teach middle school research paper

Scaffolding Methods for Research Paper Writing

• Resources & Preparation
• Instructional Plan
• Related Resources

Students will use scaffolding to research and organize information for writing a research paper. A research paper scaffold provides students with clear support for writing expository papers that include a question (problem), literature review, analysis, methodology for original research, results, conclusion, and references. Students examine informational text, use an inquiry-based approach, and practice genre-specific strategies for expository writing. Depending on the goals of the assignment, students may work collaboratively or as individuals. A student-written paper about color psychology provides an authentic model of a scaffold and the corresponding finished paper. The research paper scaffold is designed to be completed during seven or eight sessions over the course of four to six weeks.

Featured Resources

• Research Paper Scaffold : This handout guides students in researching and organizing the information they need for writing their research paper.
• Inquiry on the Internet: Evaluating Web Pages for a Class Collection : Students use Internet search engines and Web analysis checklists to evaluate online resources then write annotations that explain how and why the resources will be valuable to the class.

From Theory to Practice

• Research paper scaffolding provides a temporary linguistic tool to assist students as they organize their expository writing. Scaffolding assists students in moving to levels of language performance they might be unable to obtain without this support.
• An instructional scaffold essentially changes the role of the teacher from that of giver of knowledge to leader in inquiry. This relationship encourages creative intelligence on the part of both teacher and student, which in turn may broaden the notion of literacy so as to include more learning styles.
• An instructional scaffold is useful for expository writing because of its basis in problem solving, ownership, appropriateness, support, collaboration, and internalization. It allows students to start where they are comfortable, and provides a genre-based structure for organizing creative ideas.
• In order for students to take ownership of knowledge, they must learn to rework raw information, use details and facts, and write.
• Teaching writing should involve direct, explicit comprehension instruction, effective instructional principles embedded in content, motivation and self-directed learning, and text-based collaborative learning to improve middle school and high school literacy.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

Computers with Internet access and printing capability

• Research Paper Scaffold
• Example Research Paper Scaffold
• Example Student Research Paper
• Internet Citation Checklist
• Research Paper Scoring Rubric
• Permission Form (optional)

Preparation

Student objectives.

Students will

• Formulate a clear thesis that conveys a perspective on the subject of their research
• Practice research skills, including evaluation of sources, paraphrasing and summarizing relevant information, and citation of sources used
• Logically group and sequence ideas in expository writing
• Organize and display information on charts, maps, and graphs

Session 1: Research Question

You should approve students’ final research questions before Session 2. You may also wish to send home the Permission Form with students, to make parents aware of their child’s research topic and the project due dates.

Session 2: Literature Review—Search

Prior to this session, you may want to introduce or review Internet search techniques using the lesson Inquiry on the Internet: Evaluating Web Pages for a Class Collection . You may also wish to consult with the school librarian regarding subscription databases designed specifically for student research, which may be available through the school or public library. Using these types of resources will help to ensure that students find relevant and appropriate information. Using Internet search engines such as Google can be overwhelming to beginning researchers.

Session 3: Literature Review—Notes

Students need to bring their articles to this session. For large classes, have students highlight relevant information (as described below) and submit the articles for assessment before beginning the session.

Checking Literature Review entries on the same day is best practice, as it gives both you and the student time to plan and address any problems before proceeding. Note that in the finished product this literature review section will be about six paragraphs, so students need to gather enough facts to fit this format.

Session 4: Analysis

Session 5: original research.

Students should design some form of original research appropriate to their topics, but they do not necessarily have to conduct the experiments or surveys they propose. Depending on the appropriateness of the original research proposals, the time involved, and the resources available, you may prefer to omit the actual research or use it as an extension activity.

Session 6: Results (optional)

Session 7: conclusion, session 8: references and writing final draft, student assessment / reflections.

• Observe students’ participation in the initial stages of the Research Paper Scaffold and promptly address any errors or misconceptions about the research process.
• Observe students and provide feedback as they complete each section of the Research Paper Scaffold.
• Provide a safe environment where students will want to take risks in exploring ideas. During collaborative work, offer feedback and guidance to those who need encouragement or require assistance in learning cooperation and tolerance.
• Involve students in using the Research Paper Scoring Rubric for final evaluation of the research paper. Go over this rubric during Session 8, before they write their final drafts.
• Strategy Guides

Add new comment

• Print this resource

Explore Resources by Grade

• Kindergarten K

ChatGPT for Teachers

Trauma-informed practices in schools, teacher well-being, cultivating diversity, equity, & inclusion, integrating technology in the classroom, social-emotional development, covid-19 resources, invest in resilience: summer toolkit, civics & resilience, all toolkits, degree programs, trauma-informed professional development, teacher licensure & certification, how to become - career information, classroom management, instructional design, lifestyle & self-care, online higher ed teaching, current events, 5 methods to teach students how to do research papers.

When teaching students how to construct research papers, the scaffolding method is an effective option. This method allows students to research and then organize their information. The scaffold provides understandable support for expository papers. Students greatly benefit from having the majority of the research and proper structure in place before even starting the paper.

With well-prepared references, students are able to:

• Study informational text
• Practice strategies that are genre-specific for expository writing
• Use an inquiry-based approach
• Work individually
• Work collaboratively

The following tips and methodologies build off the initial preparation:

• Students formulate a logical thesis that expresses a perspective on their research subject.
• Students practice their research skills. This includes evaluating their sources, summarizing and paraphrasing significant information, and properly citing their sources.
• The students logically group and then sequence their ideas in expository writing.
•  They should arrange and then display their information on maps, graphs and charts.
• A well-written exposition is focused on the topic and lists events in chronological order.

Formulating a research question

An example research paper scaffold and student research paper should be distributed to students. The teacher should examine these with the students, reading them aloud.

Using the example research paper, discuss briefly how a research paper answers a question. This example should help students see how a question can lead to a literature review, which leads to analysis, research, results and finally, a conclusion.

Give students a blank copy of the research paper Scaffold and explain that the procedures used in writing research papers follow each section of the scaffold. Each of those sections builds on the one before it; describe how each section will be addressed in future sessions.

Consider using Internet research lessons to help students understand how to research using the web.

Have students collect and print at least five articles to help them answer their research question. Students should use a highlighter to mark which sections pertain specifically to their question. This helps students remain focused on their research questions.

The five articles could offer differing options regarding their research questions. Be sure to inform students that their final paper will be much more interesting if it examines several different perspectives instead of just one.

Have students bring their articles to class. For a large class, teachers should have students highlight the relevant information in their articles and then submit them for assessment prior to the beginning of class.

Once identification is determined as accurate, students should complete the Literature Review section of the scaffold and list the important facts from their articles on the lines numbered one through five.

Students need to compare the information they have found to find themes.

Explain that creating a numbered list of potential themes, taken from different aspects proposed in the literature collected, can be used for analysis.

The student’s answer to the research question is the conclusion of the research paper. This section of the research paper needs to be just a few paragraphs. Students should include the facts supporting their answer from the literature review.

Students may want to use the conclusion section of their paper to point out the similarities and/or discrepancies in their findings. They may also want to suggest that further studies be done on the topic.

You may also like to read

• How to Use Reading to Teach ELL Students
• Web Research Skills: Teaching Your Students the Fundamentals
• How to Help Middle School Students Develop Research Skills
• Five Free Websites for Students to Build Research Skills
• How to Help High School Students with Career Research
• Students Evaluating Teachers: What Educators Need to Know

Categorized as: Tips for Teachers and Classroom Resources

Tagged as: Assessment Tools

• COVID-19 Teacher Toolkit: Resilience Through ...
• Online & Campus Master's in Education Leaders...
• Early Childhood Education: Resources, Theorie...

A Quick Guide to Teaching Any Middle School Academic Essay

Using the six traits of writing as common language for teaching any academic essay.

Whenever I met with my middle school English department, sat down with a colleague to collaborate, or simply talked to other others that teach any type of writing, the question would always come up: “So, how do you teach the essay anyway?” The academic essay is often largely subjective in terms of skill sequence and design involved in a unit plan. As I get the opportunity to work with more and more teachers, I find that this type of assignment is largely assigned based on the teacher’s own personal learning experiences, the teacher’s experiences with their mentor teacher, or a commonly known set of skills that everyone thinks is accurate. I am not saying that my way to teach any academic essay is better than anyone else’s method of teaching the essay. This post serves as a starting point for a larger discussion about how the genre of academic essays is implemented throughout the various grade levels. The goal should always be consistent. For the sake of this post, I am going to use the Six Traits of Writing as a common language to talk about how writing is taught in a classroom. I like the six traits of writing because all of the terms used can apply to many different types of writing. Throughout this post, you will find examples and tips on how to approach each part of the academic essay.

What do I mean by academic essay?

An academic essay boils down to an essay that is assigned with a specific prompt and has a particular structure. There is a common expectation for how the assignment will be graded whether that involves teacher feedback, rubrics, or other evaluation tools. This could include many different types of writing including, but not limited to:

Narrative (Personal, descriptive, viewpoint, historical, linear, non-linear)

Expository (Informational, cause & effect, problem & solution, compare & contrast, definition, classification, process)

Argumentative (Persuasive, research, analysis, personal)

Literary Analysis (8th-grade and higher) Note: Literary Analysis is not included in this post.

The expectation is that everyone completes a similar assignment under a number of specified guidelines and a certain set of skills are included in the objectives of the assignment.

Why the Six Traits of Writing?

Use your writing voices.

VOICES is an acronym to remember each part of the Six Traits of Writing. The Six Traits of Writing is a writing framework made largely popular with the books created by Ruth Culham. Often, they are also called Six +1 Traits of Writing when you add the element of Presentation into the equation. Again, this framework applies to all types of writing, so as we move throughout the blog post, you will see how I apply the ideas of the Six Traits of Writing to the academic essay. I also use this framework to help guide my feedback. This is a bonus if you are a newer or pre-service teacher and you are asked, “How are you going to grade this assignment?” Some of these feedback points can be great places to start when it comes to assessing student work.

While it is called VOICES as a way to help you remember what the Six Traits of Writing are called, the order they should be taught is the following:

Organization

Word Choice

Sentence Fluency

Conventions

In middle school, the majority of the time spent on teaching material is on ideas and organization; however, I find many teachers get caught up with teaching and assessing conventions and word choice. While they are important, it is more important to make sure that the awesome ideas that kids have in their minds are getting down on the page. There are some classes that never move on from ideas and organization. As long as you are meeting students where they are, you are able to help move them forward.

The goal is to balance all of the Six Traits of Writing in any given writing piece.

The Six Traits of Writing Explanation and Examples

Voice -the tone and presentation of the piece.

Voice will be determined by the genre of writing. When we start the year with narrative writing, students are introduced to points of view and the first-person, second-person, and third-person. Often, for more informal writing, first-person narration and pronouns are used quite often. In more formal papers like an argument paper or a research paper, a teacher might specify to use third-person narration and pronouns only. This would take the many “I think that…” out of a student’s writing piece and replace them with more direct examples.

Some standards to go by if stuck:

Narrative Writing uses first-person and second-person

Expository Writing uses first-person and third-person depending on the assignment

Argumentative Writing uses third-person depending on the assignment

Example Voice Teacher Feedback Comments:

Third person pronouns only 

Too informal of a tone, writing sounds like a casual conversation 

Robot writing. Writing does not sound like you. 

Remove narration of your own writing. Example: I’m going to show you an example of...

Organization -How the writing is presented to the reader, what goes where

The organization of an academic essay largely depends on who is teaching the setup. All teachers should include examples and give a lesson on how they think an essay should be organized before assigning a paper. Many teachers start with the five-paragraph model as a beginning point on how to show students what a piece of writing should look like. Some people despise the five-paragraph essay. For the sake of this post, I am going to show you the setup that worked for me for over 10+ years of teaching for both a paragraph with evidence and an overall essay. The organization will change depending on genre and assignment, but these are two examples to get you started.

Paragraph Setup:

Topic Sentence

Supporting Detail-Introduces Evidence

Supporting Detail-States and Cites Evidence

Supporting Detail-Explains Evidence (This part may be more than 1 sentence depending on the amount of evidence presented)

Concluding Sentence/Transition

Essay Setup:

Introduction

Hook/Attention Grabber

Summary of Issue/Topic

Claim Statement/Position Statement/Thesis Statement

Body Paragraph (Similar to Paragraph Setup Above)

Topic Sentence (Goes back to claim reason)

**Repeat for each body paragraph**

Restate Claim

Review Reasons

Call-to-Action

Example Organization Teacher Feedback Comments:

Hook missing. 

Topic sentences need to go back to reason in the claim 

Introduce evidence with a signal phrase 

Needs transition words between paragraphs 

Needs to restate the claim in the conclusion 

The conclusion needs to have a call-to-action 

New idea=new paragraph! 

Needs a creative title. 

Paragraph off-topic 

Missing evidence to support reasons

Ideas- The main idea, supporting details, evidence, and explanation

Ideas are the heart of any good paper. This is where you get the argument, the main idea, or the details that really bring the paper to life. Ideas should be the first thing discussed and brainstormed in the writing process. I often recommend using a graphic organizer to help students get their ideas down in a logical way.

Example Ideas Teacher Feedback Comments:

Claim is missing 

More background information/summary needed in the introduction

Provide more explanation of evidence in your paragraphs. State why the evidence matters and how it relates to the reason. 

Counter-claim is not present/not clear

A repeat of ideas already stated before. 

Remove personal opinion 

Stating the obvious. 

Remove retell of a book or story

Conventions -Editing process involving grammar, punctuation, spelling, and capitalization

Conventions are the typical copy-editing marks that get circled or corrected on a draft. The use of computers has largely made spelling errors an easy conventions mistake to fix before draft turn-in day. Capitalization is also easily corrected. The ideas around grammar and punctuation may require more direct teaching or lessons to help kids learn the rules around these areas.

Example Conventions Comments:

Spelling. Misspelled word. 

Comma usage. Insert or delete a comma. 

Period usage: Insert or delete a period. 

Capitalization error(s) 

Missing quotation marks. 

Punctuation with quotation marks. Periods and commas always go inside quotation marks. 

Cite evidence with quotation marks and page number 

Indent paragraphs. 

Title formatting. Italicize book titles! 

Excellent Word Choice -Vivid word selections to help with meaning, clarity, and interest

This is where the revision and editing process can get more fun! Helping students learn about vivid verbs and swapping out the general “things” and “stuff” for more interesting words is half the fun when working with students on an academic essay. Perhaps, if you have a group of students who use a ton of boring words over and over again, you can have a sort of “word funeral” to outlaw them from some drafts. I did this around Halloween one year, and the kids loved it. You can also have them doing brainstorms on posters for words that are better to use in their papers. Kids love synonyms. Show them how awesome words are on paper and in real life.

Example Word Choice Comments:

Unnecessary words. This section is fluff, filler, or material that just takes up space without saying anything new. 

Overused word (s). You seem to use the same word over and over again. 

Switch out the word for a more interesting word. Find a synonym. 

Needs powerful and active verbs. 

Include more adjectives to help your writing with description. 

Write out the number. Example 2=two. 

Write in present tense. You are talking ABOUT the text now. 

Vague pronoun

Sentence Fluency -How the writing SOUNDS, the rhythm and pace

This is one of the more advanced traits to teach, and also the reason why it is second to last on my priority list when I am looking at the Six Traits of Writing. In middle school, you will be focusing on sentence fragments and run-ons. These can also be helped with lessons on punctuation. The goal is to help kids realize that their writing has a particular sound, and the bigger goal is to help them realize that their writing should sound like them-no matter the voice they are using in their writing.

Example Sentence Fluency Comments:

Awkward phrasing/choppy. Avoid choppiness in your writing. You likely have stacked several short sentences together or repeatedly used the same sentence starter. Combine sentences together to connect your ideas and make your writing flow. 

Vary how you start sentences. Start sentences with different words. 

Vary your sentence length. A lot of your writing sounds the same because the sentences are the same length. 

Sentence fragment. A sentence must have a complete thought. Your sentence is missing a piece. 

Run-on sentence. Break up your longer sentence into two or three.

Grab an Example Essay Guide in the Digital Downloads Shop!

Want more examples? Want to check out grading best practices for assignments like these?

Read more >>.

Writing Mindset Reflection: How do you teach the academic essay? What is your favorite part of the writing process?

Tips for Teaching Research Skills to Middle School Students

As an educator, you know how important it is to teach your students research skills like critical thinking and tracking down credible sources. That's why research essays are such an important part of science education! They allow students to delve into a topic and become experts in that field. They also help develop critical thinking and communication skills.

As part of my Cellular Respiration and Metabolism unit, I like to incorporate a research paper assignment focusing on infections and diseases. I feel like this is a perfect opportunity to teach research skills to my middle school students but also offer them a bit of independence in choosing their own topics of interest. Broadly, I ask them to research an infection or disease, preferably one that affects 1 of the 3 organ systems we study during this unit (digestive, respiratory, or cardiovascular) and I do offer them a selection of science research topics to choose from, but students are given a bit of freedom to choose topics based on their interests and I think that helps with the overall success of the assignment.

During this unit, students will explore the question “ how do organ systems operate in order to reconstruct food and air molecules into new forms that provide energy for the living body?” The paper they research and write asks the question in a slightly different way: “What infections and diseases might prevent the body and organ systems from reconstructing molecules to create energy?” I think this is an interesting way for students to explore the Next Generation Science Standard MS-LS1-7 : Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Of course, the paper doesn’t have to be used as part of the unit, but I find it be a perfect place to build in time for teaching research skills.

Ultimately students will select just one disease or infection to report on, but I like to give them time during the first day of this activity to explore as many of the options as they would like. While I encourage better research practices later on, during this portion of “taste-testing” the research options, I let students rely on the summary box that often comes up at the top of their favorite research engine. I don’t like to spend more than 20 minutes on this portion, so it’s not time for a deep dive just yet. After exploring their options, they’ll narrow down to 4 top choices and begin brainstorming ideas for their final report using the graphic organizers I provide. I do let students offer up their own topic ideas, so long as they are an infection or disease affecting the human body and preferably one that effects the body systems we will focus (though I give some leeway here). Most of the topics on my suggestion list have a direct effect on the body’s metabolism as well, though not all of them do, so there is definitely some room for flexibility. Ultimately, the body is a system of smaller systems and if one part isn’t functioning properly for whatever reason, the larger system will be affected.

I will note that this is a place in my instruction where I approach with even more sensitivity than usual. Often times, students who want to explore a disease outside of the suggested list do so because someone they know has been affected by the disease. If students want to research something because they feel a personal connection to it, I let them. But I’m also sensitive to the fact that there might be other students who have been affected by disease in one way or another and may not be comfortable sharing or even researching about it. In building my class culture, I stress that we will be looking at the science aspect of these diseases, but we shouldn’t forget the human aspect either.

Since this assignment is an opportunity to explicitly teach research skills to my middle school students, I spend a good deal of time doing just that. I like to start with a Research Search Engine Guide , a worksheet that encourages students to think through their internet search before they head online. By completing this step, students avoid the frustration they can sometimes face when online searches yield limited results. Instead, they will be armed with different word variations on their topic, leading them to a more robust search. I also take the time to teach some of the tricks to navigating search engines, such as how to include or exclude certain words from your search results. Most importantly though, I like to focus on teaching students how to discern credible and valid information.

To do this, I use the Steps to Ensure Credibility and Validity handout. If you’re like me, you’ve had the experience of watching your students simply click on the first link that pops up in the search engine without even stopping to ask if it’s a credible and valid source. The steps to credibility handout is a great resource for students as it teaches them 5 simple questions they should ask before selecting their source. It encourages them to slow down and think about the information they are uncovering by looking at the domain source, the perspective and background of the author or group, and the sources used by the website. It also teaches them to read the information with a critical eye. Sometimes those first results on the search engine page are credible and valid, but not always. My goal is to teach students the skills necessary to discern the difference.

Finally, it’s time for students to conduct their research. For this, I like to use the Research Matrix which is designed to help students collect information in an organized manner while also collecting citation information about their sources. As part of the skills I am teaching my students during this assignment, I want them to practice collecting citation information and being able to cite credible sources. Depending on the level of my students, or the amount of instructional time we have, I might teach them to construct a bibliography or include in-text citations as part of the final paper but even if we don’t get that far, I feel comfortable knowing they have the citation information available as part of the Research Matrix.

The other thing I like about the Research Matrix is that the space for writing notes is small, forcing students to take notes rather than copy word for word what is written in their source. I find that this reduces and discourages plagiarism but quite a lot. In fact, even though I have a digital version of the Research Matrix available, I seldom use it. It is far too easy for students to copy and paste at that point. Students will often complain about this, but I remind my students that this is a note-taking guide, much like what we would use to take notes from a reading or lecture in class. The difference is that it has the added bonus of helping us organize our information for easier writing later on and it allows us to keep track of our sources properly.

Once students have completed their research using the Research Matrix, they are ready to begin writing, and most find the actual writing process is pretty easy thanks to all the time they spent researching in an organized manner. We use the Research Essay Outline worksheet to get started, transferring our well-organized information from the Research Matrix to the outline. I often advise students to begin with the body portion of the essay, leaving the introduction and conclusion for last. This may seem awkward, but the research students have been working on naturally fits into the body of the essay. After students have fit their research into the body paragraphs, they can go back and work on the introduction and then finally the conclusion.

Using the outline, students can now write a well-organized paper! Students are encouraged to write from their outline, following the flow they have created and turning bullet points into complete sentences.  I love this assignment. I really feel that giving students direct, explicit instruction on research skills is so important, and the science classroom is an ideal place for that to happen. If you’d like to check out the resources I mentioned here and see how they might help you teach research skills in your classroom, check out the entire lesson packet here.

How to Create a Makerspace in the Classroom

Inquiry-based learning activities in the science classroom.

• Food & Dining
• Coronavirus
• Real Estate
• Seattle History
• PNW Politics

How to Teach Middle School Students to Write Research Papers

Related articles, step-by-step explanation of how to write a research paper for elementary students, the types of outlining for writing research papers, how to write a college critical thinking essay.

• Teaching Bibliography Format for 5th Graders
• How to Write a College Expository Essay

Middle school students are in the unique position of transitioning from writing simple, elementary-level pieces to fully developed essays. That said, the research paper is the most complex form of academic writing, and you'll need to walk them through the entire writing process. You should also stress how important it is that they treat writing as a process, so they understand that prewriting and revision are just as crucial as writing their actual drafts.

The Assignment

The first thing you must do is explain the mode of the essay and all its accompanying rules and procedures. Each student will use evidence to support a specific claim, which is known as a thesis. Also detail the parameters of the assignment: the expected length of the paper, its due date -- including due dates for outlines, first drafts, etc. -- as well as how many outside sources each student will have to cite. Then, discuss the format for the essay, which will probably be MLA format. If possible, distribute printouts that contain all of this information in a neat and organized manner. You can even include a sample paper for later reference.

Prewriting Procedures

Spend at least half the time allotted for the paper on prewriting. Begin with lessons on brainstorming and determining whether students' theses will work for the assignment. Then, move on to conducting research. Explain the differences between primary resources and secondary resources, and how your students can use each to strengthen their essays. Teach them how to use note cards to organize and order their information to best present their arguments. Once their ideas are in place, walk them through the process of outlining. Stress to them that outlines are blueprints for essays, and that a strong outline can reduce stress while drafting and editing.

The Drafting Process

As soon as the students have solid outlines, have them begin their first drafts. Encourage them to stick strictly to their outlines, and to focus on transitioning smoothly from each topic of discussion to the next. Once they've completed first drafts, have students work in groups to read and critique the structure of each others' arguments. Have each student make notes about what was confusing about each essay, and also what he or she found compelling. Have them evaluate introductions, bodies and conclusions. Students can then compile feedback from their peers and see if there are any consistent difficulties with the readings.

Editing and Revision

This final stage provides opportunities for collaborative learning and group work. Once students have made any structural changes to their essays, you can place them again into groups and have them proofread each others' papers. This is also the time when you want to revisit the lesson on formatting: MLA headings, citations and bibliography pages. You can even incorporate a short citation exercise to give them a slight break from the assignment. Assign very short pieces about topics of their choosing. The only requirement is they must use an outside source for the information and cite it properly both in the text and at the end of the piece.

• Common Core State Standards Initiative: English Language Arts Standards: Writing: Grade 7

Christopher Cascio is a memoirist and holds a Master of Fine Arts in creative writing and literature from Southampton Arts at Stony Brook Southampton, and a Bachelor of Arts in English with an emphasis in the rhetoric of fiction from Pennsylvania State University. His literary work has appeared in "The Southampton Review," "Feathertale," "Kalliope" and "The Rose and Thorn Journal."

5 Step Writing Process for Kids

Essays & research paper techniques in high school, teaching how to read editorials in fifth grade, how to write a personal profile for a university application, similarities between essays & research papers, compare & contrast essay structure, what are the similarities of persuasive and narrative essays, how to write an essay based on a film and an article, basic guidelines for writing research papers apa style, most popular.

• 1 5 Step Writing Process for Kids
• 2 Essays & Research Paper Techniques in High School
• 3 Teaching How to Read Editorials in Fifth Grade
• 4 How to Write a Personal Profile for a University Application

Teaching Research Skills to K-12 Students in The Classroom

Research is at the core of knowledge. Nobody is born with an innate understanding of quantum physics. But through research , the knowledge can be obtained over time. That’s why teaching research skills to your students is crucial, especially during their early years.

But teaching research skills to students isn’t an easy task. Like a sport, it must be practiced in order to acquire the technique. Using these strategies, you can help your students develop safe and practical research skills to master the craft.

What Is Research?

By definition, it’s a systematic process that involves searching, collecting, and evaluating information to answer a question. Though the term is often associated with a formal method, research is also used informally in everyday life!

Whether you’re using it to write a thesis paper or to make a decision, all research follows a similar pattern.

• Choose a topic : Think about general topics of interest. Do some preliminary research to make sure there’s enough information available for you to work with and to explore subtopics within your subject.
• Develop a research question : Give your research a purpose; what are you hoping to solve or find?
• Collect data : Find sources related to your topic that will help answer your research questions. 
• Evaluate your data : Dissect the sources you found. Determine if they’re credible and which are most relevant.
• Make your conclusion : Use your research to answer your question! 

Why Do We Need It?

Research helps us solve problems. Trying to answer a theoretical question? Research. Looking to buy a new car? Research. Curious about trending fashion items? Research! 

Sometimes it’s a conscious decision, like when writing an academic paper for school. Other times, we use research without even realizing it. If you’re trying to find a new place to eat in the area, your quick Google search of “food places near me” is research!

Whether you realize it or not, we use research multiple times a day, making it one of the most valuable lifelong skills to have. And it’s why — as educators —we should be teaching children research skills in their most primal years. 

Teaching Research Skills to Elementary Students

In elementary school, children are just beginning their academic journeys. They are learning the essentials: reading, writing, and comprehension. But even before they have fully grasped these concepts, you can start framing their minds to practice research.

According to curriculum writer and former elementary school teacher, Amy Lemons , attention to detail is an essential component of research. Doing puzzles, matching games, and other memory exercises can help equip students with this quality before they can read or write. 

Improving their attention to detail helps prepare them for the meticulous nature of research. Then, as their reading abilities develop, teachers can implement reading comprehension activities in their lesson plans to introduce other elements of research. 

One of the best strategies for teaching research skills to elementary students is practicing reading comprehension . It forces them to interact with the text; if they come across a question they can’t answer, they’ll need to go back into the text to find the information they need. 

Some activities could include completing compare/contrast charts, identifying facts or questioning the text, doing background research, and setting reading goals. Here are some ways you can use each activity:

• How it translates : Step 3, collect data; Step 4, evaluate your data
• Questioning the text : If students are unsure which are facts/not facts, encourage them to go back into the text to find their answers. 
• How it translates : Step 3, collect data; Step 4, evaluate your data; Step 5, make your conclusion
• How it translates : Step 1, choose your topic
• How it translates : Step 2, develop a research question; Step 5, make your conclusion

Resources for Elementary Research

If you have access to laptops or tablets in the classroom, there are some free tools available through Pennsylvania’s POWER Kids to help with reading comprehension. Scholastic’s BookFlix and TrueFlix are 2 helpful resources that prompt readers with questions before, after, and while they read. 

• BookFlix : A resource for students who are still new to reading. Students will follow along as a book is read aloud. As they listen or read, they will be prodded to answer questions and play interactive games to test and strengthen their understanding. 

• TrueFlix : A resource for students who are proficient in reading. In TrueFlix, students explore nonfiction topics. It’s less interactive than BookFlix because it doesn’t prompt the reader with games or questions as they read. (There are still options to watch a video or listen to the text if needed!)

Teaching Research Skills to Middle School Students

By middle school, the concept of research should be familiar to students. The focus during this stage should be on credibility . As students begin to conduct research on their own, it’s important that they know how to determine if a source is trustworthy.

Before the internet, encyclopedias were the main tool that people used for research. Now, the internet is our first (and sometimes only) way of looking information up. 

Unlike encyclopedias which can be trusted, students must be wary of pulling information offline. The internet is flooded with unreliable and deceptive information. If they aren’t careful, they could end up using a source that has inaccurate information!

How To Know If A Source Is Credible

In general, credible sources are going to come from online encyclopedias, academic journals, industry journals, and/or an academic database. If you come across an article that isn’t from one of those options, there are details that you can look for to determine if it can be trusted.

• The author: Is the author an expert in their field? Do they write for a respected publication? If the answer is no, it may be good to explore other sources.
• Citations: Does the article list its sources? Are the sources from other credible sites like encyclopedias, databases, or journals? No list of sources (or credible links) within the text is usually a red flag. 
• Date: When was the article published? Is the information fresh or out-of-date? It depends on your topic, but a good rule of thumb is to look for sources that were published no later than 7-10 years ago. (The earlier the better!)
• Bias: Is the author objective? If a source is biased, it loses credibility.

An easy way to remember what to look for is to utilize the CRAAP test . It stands for C urrency (date), R elevance (bias), A uthority (author), A ccuracy (citations), and P urpose (bias). They’re noted differently, but each word in this acronym is one of the details noted above. 

If your students can remember the CRAAP test, they will be able to determine if they’ve found a good source.

Resources for Middle School Research

To help middle school researchers find reliable sources, the database Gale is a good starting point. It has many components, each accessible on POWER Library’s site. Gale Litfinder , Gale E-books , or Gale Middle School are just a few of the many resources within Gale for middle school students.

Teaching Research Skills To High Schoolers

The goal is that research becomes intuitive as students enter high school. With so much exposure and practice over the years, the hope is that they will feel comfortable using it in a formal, academic setting. 

In that case, the emphasis should be on expanding methodology and citing correctly; other facets of a thesis paper that students will have to use in college. Common examples are annotated bibliographies, literature reviews, and works cited/reference pages.

• Annotated bibliography : This is a sheet that lists the sources that were used to conduct research. To qualify as annotated , each source must be accompanied by a short summary or evaluation. 
• Literature review : A literature review takes the sources from the annotated bibliography and synthesizes the information in writing.
• Works cited/reference pages : The page at the end of a research paper that lists the sources that were directly cited or referenced within the paper. 

Resources for High School Research

Many of the Gale resources listed for middle school research can also be used for high school research. The main difference is that there is a resource specific to older students: Gale High School . 

If you’re looking for some more resources to aid in the research process, POWER Library’s e-resources page allows you to browse by grade level and subject. Take a look at our previous blog post to see which additional databases we recommend.

Visit POWER Library’s list of e-resources to start your research!

• Skip to primary navigation
• Skip to main content
• Skip to primary sidebar
• Skip to footer

Teaching ELA with Joy

Middle School ELA Resources

10 Ideas to Make Teaching RESEARCH Easier

By Joy Sexton 1 Comment

I enjoy diving into research units with my students because they get to learn new things, and I do, too! But teaching research skills is a gigantic task! And one thing’s for certain: I’ll have to break the research process into steps to keep my middle school students from feeling overwhelmed. I want them to have that “I’ve got this” attitude from the moment I introduce the project.

Of course, as teachers, we need to be prepared and have our research assignments clearly-designed. But a big key to making the process easier for me and my students, what makes the most impact I think, is modeling . If you can model what you want students to do (as opposed to just telling them), your expectations become clearer. Not everything can be modeled, but whenever the opportunity arises, it’s powerful!

Here are 10 ideas to make teaching research skills manageable and successful:

1.  Make sure students start out with more than one topic option . What I mean is, it helps for each student to have “back up” topics ready to go in case the first choice isn’t panning out.  For example, I’ve had students who chose a topic they were very passionate about. But it turned out that once they got searching, not enough information was turning up. In most cases, these students had decided to research very current topics like a YouTuber or a new version of iPhone or even a specific automobile. They searched and searched, but the few sites they located just repeated the same smattering of facts. It REALLY helped that the assignment required three topic choices, with students prioritizing their choices . Instead of getting all stressed out, the students just went with their second choice, and got right into note-taking. Or let’s say you are assigning topics, for example, for Holocaust research.  Once they start researching, students may find a certain topic too complex and would feel more supported if they had other options.

2.   Don’t rule out books and other print sources. Now that so many students carry laptops, we’ve come to expect research to be Internet-based. Of course, there’s nothing wrong with that! With just a few clicks, students have access to SO MUCH information. But some of my students come and ask if they can go to the library for printed sources because they prefer taking notes from books. That reminds me that we all learn differently. It might be to our amazement, but library research is alive and well for a portion of our students. Sometimes it’s my struggling learners who go for the printed sources, but I’ve also had more advanced learners hit the books as well. Even if you’ve got kids on their laptops or in the computer lab, find a way to incorporate different types of sources in their search so you differentiate . FYI, the Common Core Standards for W.8 (the research writing) state “Gather information from multiple print and digital sources . . .” So, it looks like using some print sources is still an expectation (but not for every assignment) if you follow Common Core. Definitely let your librarian in on whatever type of research assignment you have going on. They’re usually very eager to provide support !

3.  Emphasize the need to narrow search terms . So often, students just want to plop their main topic into the Google search bar, right? Unfortunately, what comes up is usually current information that is not necessarily going to hit what they need. That’s how time gets wasted. You can quickly model this skill for students with an example using a celebrity. Say you are needing information on a certain celebrity’s life—some facts about their rise to fame. Place just the name in the search bar, and what most likely comes up are articles that have been in the news about the person. Then place the name with the word “biography” in the search bar and have students notice the difference.

4.  Explain the connection between research and reading . Once they have a topic, students are so ready to start note-taking! But wait, do your students understand that research starts with careful reading? First, they’ll need to preview several websites before taking any notes. I call it “Ten Minutes, Reading Only.” That’s the least they can do to look for sources that not only match their topic but meet their readability needs . Let’s face it, many websites or even printed sources are written well above some of our students’ reading levels. Let them know that if they are finding long sentences with numerous unfamiliar words, it’s time to move on. Then, once they do locate a few good sources, they still need to read! When they come upon information they understand that really hits the topic, BINGO. That’s when note-taking should begin.

5.   Model note-taking using a bulleted list of short phrases . One thing is for sure: we don’t want students to copy full sentences, word for word, when they take notes. So modeling this when you’re teaching research skills is huge. I always tell students that they will create their own complete sentences when they are drafting . Note-taking is for short phrases . Just give them a heads up that they have to be able to understand the shortened information! I’ve had students who wrote phrases too short for the complex information they represented. A problem arose, of course, when trying to draft sentences. The students couldn’t remember what was actually meant by the few words they had copied down.

You can easily model note-taking by choosing a paragraph of nonfiction from a website or online encyclopedia. Project it on your whiteboard or pass out copies to the class. You can have students work with a partner to take notes in short phrases on a bulleted list. Students could then exchange papers several times to see what others came up with, and then share out what they noticed. Or, you may prefer to make the notes on your whiteboard with whole-class participation.

6.  Show students the citation generator you want them to use and how it works. Teaching research skills always includes citing sources. So if you approve of students having citations created for them, I’m with you! Just be clear on which citation generator to use. I’ve always preferred www.Bibme.org , but now with all the ads on these sites, and Google Docs’ own generator, there are other options. Again, you can do a quick modeling on your Smartboard using a website. It’s a good idea to walk around during note-taking and check that each student is comfortable using the citation generator. Sometimes students are unsure but might not want to ask.

7.  Offer creative formats for students to use as their research product. If you can, let them infuse some of their own passion into the topic. Let’s face it, teaching research skills is easier when students are personally invested. Your standards or district curriculum may require a research-based essay , and that’s fine. With lots of scaffolds and modeling, the results can be awesome! But how about having students report out in a newsletter format? They can break the information down into four short articles and give each one a title. Now the assignment becomes more motivating. Or require a slide presentation, with a paragraph of text on each slide along with visuals.

Another creative format is a Q & A page . My students enjoy a short project called Research Q & A , where they choose a topic they’d like to learn more about and create two questions to research. They report their findings on a Q & A sheet, using a template they type into, along with visuals.

8.  Have students color code their notes . This is an incredibly helpful scaffold to producing an organized draft! Once the research is completed, students should look over their notes and on a sheet of paper, list the “sub-topics” they have covered. For example, if they are writing an informational article about an athlete, their list might include childhood, training, early career steps, and best achievements. Then, with 4-5 colored pencils, they underline each sub-topic with a different color. Students then read through their notes, placing a colored bullet to match as they find content corresponding to the sub-topic.

The color coding helps make drafting each paragraph so much easier! Students just focus on all the green information on their notes pages when drafting the first body paragraph, all the purple information when drafting the second, etc.

9.  Require editing and revising using a different color . As English teachers, we want the revising and editing step to be meaningful. When revisions stand out this way, both students and the teacher get to visibly see a growth process.  They understand that they are expected to and can notice weaknesses and make their product better.  I always keep red and green pens available.  And I sense that kids like using them. Another BIG plus here: individual conferencing becomes quick and easy when you can see by the colored ink which revisions have (or have not!) been made.

10.  Work in some peer exchange opportunities . Students benefit from regular check-ins, but you don’t always have the time. So why not have students check in on each other? Decide on a few times in your assignment when students will need to “take stock” of things. That’s when you’ll say, exchange with a partner, and look at x, y, or z. The check can be as simple as the partners write feedback in the margin of each other’s paper, or on a post-it, or have a short discussion. For example, let’s say you allot two periods for research, and you expect three solid pages of notes. When the second class period is drawing to a close, have a partner exchange. Peers have two tasks: rate the quality of the notes on a scale of 1-5 and suggest whether note-taking is complete or more needs to be done as homework.

Students love to read each other’s papers, so work in a peer exchange during revising and editing. Have peers place a question mark in the margin next to any area that doesn’t make clear sense. You could also choose a couple specific topics for their focus, such as capital letters and commas. Students enjoy these roles and checks like these build skills and confidence .

Our goal, of course, is to make research motivating for every one of our students. By using some of these strategies, teaching research skills should become easier! I think your students will experience excitement over all the new learning their efforts bring.

I’ve developed some print-and-go research activities that students enjoy and have success with. They include step-by-step scaffolds and mentor texts to save you time. Just click on the images to have a closer look.

Join the Newsletter

Reader Interactions

April 21, 2021 at 11:47 pm

This looks amazing. I’m so glad I found this article. I am guiding my 7th grader through a year-end research project at home and this is exactly what I needed to help guide me through it first!

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Notify me of follow-up comments by email.

Notify me of new posts by email.

This site uses Akismet to reduce spam. Learn how your comment data is processed .

Writing Research Papers

This research writing unit of study is designed to guide your students through the research writing process. 

This is a free writing unit of study from the curriculum corner..

This research writing collection includes mini lessons, anchor charts and more.

Mention the words “research writing” in an intermediate classroom and you might be met with moans & groans or perhaps even see fear in the eyes of some students. 

In all seriousness though, writing can be intimidating for many children in our classrooms.

Guided and focused your mini-lessons can be helpful for students. Also, the more examples you can get students to interact with, the more they will understand the expectations. Finally, the more modeling that you do for them, the more they can view writing as less overwhelming.

Download the free resources to accompany this unit of study at the bottom of this post.

Lesson Ideas for Writing Research Papers:

Lesson 1: Noticings

• Begin by getting your students familiar with what research writing looks like.
• Have them work in pairs or small groups to read pieces of research writing. They will record their “noticings” about the writing.
• Then, come together in a community circle to discuss and create a class anchor chart.
• You will find a blank anchor chart and one with noticings already recorded.
• Here is a link we found that contains some student-created examples of research writing: Student Writing Models .  Simply scroll through the grade levels for different samples.

Lesson 2: Opinion vs. Facts

• Begin with a brief review of opinions vs. facts.
• Use the six paragraphs we share in our resources to give your students some practice differentiating between the two.
• Each of the paragraphs contains both opinions and facts.
• Students will read the paragraphs and record the facts and opinions from their paragraph onto the recording page.

Lesson 3: Choosing a Topic

• We know that providing choice will allow for greater engagement and success.  We want to help students to narrow their choices by giving them some guidance.
• Gather students and begin a discussion about choosing a research topic.
• Ask them to think of topics they already know a little about, have interest in or is important/relevant to their lives.
• You might pose the question “Why is that important in research writing?” and discuss their thoughts.
• For this lesson we have provided a page where students can individually brainstorm topics. You can circulate the room during this process to help students to narrow their topic.
• If you feel your class may need help to narrow their choices, think about giving them a broad topic, such as animals, and then have them choose a sub-topics from the bigger umbrella topic.
• If you feel like your students need an added level of support you might think about creating an anchor chart from a class brainstorming session about possible appropriate topics and then display this in your room.

Lesson 4: Where to Find Accurate Information about a Topic

• Help students to begin to understand where they might find accurate information about their topics.
• Where are the places you can begin to look for information about your topic?  
• Why would the copyright date on a book be important in doing research?  
• Is everything on the internet true?
• Why is it important for your research to contain accurate information?  
• Where do you begin to look for information that will accurate
• One way to help students think through appropriate sites on the internet is to pass out the ten cards provided in our resources.
• Have students read the cards and discuss what kind of a website it is.
• Talk about whether they know or have heard of the sites. Would they consider the sites “trusted” enough to gain knowledge about their topics.  Then have them talk about why or why not these sites would be trusted.

Lesson 5: Double Check Your Facts

• We want our students to get into the habit of double checking their facts. This will help ensure what they are learning is correct.
• To do this, you might want them to practice this skill.  In this lesson use the page provided to have each student find and record a fact about a topic of their choice on the internet.
• The page then has students write where they found the fact, and also has them list a corresponding fact from a different source.
• Finally they determine if the facts are the same or different. You may have to further the lesson by discussing approximations.  For example one site might say that an animal can weigh up to 1,500 pounds, while another might state that the animal weighs between 1,200 and 1,500 pounds.
• You will need to talk about how those facts might both be accurate even though they are stated differently. If they seem to check out, then help students generalize the information for a research paper.

Lesson 6: Taking Notes

• Sometimes giving students resources and a blank sheet of notebook paper can be too overwhelming. You have students who simply copy everything from the text or you have others who have no idea where to start.
• We need to guide them to read to pull out facts & relevant information.
• For this lesson we have provided various templates for note-taking. Whatever method or template you choose for helping your students learn to take notes, model it several times in front of the class Demonstrating for them how to write the notes as they read about a topic will be helpful.
• After initial teaching, you may find that you need to pull small groups for extra practice. Some might need a one-on-one conference.

Lesson 7: Paraphrasing vs. Plagiarism

• Students will need to learn how to paraphrase their research. This will help them avoid plagiarizing words from their resources.
• Discuss why plagiarizing is something that they shouldn’t do in their writing because it is “stealing” another’s words.
•  Tell the students that there is a way to use another author’s ideas in an appropriate way without copying their words. First, they need to paraphrase and then they need to cite the source where they found the information.
• Display the anchor chart “What is Paraphrasing” and discuss the definition.
• Next, pass out copies of “My Own Words” to pairs of students. Explain that their task will be to find a paragraph or passage in a nonfiction book. They will paraphrase the author’s words, keeping the same ideas.
• Finally, gather students together to share their paraphrasing efforts. Each pair of students can read the paragraph/passage from the book and then the paraphrasing that they wrote.  Discuss the words and decisions the students made in their paraphrasing.

Lesson 8: Word Choice in Research Writing

• To help students think about making their writing more interesting, have them brainstorm words that could add voice to their writing.
• After working independently on the word choice page provided, have them meet with partners. They can talk about nouns, verbs and adjectives that relate to their topic.

Lesson 9: Writing Sketch

• This graphic organizer can be used for students to plan their writing.
• If your writers are more advanced you might choose to skip this step, It could be a big help for students who have taken notes and have too many facts.  
• Be sure to model how to write the facts & ideas from your notes onto your planner. Students will see first hand how to make sure to only add what is relevant and important to their writing.
• Some questions you can pose: What will be the focus of each paragraph in your research writing?  What do you want to include from your notes?  Why is it important to the research?  What facts don’t quite fit into the paragraphs you’ve decided upon? Should you change some of the paragraphs so that they better support the research and what you want your readers to learn?
• Once the planner is finished, they can use it as a guide to help their writing stay focused.

Lesson 10: Writing Introductions to Research

• Teach students how to think about their introduction as a way to grab their readers’ attention.
• Our anchor chart has some ideas to get writers started. You might also extend the anchor chart to include ideas from your students. (We have included some blank anchor charts at the very bottom of the download.)
• Discuss the parts that need to be included in the introductory paragraph first. Then, move on to some of the ways that might engage readers. As always be sure to model how you would go about writing an introductory paragraph using your Writing Sketch.

Lesson 11: Developing Your Paragraphs

• Next, help students stay focused and develop complete paragraphs.The next graphic organizer will get them to think through the specifics of each paragraph.
• Again, this may not be needed for all of the students in your classroom, but it might be something to think about using with all of them for at least their very first attempts at writing research papers.
•  Model how to use the Writing Sketch planner to develop their paragraphs more fully on this organizer.

Lesson 12: Writing a Conclusion to Research 

Providing a solid concluding paragraph is also something that needs modeled for your students.

Use the anchor chart with ideas to get you started with the modeling of this as well.

***If you would like for your students to write their first drafts on something that continues to support organization for them, you will find guided lined paper.

Lesson 13: Research Rendezvous Celebration

We love ending a unit of study with a celebration.

For this particular celebration, you might invite students to bring in a visual to help illustrate their topic.  

Invite parents and other special adults from your building to the celebration and think about providing a snack.  

You can also print out our “Congrats Author!” certificates to give to each student during the celebration.

All the research writing resources described above can be found in one download here:

Writing a Research Paper Resources

As with all of our resources, The Curriculum Corner creates these for free classroom use. Our products may not be sold. You may print and copy for your personal classroom use. These are also great for home school families!

You may not modify and resell in any form. Please let us know if you have any questions.

Dulce Hernandez

Thursday 8th of April 2021

Thank you so much. I tutor non-English speakers from K-9th grade. These resources are a God send!!

Monday 25th of May 2020

I cant download it, where do you download it?

Jill & Cathy

Wednesday 2nd of September 2020

Here is the link: https://www.thecurriculumcorner.com/thecurriculumcorner456/wp-content/pdf/writing/research/researchwriting.pdf

Graphic Organizer for Research Papers - The Curriculum Corner 4-5-6

Tuesday 19th of November 2019

[…] You might also like our unit of study for writing research papers:How to Write a Research Paper […]

Planning a Dynamic Writing Workshop - The Curriculum Corner 123

Thursday 14th of November 2019

[…] Writing Research Papers […]

Language Arts in the Middle School and High School Years

Thursday 11th of May 2017

[…] The middle school years can also be a good time to introduce writing a short research paper if your student is ready.  Introduce how to do research, how to make an outline, and how to write a short research paper, including how to cite sources. Here’s a website that has a free introduction to writing research papers: https://www.thecurriculumcorner.com/thecurriculumcorner456/writing-research-papers/. […]

• Research Skills

50 Mini-Lessons For Teaching Students Research Skills

Please note, I am no longer blogging and this post hasn’t updated since April 2020.

For a number of years, Seth Godin has been talking about the need to “ connect the dots” rather than “collect the dots” . That is, rather than memorising information, students must be able to learn how to solve new problems, see patterns, and combine multiple perspectives.

Solid research skills underpin this. Having the fluency to find and use information successfully is an essential skill for life and work.

Today’s students have more information at their fingertips than ever before and this means the role of the teacher as a guide is more important than ever.

You might be wondering how you can fit teaching research skills into a busy curriculum? There aren’t enough hours in the day! The good news is, there are so many mini-lessons you can do to build students’ skills over time.

This post outlines 50 ideas for activities that could be done in just a few minutes (or stretched out to a longer lesson if you have the time!).

Learn More About The Research Process

I have a popular post called Teach Students How To Research Online In 5 Steps. It outlines a five-step approach to break down the research process into manageable chunks.

This post shares ideas for mini-lessons that could be carried out in the classroom throughout the year to help build students’ skills in the five areas of: clarify, search, delve, evaluate , and cite . It also includes ideas for learning about staying organised throughout the research process.

Notes about the 50 research activities:

• These ideas can be adapted for different age groups from middle primary/elementary to senior high school.
• Many of these ideas can be repeated throughout the year.
• Depending on the age of your students, you can decide whether the activity will be more teacher or student led. Some activities suggest coming up with a list of words, questions, or phrases. Teachers of younger students could generate these themselves.
• Depending on how much time you have, many of the activities can be either quickly modelled by the teacher, or extended to an hour-long lesson.
• Some of the activities could fit into more than one category.
• Looking for simple articles for younger students for some of the activities? Try DOGO News or Time for Kids . Newsela is also a great resource but you do need to sign up for free account.
• Why not try a few activities in a staff meeting? Everyone can always brush up on their own research skills!

• Choose a topic (e.g. koalas, basketball, Mount Everest) . Write as many questions as you can think of relating to that topic.
• Make a mindmap of a topic you’re currently learning about. This could be either on paper or using an online tool like Bubbl.us .
• Read a short book or article. Make a list of 5 words from the text that you don’t totally understand. Look up the meaning of the words in a dictionary (online or paper).
• Look at a printed or digital copy of a short article with the title removed. Come up with as many different titles as possible that would fit the article.
• Come up with a list of 5 different questions you could type into Google (e.g. Which country in Asia has the largest population?) Circle the keywords in each question.
• Write down 10 words to describe a person, place, or topic. Come up with synonyms for these words using a tool like  Thesaurus.com .
• Write pairs of synonyms on post-it notes (this could be done by the teacher or students). Each student in the class has one post-it note and walks around the classroom to find the person with the synonym to their word.

• Explore how to search Google using your voice (i.e. click/tap on the microphone in the Google search box or on your phone/tablet keyboard) . List the pros and cons of using voice and text to search.
• Open two different search engines in your browser such as Google and Bing. Type in a query and compare the results. Do all search engines work exactly the same?
• Have students work in pairs to try out a different search engine (there are 11 listed here ). Report back to the class on the pros and cons.
• Think of something you’re curious about, (e.g. What endangered animals live in the Amazon Rainforest?). Open Google in two tabs. In one search, type in one or two keywords ( e.g. Amazon Rainforest) . In the other search type in multiple relevant keywords (e.g. endangered animals Amazon rainforest).  Compare the results. Discuss the importance of being specific.
• Similar to above, try two different searches where one phrase is in quotation marks and the other is not. For example, Origin of “raining cats and dogs” and Origin of raining cats and dogs . Discuss the difference that using quotation marks makes (It tells Google to search for the precise keywords in order.)
• Try writing a question in Google with a few minor spelling mistakes. What happens? What happens if you add or leave out punctuation ?
• Try the AGoogleADay.com daily search challenges from Google. The questions help older students learn about choosing keywords, deconstructing questions, and altering keywords.
• Explore how Google uses autocomplete to suggest searches quickly. Try it out by typing in various queries (e.g. How to draw… or What is the tallest…). Discuss how these suggestions come about, how to use them, and whether they’re usually helpful.
• Watch this video  from Code.org to learn more about how search works .
• Take a look at  20 Instant Google Searches your Students Need to Know  by Eric Curts to learn about “ instant searches ”. Try one to try out. Perhaps each student could be assigned one to try and share with the class.
• Experiment with typing some questions into Google that have a clear answer (e.g. “What is a parallelogram?” or “What is the highest mountain in the world?” or “What is the population of Australia?”). Look at the different ways the answers are displayed instantly within the search results — dictionary definitions, image cards, graphs etc.

• Watch the video How Does Google Know Everything About Me?  by Scientific American. Discuss the PageRank algorithm and how Google uses your data to customise search results.
• Brainstorm a list of popular domains   (e.g. .com, .com.au, or your country’s domain) . Discuss if any domains might be more reliable than others and why (e.g. .gov or .edu) .
• Discuss (or research) ways to open Google search results in a new tab to save your original search results  (i.e. right-click > open link in new tab or press control/command and click the link).
• Try out a few Google searches (perhaps start with things like “car service” “cat food” or “fresh flowers”). A re there advertisements within the results? Discuss where these appear and how to spot them.
• Look at ways to filter search results by using the tabs at the top of the page in Google (i.e. news, images, shopping, maps, videos etc.). Do the same filters appear for all Google searches? Try out a few different searches and see.
• Type a question into Google and look for the “People also ask” and “Searches related to…” sections. Discuss how these could be useful. When should you use them or ignore them so you don’t go off on an irrelevant tangent? Is the information in the drop-down section under “People also ask” always the best?
• Often, more current search results are more useful. Click on “tools” under the Google search box and then “any time” and your time frame of choice such as “Past month” or “Past year”.
• Have students annotate their own “anatomy of a search result” example like the one I made below. Explore the different ways search results display; some have more details like sitelinks and some do not.

• Find two articles on a news topic from different publications. Or find a news article and an opinion piece on the same topic. Make a Venn diagram comparing the similarities and differences.
• Choose a graph, map, or chart from The New York Times’ What’s Going On In This Graph series . Have a whole class or small group discussion about the data.
• Look at images stripped of their captions on What’s Going On In This Picture? by The New York Times. Discuss the images in pairs or small groups. What can you tell?
• Explore a website together as a class or in pairs — perhaps a news website. Identify all the advertisements .
• Have a look at a fake website either as a whole class or in pairs/small groups. See if students can spot that these sites are not real. Discuss the fact that you can’t believe everything that’s online. Get started with these four examples of fake websites from Eric Curts.
• Give students a copy of my website evaluation flowchart to analyse and then discuss as a class. Read more about the flowchart in this post.
• As a class, look at a prompt from Mike Caulfield’s Four Moves . Either together or in small groups, have students fact check the prompts on the site. This resource explains more about the fact checking process. Note: some of these prompts are not suitable for younger students.
• Practice skim reading — give students one minute to read a short article. Ask them to discuss what stood out to them. Headings? Bold words? Quotes? Then give students ten minutes to read the same article and discuss deep reading.

All students can benefit from learning about plagiarism, copyright, how to write information in their own words, and how to acknowledge the source. However, the formality of this process will depend on your students’ age and your curriculum guidelines.

• Watch the video Citation for Beginners for an introduction to citation. Discuss the key points to remember.
• Look up the definition of plagiarism using a variety of sources (dictionary, video, Wikipedia etc.). Create a definition as a class.
• Find an interesting video on YouTube (perhaps a “life hack” video) and write a brief summary in your own words.
• Have students pair up and tell each other about their weekend. Then have the listener try to verbalise or write their friend’s recount in their own words. Discuss how accurate this was.
• Read the class a copy of a well known fairy tale. Have them write a short summary in their own words. Compare the versions that different students come up with.
• Try out MyBib — a handy free online tool without ads that helps you create citations quickly and easily.
• Give primary/elementary students a copy of Kathy Schrock’s Guide to Citation that matches their grade level (the guide covers grades 1 to 6). Choose one form of citation and create some examples as a class (e.g. a website or a book).
• Make a list of things that are okay and not okay to do when researching, e.g. copy text from a website, use any image from Google images, paraphrase in your own words and cite your source, add a short quote and cite the source. 
• Have students read a short article and then come up with a summary that would be considered plagiarism and one that would not be considered plagiarism. These could be shared with the class and the students asked to decide which one shows an example of plagiarism .
• Older students could investigate the difference between paraphrasing and summarising . They could create a Venn diagram that compares the two.
• Write a list of statements on the board that might be true or false ( e.g. The 1956 Olympics were held in Melbourne, Australia. The rhinoceros is the largest land animal in the world. The current marathon world record is 2 hours, 7 minutes). Have students research these statements and decide whether they’re true or false by sharing their citations.

Staying Organised

• Make a list of different ways you can take notes while researching — Google Docs, Google Keep, pen and paper etc. Discuss the pros and cons of each method.
• Learn the keyboard shortcuts to help manage tabs (e.g. open new tab, reopen closed tab, go to next tab etc.). Perhaps students could all try out the shortcuts and share their favourite one with the class.
• Find a collection of resources on a topic and add them to a Wakelet .
• Listen to a short podcast or watch a brief video on a certain topic and sketchnote ideas. Sylvia Duckworth has some great tips about live sketchnoting
• Learn how to use split screen to have one window open with your research, and another open with your notes (e.g. a Google spreadsheet, Google Doc, Microsoft Word or OneNote etc.) .

All teachers know it’s important to teach students to research well. Investing time in this process will also pay off throughout the year and the years to come. Students will be able to focus on analysing and synthesizing information, rather than the mechanics of the research process.

By trying out as many of these mini-lessons as possible throughout the year, you’ll be really helping your students to thrive in all areas of school, work, and life.

Also remember to model your own searches explicitly during class time. Talk out loud as you look things up and ask students for input. Learning together is the way to go!

You Might Also Enjoy Reading:

How To Evaluate Websites: A Guide For Teachers And Students

Five Tips for Teaching Students How to Research and Filter Information

Typing Tips: The How and Why of Teaching Students Keyboarding Skills

8 Ways Teachers And Schools Can Communicate With Parents

10 Replies to “50 Mini-Lessons For Teaching Students Research Skills”

Loving these ideas, thank you

This list is amazing. Thank you so much!

So glad it’s helpful, Alex! 🙂

Hi I am a student who really needed some help on how to reasearch thanks for the help.

So glad it helped! 🙂

seriously seriously grateful for your post. 🙂

So glad it’s helpful! Makes my day 🙂

How do you get the 50 mini lessons. I got the free one but am interested in the full version.

Hi Tracey, The link to the PDF with the 50 mini lessons is in the post. Here it is . Check out this post if you need more advice on teaching students how to research online. Hope that helps! Kathleen

Best wishes to you as you face your health battler. Hoping you’ve come out stronger and healthier from it. Your website is so helpful.

Comments are closed.

Trending Post : 12 Powerful Discussion Strategies to Engage Students

How to Help Teens Choose Research Topics for Argumentative Writing

How do you help students choose research topics? I used to approach every class the same way. It only took me one year to figure out that approach didn’t work. Scaffolding the topic selection process is important, but not all students need the same scaffolding. Here are some things to consider when beginning a research paper. These approaches have become my go-to strategies over the years.

If Possible, Give Complete Freedom

Students who are confident writers feel constricted by a list of options. As I teacher, reading over one hundred essays on the exact same topic would just about do me in when it came to grading. What’s more, forcing all students to write about one topic will not showcase their best work. Teens produce better writing when they have creative freedom to pursue their passion. Voice and choice – they matter.

Recently, I’ve seen middle school students, of their own volition, choose to write about inspiring topics, and their essays reflected their interest. For example:   Should volunteers be incentivized?  Is talent real, or is success based solely on hard work?  and   Should books be banned from school libraries?

If you are interested in giving your students the opportunity to select their own topic, it’s a good idea to discuss some examples before setting them loose. I like to use The New York Times’ 401 Prompts for Argumentative Writing as a springboard. From there, model webs on the board. Show students how they can narrow down a list of possibilities to one topic that they love (but for which they can also find research).

Once a broad topic is selected, teaching students to funnel their topic and to create guiding questions for research is essential.

Helping Struggling Writers Choose a Topic

Ideally, we want students to choose research topics independently, but not at the expense of having them choose not to write an essay at all. If I notice students who are struggling to narrow down a topic they like, I offer them one for which I know they can find research, like these:

• Should music programs be cut for monetary or academic reasons?
• Are physical education classes rigorous enough?
• Are video games harmful or helpful?
• Is homework beneficial?

In order to cater this list to my students’ interests, I have them fill out a bubble web. On that web, they write down any topics they would be interested in researching. Then, I comb them all for common themes. In doing so, I filter out topics that I know they will struggle with – be it difficulty in finding credible sources or topics that are more complex than they might be ready to handle. This year, many of my students wanted to write about video games (Fortnite), sports, band, music, hunting, and homework. The topics students select each year vary slightly, so tweaking the previous year’s list is always necessary.

When students begin suggesting topics that do not fit the assignment goal or for which I know they will not be able to find credible research, I pull out this list. Other times, I give them the list on Day 1. In this case, I tell them if they are extremely interested in writing about a different topic, they need to get it approved before proceeding. This option satisfies their desire for choice. Interestingly enough, most students just choose I topic I have pre-selected.

When Providing a List is Not Enough…

Some students are overwhelmed   paralyzed by choices. These students are not always the reluctant writers in the class. Once you begin talking about the research paper and discussing options, you’ll have a pretty good idea of who needs you to provide them with a topic. I always tell my students that I’d like them to select a topic they are interested in, but if they have difficulty doing so, they have the option to ask for one.

I like to use  Scholastic Scope  magazine , and they always have topics that are appropriate for secondary level research writing. Middle and high school writers who experience topic paralysis benefit not only from being given a topic, but also from being given sources. I usually have an essay topic on hand as well as two complementary sources. That’s what I give students who aren’t ready to choose their own topic.

Regardless of the approach you take to helping students choose research topics, narrowing the topic from one worthy of an encyclopedia to one worthy of a two page essay can be tricky. I like to teach my students to funnel their ideas.

Confident writers need to understand how to funnel broad topics to more specific angles. From there, they should be able to write a claim or thesis statement and know that it is debatable from two sides. They should also be able to say with certainty that they can find credible research to defend both sides of the argument.

Funneling means they begin with a broad topic, like football. They, they ask questions (often What? When? Why? questions posed by the teacher) to narrow it down to something like the risks of concussions or astroturf.

Crafting Research Questions

The last part of the research topic selection process, I teach students is to craft meaningful research questions. After they find a topic they like, they can begin asking important questions. I use question stems to scaffold this process with middle school students. Often, if we model the process for older students, they do not need the question stems, but I have them on hand just in case.

Students create questions and then reflect on how each type of question might help them with the research process. They also consider what type of thesis statement or claim they could write based on each question. Going through this process helps them to see their topic from a variety of angles. Too often, we rush through the topic selection process, and students don’t see their topic from a birds’ eye view.

The brainstorming stage of the writing process should take time. Choosing a topic and creating a research question are important skills that we shouldn’t rush through. Scaffolding students’ experience during this initial stage of the writing process will give them confidence.

Topic selection can be fun! Allow students to discuss and brainstorm ideas. Model the process for them. Give them time for peer feedback. Most importantly, scaffold the process to meet students where they are. Choosing a research topic that fits the genre of writing expected is the first step to a successful writing experience.

RELATED RESOURCE:

Click on the image below to view the argumentative research paper brainstorming strategies I use to help students select a topic, funnel it, and develop a research question. Help students choose research topics without the frustration.

[sc name=”mailchimp1″]

Get the latest in your inbox!

• Our Mission

Teaching Young Students How to Use Multiple Sources

Two literacy experts offer strategies for helping elementary and middle school students understand how to use and synthesize different sources for research.

For young students who haven’t conducted research before, deciphering and synthesizing multiple sources—and making connections between them—can be tricky, write literacy experts Martha Polley and Sunday Cummins, who share an approach for boosting these skills in the classroom in “ Students Making Sense of Multiple Sources ” for MiddleWeb .

First, Polley and Cummins say sources need to be organized in a way that helps students access different types of material at varying levels of complexity. In a history class, this could mean giving students a primary document, a video to watch, and a historian’s account of a particular time period. “While we want students to eventually locate sources on their own, beginning with a set of sources that have already been vetted and organized by the teacher can serve as a mentor for the types of sources students should eventually seek out for themselves,” they write. 

Determining an anchor source, like a novel about the topic being studied, can also provide a helpful foundation for teachers to model appropriate strategies and approaches for students. Teachers can read aloud to the entire class from the anchor text, for example, to probe students’ thinking and help “demonstrate strategies like how to identify a main idea and supporting details, how to notice the perspective of an author or narrator, and how to examine the structure of a source, as well as how to do each of these things across sources,” Cummins and Polley write. 

Additionally, students new to research often need support in identifying clear purposes for their research, as they often have a hard time identifying patterns and discerning between essential and non-essential sources. Teachers can guide students through their initial vetting of sources by encouraging questions such as, “Is this new information? Or did I read about this in another source?” As they read, students should look for similarities and differences in the texts. While synthesizing information, students are then able to identify subtopics that guide their research moving forward, Polley and Cummins say.

To deepen student learning and understanding, try to integrate texts from multiple sources during class activities to show students different perspectives that challenge their thinking, the experts recommend. One teacher who worked with Polley asked students to sort the text from multiple sources into groups by theme, explaining their thought process as they went along, for example. This experience helped students distinguish the main idea from supporting details while boosting their reading comprehension and research skills. 

Teaching the Research Paper Part 1: Introducing the Research Paper and Preparing Students for the Assignment

There are three things every teacher should do before taking their students to the computer lab to research information for their research papers: teach the difference between reliable and unreliable sources, check to make sure every student has a self-generated research question, and help prepare students with key phrases and words to search.

Whenever I begin teaching the research paper , I always share with my students the story of how I wrote my Master’s thesis paper. It was a 50 page paper with 50 different sources.

I don’t do this to toot my own horn. I don’t do this to scare my students away from post-secondary education. I don’t do this to make the students feel like their research assignment is petty and small. I do this so that I can explain the process of research to them and so that they know I was once in their shoes.

So how exactly do you write a 50-page research paper that has 50 unique, credible sources? One source at a time.

Teaching the Research Paper: 3 Critical Steps to Take

Teaching the research paper: find credible sources.

When teaching the research paper to my secondary ELA students, I first show them about research and credible sources. Before students can even begin looking for their sources, they have to know how to distinguish between reliable and unreliable sources. Being able to do so is the first step in finding a reliable source.

Once I feel my students have a firm understanding of the sources they will be looking at, we then dive into the research topic, and the students select their issues related to the main topic.

Teaching the Research Paper: Create Questions

One of the critical parts of teaching the research paper to students is having them come up with their self-generated research questions. To do this, I encourage students to work collaboratively and talk about their research topics.

Students can work in small groups to see what their peers would like to know about that matter.

Working in small groups first provides extra support for EL and struggling students. From there, students come up with their questions to answer. There is also a graphic organizer in my Research Paper Writing resource that is especially helpful during this process.

Teaching the Research Paper: Brainstorm Key Words

Once students have a self-generated question, it is time to get students to think about keywords and phrases they will use in their search for sources. All too often I see students typing precise, wordy questions into a search engine. This only creates frustration for the students as well as the teacher.

Taking half a class to discuss keywords and phrases helps students tremendously, and it even speeds up the research process because students can find credible sources a lot easier. When teaching keywords and phrases to my students, I encourage them to type no more than four words into the search engine. I tell them that they must think of the most important words directly related to their topic.

To help students think about keywords and phrases they can use in the search engine, have them think about hashtags for their research topic. This fun, easy, and engaging strategy will get students thinking about what to research and what is explicitly related to their subject.

Teaching the Research Paper: A Research Paper Writing Instructional Unit

Take the stress out of teaching your students how to write a research paper with this complete research writing unit ! This comprehensive and complete research paper writing unit will help you teach your students how to write a research paper. Now available in print + digital!

This step-by-step resource teaches your students the eight steps of research writing, and it includes every single thing you could need for a successful research writing unit! Plus, it is updated for 9th edition MLA!

The editable teaching presentation (which comes in both PowerPoint and Google Slides®) is ideal for direct instruction and includes multiple days of guided instruction! The research writing presentation introduces students to the eight steps for completing a research project: selecting topics, generating questions, brainstorming, researching and gathering credible information, organizing and outlining, writing the first draft, peer editing, and finalizing the paper.

Research Paper Teaching Unit

Take the stress out of teaching your students how to write a research paper with  this complete research writing unit ! This comprehensive and complete research paper writing unit will help you teach your students how to write a research paper. Now available in print + digital!

Read more about teaching the research paper

Read more about research in the classroom with Part 2 which covers research paper topics and Part 3 which includes using Google Apps for research.

THANK YOU! I've had to sit through some painfully tedious COLLEGE classes because so many students aren't learning this in K12 that we're required to take classes on things like how to do a search. I greatly appreciate those of you who are teaching these important skills!

Is there a part 2?

Hi Deena, Thank you for reaching out. Yes. There is a part 2 and a part 3. I will link them to this post!

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

SUBSCRIBE NOW

• SAU 85 Sunapee School District
• Sunapee Central Elementary School
• Sunapee Middle High School
• View Original
• Atlas Curriculum Maps    

-->Sunapee Middle/High School Sunapee School District -->

• Administration
• Paraeducators
• Social Studies
• Special Education
• Specialists
• Unified Arts
• World Languages
• School Wide Rubrics
• Learning Expectations
• Senior Project
• SmarterBalance
• Atlas Curriculum Maps
• Vision of the Graduate
• 2021 NEASC Report
• Guidance News & Notes
• Assessments
• Middle School Resources
• Program of Studies
• Post Secondary Planning
• Transcript Request
• Youth Employment and Enrichment
• Scholarships
• School Profile
• Student Recognition
• Student Registration
• Sports Calendar
• Concussions
• Booster Club
• Stay Connected
• Art Club/Open Studio
• Outdoor Club
• Service Club
• Gay/Straight Alliance
• Constitution
• Service Hours
• Sample Application
• Application Help

Research Paper Steps

• Links for Class
• How to Cite Sources
• NoodleTools
• Reading Counts
• Digital Media Lab
• Sunapee Outfitters

The research and writing process at Sunapee Middle High School is guided by the following steps.

1. KNOW THE CHARACTERISTICS OF A RESEARCH PAPER The sample middle school research paper  and the sample high school paper can be used to learn about the basic characteristics of a research paper .

2. CREATE A WORKABLE TOPIC WITH RESEARCH QUESTIONS An easy way to shape your topic is to develop a topic in the form of a question. Once you've established your primary research question, your next task is to develop two or three secondary focus questions, as illustrated in these slides , in order to guide your research.

3. USE DIFFERENT TYPES OF INFORMATION SOURCES FOR YOUR RESEARCH You should use a variety of sources when researching , spending most of your time in the library's databases looking at books, magazine articles, and perhaps some professional journal articles . If you use websites, they should be checked for credibility .

4. USE ADVANCED SEARCH OPTIONS FOR DATABASE SEARCHING Unlike Google, databases don't work well with natural language searching. In order to find database sources on your topic, you'll therefore need to develop a list of keywords (search terms) that describe what you're looking for, and then combine them in your searching. Here are two slides that show how to create and combine search terms . You should also use other  advanced search strategies , explained in these slides and the two videos below, to further refine your search results.

5. SEARCH APPROPRIATE DATABASES AND KEEP TRACK OF YOUR SOURCES Some of the library's databases are useful for advanced high school research, while others are more appropriate for middle school. The targeted grade levels for each database, which appear on the Databases page of this website, should be used when beginning the search process. As you find helpful information in your search, it's important to keep track of your sources! You should keep a Google Doc with a list of each source’s permalink .

6. ENTER YOUR SOURCES INTO NOODLETOOLS BEFORE TAKING NOTES Before starting to take notes, enter your information sources into a project in your NoodleTools account. The video below shows how to get started, but there's more information on the NoodleTools page  of this website, including how to share your sources and notes with your teacher.

7. CREATE NOTES AND ALIGN THEM WITH YOUR SOURCES All writers must cite their sources in order to give original authors credit for their ideas and phrasing. If you were to portray their ideas or phrasing as your own, you'd be committing plagiarism. Thus, as you create notes during your research, be sure to associate each piece of information with its correct source. It is recommended that you accomplish this by using the Notecard feature in NoodleTools, explained in the video below and, more thoroughly, on the NoodleTools page of this website . Or, if you prefer, you can take notes with pen and paper  or type notes into a Google Doc.

8. ESTABLISH YOUR THESIS AND OUTLINE YOUR PAPER Establishing a thesis statement should occur before outlining your paper. Your thesis, or the main argument around which your paper will stay focused, is a one- or two-sentence answer to your primary research question. After settling on a thesis, organize your supporting evidence by outlining your paper using the Outline feature within NoodleTools. Outlines produced within NoodleTools can be printed, which might be helpful when writing your paper.

9. BEGIN WRITING YOUR RESEARCH PAPER Once your thesis has been established and your outline has been completed, it's time to begin writing your paper. All papers should start with a quality introductory paragraph .

10. FINISH WRITING AND PROPERLY FORMAT YOUR RESEARCH PAPER Following the introductory paragraph, you'll want to write informative body paragraphs that begin with clear topic sentences. All topic sentences and body paragraph information must support your thesis. And body paragraphs, as explained here , must contain citations to your information sources . As you write you'll also want to properly format your paper to comply with MLA style guidelines .

11. EVALUATE YOUR WORK Unless you're out of time and your due date is upon you, consider addressing any shortcomings in your work. You can review your work by using the SMHS Research Paper Rubric .

-->Sau 85 Sunapee Middle High School -->

• Facebook Page
• Twitter Feed
• Youtube Channel

Easily Teach Students How to Take Research Notes

Once students get to middle school they are expected to take notes. Unfortunately, few students really understand how to take notes effectively – and taking notes during a lecture is different from taking notes for research.

In order to save a lot of stress, teachers need to model easy and effective note-taking. I recommend spending a class period demonstrating how to take notes during research before allowing students to begin. Teachers should model a few different skills:

Taking notes from a text.

Organizing notes on index cards or word processing pages.

Keeping track of bibliographic information/works cited.

Model Taking Notes

A great mini-lesson is taking notes from a text – whether it is from their textbook or from research sources. Most students do one of two things when taking notes: write down (or highlight) absolutely everything word for word or take few if any notes.

Of course, neither of those strategies is very effective. The cause of both problems is often students’ ability to select the main ideas and key details from a denser text.

Middle grades teachers can help students build this skill by copying a section of text – perhaps a subheading from the textbook – and model taking notes. Teachers can point out how to use text features (subtitles, vocabulary) to find the main ideas.

Another strategy is to read one paragraph at a time. Breaking dense texts down into chunks helps struggling readers improve their comprehension. After each paragraph, teachers can think aloud as they discuss what the paragraph was about (main idea) and what was important to remember (key details). During this process, teachers should write the notes as they think.

After modeling 2-3 paragraphs (as students also copy the notes), teachers should slowly switch to asking students to identify the main idea and what to write down in their notes.

Teachers may need to model taking notes multiple times before students are able to successfully do it independently.

Organizing Research Notes & Tracking Bibliographic Information

Taking notes from research sources is a little different from taking class notes. Research notes should not be written in complete sentences – unless students are copying a sentence for text evidence or a quote. In addition, students will need to write down the source of each note and where the information was located.

Although some teachers use word processing for research notes, I prefer using index cards. Index cards are easy to sort and rearrange. However, if the school is 1:1, students can use a word processing program and organize notes on different tabs.

I have ten simple tips for taking notes on index cards.

If possible, buy colored index cards. Use a different color for each subtopic.

Always write the sub-topic in the heading of the index card.

Directly beneath the sub-topic, write the source of the notes on that card. New source = new card

Number (or at least bullet) each new fact on the card. New fact = New Line

Write the page number at the end of the fact. Ex. 1. Peanut butter is an effective reward during dog training. (p. 15)

Number the cards for each subtopic. I put a small number in the bottom right corner of each card. Numbering the index cards makes it easier to keep track of the cards. (It can also be a quick way to see which sub-topics need more information.)

7. Only write notes in complete sentences to use as a quote or as text evidence. Otherwise, all notes should be written in short chunks – just the main idea. This strategy helps students avoid plagiarizing.

8. Keep a master list of sources in the class notebook or on a piece of paper. Students can organize the Works Cited page later, but writing down their sources prevents students from scrambling to find the source information at the end.

9. At the end of each research session, put the cards for each sub-topic in order and clip or band them together.

10. Use an index card holder or rubber bands to keep track of note cards. 

Remember, successful research actually requires students to master a number of skills. Understanding how to take effective research notes is an important skill for students to master.

How to Organize a Research Paper Outline

Teaching research skills in upper elementary & middle school grades.

AN INVESTIGATION OF THE MIDDLE SCHOOL PRINCIPAL’S ROLE AND SELF- EFFICACY AS LITERACY INSTRUCTIONAL LEADERS

Add to collection, downloadable content.

• Affiliation: School of Education, Educational Leadership Graduate Program
• Principals’ instructional leadership has been the focus of research for decades. Research shows that principals’ impact on student achievement is second only to teachers (Grissom et al., 2021; Herman et al., 2017). Student literacy achievement concerns that continue trending nationwide, and specifically in North Carolina, indicate the need for principals to have literacy expertise that enables them to effectively support literacy instruction in their schools. Literacy expertise allows principals to be able to identify best practices in content and pedagogy and align feedback and support for teachers based on these best practices. Principals’ literacy content expertise allows them to enact literacy instructional leadership that supports teachers and positively impacts student achievement (Boston et al., 2017; Overholt & Szabocsik, 2013; Stein & Nelson, 2003).Principals’ background experiences influence how they enact their roles as instructional leaders and the skills and self-efficacy that they bring to their roles (Cunningham & Lochmiller, 2020; Tingle et al., 2019). Part of their background is the content-specific expertise developed through teaching experiences, training programs, professional development, and district priorities and supports. Principals do not always receive the needed training to prepare them for their role as instructional leaders broadly, or literacy instructional leadership specifically. Districts must provide principals support that continues to develop their instructional leadership abilities as well as their content leadership based on district priorities (Miller, 2013; Şenol, 2022).The primary purpose of this qualitative study was to investigate how middle school principals in a specific, urban district in North Carolina perceived their roles as literacy instructional leaders. The study also investigated the ways that the district influences principals in their roles as literacy instructional leaders and the ways that past and present experiences supported principals’ self-efficacy to lead literacy in their schools. Through semi-structured interviews, the researcher asked principals to share their backgrounds as teachers and leaders that now supports their work as principals. Bandura’s (1977) self-efficacy framework and aspects of literacy instructional leadership practices guided the data analysis to determine the ways that principals enacted their roles and how they perceived their own self-efficacy in literacy instructional leadership.
• Educational leadership
• instructional leadership
• Reading instruction
• middle school literacy
• Secondary education
• literacy instructional leadership
• https://doi.org/10.17615/t2j8-cv19
• Dissertation
• In Copyright - Educational Use Permitted
• Scott, Chris
• Horner, Martinette
• Davis, Jemilia
• Ryan, Darlene
• Hill, Jonte
• Doctor of Education
• University of North Carolina at Chapel Hill Graduate School

This work has no parents.

Select type of work

Master's papers.

Deposit your masters paper, project or other capstone work. Theses will be sent to the CDR automatically via ProQuest and do not need to be deposited.

Scholarly Articles and Book Chapters

Deposit a peer-reviewed article or book chapter. If you would like to deposit a poster, presentation, conference paper or white paper, use the “Scholarly Works” deposit form.

Undergraduate Honors Theses

Deposit your senior honors thesis.

Scholarly Journal, Newsletter or Book

Deposit a complete issue of a scholarly journal, newsletter or book. If you would like to deposit an article or book chapter, use the “Scholarly Articles and Book Chapters” deposit option.

Deposit your dataset. Datasets may be associated with an article or deposited separately.

Deposit your 3D objects, audio, images or video.

Poster, Presentation, Protocol or Paper

Deposit scholarly works such as posters, presentations, research protocols, conference papers or white papers. If you would like to deposit a peer-reviewed article or book chapter, use the “Scholarly Articles and Book Chapters” deposit option.

middle school research paper

All Formats

Resource types, all resource types.

• Rating Count
• Price (Ascending)
• Price (Descending)
• Most Recent

Middle school research paper

Unsolved Mysteries Research Project Middle School ELA | Teaching Research Skills

• Google Apps™
• Internet Activities

Real World Robot Research Project for Middle School Robotics and STEM Sub Plans

• Easel Activity

Engineering and STEM Careers Research Project and Activities for Middle School

Animal Adaptations Research Project for Middle School

• Google Drive™ folder

Middle School Research Paper | True Crime Essay Writing Project

MUSICIAN BIOGRAPHY Project a Middle School General Music Research Project

Holidays Around the World Research Project , Upper Elementary & Middle School

Leadership Research Project Middle High School ASB Student Council AVID Google

• Google Slides™

STEM Career Exploration and Research Project {Future Guidance Middle School }

Banned Books Week Banners - Research Project - Middle & High School ELA

MUSIC RESEARCH PROJECT BUNDLE for Middle School General Music

Middle School Research Project - Monsters Through Time - ( Paper + Digital)

True Crime Middle School Research Paper Bundle

Career Research Project Avid Middle Junior High School Google Slides Editable!

Introduction to Design: Middle , High School Art & Design Career Research Project

Middle School Research Project - Inventions and Innovations STEM Research

High School and Middle School Learning Disabilities Research Project

Fossil Record Research Project and CER for Middle School Life Science - MS-LS4-1

Middle School Research Project - Animals - Printable and Digital

Famous Scientists Research Project - Engineers for Middle School

6 Part Career Research Project for Middle School & High School !

• Google Docs™

INTERVIEW with a MUSICIAN RESEARCH PROJECT for Middle School General Music

Fun Research Project for Middle School , High School , Teens

• Word Document File

Career Research Project - Middle School -7th & 8th Grade l Distance Learning

• We're hiring
• Help & FAQ
• Privacy policy
• Student privacy
• Terms of service
• Tell us what you think

Career Center

Savannah, Georgia

Seattle, Washington

Sarasota, Florida

Paoli, Pennsylvania

Los Olivos, California

NORTHWOOD, New Hampshire

San Francisco , California

Tacoma, Washington

New York, New York

Washington, D.C.

Los Angeles, California

Groton, Massachusetts

Stony Brook, New York

Sherman Oaks, California

Ellicott City, Maryland

Greenville, South Carolina

Monkton, Maryland

Pasadena, California

Melbourne, Florida

Wilmington, North Carolina

Santa Cruz, California

Captcha / Bot check:

Posted: 22-May-24

Location: Savannah, Georgia

Type: Full Time

Categories:

Middle School ELA Teacher

• Share full article

For more audio journalism and storytelling, download New York Times Audio , a new iOS app available for news subscribers.

• May 24, 2024   •   25:18 Whales Have an Alphabet
• May 23, 2024   •   34:24 I.C.C. Prosecutor Requests Warrants for Israeli and Hamas Leaders
• May 22, 2024   •   23:20 Biden’s Open War on Hidden Fees
• May 21, 2024   •   24:14 The Crypto Comeback
• May 20, 2024   •   31:51 Was the 401(k) a Mistake?
• May 19, 2024   •   33:23 The Sunday Read: ‘Why Did This Guy Put a Song About Me on Spotify?’
• May 17, 2024   •   51:10 The Campus Protesters Explain Themselves
• May 16, 2024   •   30:47 The Make-or-Break Testimony of Michael Cohen
• May 15, 2024   •   27:03 The Possible Collapse of the U.S. Home Insurance System
• May 14, 2024   •   35:20 Voters Want Change. In Our Poll, They See It in Trump.
• May 13, 2024   •   27:46 How Biden Adopted Trump’s Trade War With China
• May 10, 2024   •   27:42 Stormy Daniels Takes the Stand

I.C.C. Prosecutor Requests Warrants for Israeli and Hamas Leaders

The move sets up a possible showdown between the international court and israel with its biggest ally, the united states..

Hosted by Sabrina Tavernise

Featuring Patrick Kingsley

Produced by Will Reid ,  Diana Nguyen and Shannon M. Lin

Edited by Liz O. Baylen and Michael Benoist

Original music by Elisheba Ittoop

Engineered by Chris Wood

Listen and follow The Daily Apple Podcasts | Spotify | Amazon Music | YouTube

This week, Karim Khan, the top prosecutor of the International Criminal Court, requested arrest warrants for Israel’s prime minister, Benjamin Netanyahu, and the country’s defense minister, Yoav Gallant.

Patrick Kingsley, the Times’s bureau chief in Jerusalem, explains why this may set up a possible showdown between the court and Israel with its biggest ally, the United States.

On today’s episode

Patrick Kingsley , the Jerusalem bureau chief for The New York Times.

Background reading

Why did a prosecutor go public with the arrest warrant requests ?

The warrant request appeared to shore up domestic support for Mr. Netanyahu.

There are a lot of ways to listen to The Daily. Here’s how.

We aim to make transcripts available the next workday after an episode’s publication. You can find them at the top of the page.

The Daily is made by Rachel Quester, Lynsea Garrison, Clare Toeniskoetter, Paige Cowett, Michael Simon Johnson, Brad Fisher, Chris Wood, Jessica Cheung, Stella Tan, Alexandra Leigh Young, Lisa Chow, Eric Krupke, Marc Georges, Luke Vander Ploeg, M.J. Davis Lin, Dan Powell, Sydney Harper, Mike Benoist, Liz O. Baylen, Asthaa Chaturvedi, Rachelle Bonja, Diana Nguyen, Marion Lozano, Corey Schreppel, Rob Szypko, Elisheba Ittoop, Mooj Zadie, Patricia Willens, Rowan Niemisto, Jody Becker, Rikki Novetsky, John Ketchum, Nina Feldman, Will Reid, Carlos Prieto, Ben Calhoun, Susan Lee, Lexie Diao, Mary Wilson, Alex Stern, Dan Farrell, Sophia Lanman, Shannon Lin, Diane Wong, Devon Taylor, Alyssa Moxley, Summer Thomad, Olivia Natt, Daniel Ramirez and Brendan Klinkenberg.

Our theme music is by Jim Brunberg and Ben Landsverk of Wonderly. Special thanks to Sam Dolnick, Paula Szuchman, Lisa Tobin, Larissa Anderson, Julia Simon, Sofia Milan, Mahima Chablani, Elizabeth Davis-Moorer, Jeffrey Miranda, Renan Borelli, Maddy Masiello, Isabella Anderson and Nina Lassam.

Patrick Kingsley is The Times’s Jerusalem bureau chief, leading coverage of Israel, Gaza and the West Bank. More about Patrick Kingsley

Advertisement