Writing A Research Paper

11th and 12th Grade

Rationale:
Scholars have always used writing as a way to communicate with the global academic
community, spread ideas, and preserve their ideas for future generations. Modern academics
place a heavy emphasis on this, most notably by requiring all incoming freshmen to take a
composition course on entering university. However, most of these courses serve as a triage to
identify remedial writing needs, rather than to prepare students for proper academic discourse.
To that end, many students enroll in college classes that will expect them to write proper,
formal research papers, without providing the background instruction for how to do so.
Students must understand both methods and purpose for writing as a way

of generating and communicating ideas.

Incoming university freshmen will need to understand advanced writing

practices and open-ended assignments with no clear right answers.

Writing courses are also required for all students in U.S. Universities
The research process shows students how to search for pre-existing
information on a topic that interests them, while also showing them how to
add their own voice to the academic conversation.
Students must also learn to subject sources to academic scrutiny, that
locating viable, reliable sources requires more than scrolling through a list
of Google hits.
Significant Assumptions:
Having used language their entire lives, students will likely feel overconfident about their
ability to write and communicate. They may also cling to the concept of a five-paragraph essay.
Citation practices will likely seem confusing and unnecessary, and their level of organization will
probably make the task of citing sources very difficult for them.
State Standards--Abbreviated Descriptions (standards in parenthesis are likely, although not
required):
11.4.1.1/11.5.1.1/11.12.1.1/11.13.1.1 Cite strong evidence to support what a text says as well as
inferences drawn from the text.
(11.4.2.2/11.5.2.2/11.12.2.2/11.13.2.2 Determine two or more themes or central ideas of a text
and analyze their development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of the text.)
(11.4.3.3/11.5.3.3/11.12.3.3/11.13.3.3 Analyze the impact of the authors choices regarding how
to develop and relate elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).)
(11.4.4.4/11.5.4.4/11.12.4.4/11.13.4.4 Determine the meaning of words and phrases as they are
used in the text, including figurative and connotative meanings; analyze the impact of specific

word choices on meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.))
(11.4.5.5/11.5.5.5/11.12.5.5/11.13.5.5 Analyze how an authors choices concerning how to
structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to
provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as
its aesthetic impact.)
(11.4.6.6/11.5.6.6/11.12.6.6 Analyze a case in which grasping point of view requires
distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm,
irony, or understatement).)
(11.4.7.7/11.12.7.7/11.13.7.7 Analyze multiple interpretations of a story, drama, or poem (e.g.,
recorded or live production of a play or recorded novel or poetry), evaluating how each version
interprets the source text. (Include at least one play by Shakespeare and one play by an American
dramatist.))
(11.4.9.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth- century
foundational works of American literature, including American Indian and other diverse cultures
texts and how two or more texts from the same period treat similar themes or topics.)
11.4.10.10 By the end of grade 11, read and comprehend literature and other texts including
stories, dramas, and poems, in the grades 11CCR text complexity band proficiently, with
scaffolding as needed at the high end of the range
11.5.7.7 Integrate and evaluate multiple sources of information presented in different media or
formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve
a problem.
(11.5.8.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority
opinions and dissents) and the premises, purposes, and arguments in works of public advocacy
(e.g., The Federalist, presidential addresses).)
(11.5.9.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents
of historical and literary significance (including The Declaration of Independence, the Preamble
to the Constitution, the Bill of Rights, and Lincolns Second Inaugural Address) for their themes,
purposes, and rhetorical features.)
(11.5.10.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11
CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.)
11.7.1.1 Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
11.7.2.2 Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization, and analysis
of content.

11.7.4.4 Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
11.7.5.5 Use a writing process to develop and strengthen writing as needed by planning, drafting,
revising, editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
11.7.7.7 Conduct a sustained research project to answer a question (including a self-generated
question) or solve a problem.
11.7.8.8 Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms of the
task, purpose, and audience; integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and overreliance on any one source and following a standard format
for citation.
11.7.9.9 Draw evidence from literary or informational texts to support analysis, reflection, and
research.
11.7.10.10 Write routinely over extended time frames and shorter time frames for a range of
tasks, purposes, and audiences.
11.9.4.4 While respecting intellectual property, present information, findings, and supporting
evidence, conveying a clear and distinct perspective, such that listeners can follow the line of
reasoning, alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a range of formal
and informal tasks (e.g., persuasion, argumentation, debate).
11.11.1.1 Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
11.11.2.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
11.11.3.3 Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more fully when
reading or listening.
(11.11.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.)
11.11.6.6 Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression.

11.12.8.8 Evaluate an authors premises, claims, and evidence by corroborating or challenging

them with other information.
11.12.9.9/11.13.9.9 Integrate information from diverse sources, both primary and secondary, into
a coherent understanding of an idea or event, noting discrepancies among sources.
(11.12.10.10/11.13.10.10 By the end of grade 12, read and comprehend history/social studies
texts in the grades 11- 12 text complexity band independently and proficiently.)
(11.13.6.6 Analyze the authors purpose in describing phenomena, providing an explanation,
describing a procedure, or discussing/reporting an experiment in a text, identifying important
issues and questions that remain unresolved.)
(11.13.8.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text,
verifying the data when possible and corroborating or challenging conclusions with
other sources of information.)
11.14.1.1Write arguments focused on discipline-specific content.
11.14.2.2 Write informative/explanatory texts, as they apply to each discipline and reporting
format, including the narration of historical events, of scientific procedures/ experiments, or
description of technical processes.
11.14.4.4 Produce clear and coherent writing in which the development, organization, and style
are appropriate to discipline, task, purpose, and audience.
11.14.5.5 Use a writing process to develop and strengthen writing as needed by planning,
drafting, revising, editing, rewriting, or trying a new approach, focusing on addressing what is
most significant for a specific purpose and audience, and appropriate to the discipline.
11.14.7.7 Conduct short as well as more sustained research projects to answer a question
(including a self- generated question) or solve a problem.
11.14.8.8 Gather relevant information from multiple authoritative data, print, physical (e.g.,
artifacts, objects, images), and digital sources, using advanced searches effectively.
11.14.9.9 Draw evidence from literary or informational texts to support analysis, reflection, and
research.
11.14.10.10 Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
Essential Questions:

How is research different from writing a report?

Why do people do research? Why should I do research?
What should I write a research paper about?

How do I do research?
What sort of questions do I need to ask?
What kind of sources do I need? How do I find them?
How do I come up with unique ideas to add to experts discussions?
How do I revise my work to improve my writing?

These essential questions target common problems among college freshmen writing
students. The typically large gap between high school writing standards and college writing
standards indicates an importance for handling this material in 11th and 12th grades. In addition
to my own observations, I have spoken with teachers who recognize a particular difficulty with
students understanding research as a synthesis of existing information into something new, rather
than just a collection and report of information theyve found.
Among issues students often struggle with, framing their research with an appropriate
question is the most significant problem that stymies progress. Issues of analysis are essential in
answering the question, and most often students view knowledge as something that exists in the
hands of experts (i.e. teachers), and need some coaching before they feel comfortable
contributing to academic conversations. The final hindrance to student progress is poor
knowledge of revision processes, and near the end of the unit students will engage in a guided
workshop to cover targeted reading of their paper and others, emphasizing how to give helpful
feedback.
Enduring Understandings:

Students should learn guidelines and methods for initiating and designing open-ended
assignments with no clear right answers.
A thesis statement should both answer a question asked for their research and outline the
paper theyve written.
Students can create their own unique interpretations of books and contribute original
ideas to topics by effectively citing and analyzing evidence.
Several writing processes exist to help them construct and revise their papers.
Proper sources exist outside of simple internet searches.
Writing research papers can help students organize thoughts to think through a problem
methodically.
Proper citation methods are vital for discourse, not for purposes of credit and copyright,
but for locating information. Students must know how to easily find others works, as
well as providing others pathways to their own sources.

In addition to solving problems mentioned under Essential Questions, the Enduring

Understandings further strive for mastery in the mechanics of the process, especially the nature
of sources, citations, and analysis.
Desired Outcomes:
By the end of the unit, all students should turn in a research paper that includes a) a
thesis statement addressing a research question, b) properly cited sources and primary texts that
help address the thesis and c) a clear effort by the student to add personal voice and analysis to
the discussion. These papers should display a proficient and professional employment of
grammar, spelling, format and mechanics.

Most students should have a) a thesis that successfully answers a research question, b) a
variety of properly cited sources and primary texts relevant to their thesis and c) well-conceived
additions of personal voice and analysis that help further the academic discussion. In addition,
these students will have d) identified a style of research that targets a field or an area of life
significant to their interests, and/or chosen primary texts that follow their preferred reading
habits. These papers should make few mistakes in employing grammar, spelling, format and
mechanics.
Some students will have a) a thesis that successfully answers a research question and contributes
a unique idea to the academic discussion, b) a well-developed list of sources and primary texts
with extensive citations placed properly within their paper whenever required, c) thoughtful,
deep reflection leading to extensive analysis of their sources and research ideas, d) identified a
style of research targeting a field passionate to their interests as well as e) chosen primary texts
that not only follow their preferred reading habits, but clearly expand upon the texts they are
familiar with outside of class. These papers should be nearly flawless in grammar, spelling,
format, and mechanics.
Assessment evidence:
Formative:

Topic Proposal with research question

List of sources
Analysis of sources paper.
Citation Exercise
Thesis Writing Exercise

Each of these assignments will produce a partial draft of their paper. The topic proposal
should begin the first step toward formulating a thesis. After searching for sources to help answer
their thesis, theyll put together a rough bibliography. The analysis of sources paper will become
the critical conversation section of their final draft. A more formal thesis exercise will help them
write a thesis after theyve reigned in (and probably changed) the focus of their research. The
only part missing from this is adding personal voice to create an argument answering the thesis-that will be included in the rough draft, examined in the guided workshop sessions.
Summative:

Students turn in a researched paper on a literary topic.

1

Thesis clarity,
construction and
relevance.

Paper contains a sentence

providing the papers topic
and answers a question
addressed in the paper.

3
Thesis statement successfully
answers a research question
with an original, unique
assertion. Thesis fully outlines
construction of paper.

Organization and
flow of the
argument

Argument follows
reasonably sounding logic
but contains holes, asking
the reader to take certain
assertions on faith.
Occasionally uses sources
to make assertions.

Argument uses sound logic

that follows a clear
progression with supported
and accurate facts and does
not require leaps of faith.
Backs up all assertions using a
relevant source.

Sources and
Bibliography

Paper cites at least four

sources in the text and lists
sources in a bibliography.

Paper cites enough sources to

fully develop an argument,
and includes citations
whenever appropriate.
Citations and bibliography are
correctly formatted using a
field-appropriate citation style.

Analysis of Sources

Argument spends time to

discuss value and
relevance of sources in the
paper. No sources come
from unreliable search
methods.

Argument fully discusses the

strengths and weaknesses of
each source, but does not
include information
extraneous to the topic of the
paper.

Grammar,
Punctuation, and
Mechanics

Paper uses grammar and

punctuation well enough to
give a professional
appearance. Spelling errors
are minimal. Paper is
formatted according to
assignment specifications.

Paper uses clear, concise

sentences with unambiguous
meaning. Punctuation is
always used properly. Author
does not make spelling errors
or use incorrect words
(there/their, to/too). Paper is
formatted according to
assignment specifications.

Learning experiences and instruction:

Texts:
Anything student selected and teacher approved.
Students will receive a list of suggested texts germane to their topics
(Texts will be suggested not only to match student topic, but student skill level, always pushing
students toward a reasonable goal.)
Materials:
Critical Theory Paper Proposal Worksheet (Burke 86)
Teaching Resources:
Some method of locating sources would be required. Here are some suggestions, ranked from
most to least ideal:

High school access to JStor or other databases.

High school interlibrary loan program, combined with access to MLA International
Bibliography, WorldCat, or other database.
Cooperative Efforts with local University Library.
Log in students one at a time to my UMD account. (Assuming its still active)

Unit Calendar:

Part One: Topic Introduction to

Selection
Writing
Research or
Research
Report?

Selecting a
Topic: Questions

Research Styles:
Literature

Research Styles:
History

Research Styles:
Investigative
Journalism

Research Styles:
Science:
Scientific
Method

Research Styles:
Science Pt. 2:
Writing about
research

How to Search
for Sources

Library Day 1:
Source Hunting

Part Two:
Conferences
Topic Proposal
Conferences

Proposals

Proposals

Part Three:
First Steps
What is a
Thesis? What is
it good for?

Library Day 2:
Refined Source
Search

Preliminary
Sources Due
Analysis
Worksheet

Introduction to
the Critical
Conversation

Analysis
Activity:
Propaganda
Problems

Analysis
Activity: Source
Analysis
Problems

Lesson on
Citations:
Reasons, Styles,
Need

Proper Citation
Exercise

Critical
Informative
Conversations
Speeches / Q&A
Due: Informative
Speeches / Q&A

Informative
Speeches / Q&A
Bibliography /
Citations Due

Part Four:
Drafting
Library Day 3:
What sources do
you still need?

Adding Personal
Voice 1

Adding Personal
Voice 2

Computer Day:
Writing

Thesis Revision
Activity

How to revise 1

Computer Day:
Writing

Part Five:
Revision
Guided
Workshopping:
Rough Draft

Workshopping
Rough Draft

How to revise 2

Computer Day:
Writing

(Other, simpler
tasks, giving
time for student

(Other tasks)

(Other tasks)

(Other tasks)

Final Paper Due

to write or to
return to earlier
problems in
research that
need
clarification)

Abbreviated Unit Description

Part One: Topic Selection
The first several lessons will introduce the idea of research, distinguishing it from the
more familiar practice of writing reports. Students will examine what research looks like in
different fields and be encouraged to find an area that interests them. Prior to selecting a topic,
they will spend some time in the library (or an equivalent setting) looking for sources to
determine whether or not their topic is viable and conducive to research.
Part Two: Private Conferences
Students must prepare for a private conference with the teacher by listing a proposed
topic along with a researchable question. This topic must be accompanied by two potential
sources, cited using a field-specific method (e.g. MLA for literature, Chicago Style for history).
These conferences serve a critical purpose as formative assessment and a key moment to ensure
students will perform the upcoming tasks correctly.
Part Three: First Steps
Students will perform data collection independently. While giving them time to collect
sources, some technical material will be covered, including thesis statements, effective
grammar/punctuation, reasons and methods for citations, and what it means to evaluate and
analyze a source. This section will also cover specific reading strategies to help students
understand and select relevant information from sources. It will also introduce the critical
conversation as a substantial section of their paper, and will culminate in brief, informative
speeches given to the class. These speeches will remain neutral in tone and will merely relate
what arguments the sources make, after which students may follow up by asking the speaker
questions about the topic and information. Speakers should take note what information they may
still need to find.
Part Four: Drafting
Students will be given more time to write during this portion of the unit, but will also
receive lessons on adding their own voice to the research, how to synthesize information from
their sources to reach a unique and original conclusion. The class will return to the idea of thesis
writing with the intent that they revise their thesis to more closely match the direction their
research has taken them. Instruction on revision will also begin near the end of this process, and
students should examine their papers critically before group revisions begin.
Part Five: Revision

Students bring their drafts to class and exchange with other students for group revision.
Time will be given to guide them through this process. They will read intently with specific
questions in mind (e.g. Can you identify the thesis? Can you summarize the writers arguments?
Did they use citations properly? Did you find anything confusing?). Authors must receive
feedback silently, accepting that their readers wont always react the way the authors want them
to. After group revisions, students will be given time to revise their paper. Attention will no
longer be given to the paper in class, but more simpler tasks will be performed so as not to take
time away from writing.