Who am I as a writer?
Today's research paper introduction is designed to encourage everyone to relate to research as a writer.
DO NOW: Dot Vote on Habits of Learning relative to writing.
This requires a little set up and a little discussion: On chart paper, list the Habits of Learning in rows followed by the numbers 1, 2, 3, 4.
Approach tasks with an open mind 1 2 3 4
Accept challenges 1 2 3 4
Seek to understand what we do not understand 1 2 3 4
Use evidence to document learning 1 2 3 4
Discuss what 4-advanced, 3-proficient, 2 and 1 would look like for each. Then agree on a system that will allow each person to reflect on each habit. For example, if a person thought they were proficient at accepting challenges in writing they could write their initials next to the 3 or circle it. This will give the group a sense of how much support, encouragement, and transparency may be needed in the writing processMODEL RESEARCH PAPER: We will take some time to re-introduce ourselves to the research paper. This process will provide some additional insight on Habits of Learning, as we are asking for an analysis of an example, considering the writer's intentions for each paragraph.
Process:
- Each person should have a paper copy of the example paper.
- Number each paragraph in order from 1 to 6.
- Read the introduction aloud and answer the following questions as a group:
- What is the topic?
- How does the writer introduce the topic? What are other ways that would be possible, though this writer did not choose them?
- What assumptions are made in the introduction? Do you think they are reasonable or do they lack credibility?
- Identify the thesis statement? What does it promise to teach the reader through this paper? - Read the whole paper silently.
- Assign paragraphs 2-6 to groups, one paragraph per group.
- Using their understanding of the introduction and thesis, each group will analyze their paragraph by re-reading it and responding to the following questions that they will then share out to the group. Writing on the text, creating boxes, using arrows or highlights, and more are encouraged. Try to see what the writing wants you to see in the structure of the paragraph.
- What is the claim that the writer is making in this paragraph?
- What evidence supports the claim?
- How is the evidence explained?
- What is the purpose of this paragraph in the paper? How is it connected to the introduction?
- What new questions (open or closed) do you have about the topic, because of this paragraph? - Each group should present their paragraph and analysis to the group in order. Other groups should take note of the "purpose" of each paragraph, so that they have comprehensive notes in the end.
- Conclude by collecting areas of growth. As a group, which aspects of the research paper will challenge us. (Advisors, please bring share these with Addie and Kim.)
- These example essays and notes will be needed again tomorrow.
RESEARCH PAPERS ARE DUE ON FRIDAY, MARCH 13.
ONGOING RESEARCH: With the remaining time, groups should determine or use the supports needed to ensure ongoing research and high quality annotations. Remember that bibliographies with five sources cited and annotated were due last week, but that researchers should continually add on to these so that they represent all of the reading done throughout the project.
ONGOING RESEARCH: With the remaining time, groups should determine or use the supports needed to ensure ongoing research and high quality annotations. Remember that bibliographies with five sources cited and annotated were due last week, but that researchers should continually add on to these so that they represent all of the reading done throughout the project.
