclopedia, including Wikipedia,
should not be used as a source for research other than for background
information.
USING THE RUBRIC
This rubric (PDF
version) is designed for longer writing assignments, (greater than one page, or
spanning more than one class or homework assignment) but some of its elements
should also be used for shorter assignments. The rubric may be adapted to
include discipline-specific categories. Adaptable rubric in MS Word.
Grading
To calculate grade on a
0-100% basis,
·
For student work without
citations, multiply total points by 2 to calculate final grade.
For example, 45 points
x 2 = 90%
·
For student work
with citations, divide total points by .6 to calculate final grade.
For
example, 54 points ÷ .6 = 90%
THE RESEARCH PROCESS
Before you introduce anything to
students, we strongly recommend that the teacher consult and collaborate with a
librarian on any research assignment.
A. Introduction: Explain the assignment
(includes handing out the writing rubric), the timeline
(intermediate deadlines and final deadlines) and process (including how much
time will be spent in class and how much at home), expectations for each stage,
percentage weight of each graded part, and resources available. Allow plenty of time for student questions.
B. Premise:
Any writing assignment that is a
significant (i.e. more than 10%) portion of a student’s grade needs to be given
significant class and homework time. Prior to grade 9, an important writing
assignment should be the sole focus of a student’s work, both in class and at
home for that particular course.
C. Pre-writing
Stages:
1. Student does background reading, as well as brainstorming and question
formulation about the topic. Student locates sources and keeps track of them
using NoodleBib. The library is the ideal place to work on this
stage, which involves a great deal of reading. Continue to make good use of the
library as appropriate.
2. Any student research must include a complete works
cited list (bibliography) using NoodleBib and internal citations (parenthetical references) if
appropriate.
3. Formulate
Thesis Statement. Help with thesis statements. See the rubric for criteria.
4. Note-taking
Stage:
·
Based on their
own thesis statement, students begin focused research using initial sources,
locating additional sources (as needed), selecting appropriate information, and
organizing information.
·
While reading and
taking notes in the library, students should use NoodleBib’s online note cards. Taking notes in a way that
associates each note with a source is MANDATORY for all student research; NoodleBib makes this easy.
·
Be sure to
emphasize the importance of:
o taking notes in the student’s own words as much as
possible and using quotes sparingly, and
o only taking notes on what is relevant given the thesis,
and identifying the source of each piece of information.
5. Prepare
the works cited list (bibliography) using NoodleBib. See a sample works cited list.
An offer you can’t refuse: Have your students share their NoodleBib works cited lists with you. When you share these with
a librarian, she will comment on and correct all their citations until the works
cited list is perfect. Your students will learn how to cite and you won’t have
to do it all yourself—everyone wins!
6. Make
an outline, using traditional outline form, NoodleBib, or a graphic organizer, such as Inspiration.
7. Based on the
outline, arrange note cards in
logical order in NoodleBib. The source will automatically appear on each note
card. The note cards may also be printed from NoodleBib.
D. Begin
the Writing Process:
1. Write a “skeleton” introduction that contains
the thesis statement and, perhaps, an indication of how the thesis will be
argued.* (see top of following page)
2. Begin the first draft, following the outline
at all times. All information and ideas that students acquire during the
research process and use in their project must be cited. If students use a KWL chart before they begin
research, it is very clear what needs to be cited. Students must note the
source of any new ideas or information as they are writing.
3. No more than 20% of a research paper should
be direct quotes.
4. Throughout the writing process, be sure to
have students refer to the rubric.
5. Revise the introduction, if necessary, based
on the body of the paper.
6. Write a conclusion. The teacher can specify
more clearly what a model introduction and conclusion look like, but, at
minimum, the introduction must contain a discernible thesis statement that incorporates the student’s own ideas as well as research (see
section on designing assignments), and the conclusion must both remind the
reader of the main points in the thesis as well as look to the future/extend
the argument to leave the reader with something to ponder.
E. Proofread the paper for coherency and
grammatical correctness.
F. Insert FORMAL, internal citations (NoodleBib provides parenthetical reference format for each
source).
G. Student evaluates his/her work.
H. Student turns in first draft and receives
teacher feedback.
I. Student revises paper and hands in final
product.
Again, these stages need to be given sufficient class
and homework time.
MONITORING THE RESEARCH PROCESS
These guidelines are based on research
in student learning that identifies best practice for middle school students.
A. As research mentors, teachers need to set a
realistic TIMELINE with
definite deadlines, adhere to the timeline, and provide feedback to students at
each step.
B. Practice,
Practice, Practice: To teach the research process, several small research projects are
better than one large one. Consider one small research paper (3-5 pages)
each term. The individual stages of the process should be taught and practiced
on an on-going basis; these stages can also be practiced in isolation.
C. Feedback,
Feedback, Feedback:
1. Teacher responds to the writing throughout
the paper with questions, comments, suggestions that reference the rubric. Circle basic writing errors.
End comment should explain what the student did well and offer specific
suggestions for improvement, again, always referencing the rubric.
2. When returning any student writing, teacher
should be sure to spend a short amount of class time making students respond to
teacher feedback in writing, on the work. Specifically, the student should
write: what he/she did well, and what needs to be improved on the current
and/or future assignments.
D. Class
Instruction: Spend class time instructing students on each phase of the
process. Don’t assume students already know how to do anything, unless you show
them and see visible proof.
E. The
more modeling, the better. All research points to the need for students to
have examples of each stage that give them a concrete vision of what you are looking
for.
F. Use
the amazing Fay resources! Refer struggling students to the Learning Center,
library, or individual tutors.
G. Assessments
and Intermediary Checkpoints: What stages of the process are you going to
formally assess? What is the weight of those assessments? Intermediate
deadlines should be tied to effort grades rather than the final grade for the
project.
H. Responding
to Student Writing at the Draft Stage
1. Premise:
A piece of student writing deserves a
helpful written response based on the rubric, not just a numerical grade.
2. The rough draft should be assessed, but the
grade should be preliminary. This means that the grade is not recorded
permanently but instead given for the purpose of providing the student an idea
of where his or her paper stands at that time and what could be done to improve
it.
3. The most important components to consider in
assessing the rough draft are content (thinking, support, thesis, citations,
etc) and effort, not formatting (margins, font, etc.).
4. Teacher responds to the writing throughout
the paper with questions, comments, suggestions that reference the rubric. Circle basic writing errors.
5. End comment
summarizes and references specific parts of rubric:
•
Provide feedback
for what student does well.
•
Offer specific
suggestions for improvement.
Premise: Students must correct rough draft
incorporating teacher comments and hand in rough draft with final paper so that
the changes can be clearly assessed.
1. Teacher responds to writing throughout the
paper (encourages, acknowledges improvement, notes errors and/or problem
areas).
2. End comment briefly summarizes the student’s
successes and areas for further focus, referencing the rubric.
3. Teacher-completed rubric is attached to the
paper.
4. Paper is returned in a timely manner,
preferably within one week, but certainly within two weeks.
5. When the final paper is returned, students
should be required to review teacher comments and write a paragraph on what
they would do differently for the next similar assignment, with specifics.