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ELA83

Research

English Language ArtsGrade 12Grade 11Grade 10Grade 2Grade KGrade 1Grade 3Grade 5Grade 6Grade 7Grade 8Grade 9Grade 4

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DEFINITION:
In the broadest sense of the word, the definition of research incorporates any collecting of data, information and facts in order to gain knowledge. A research paper states the outcome of your investigations on a specific topic. It is uniquely you because it is based on your own thoughts and the facts and ideas you have gathered from a variety of sources. The practice of gathering, deciphering, and recording data, developing and arranging ideas and conclusions, and communicating them clearly will be an essential and satisfying experience in your education.

HOW TO:
Step 1 – Define - what is the problem I have to resolve? o Is information for an essay, a report, or a speech? o When is it due? Give yourself sufficient amount of time. o What’s my topic? Your goal should be to end up with a topic that’s not too extensive or too narrow and there is enough material available on it. o At present, what do I already know about the topic? Do you know anything that might help you define the main ideas and the key words for this topic? o What more do I have to research? You will need to locate as much information as possible on the topic as you can from reliable sources. Step 2 - Locate – how do I track down the information I require? o Use the greatest resources from an assortment y of sources o Books, Encyclopedias, Magazines, Videos, Internet, People and Organizations Step 3 – Select the resources that will be the most relevant use? Keep track of the sources of information for your bibliography – this step is imperative – write down all your sources as you use them. This will save you time at the end of your assignment. Step 4 – Organize – how can I use my information in the best way and do I have enough? Do I need to use every piece of the information I have gathered? How can I best combine information from different sources? Some formats provide information in more fitting ways than others, depending on what sort of assignment you have. Have I used correct spelling and grammar? Step 5 – Present – how can I best present the information? o Is my presentation logical and well organized? o Have I completed the assignment? o Have I utilized my own ideas and opinions and credited ideas from others? o Is the presentation suitable for my audience? Step 6 – Assess the final assignment by asking how well did I complete the assignment? o What knowledge did I gain? o What area can I approve? - searching, selecting, note taking, time management? o Who do I need to enlist or help? Step 7 How to get to the Library Catalogue and Electronic Resources o The Library catalogue lists everything that the Library has in its collection from books to magazines, CDs and DVDs. To find what you need you can search by author, title and subject. o You can pay for an Electronic Resource or database by paying a subscription and usually focus on a particular subject like health or literature, science or literature. Some concentrate on current affairs and some are general encyclopedias – all the information contained in them is dependable. o You can get some useful information on the internet but you have to make sure that the information you are looking at is accurate, reliable and current.

Everyday Use:
Research is used every day in homework, doing a project, writing a paper, or even if you just want to figure something out.

Standards

  • CCSS.ELA-LITERACY.W.7.7 — Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
  • CCSS.ELA-LITERACY.W.7.10 — Write routinely over extended time frames (time for research, 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.
  • CCSS.ELA-LITERACY.W.8.7 — Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
  • CCSS.ELA-LITERACY.W.11-12.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
  • CCSS.ELA-LITERACY.SL.8.1.A — Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  • CCSS.ELA-LITERACY.SL.11-12.1.A — Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
  • CCSS.ELA-LITERACY.W.9-10.8 — Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
  • CCSS.ELA-LITERACY.W.9-10.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • CCSS.ELA-LITERACY.SL.6.1.A — Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  • CCSS.ELA-LITERACY.W.11-12.7 — Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • CCSS.ELA-LITERACY.SL.9-10.1.A — Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
  • CCSS.ELA-LITERACY.W.8.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • CCSS.ELA-LITERACY.W.11-12.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • CCSS.ELA-LITERACY.W.6.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • CCSS.ELA-LITERACY.W.8.10 — Write routinely over extended time frames (time for research, 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.
  • CCSS.ELA-LITERACY.SL.7.1.A — Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  • CCSS.ELA-LITERACY.W.9-10.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
  • CCSS.ELA-LITERACY.W.7.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.