how to write a research paper lesson plan

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

1.	Decide how you will schedule the seven or eight class sessions in the lesson to allow students time for independent research. You may wish to reserve one day each week as the “research project day.” The schedule should provide students time to plan ahead and collect materials for one section of the scaffold at a time, and allow you time to assess each section as students complete it, which is important as each section builds upon the previous one.
2.	Make a copy for each student of the , the , the , the , and the . Also fill out and copy the if you will be getting parents’ permission for the research projects.
3.	If necessary, reserve time in the computer lab for Sessions 2 and 8. Decide which citation website students will use to format reference citations (see Websites) and bookmark it on student computers.
4.	Schedule time for research in the school media center or the computer lab between Sessions 2 and 3.

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

1.	Distribute copies of the and , and read the model aloud with students. Briefly discuss how this research paper works to answer the question, The example helps students clearly see how a research question leads to a literature review, which in turn leads to analysis, original research, results, and conclusion.
2.	Pass out copies of the . Explain to students that the procedures involved in writing a research paper follow in order, and each section of the scaffold builds upon the previous one. Briefly describe how each section will be completed during subsequent sessions.
3.	Explain that in this session the students’ task is to formulate a research question and write it on the scaffold. The most important strategy in using this model is that students be allowed, within the assigned topic framework, to ask their research questions. Allowing students to choose their own questions gives them control over their own learning, so they are motivated to “solve the case,” to persevere even when the trail runs cold or the detective work seems unexciting.
4.	Introduce the characteristics of a good research question. Explain that in a broad area such as political science, psychology, geography, or economics, a good question needs to focus on a particular controversy or perspective. Some examples include: Explain that students should take care not to formulate a research question so broad that it cannot be answered, or so narrow that it can be answered in a sentence or two.
5.	Note that a good question always leads to more questions. Invite students to suggest additional questions resulting from the examples above and from the Example Research Paper Scaffold.
6.	Emphasize that good research questions are open-ended. Open-ended questions can be solved in more than one way and, depending upon interpretation, often have more than one correct answer, such as the question, Closed questions have only one correct answer, such as, Open-ended questions are implicit and evaluative, while closed questions are explicit. Have students identify possible problems with these research questions
7.	Instruct students to fill in the first section of the Research Paper Scaffold, the Research Question, before Session 2. This task can be completed in a subsequent class session or assigned as homework. Allowing a few days for students to refine and reflect upon their research question is best practice. Explain that the next section, the Hook, should be filled in at this time, as it will be completed using information from the literature search.

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.

1.	Introduce this session by explaining that students will collect five articles that help to answer their research question. Once they have printed out or photocopied the articles, they will use a highlighter to mark the sections in the articles that specifically address the research question. This strategy helps students focus on the research question rather than on all the other interesting—yet irrelevant—facts that they will find in the course of their research.
2.	Point out that the five different articles may offer similar answers and evidence with regard to the research question, or they may differ. The final paper will be more interesting if it explores different perspectives.
3.	Demonstrate the use of any relevant subscription databases that are available to students through the school, as well as any Web directories or kid-friendly search engines (such as ) that you would like them to use.
4.	Remind students that their research question can provide the keywords for a targeted Internet search. The question should also give focus to the research—without the research question to anchor them, students may go off track.
5.	Explain that information found in the articles may lead students to broaden their research question. A good literature review should be a way of opening doors to new ideas, not simply a search for the data that supports a preconceived notion.
6.	Make students aware that their online search results may include abstracts, which are brief summaries of research articles. In many cases the full text of the articles is available only through subscription to a scholarly database. Provide examples of abstracts and scholarly articles so students can recognize that abstracts do not contain all the information found in the article, and should not be cited unless the full article has been read.
7.	Emphasize that students need to find articles from at least five different reliable sources that provide “clues” to answering their research question. Internet articles need to be printed out, and articles from print sources need to be photocopied. Each article used on the Research Paper Scaffold needs to yield several relevant facts, so students may need to collect more than five articles to have adequate sources.
8.	Remind students to gather complete reference information for each of their sources. They may wish to photocopy the title page of books where they find information, and print out the homepage or contact page of websites.
9.	Allow students at least a week for research. Schedule time in the school media center or the computer lab so you can supervise and assist students as they search for relevant articles. Students can also complete their research as homework.

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.

1.	Have students find the specific information in each article that helps answer their research question, and highlight the relevant passages. Check that students have correctly identified and marked relevant information before allowing them to proceed to the Literature Review section on the .
2.	Instruct students to complete the Literature Review section of the Research Paper Scaffold, including the last name of the author and the publication date for each article (to prepare for using APA citation style).
3.	Have students list the important facts they found in each article on the lines numbered 1–5, as shown on the . Additional facts can be listed on the back of the handout. Remind students that if they copy directly from a text they need to put the copied material in quotation marks and note the page number of the source. Students may need more research time following this session to find additional information relevant to their research question.
4.	Explain that interesting facts that are not relevant for the literature review section can be listed in the section labeled Hook. All good writers, whether they are writing narrative, persuasive, or expository text, need to engage or “hook” the reader’s interest. Facts listed in the Hook section can be valuable for introducing the research paper.
5.	Use the Example Research Paper Scaffold to illustrate how to fill in the first and last lines of the Literature Review entry, which represent topic and concluding sentences. These should be filled in only all the relevant facts from the source have been listed, to ensure that students are basing their research on facts that are found in the data, rather than making the facts fit a preconceived idea.
6.	Check students’ scaffolds as they complete their first literature review entry, to make sure they are on track. Then have students complete the other four sections of the Literature Review Section in the same manner.

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

1.	Explain that in this session students will compare the information they have gathered from various sources to identify themes.
2.	Explain the process of analysis using the . Show how making a numbered list of possible themes, drawn from the different perspectives proposed in the literature, can be useful for analysis. In the Example Research Paper Scaffold, there are four possible explanations given for the effects of color on mood. Remind students that they can refer to the for a model of how the analysis will be used in the final research paper.
3.	Have students identify common themes and possible answers to their own research question by reviewing the topic and concluding sentences in their literature review. Students may identify only one main idea in each source, or they may find several. Instruct students to list the ideas and summarize their similarities and differences in the space provided for Analysis on the scaffold.
4.	Check students’ Analysis section entries to make sure they have included theories that are consistent with their literature review. Return the Research Paper Scaffolds to students with comments and corrections. In the finished research paper, the analysis section will be about one paragraph.

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.

1.	During this session, students formulate one or more possible answers to the research question (based upon their analysis) for possible testing. Invite students to consider and briefly discuss the following questions:
2.	Explain the difference between and research. Quantitative methods involve the collection of numeric data, while qualitative methods focus primarily on the collection of observable data. Quantitative studies have large numbers of participants and produce a large collection of data (such as results from 100 people taking a 10-question survey). Qualitative methods involve few participants and rely upon the researcher to serve as a “reporter” who records direct observations of a specific population. Qualitative methods involve more detailed interviews and artifact collection.
3.	Point out that each student’s research question and analysis will determine which method is more appropriate. Show how the research question in the Example Research Paper Scaffold goes beyond what is reported in a literature review and adds new information to what is already known.
4.	Outline criteria for acceptable research studies, and explain that you will need to approve each student’s plan before the research is done. The following criteria should be included: ).
5.	Inform students of the schedule for submitting their research plans for approval and completing their original research. Students need to conduct their tests and collect all data prior to Session 6. Normally it takes one day to complete research plans and one to two weeks to conduct the test.

Session 6: Results (optional)

1.	If students have conducted original research, instruct them to report the results from their experiments or surveys. Quantitative results can be reported on a chart, graph, or table. Qualitative studies may include data in the form of pictures, artifacts, notes, and interviews. Study results can be displayed in any kind of visual medium, such as a poster, PowerPoint presentation, or brochure.
2.	Check the Results section of the scaffold and any visuals provided for consistency, accuracy, and effectiveness.

Session 7: Conclusion

1.	Explain that the Conclusion to the research paper is the student’s answer to the research question. This section may be one to two paragraphs. Remind students that it should include supporting facts from both the literature review and the test results (if applicable).
2.	Encourage students to use the Conclusion section to point out discrepancies and similarities in their findings, and to propose further studies. Discuss the Conclusion section of the from the standpoint of these guidelines.
3.	Check the Conclusion section after students have completed it, to see that it contains a logical summary and is consistent with the study results.

Session 8: References and Writing Final Draft

1.	Show students how to create a reference list of cited material, using a model such as American Psychological Association (APA) style, on the Reference section of the scaffold.
2.	Distribute copies of the and have students refer to the handout as they list their reference information in the Reference section of the scaffold. Check students’ entries as they are working to make sure they understand the format correctly.
3.	Have students access the citation site you have bookmarked on their computers. Demonstrate how to use the template or follow the guidelines provided, and have students create and print out a reference list to attach to their final research paper.
4.	Explain to students that they will now use the completed scaffold to write the final research paper using the following genre-specific strategies for expository writing: and (unless the research method was qualitative).
5.	Distribute copies of the and go over the criteria so that students understand how their final written work will be evaluated.

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

Email Newsletter

Receive free lesson plans, printables, and worksheets by email:

Lesson Plan Title : Research Report Writing

Age Range: Grade 9 through Grade 12 (High School Level)

Duration: 45 minutes

Objectives:

The learner will:

Review the steps of a research paper by answering questions on the research steps and an example.

Complete an outline on their research topic and continue working on the second and third paragraph of their research paper.

Using gathered information about a historical figure of their choice, students will write a biographical report entailing pertinent facts about the historical figure.

Each student will create a Simulated Journal filled with entries as their favorite historical figure. Upon completion they will use all of this information to construct a biographical report on the historical figure.

Language Handbook

1.The student will learn more about the historical figure of their choice as well as how to do research. 2.Students will learn how to incorporate the writing process in their writing 3.The student will know what a simulate journal consists of.

Activities:

As a class answer the following questions:

What is a research report?

List 6 things a research report should have?

What is the thesis statement?

What should the first paragraph of every work be about?

How do you support a thesis when writing?

1. Have students choose a topic to write a research report on.

2. Have them create an outlined strategy of how the research report would be written.

3. Have students peer review three other works from students.

Take It Further:

1 .The students will begin by choosing their historical figure and getting approval from the teacher 2. Each student will gather their research in the form of simulated Journals 3. Students will use Journal entries as data for their report

Assessment: Complete the introduction and first three paragraphs of their research report.

Writing Research Papers Lesson Plans

Most Popular
Most Recent

	Add to Folder
	creative writing
	children's book
	activities
	classroom tools
	language arts and writing
	vocabulary

was

30 total teaching days

One 3-ring notebook or small steno notebook
100 notecards
Box or pencil bag to keep notecards in
Five resources (minimum)

Each student finds his/her “burning interest”
Give personal examples of a “passion” (I tell students that if I didn’t have to do anything else in my life – not even eat or sleep – I would love to study English castles or ghost towns of Colorado! That is how I know these are passionate interests.)
Interview a partner: talk about your interests
Process the interview, i.e., “How did you know this was a “burning interest” or passion? (Did the person talk more excitedly? etc.) Write in your journal how you decided that you have chosen a truly interesting topic to study.

In journal write what you already know about your topic and what you would like to know.
Begin searching for resources
Use librarian to teach library research skills at your school
Handout the Topic Commitment Form, pages one and two (found at the end of this document)

Continue teaching library research skills
Begin collecting resources

Go to the public library and instruct students how to research there
Continue collecting resources
Five resources are due by Day 5
(At this time some students my need to modify their original topic if they are unable to find enough resources.)
Share with the class or in small groups the most interesting or exciting resources they found.

Teach two-column note taking by having students fold a piece of paper and on one side write a quote or some interesting fact from a book and on the other side a personal response (i.e., Why is this interesting to you? Do you agree, disagree? etc.)
Begin researching the information in the books and recording interesting information in their journals.
Share this information with their partners
Begin setting up an interview or a visitation for each student so that they have the opportunity to interview an expert in their field of study or get a first hand look at what they are studying

Continue reading for information
Teach how to read for information
Teach how to write a bibliography (check with your school for the approved bibliography format).

With partners choose 3 – 5 categories into which students can divide their papers.
Label notecards with the title of each category and choose a symbol or picture to represent that category and draw it on the card.
Teach how to write research notes on notecards.
Each notecard should be labeled in the upper right hand corner with the symbol that represents which category the card belongs to. The middle of the card should contain a quote or the main idea from their research text. On the bottom of the card write the name of the book and the page number this information came from.
Students should have 15 to 20 notecards per category.

Work on notecards
Share your progress with your partner

Teach interviewing techniques (perhaps a speech teacher in your school can help with this)
Work on notecards

Work on notecards
On a large sheet of poster paper draw pictures and use phrases to describe what you have learned so far.

All notecards due
Teach how to write good paragraphs with strong topic sentences and good supporting sentences.

Have students arrange notecards in order within their category, then turn them over and “talk out” (explain verbally) their topics. This method helps students see the big picture and to organize information within each category.
Write rough draft of first topic
Practice and share good topic sentences and supporting details
Put examples on the chalkboard for all to see
Partners should check each other’s progress

Continue writing rough drafts and checking topic sentences and supporting sentences.
Teach how to create visuals to enhance their report. Require at least one visual per category.

Continue working on rough draft and sharing with their partner

Write rough draft of second topic (“talk out” the topic first)
Teach transitional words and sentences to use so that the paper flows smoothly from one category to the next.

Share rough drafts and begin third topic (“talk out” third topic)
Teach how to quote when using information from their interviews in their drafts

Continue working on rough draft

Share rough drafts and work on fourth topic, if needed

Teach how to write an introduction and conclusion

Share introductions and conclusions
Remind students that their rough drafts, including visuals, cover page and bibliography, are due the next day.

Entire rough draft due
Peer edit
Final due on Day 25

Teach oral presentation skills
Hand out Speech Preparation Sheet (also found at the end of this document)
- Write presentation on notecards
- Provide a large visual (a poster, video, overhead, slides, etc.)
- Teach an activity to the class (for example students have studied lawyers and set up a mock trial, sports demos and games, cooking activity, drawing techniques, etc.)

Work on presentation and final paper

Work on presentation and final paper

In class do Research Paper Self-Evaluation (also found at the end of this document)
Turn in self - evaluation and final paper

Begin presentations (schedule 4 – 5 presentations a day)

To the
To the
To the
To the

Please visit to find what you are looking for.

Generating Ideas
Drafting and Revision
Sources and Evidence
Style and Grammar
Specific to Creative Arts
Specific to Humanities
Specific to Sciences
Specific to Social Sciences
CVs, Résumés and Cover Letters
Graduate School Applications
Other Resources
Hiatt Career Center
University Writing Center
Classroom Materials
Course and Assignment Design
UWP Instructor Resources
Writing Intensive Requirement
Criteria and Learning Goals
Course Application for Instructors
What to Know about UWS
Teaching Resources for WI
FAQ for Instructors
FAQ for Students
Journals on Writing Research and Pedagogy
University Writing Program
Degree Programs
Graduate Programs
Brandeis Online
Summer Programs
Undergraduate Admissions
Graduate Admissions
Financial Aid
Summer School
Centers and Institutes
Funding Resources
Housing/Community Living
Clubs and Organizations
Community Service
Brandeis Arts Engagement
Rose Art Museum
Our Jewish Roots
Mission and Diversity Statements
Administration
Faculty & Staff
Alumni & Friends
Parents & Families
75th Anniversary
Campus Calendar
Directories
New Students
Shuttle Schedules
Support at Brandeis

Writing Resources

Lesson plan: structure of research paper introductions.

To learn about structure and narrative signal phrases by reordering excerpts of sample introductions

Estimated Time

Work completed before class.

Optional: Students write one paragraph for their own research paper.

Review the structure of an introduction (for instance "inverted funnel," i.e., general to specific topics). An introduction should teach readers enough about the subject to read the paper, and should lead them through the topics to the experiment.
Hand out an excerpted introduction of a scientific paper, which includes the first and last sentences of each paragraph (together) in a jumbled order. Students use the principles of structure described above, and signal phrases that might connect paragraphs, to put the excerpted paragraphs in order. For instance, a final sentence in one paragraph might describe a problem, and an opening sentence in another paragraph might begin to solve that problem. It is possible to use full paragraphs, but this requires a substantial investment of reading time in class.
Use this ordering exercise to discuss how transitions and signal phrases work in this kind of introduction.
If students have written a paragraph, have them write practice signal and linking phrases. If all students are writing on the same topic, they might write follow-up sentences for each other based on how their paragraphs ended.

Jessie Stickgold-Sarah Developed at Brandeis University through a grant from the Davis Educational Foundation

Resources for Students
Writing Intensive Instructor Resources
Research and Pedagogy

Career & Technical Education (CTE)
Lesson Plans & Activities
Professional Development
Student Engagement
Student Achievement
School Funding
Special Education

[Lesson Plan] How to Write a Research Paper: The Research Process

By: VariQuest Visual and Kinesthetic Learning Suite on November 8th, 2023

Print/Save as PDF

[Lesson Plan] How to Write a Research Paper: The Research Process

Lessons/Activities/Templates | Academic Subject: English Language Arts | Grade Level: Secondary (7-12) | Grade Level: Intermediate (3-6)

Part 1 how to write a research paper cover thumb

As students learn the important skill of responsibly researching for their writing, we at VariQuest have put together a 42-page booklet, split into two parts (to make it easier to digest and teach!) and this first part focuses on the research portion of the process.

From choosing a topic, to learning to paraphrase, to writing a thesis, these lessons are designed in a writers'-workshop-style to immerse students in every important step of writing a research paper. Using the example of The Great Barrier Reef, each lesson is paired with a handful of helpful printables - including anchor charts, discussion-prompts, and more!

Part 1 of How to Write a Research Paper explores the research portion of the writing process, guiding students in grades 5-7 through independently gathering information to write a paper on a chosen topic. Developed in partnership with Cathy Henry of The Curriculum Corner , students will come away with plenty of research and sources to begin part 2 of the journey - The Writing Process.

In this activity you'll find:

Lessons 1-9 of the How to Write a Research Paper Unit focused on the research part of the process
Downloadable posters, activity cards, awards, & more!
An assessment rubric to review final papers

Download How to Write a Research Paper: Part 1

Ready for Part 2? Download that here!

Want to learn more about how the VariQuest® Visual and Kinesthetic Learning Suite can help you save time and precious funding dollars to create lesson supports, bulletin board displays, and student-based enterprise materials for your school? Contact us today for a no-obligation demonstration with one of our expert education consultants. You'll be amazed at what our solutions can do for you!

Research Paper Lesson Plan

Dana teaches social sciences at the college level and English and psychology at the high school level. She has master's degrees in applied, clinical and community psychology.

Learning objectives, curriculum standards, instructions, discussion questions, related resources.

Upon completion of this lesson, students will be able to:

define 'outline'
specify similarities and differences between alphanumeric and web outlines
create an outline as a first step in a research project
use an outline to direct the final draft of a research paper

To unlock this lesson you must be a Study.com Member. Create your account

30 minutes for instruction
Up to 1 week for the activity
CCSS.ELA-LITERACY.W.6.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.W.6.5

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

CCSS.ELA-LITERACY.W.6.7

Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

CCSS.ELA-LITERACY.W.6.8

Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

Begin by asking the class to tell you what an outline is and to name one instance when creating an outline would be useful. Write their ideas on the board.
Now play the video lesson How to Write an Outline for an Essay or Research Paper for the class, pausing at 00:53.
Do any of the students know the differences between an alphanumeric outline and a web outline? Discuss this as a class, once again writing their key points on the board.
Now play the rest of the video lesson for the class.
Now do the students understand the differences between alphanumeric and web outlines? How would these help when conducting research? Review these concepts as a class now.
Which type of outline is more common?
How many of us have tried both types? For those who have, is there a preference for one type over the other?
Should an outline be a required first step in research? Why or why not?
Have the students pick their favorite place in the world.
This selection will become the focus of a research project.
Now have them select one of the two types of outlines to create as an early step in their project.
Once they have selected the type of outline they will complete, ask them to gather facts on their selected topic.
Once they have finished gathering information, they should follow the information provided in the video lesson to complete their outline.
When all students have finished their outlines, have them present them to the class.
When each student has presented their outline, have the class provide feedback to the student on the content of outline. Is this information adequate for completing a paper on the topic? How will the organization of the outline translate into a paper?
Students should use this feedback along with their outline to draft a research paper on their selected topic.
Have students read a formal research study and then create either an alphanumeric or web outline based on what they've read.
Ask students to research and report on their favorite celebrity.
Additional Essay Topics
How to Write an Outline
Essay Organization and Outline Building

Register to view this lesson

Unlock your education, see for yourself why 30 million people use study.com, become a study.com member and start learning now..

Already a member? Log In

Resources created by teachers for teachers

I would definitely recommend Study.com to my colleagues. It’s like a teacher waved a magic wand and did the work for me. I feel like it’s a lifeline.

Research Paper Lesson Plan Related Study Materials

Related Topics

Browse by Courses

LSAT Test: Online Prep & Review
CSET English Subtests I & III (105 & 107): Practice & Study Guide
NYSTCE English Language Arts (003): Practice and Study Guide
CSET English Subtest IV (108) Prep
11th Grade English: Help and Review
11th Grade English: Tutoring Solution
9th Grade English: Homework Help Resource
9th Grade English: Tutoring Solution
Comprehensive English: Overview & Practice
Common Core ELA Grade 8 - Writing: Standards
Common Core ELA Grade 8 - Literature: Standards
SAT Subject Test Literature: Practice and Study Guide
CAHSEE English Exam: Test Prep & Study Guide
Common Core ELA Grade 8 - Language: Standards
11th Grade English: High School

Browse by Lessons

Aeschylus Tragedies, Trilogies & Tetralogies | Overview & Summary
The Sovereignty and Goodness of God by Mary Rowlandson: Summary & Explanation
The Iliad by Home: Book 1 | Summary, Themes & Analysis
The Iliad by Homer: Book 3 | Summary, Analysis & Themes
The Iliad Book 7 Summary
The Iliad Book 8 Summary
The Iliad Book 9 Summary
The Iliad Book 10 Summary
The Iliad Book 11 Summary
The Iliad by Homer: Book 12 | Summary, Themes & Analysis
Assessing Evidence in Informational Writing
The Iliad Book 17 Summary
Analyzing Persuasive Texts to Increase Comprehension
Book Report | Definition, Outline & Writing
The Iliad by Homer: Book 22 | Overview & Summary

Create an account to start this course today Used by over 30 million students worldwide Create an account

Explore our library of over 88,000 lessons

Foreign Language
Social Science
See All College Courses
Common Core
High School
See All High School Courses
College & Career Guidance Courses
College Placement Exams
Entrance Exams
General Test Prep
K-8 Courses
Skills Courses
Teacher Certification Exams
See All Other Courses
Create a Goal
Create custom courses
Get your questions answered

Teaching Research Papers with High School Students

Teaching research papers with high school students? Teaching students how to write a research paper is an important part of an ELA class. Here are guidelines to make this writing unit a success.

Teaching research papers with high school students requires teaching ethical research. Teaching students how to write a research paper includes following the writing process, organizing student essays, & connecting gramamr to writing. Conferencing with students makes teaching research papers easier. This process of how to teach research to high school students walks through research paper lesson plans. Teaching the research paper in high school English classes meets writing standards.

Lawyers, political organizers, advertisers, real estate agents: most jobs require ethical research and then a written report. As a citizen, I research concepts important to my community and family. As knowledge in our world grows, student will only have more reasons to be ethical digital citizens.

Providing students with a sustainable foundation is a humbling responsibility. Teachers know that teaching students how to write a research paper is important. While teaching students how to research, I share those sentiments with them. I want students to know I take research seriously, and my expectation is that they will as well. My research paper lesson plans take into account the seriousness of ethical research.

What is the best way to teach research papers to students?

The best way to teach research papers to students is by breaking down the process into manageable steps. Start with teaching them how to choose a topic, conduct research, and create an outline/list/graphic organizer. Then guide them in writing drafts, revising and editing their papers, and properly citing sources.

Even after teaching for a decade, I sometimes overwhelm myself with this duty. I handle teaching research papers with four ideas in my mind.

outline expectations for high school writers

Provide clear expectations.

Idea one, be clear.

A feeling I always hated as a student was the unknown . Sure, part of the learning process is not knowing everything and making mistakes. I, as the teacher, don’t want to be the source of frustration though. I never want my classes to wander down a path that won’t advance them toward our end goal: a well-researched paper. Part of teaching research skills to high school students is providing clear expectations.

As writing in the ELA classroom becomes more digital, I simply give writers tools on our online learning platform. That way, I can remind them to check a certain section or page as we collaborate on their writing.

Research lesson plans high school: include a writing overview for expectations.

Give a writing overview.

Idea two, provide an overview.

Every teacher grades a little differently. Sometimes, terminology differs. Throw in the stress of research, and you might have a classroom of overwhelmed students. An overview before teaching research papers can relax everyone!

I start every writing unit with clear expectations, terminology, and goals. I cover a presentation with students, and then I upload it to Google Classroom. Students know to consult that presentation for clarity. Initially, covering the basics may seem wasteful, but it saves all of us time because students know my expectations.

Furthermore, parents and tutors appreciate my sharing that information. As students work independently (inside or outside of class), they can take it upon themselves to consult expectations. Their responsibility with this prepares them for their futures. Finally, having established that overview with students during virtual classes was invaluable.

Research lesson plans high school: give students an overview.

Show an overview of research.

Idea three, clearly explain research.

Before you begin teaching students how to research, outline what strong research looks like. You might consider these questions:

What (if any) secondary sources will I accept? What about Wikipedia?
Should students use a balance of books and online material? Do they have access to books?
Are dates for certain topics important? Will I not accept research from before a certain date?

I’m not answering these questions for you, but I’ve seen teachers provide such guidelines while teaching research skills to high school students. Whatever parameters you have for teaching the research paper, share those with students.

Define domain-specific vocabulary.

Idea four, don’t assume classes share the same domain-specific vocabulary.

High school classes are likely familiar with the writing process, yet the research process brings more vocabulary with which they might not be familiar.

Providing definitions for the most basic concepts enables me to walk through expectations and clarify concepts. Examples might include:

Informational text
Search engine
Credible sources
Claim, counterclaim
Research question
Journal articles

Plus, by providing definitions to terms, scaffolding occurs naturally. Academic writing has terms we teachers might use casually, but some students maybe have not heard of them.

Add this revision and editing sheet to your high school writing unit. Perfect addition to any Writing curriculum high school.

How can we model ethical research?

After outlining expectations to young writers, we begin research. Some schools rely on Google Scholar, and others use Explora or EBSCO. Sign students into your databases, and run them through the program.

I stress to young writers that conducting oneself with honesty and integrity is crucial to writing. When teaching research papers with high school students, I connect these ethics to their very near futures. Aside from the basics of documenting and citing, I highlight these two points.

Teaching the research paper will require teaching thorough research.

Citing material. This includes direct quotes and paraphrasing. I review both of those concepts throughout our research and writing. The majority of a paper should be the writer’s thoughts, supported by research. Students need those concepts repeated, and they are important, so I spend time emphasizing them.

Often, I turn the basics of research into a writing mini lesson . Modeling ethical research is a very specific part of ELA classes. I understand that other classes require research and that parents might teach research skills as well.

Still, to have a functioning society, students must view relevant information with critical eyes. Teaching young citizens how to write a research paper includes clear guidelines for research and one-on-one conferencing.

How can we encourage strong writing?

Hopefully, students write with passion. Hopefully, they want to show or prove their statements. Teaching students how to write a research paper is easier when students enjoy their topics.

I cover grammar with students (all year), and I always make the connection for them to implement those lessons. Teaching them to write a research paper requires some focus on writing skills. Primarily, they will work on strong verbs and syntax.

Teaching research papers will require a discussion of verb use

Look at verbs.

Students possess strong verbs in their vocabularies. Sometimes in writing, humans create a fast rough draft, myself included. Every verb is a linking verb, and every sentence reads subject + linking verb + predicate adjective. (Nothing is wrong with a linking verb, but writers should break from the mold.) When I see that a paper can be improved with strong verbs, we conference about ways to improve the verbs without thesaurus abuse.

Ask students to pick their least favorite paragraph in a research paper and to highlight every verb . Chances are, they are not conveying their message because of weak verbs. Help them turn the predicate adjectives into verbs or think of an action that will convey their meaning. Additionally as you continue teaching students how to research, you’ll cross strong verbs in research. Point out those verbs to your classes.

Teaching students how to write a research paper requires sentence structure lessons.

Examine syntax.

Just as every sentence shouldn’t contain a linking verb, not every sentence should be a simple sentence. Sentence syntax takes practice, and often teamwork! Ask students to provide a sentence that needs improvement. Break the sentence down into phrases and clauses. (If it is a simple sentence, ask for another sentence to attach.) What is the best arrangement? What is the student’s goal? Would a conjunctive adverb lead readers to a conclusion? What if a subordinating conjunction started the sentence, or, should the dependent clause come second in the complex sentence? Play with the language of papers! By connecting grammar to writing, you have empowered learners to improve their writing.

Sentence structure is also part of teaching students how to write a research paper because the information must be factual. Sometimes students report information incorrectly, and sometimes, their sentence structure is to blame. Focus on a return to simple syntax for ethical research, and then work on sentence diversity if possible.

All parts of an ELA classroom fit together like puzzle pieces, and when teaching research papers, that neatly assembled puzzle sits on display. By giving classes clear expectations, you are ready to guide them through ethical research and through strengthening their writing. Teaching the research paper is a large task, so you should know what you want to accomplish.

Is scaffolding teaching research papers possible?

Overall, a research unit takes me 2-3 weeks with high school students. Every teacher has different methodologies, but if I allow writing research papers for about a month, writers become bored. Fifteen working days for research, revision, and publishing is my average time frame. Going longer, and different aspects fall apart, and we lose momentum.

Scaffolding is built into our days. Outline the writing process with your calendar, and add days that follow the writing process. Pieces to consider:

Scaffold writing errors.

Overall, writing errors are an inevitable part of the learning process. As teachers, it is crucial that we address these errors in a way that not only corrects them but also helps students understand why they occurred in the first place. When it comes to research papers, grammatical errors can significantly affect the credibility and clarity of the information presented.

One effective way to scaffold writing errors is by focusing on the actual problems that classes have in their papers. When we conference, I jot down common errors and then cover them as a class.

Include revising and editing days.

Young writers should take ownership of the writing process which includes revising and editing. This can be achieved by dedicating specific days in the research unit for revising and editing. By allotting time for these crucial steps, writers will learn to critically analyze their work and make necessary improvements.

During the revision phase, students can focus on the overall structure and organization of their research paper. They should evaluate if their arguments are clear and logical, if the evidence supports their claims effectively, and if there is a smooth flow of ideas throughout the paper. This stage allows them to refine their content and ensure that it aligns with their desired objectives.

After revising, students should move toward publishing and sharing with their peers.

Your turn, writing teachers: What questions do you have left?

All activities mentioned in this post (except the common errors bundle) are included in my writing bundle for freshmen and sophomores .

What questions remain? Do you have different advice to offer teachers?

What do you focus on with when teaching research papers? Read how Melissa from Reading and Writing Haven differentiates when teaching research writing .

Subscribe to our mailing list to receive updates about new blog posts, freebies, and teaching resources!

Marketing Permissions We will send you emails, but we will never sell your address.

You can change your mind at any time by clicking the unsubscribe link in the footer of any email you receive from us, or by contacting us at [email protected] . We will treat your information with respect. For more information about our privacy practices please visit our website. By clicking below, you agree that we may process your information in accordance with these terms.

We use Mailchimp as our marketing platform. By clicking below to subscribe, you acknowledge that your information will be transferred to Mailchimp for processing. Learn more about Mailchimp’s privacy practices here.

This writing unit contains everything needed for a successful research unit or writing unit.

ethical research writing activities writing lessons writing process

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Welcome to the Purdue Online Writing Lab

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

The Online Writing Lab at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue. Students, members of the community, and users worldwide will find information to assist with many writing projects. Teachers and trainers may use this material for in-class and out-of-class instruction.

The Purdue On-Campus Writing Lab and Purdue Online Writing Lab assist clients in their development as writers—no matter what their skill level—with on-campus consultations, online participation, and community engagement. The Purdue Writing Lab serves the Purdue, West Lafayette, campus and coordinates with local literacy initiatives. The Purdue OWL offers global support through online reference materials and services.

A Message From the Assistant Director of Content Development

The Purdue OWL® is committed to supporting students, instructors, and writers by offering a wide range of resources that are developed and revised with them in mind. To do this, the OWL team is always exploring possibilties for a better design, allowing accessibility and user experience to guide our process. As the OWL undergoes some changes, we welcome your feedback and suggestions by email at any time.

Please don't hesitate to contact us via our contact page if you have any questions or comments.

All the best,

Social Media

Facebook twitter.

How to Write a Research Paper

Use the links below to jump directly to any section of this guide:

Research Paper Fundamentals

How to choose a topic or question, how to create a working hypothesis or thesis, common research paper methodologies, how to gather and organize evidence , how to write an outline for your research paper, how to write a rough draft, how to revise your draft, how to produce a final draft, resources for teachers .

It is not fair to say that no one writes anymore. Just about everyone writes text messages, brief emails, or social media posts every single day. Yet, most people don't have a lot of practice with the formal, organized writing required for a good academic research paper. This guide contains links to a variety of resources that can help demystify the process. Some of these resources are intended for teachers; they contain exercises, activities, and teaching strategies. Other resources are intended for direct use by students who are struggling to write papers, or are looking for tips to make the process go more smoothly.

The resources in this section are designed to help students understand the different types of research papers, the general research process, and how to manage their time. Below, you'll find links from university writing centers, the trusted Purdue Online Writing Lab, and more.

What is an Academic Research Paper?

"Genre and the Research Paper" (Purdue OWL)

There are different types of research papers. Different types of scholarly questions will lend themselves to one format or another. This is a brief introduction to the two main genres of research paper: analytic and argumentative.

"7 Most Popular Types of Research Papers" (Personal-writer.com)

This resource discusses formats that high school students commonly encounter, such as the compare and contrast essay and the definitional essay. Please note that the inclusion of this link is not an endorsement of this company's paid service.

How to Prepare and Plan Out Writing a Research Paper

Teachers can give their students a step-by-step guide like these to help them understand the different steps of the research paper process. These guides can be combined with the time management tools in the next subsection to help students come up with customized calendars for completing their papers.

"Ten Steps for Writing Research Papers" (American University)

This resource from American University is a comprehensive guide to the research paper writing process, and includes examples of proper research questions and thesis topics.

"Steps in Writing a Research Paper" (SUNY Empire State College)

This guide breaks the research paper process into 11 steps. Each "step" links to a separate page, which describes the work entailed in completing it.

How to Manage Time Effectively

The links below will help students determine how much time is necessary to complete a paper. If your sources are not available online or at your local library, you'll need to leave extra time for the Interlibrary Loan process. Remember that, even if you do not need to consult secondary sources, you'll still need to leave yourself ample time to organize your thoughts.

"Research Paper Planner: Timeline" (Baylor University)

This interactive resource from Baylor University creates a suggested writing schedule based on how much time a student has to work on the assignment.

"Research Paper Planner" (UCLA)

UCLA's library offers this step-by-step guide to the research paper writing process, which also includes a suggested planning calendar.

There's a reason teachers spend a long time talking about choosing a good topic. Without a good topic and a well-formulated research question, it is almost impossible to write a clear and organized paper. The resources below will help you generate ideas and formulate precise questions.

"How to Select a Research Topic" (Univ. of Michigan-Flint)

This resource is designed for college students who are struggling to come up with an appropriate topic. A student who uses this resource and still feels unsure about his or her topic should consult the course instructor for further personalized assistance.

"25 Interesting Research Paper Topics to Get You Started" (Kibin)

This resource, which is probably most appropriate for high school students, provides a list of specific topics to help get students started. It is broken into subsections, such as "paper topics on local issues."

"Writing a Good Research Question" (Grand Canyon University)

This introduction to research questions includes some embedded videos, as well as links to scholarly articles on research questions. This resource would be most appropriate for teachers who are planning lessons on research paper fundamentals.

"How to Write a Research Question the Right Way" (Kibin)

This student-focused resource provides more detail on writing research questions. The language is accessible, and there are embedded videos and examples of good and bad questions.

It is important to have a rough hypothesis or thesis in mind at the beginning of the research process. People who have a sense of what they want to say will have an easier time sorting through scholarly sources and other information. The key, of course, is not to become too wedded to the draft hypothesis or thesis. Just about every working thesis gets changed during the research process.

CrashCourse Video: "Sociology Research Methods" (YouTube)

Although this video is tailored to sociology students, it is applicable to students in a variety of social science disciplines. This video does a good job demonstrating the connection between the brainstorming that goes into selecting a research question and the formulation of a working hypothesis.

"How to Write a Thesis Statement for an Analytical Essay" (YouTube)

Students writing analytical essays will not develop the same type of working hypothesis as students who are writing research papers in other disciplines. For these students, developing the working thesis may happen as a part of the rough draft (see the relevant section below).

"Research Hypothesis" (Oakland Univ.)

This resource provides some examples of hypotheses in social science disciplines like Political Science and Criminal Justice. These sample hypotheses may also be useful for students in other soft social sciences and humanities disciplines like History.

When grading a research paper, instructors look for a consistent methodology. This section will help you understand different methodological approaches used in research papers. Students will get the most out of these resources if they use them to help prepare for conversations with teachers or discussions in class.

"Types of Research Designs" (USC)

A "research design," used for complex papers, is related to the paper's method. This resource contains introductions to a variety of popular research designs in the social sciences. Although it is not the most intuitive site to read, the information here is very valuable.

"Major Research Methods" (YouTube)

Although this video is a bit on the dry side, it provides a comprehensive overview of the major research methodologies in a format that might be more accessible to students who have struggled with textbooks or other written resources.

"Humanities Research Strategies" (USC)

This is a portal where students can learn about four methodological approaches for humanities papers: Historical Methodologies, Textual Criticism, Conceptual Analysis, and the Synoptic method.

"Selected Major Social Science Research Methods: Overview" (National Academies Press)

This appendix from the book Using Science as Evidence in Public Policy , printed by National Academies Press, introduces some methods used in social science papers.

"Organizing Your Social Sciences Research Paper: 6. The Methodology" (USC)

This resource from the University of Southern California's library contains tips for writing a methodology section in a research paper.

How to Determine the Best Methodology for You

Anyone who is new to writing research papers should be sure to select a method in consultation with their instructor. These resources can be used to help prepare for that discussion. They may also be used on their own by more advanced students.

"Choosing Appropriate Research Methodologies" (Palgrave Study Skills)

This friendly and approachable resource from Palgrave Macmillan can be used by students who are just starting to think about appropriate methodologies.

"How to Choose Your Research Methods" (NFER (UK))

This is another approachable resource students can use to help narrow down the most appropriate methods for their research projects.

The resources in this section introduce the process of gathering scholarly sources and collecting evidence. You'll find a range of material here, from introductory guides to advanced explications best suited to college students. Please consult the LitCharts How to Do Academic Research guide for a more comprehensive list of resources devoted to finding scholarly literature.

Google Scholar

Students who have access to library websites with detailed research guides should start there, but people who do not have access to those resources can begin their search for secondary literature here.

"Gathering Appropriate Information" (Texas Gateway)

This resource from the Texas Gateway for online resources introduces students to the research process, and contains interactive exercises. The level of complexity is suitable for middle school, high school, and introductory college classrooms.

"An Overview of Quantitative and Qualitative Data Collection Methods" (NSF)

This PDF from the National Science Foundation goes into detail about best practices and pitfalls in data collection across multiple types of methodologies.

"Social Science Methods for Data Collection and Analysis" (Swiss FIT)

This resource is appropriate for advanced undergraduates or teachers looking to create lessons on research design and data collection. It covers techniques for gathering data via interviews, observations, and other methods.

"Collecting Data by In-depth Interviewing" (Leeds Univ.)

This resource contains enough information about conducting interviews to make it useful for teachers who want to create a lesson plan, but is also accessible enough for college juniors or seniors to make use of it on their own.

There is no "one size fits all" outlining technique. Some students might devote all their energy and attention to the outline in order to avoid the paper. Other students may benefit from being made to sit down and organize their thoughts into a lengthy sentence outline. The resources in this section include strategies and templates for multiple types of outlines.

"Topic vs. Sentence Outlines" (UC Berkeley)

This resource introduces two basic approaches to outlining: the shorter topic-based approach, and the longer, more detailed sentence-based approach. This resource also contains videos on how to develop paper paragraphs from the sentence-based outline.

"Types of Outlines and Samples" (Purdue OWL)

The Purdue Online Writing Lab's guide is a slightly less detailed discussion of different types of outlines. It contains several sample outlines.

"Writing An Outline" (Austin C.C.)

This resource from a community college contains sample outlines from an American history class that students can use as models.

"How to Structure an Outline for a College Paper" (YouTube)

This brief (sub-2 minute) video from the ExpertVillage YouTube channel provides a model of outline writing for students who are struggling with the idea.

"Outlining" (Harvard)

This is a good resource to consult after completing a draft outline. It offers suggestions for making sure your outline avoids things like unnecessary repetition.

As with outlines, rough drafts can take on many different forms. These resources introduce teachers and students to the various approaches to writing a rough draft. This section also includes resources that will help you cite your sources appropriately according to the MLA, Chicago, and APA style manuals.

"Creating a Rough Draft for a Research Paper" (Univ. of Minnesota)

This resource is useful for teachers in particular, as it provides some suggested exercises to help students with writing a basic rough draft.

Rough Draft Assignment (Duke of Definition)

This sample assignment, with a brief list of tips, was developed by a high school teacher who runs a very successful and well-reviewed page of educational resources.

"Creating the First Draft of Your Research Paper" (Concordia Univ.)

This resource will be helpful for perfectionists or procrastinators, as it opens by discussing the problem of avoiding writing. It also provides a short list of suggestions meant to get students writing.

Using Proper Citations

There is no such thing as a rough draft of a scholarly citation. These links to the three major citation guides will ensure that your citations follow the correct format. Please consult the LitCharts How to Cite Your Sources guide for more resources.

Chicago Manual of Style Citation Guide

Some call The Chicago Manual of Style , which was first published in 1906, "the editors' Bible." The manual is now in its 17th edition, and is popular in the social sciences, historical journals, and some other fields in the humanities.

APA Citation Guide

According to the American Psychological Association, this guide was developed to aid reading comprehension, clarity of communication, and to reduce bias in language in the social and behavioral sciences. Its first full edition was published in 1952, and it is now in its sixth edition.

MLA Citation Guide

The Modern Language Association style is used most commonly within the liberal arts and humanities. The MLA Style Manual and Guide to Scholarly Publishing was first published in 1985 and (as of 2008) is in its third edition.

Any professional scholar will tell you that the best research papers are made in the revision stage. No matter how strong your research question or working thesis, it is not possible to write a truly outstanding paper without devoting energy to revision. These resources provide examples of revision exercises for the classroom, as well as tips for students working independently.

"The Art of Revision" (Univ. of Arizona)

This resource provides a wealth of information and suggestions for both students and teachers. There is a list of suggested exercises that teachers might use in class, along with a revision checklist that is useful for teachers and students alike.

"Script for Workshop on Revision" (Vanderbilt University)

Vanderbilt's guide for leading a 50-minute revision workshop can serve as a model for teachers who wish to guide students through the revision process during classtime.

"Revising Your Paper" (Univ. of Washington)

This detailed handout was designed for students who are beginning the revision process. It discusses different approaches and methods for revision, and also includes a detailed list of things students should look for while they revise.

"Revising Drafts" (UNC Writing Center)

This resource is designed for students and suggests things to look for during the revision process. It provides steps for the process and has a FAQ for students who have questions about why it is important to revise.

Conferencing with Writing Tutors and Instructors

No writer is so good that he or she can't benefit from meeting with instructors or peer tutors. These resources from university writing, learning, and communication centers provide suggestions for how to get the most out of these one-on-one meetings.

"Getting Feedback" (UNC Writing Center)

This very helpful resource talks about how to ask for feedback during the entire writing process. It contains possible questions that students might ask when developing an outline, during the revision process, and after the final draft has been graded.

"Prepare for Your Tutoring Session" (Otis College of Art and Design)

This guide from a university's student learning center contains a lot of helpful tips for getting the most out of working with a writing tutor.

"The Importance of Asking Your Professor" (Univ. of Waterloo)

This article from the university's Writing and Communication Centre's blog contains some suggestions for how and when to get help from professors and Teaching Assistants.

Once you've revised your first draft, you're well on your way to handing in a polished paper. These resources—each of them produced by writing professionals at colleges and universities—outline the steps required in order to produce a final draft. You'll find proofreading tips and checklists in text and video form.

"Developing a Final Draft of a Research Paper" (Univ. of Minnesota)

While this resource contains suggestions for revision, it also features a couple of helpful checklists for the last stages of completing a final draft.

Basic Final Draft Tips and Checklist (Univ. of Maryland-University College)

This short and accessible resource, part of UMUC's very thorough online guide to writing and research, contains a very basic checklist for students who are getting ready to turn in their final drafts.

Final Draft Checklist (Everett C.C.)

This is another accessible final draft checklist, appropriate for both high school and college students. It suggests reading your essay aloud at least once.

"How to Proofread Your Final Draft" (YouTube)

This video (approximately 5 minutes), produced by Eastern Washington University, gives students tips on proofreading final drafts.

"Proofreading Tips" (Georgia Southern-Armstrong)

This guide will help students learn how to spot common errors in their papers. It suggests focusing on content and editing for grammar and mechanics.

This final set of resources is intended specifically for high school and college instructors. It provides links to unit plans and classroom exercises that can help improve students' research and writing skills. You'll find resources that give an overview of the process, along with activities that focus on how to begin and how to carry out research.

"Research Paper Complete Resources Pack" (Teachers Pay Teachers)

This packet of assignments, rubrics, and other resources is designed for high school students. The resources in this packet are aligned to Common Core standards.

"Research Paper—Complete Unit" (Teachers Pay Teachers)

This packet of assignments, notes, PowerPoints, and other resources has a 4/4 rating with over 700 ratings. It is designed for high school teachers, but might also be useful to college instructors who work with freshmen.

"Teaching Students to Write Good Papers" (Yale)

This resource from Yale's Center for Teaching and Learning is designed for college instructors, and it includes links to appropriate activities and exercises.

"Research Paper Writing: An Overview" (CUNY Brooklyn)

CUNY Brooklyn offers this complete lesson plan for introducing students to research papers. It includes an accompanying set of PowerPoint slides.

"Lesson Plan: How to Begin Writing a Research Paper" (San Jose State Univ.)

This lesson plan is designed for students in the health sciences, so teachers will have to modify it for their own needs. It includes a breakdown of the brainstorming, topic selection, and research question process.

"Quantitative Techniques for Social Science Research" (Univ. of Pittsburgh)

This is a set of PowerPoint slides that can be used to introduce students to a variety of quantitative methods used in the social sciences.

PDFs for all 136 Lit Terms we cover
Downloads of 1941 LitCharts Lit Guides
Teacher Editions for every Lit Guide
Explanations and citation info for 40,925 quotes across 1941 books
Downloadable (PDF) line-by-line translations of every Shakespeare play

Need something? Request a new guide .

How can we improve? Share feedback .

LitCharts is hiring!

GET TEACHING TIPS AND FREE RESOURCES

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

The Brown Bag Teacher

Teach the Children. Love the Children. Change the World.

January 12, 2020

Organizing Research in 1st & 2nd Grade

Independent research in 1st and 2nd Grade is not something that just magically happens. Organizing writing is not something that just happens automatically. Both of these skills have to be explicitly modeled and scaffolded for students. The great news? When given the opportunity, students rise. The Common Core Standards ask our 1st and 2nd grade students to “Participate in shared research and writing projects”, as well as, “…gather information from provided sources to answer a question.” Our students are very capable of participating in real-world research with the appropriate scaffolds, supports, and explicit instruction. But how do we get there?

Where Do We Get Our Research in 1st & 2nd Grade?

Initially, research in 1st and 2nd Grade begins with books ( Pebble Go and National Graphic Kids are some of our favorites). I’ll also print articles and books from Reading AZ and Read Works if they are available. (If you have RAZ Kids, then you can just assign the Reading AZ texts to specific students and they can access them online. #savethetrees). Starting with print resources help me better manage the research and allows us to learn basic research skills before integrating technology.

Then, we slowly branch to ebooks using EPIC . I’m able to create topic specific collections for students and share them directly to their EPIC accounts. From there, we model using videos from YouTube ( SciShow Kids ). Now, the SciShow Kids videos are on Epic , so it’s even safer!! (Note – These are 6 and 7 year olds. In my classroom, they will not have the privilege or responsibility to freely roam the internet or YouTube.)

Finally we branch into online databases (all KY schools have free access to Kentucky Virtual Library) and teacher-chosen websites. I link specific websites students are allowed to visit from Google Classroom. As we explore these online resources, we have frequent conversations about internet safety and internet expectations. When online, our choices should always help us become better readers, writers, and humans.

Scaffolding research collection in this way allows me the opportunity to model expectations for each resource and how to use it, as well as, ensure students are safe.

Why Organize Research in 1st & 2nd Grade?

Organizing and structuring writing is not a skill that is innate within students. Students have to be explicitly taught executive functioning skills – such as organization. Additionally, when we research I don’t want students just copying down an entire book or webpage. The world’s most random collection of information will not be helpful in sharing our learning down the road. Researching in 1st and 2nd Grade means we invest the time to learn, read, model, practice, and tweak together.

When teaching students to gather and organize information, there are DOZENS of structures for doing it. As a teacher, I typically pick 3-4 different ways that are developmentally appropriate for my 1st and 2nd graders, as well as, lend themselves to the types of research we will be doing.

Planning of Instruction

Reading and writing are forever connected and they should be. We can leverage each one to ensure that students see both subjects in context, as well as, part of their daily lives. Additionally, as I am preparing for our research unit , we will leverage whatever we are learning in science and/or social studies. This ensures students have the background to do specific research about a topic, rather than “All About Monkeys”.

As new strategies for organizing research are explored we do not abandon all the others. Rather, the strategies we learn are ones that can easily be combined. Sketch noting is the best example of this. It can be a part of a concept map, questions and answers, and/or creating subtopics.

As I introduce ways to organize writing , I will typically do it as a part of our reading or science mini-lessons. The strategy is modeled in the context of content and then, we practice again together during writing. Next, students typically work in partners to try the strategy out and ultimately, they work independently. Some students will need more teacher support in independently researching and that’s okay.

Sketch Noting

Sketch noting is typically the first way students to collect research. It is the most kid-friendly and non-threatening. As a class, we read a text from our science or social studies learning and then, consider the big ideas. (At this point, we haven’t talked about developing a research question, so our information gathering is broad.) We talk about the ideas and what symbols or pictures represent them. Then, we discuss importance of including captions that contain important vocabulary, people, ideas, and numbers. Sketch notes don’t need to be in complete sentences, so it’s fine to write single words, bullets, or fragments.

Teaching students to create subtopics is a great way to start narrowing the research field. From all-the-random-facts to these-facts-fit-the-subtopics-I-have-chosen, students are to start differentiating between important information and “fun extras”.

The use of subheadings is easily modeled using the table of contents in informational texts. We spend time looking at these texts, noticing what subtopics the author chose to write about, and what types of information he/she included (and didn’t include).

As students choose subtopics, we put each subtopic as a heading on a different page in their writing notebook. Then, research collected for each subtopic is placed on the page specific to the learning. This can be done using bullets or sticky notes. Although expensive, I prefer the sticky-note route. It allows the details to be easily manipulated/moved around and seem less daunting for students who are reluctant writers.

Concept Mapping

Additionally, concept mapping is very similar to creating subtopics. Ultimately, this strategy becomes a little nebulous. Often times I will introduce it before subtopics sometimes after. There is no hard and fast rule. If taught after subtopics, we will create concept maps with ALL the information and then, create subtopics into which to sort the information. If teaching after subtopics, we natural embed subtopics into our mind maps.

The student sample belows shows a general collection of information with some sketch noting. That’s okay! It is a signal to me, as the teacher, we may need more support in structuring our thinking or we may not be focused on a specific research question.

Question & Answer

Hands-down the question/answer strategy is THE most effective for helping students explore specific research questions and avoiding the “All About” book filled with lots of random facts.

To begin this strategy, we read an informational text aloud and identify a sentence or idea in the text that we want to learn more about. We write this sentence or details from the text on a sticky note and stick it at the top of a page in our writing journal. From there, we make a bulleted list of questions from that detail. What do we want to know more about? What would our reader want to know more about?

Now, as we read/listen/write, these become our research questions. This strategy is gold because it means students are driving the inquiry, we are looking at something specific, and the questions will determine which sources we need. Therefore, using multiple information sources become authentic.

We Have the Information…Now What?

Now that we have completed research on several different topics, questions, and/or questions, we are ready to publish and share our learning. The science or social studies unit our learning aligned with determine how the information is shared. Sometimes we use Google Slides, paragraphs , letters, and sometimes we’ll share our ideas in a speech.

Research in 1st and 2nd Grade is a tough task. There will be missteps – not so great mini-lessons, skipping of steps, moving too fast, hard-to-find-research topics – and that’s okay. All of these things help us, as teachers, and students grow. Research in the real-world is not perfect, and it shouldn’t be in our classrooms either.

So, my challenge to you – offer students real opportunities to learn and research without over scaffolding. Be brave in teaching students’ strategies that allow choice, flexibility, and curiosity to reign. You’ve got this, friends.

Reader Interactions

April 22, 2024 at 4:51 am

Thank you for providing a useful framework for using sketch notes as an information gathering tool, especially in the early stages of research before developing specific research questions. If you are also feeling free, you can try some online games like a small world cup .

Engage Every Learner.®

Facebook Page - VariQuest
Twitter - All Tweets
Youtube - All Videos
VariQuest Blog

[Lesson Plan] How to Write a Research Paper: The Writing Process

Share this Article

how to write a research paper lesson plan the writing process

We ask Google, we ask Alexa, we ask Siri...but what questions and answers do we need to find, ourselves?

The skill of writing a research paper doesn't just develop writing skills or focus on learning more about the subject at hand. It also teaches students to gather proper information to make informed decisions when faced with options in their lives. To catapult these critical thinking skills into play, we at VariQuest have put together a substantive lesson plan unit, split into two parts (to make it easier to digest and teach!) and this second and final portion focuses on the writing (and editing) portion of the process. Get Part 1: The Research Process here!

From writing introductions and conclusions to proofreading to publishing, these lessons are designed in a writers'-workshop-style to guide students through all the important steps in writing a research paper. Using the example of The Great Barrier Reef, all lessons come paired with a handful of helpful printables - including anchor charts, discussion cards, reference pieces, and more!

[Free Holiday Printables] You've Been SOCKED!

While everyone has different holiday traditions and celebrates this time of year in different ways...

Research-writing has changed a lot over the years, and with the prominence of artificial intellige...

Most Recent Articles

VariQuest® Launches New Educational Poster Design & Print System: the Perfecta® Q36

The latest addition to the VariQuest suite of solutions provides endless options for creating on-the-spot school-wide communication, recognition, and student engagement...

Top Teacher Discounts for Teacher Appreciation Week!

Teacher Appreciation Week 2024 is May 6th-10th and while we at VariQuest appreciate teachers every day, many stores and restaurants give special recognition and discounts to our nation's...

[Lesson Plan] Arbor Day Activities for Grades 4-6

Trees are good for the air we breathe, the water we drink, and among many other environmentally-beneficial qualities, they are important to many cultures in bringing people together....

[Lesson Plan] SEL Photo Activities for Grades 5-7

At a time when our world and nation are struggling with division and conflicting ideology - empathy and compassion are important concepts to teach our future generations, so they can...

[Lesson Plan] Pi Day Activities for Upper-Elementary and Middle School Students

Circumference, diameter, radius, apple, cherry, rhubarb?! "Pi Day" is celebrated annually on March 14th (Get it - 3.14?!) and we're here to help you celebrate! According to piday.org,...

Teaching Visual Learners in Special Education

According to Neil Fleming's popular "VARK" model of learning types/styles, there are 4 main learning styles - including visual, auditory, reading/writing, and kinesthetic. Other models...

Real-world-application learning is where learning takes real flight! We're so proud when our students master a concept, but even more proud when they can apply it to their everyday lives....

[Lesson Plan] Celebrate the Chinese New Year 2024!

Chinese New Year, also known as the Spring Festival, has been celebrated for thousands of years. It is one of the most important holidays widely celebrated in many Asian countries and...

While everyone has different holiday traditions and celebrates this time of year in different ways - we can all agree that spreading kindness and joy is one of the best we've put..., research-writing has changed a lot over the years, and with the prominence of artificial intelligence, those changes are only going to continue. as students learn the important skill of....

[Lesson Plan] Artificial Intelligence for the Writing Classroom

There are so many questions when it comes to Artificial Intelligence (AI) and how it will affect humankind in the future. At its best, it can help us learn and understand even more about...

[Downloads] Classroom Coloring Activities for Fall Holidays

When the season of fall arrives, you're celebrating being done with the first few weeks of the school year, and outside the colors of the environment are changing. What better way to...

Trying to figure out how to best spend your Career & Technical Education funding - or use other funding for career & technical education programs? Let's take a look at some options.

Printable Sensory Paths for Elementary Education

Sensory paths are not only fun for elementary education because they help get the wiggles out, but they help with learning too! At VariQuest®, we feel passionately about visual and...

[Lesson Plan] Building Community With Kindness

In the 1960s, The Beach Boys scored a hit with the song, Be True to Your School about being proud of the school you go to and defending it to others. Are you proud of the school you...

[Download] Engage Every Learner® Content Fall 2023 Expansion Pack

We're deep into the back-to-school season, which means you're making your plans for the year - and as we do every spring and fall, we're bringing you a brand new expansion pack for your...

[Printable] My Logins and References Notebook Inserts

In this midst of the back-to-school shopping season, teachers, parents, and students alike are purchasing tools they will need to be successful in the coming school year. And using...

Writing Prompts for Students: Using ChatGPT

You can't escape reading about Artificial Intelligence (AI) advancements and how they are changing the world every day. From self-driving cars to robotics to digital assistants and...

[Download] Writing With Caution Classroom Poster and Activities

THERE (not their, or they're) is no way around it - homophones are tricky...and the English language is full of them!

[Printable] Don't Keep it Bottled Up Compliment Cards

What does a compliment cost? Nothing! When you give someone a compliment, not only are you making them feel better, you get a little happiness boost from the good deed as well. Teaching...

Share this Hub

Filter Results

clear all filters

Resource Type

Guided Lessons
 Lesson Plans
Hands-on Activities
Interactive Stories
Online Exercises
Printable Workbooks
Science Projects
Song Videos

middle-school

 English Learner (EL)
 Fine arts
 Math
 Reading
 Writing Process
 Writing Organization and Structure
 Fiction Writing
 Research Writing
Informational Writing
Opinion Writing
Persuasive Writing
Narrative Writing
Response to Literature
 Grammar
 Science
 Social emotional
 Social studies
 Typing
 Common Core

4th Grade Research Writing Lesson Plans

Jump to navigation

Interested in establishing a writing center at your university or in a community education space? Check out this writing center manual to learn how!

This website is a resource center for teaching and learning about American English and American culture developed by the Office of English Language Programs in Washington, D.C. All programs are implemented by Regional English Language Officers (RELOs) at American Embassies or Consulates.

Please contact your nearest RELO for assistance or click on one of the links below to begin exploring our materials and resources !

Resources
Distance Learning Programs
Teacher Training Workshops

The Lighter Side of TEFL, Volume 2, is a teacher’s resource book of fun activities for students of English as a Foreign Language.

Looking for resources to use in your classroom? Explore our engaging and free materials, including lesson plans, stories, music, games, and more.

Find innovative, practical teaching ideas in this quarterly, peer-reviewed journal, which features articles written by teachers from around the world.

We’re on social media! Join our communities of English language learners and teachers from around the world and stay up-to-date on our programs, events, and content.

Privacy Notice
Copyright Info
Accessibility Statement
Get Adobe Reader

For English Language Teachers Around the World

The Bureau of Educational and Cultural Affairs, U.S. Department of State, manages this site. External links to other Internet sites should not be construed as an endorsement of the views or privacy policies contained therein.

Create designs that inspire

Trending searches, productivity, social media, generate stunning ai-powered visuals.

A girl rides a skateboard while walking her dog. The girl is wearing a purple sweatshirt, baggy jeans and boots. She has expressive, round brown eyes and a look of determination. The background is an out of focus park and the girl is in a 3d illustrated animation style.

A watercolor hummingbird, centered, in red and yellow with a soft cream, watercolor background.

A banana with sunglasses surfing a blue wave.

Front-facing view of a mountain with floral decorative elements, papercraft quilling style, in pastel pink, blue and purple colors.

An abstract background of melting liquid with a metallic sheen, dark purple and gold colors with reflective studio light.

Illustration of a man playing a decorated steel pan drum.

A macro, detailed portrait of the face of a Dalmatian dog staring straight ahead with bright blue eyes on a solid pastel blue, out of focus background. The portrait is realistic with studio lighting.

A yellow sun with orange rays rises over white and purple clouds in a pop art style. There should be a halftone effect and screen printing aesthetic. The orange rays radiate outward and fill the background.

A group of assorted donuts in a pink bakery box.

A portrait of a man in a digital collage style. The man is wearing thick red glasses with circular patterns in blue and orange on the inside of the frames. The man is in a red polka dot shirt with a background of thick, brightly colored lines in pink, blue, and red. Collaged into the background is a ferris wheel and a circus tent.

A profile view of a caterpillar crawling on a moss-covered rock with the lush, green forest in the background, macro view, detail, close-up.

Cartoon style woman with a blue hat, fishing on a river near a forest.

A colorful street scene in the style of Mexican mural art. The street has adobe-colored shops on both sides with striped awnings. There is a fountain in the center and trees and mountains in the distance.

A single pink ranunculus in the style of a vintage botanical drawing.

A unicorn stands on a wooden pier looking out over clouds below, with a starry night sky above.

Create and edit in an instant with Microsoft Designer

A castle made of gumdrops and lollipops on a pink background, 3D hyper-surrealism, shiny, metallic, pastel colors

Image generator

Generate any image you can imagine with just a text description.

Side by side of the same image of a young person doing a skateboard trick, with the background removed from the image on the right

Background remover

Remove the background from your image in one click.

5 examples of stickers: "Wow!" in red and yellow comic book style, an illustration of an airplane that says "Travel" in gray and brown, a blue and brown suitcase, a pink and blue camera, and the Eiffel tower in a circle in pastels and grays

Sticker creator

Describe the sticker you want, and our AI will generate it for you.

Browse thousands of customizable templates

Fresh picks.

Celebrate an occasion

Rainbow clout white modern-geometric-&-linear

Food and drink

Treat yourself to a smoothie Orange Modern, Bold, Abstract

How it works

Image of various 3D stacked browser windows with organic elements

1. Start with the perfect template

Image of 3D browser windows and design tools

2. Customize it with help from AI

See the templates for:

Image of 3D elements and stacked web pages

3. Share your creation with the world

Digital SAT Suite of Assessments

SAT Practice and Preparation

From free practice tests to a checklist of what to bring on test day, College Board provides everything you need to prepare for the digital SAT.

Step 1: Now

Download and install the Bluebook app.

Step 2: Two Weeks Before Test Day

Take a full-length practice test in Bluebook.

Step 3: Five Days Before Test Day

Complete exam setup in Bluebook and get your admission ticket.

Step 4: On Test Day

Arrive on time (check your admission ticket).

Studying and Practice Tests

Practice tests.

Find full-length practice tests on Bluebook™ as well as downloadable linear SAT practice tests.

Khan Academy

Official Digital SAT Prep on Khan Academy ® is free, comprehensive, and available to all students.

Assistive Technology

Get information on how to practice for the digital SAT if you're using assistive technology.

A young man sitting at a table with a calculator, typing on a laptop

My Practice

Take full-length digital SAT practice exams by first downloading Bluebook and completing practice tests. Then sign into My Practice to view practice test results and review practice exam items, answers, and explanations.

What to Bring and Do on Test Day

Find out everything you need to bring and do for the digital SAT.

SAT Student Guide (U.S.)

This guide provides helpful information for students taking the SAT during a weekend administration in Spring 2024.

SAT International Student Guide

A guide to the SAT for international students to learn how to prepare for test day. It covers the structure of the digital test, how to download the app and practice, information about policies, and testing rules.

SAT School Day Student Guide

Information about SAT School Day, sample test materials, and test-taking advice and tips.

SAT Practice Quick Start Guide

Learn how to practice for the SAT with this step-by-step guide.

Guía de inicio rápido de la práctica

Aprende cómo practicar para el SAT con esta guía de inicio rápido.

Why Should I Practice for the SAT?

This resource informs students about the benefits of practicing for the SAT and provides links to free practice resources.

¿Por qué debería practicar para el SAT?

Este folleto ofrece información sobre los beneficios de practicar para el SAT e incluye enlaces hacia recursos de práctica.

A Parent/Guardian's Guide to Official SAT Practice: Getting Your Teen Ready for the SAT

This resource provides parents and guardians with a schedule outline to help their child prepare for the SAT and includes links to free official practice materials.

A Parent/Guardian's Guide to Official SAT Practice: Getting Your Teen Ready for the SAT (Spanish)

Sat suite question bank: overview.

IMAGES

Lesson Plan in Writing a Research Paper Grade 10
A Short Guide Of How To Write A Research Paper Outline
Lesson plan (steps in writing a research paper)
Research Paper Lesson Plan for 9th Grade
A Detailed Lesson Plan in Research 1
How to Write a Research Paper

VIDEO

Step-by-step guide on how to write a research paper
Online Workshop on Research Paper Writing & Publishing Day 1
How to write Research paper or article or assignment with AI tools
Online Workshop on Research Paper Writing & Publishing Day 2
How to write research paper with ai tools
Research Paper Writing Workshop

COMMENTS

PDF How to Write a Research Paper Lesson Plan
Step 1: Begin the lesson plan with an image [3 minutes] Show the third slide of the PowerPoint presentation with a picture of stacked books and an apple on the top of the book that is titled "Education.". Begin to discuss the significance of the apple as. a very powerful fruit.
Scaffolding Methods for Research Paper Writing
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 ...
PDF Lesson Plan 1: Research paper Writing: An Overview
Lesson Plan 1: Research paper Writing: An Overview . Objectives: -SWBAT identify parts that comprise a scientific research paper -SWBAT understand some different ways scientists develop ideas for their research -SWBAT understand the advantages of conducting a literature search -SWBAT understand the process of writing a research paper
[Lesson Plan] How to Write a Research Paper: The Research Process
As students learn the important skill of responsibly researching for their writing, we at VariQuest have put together a 42-page booklet, split into two parts (to make it easier to digest and teach!) and this first part focuses on the research portion of the process. From choosing a topic, to learning to paraphrase, to writing a thesis, these ...
Teacherbot
Lesson Plan: How to Write a Research Paper. Introduction: - Begin the lesson by explaining the importance of research papers in college and beyond. - Discuss the purpose of research papers, which is to explore a topic in-depth, analyze information, and present findings. - Emphasize the skills that students will develop through this process ...
Lesson Plan: Research Report Writing
Lesson Plan Title : Research Report Writing. Age Range: Grade 9 through Grade 12 (High School Level) Duration: 45 minutes Objectives: The learner will: Review the steps of a research paper by answering questions on the research steps and an example.
Research Paper Unit Plan for High School
How to Write an Outline for an Essay or Research Paper A great lesson plan to hone student outlining skills can be found here: Research Paper Lesson Plan . This activity will prepare them to move ...
[Lesson Plan] How to Write a Research Paper: The Writing Process
Get Part 1: The Research Process here! From writing introductions and conclusions to proofreading to publishing, these lessons are designed in a writers'-workshop-style to guide students through all the important steps in writing a research paper. Using the example of The Great Barrier Reef, all lessons come paired with a handful of helpful ...
PDF Research Paper Writing Process
Activity: Research Paper Plan This activity will give you a sense of your own expectations about your own writing process, and it will help you create a plan for writing research papers. Optional: If you are in the process of writing a research paper, you can use this activity as a checklist.
Writing Research Papers Lesson Plans
Writing Research Papers Lesson Plans. Filter. Sort by: Most-Popular ... Most Recent; Most Popular. x Writing Research Papers. x Lesson Plans (10) results found LESSON PLANS. Citing Internet Sources. Students learn how to cite sources from the Internet for their essays and papers. Subjects.
A Survival Guide for Teaching Students How to Write Research Papers
The middle of the card should contain a quote or the main idea from their research text. On the bottom of the card write the name of the book and the page number this information came from. Students should have 15 to 20 notecards per category. Day 8: Work on notecards. Share your progress with your partner.
Lesson Plan: Structure of Research Paper Introductions
Optional: Students write one paragraph for their own research paper. In Class. Review the structure of an introduction (for instance "inverted funnel," i.e., general to specific topics). An introduction should teach readers enough about the subject to read the paper, and should lead them through the topics to the experiment.
[Lesson Plan] How to Write a Research Paper: The Research Process
Part 1 of How to Write a Research Paper explores the research portion of the writing process, guiding students in grades 5-7 through independently gathering information to write a paper on a chosen topic. Developed in partnership with Cathy Henry of The Curriculum Corner, students will come away with plenty of research and sources to begin part ...
Research Paper Lesson Plan
Now play the video lesson How to Write an Outline for an Essay or Research Paper for the class, pausing at 00:53. Do any of the students know the differences between an alphanumeric outline and a ...
Teaching Research Papers with High School Students
The best way to teach research papers to students is by breaking down the process into manageable steps. Start with teaching them how to choose a topic, conduct research, and create an outline/list/graphic organizer. Then guide them in writing drafts, revising and editing their papers, and properly citing sources.
Easy Research Paper Lesson Plan
One of the challenges of a research paper is establishing credibility. Any mistake in this area requires a penalty. Content: 10 pts. This is the opposite of what I usually do. The major objective of this assignment is to teach technical research writing skills. Once the basic skills of research writing are complete, I can then focus on content.
PDF R e s e a r c h L e ss on P la n : G ra de 5
research process. When they finish, students click S ave , then Submit To Teacher and/or print out. Print t he Graphic Organizer. Students w rite i n answers for each step in the research process. Students speak their responses and brainstorm what they will write for each step in the research process.
Lesson Plan in Writing a Research Paper Grade 10
A Detailed Lesson Plan in English Grade 10. I. Objectives At the end of this lesson, the students will be able to: a. interpret the primary purpose of an academic research paper.; b. examine ways to get started with the writing process.; and c. explain the importance of research in daily lives
Research Writing Lesson Plans
Research Writing Lesson Plans Filters. 5 results. 5 results. Research Writing Clear All. Sort by: Informational Essay: Prewriting With Research. Lesson Plan. Informational Essay: Prewriting With Research. Students begin their informational writing process by gathering information through research. They will use a graphic organizer to record ...
Welcome to the Purdue Online Writing Lab
Mission. The Purdue On-Campus Writing Lab and Purdue Online Writing Lab assist clients in their development as writers—no matter what their skill level—with on-campus consultations, online participation, and community engagement. The Purdue Writing Lab serves the Purdue, West Lafayette, campus and coordinates with local literacy initiatives.
How to Write a Research Paper
CUNY Brooklyn offers this complete lesson plan for introducing students to research papers. It includes an accompanying set of PowerPoint slides. "Lesson Plan: How to Begin Writing a Research Paper" (San Jose State Univ.) This lesson plan is designed for students in the health sciences, so teachers will have to modify it for their own needs.
Organizing Research in 1st & 2nd Grade
The Common Core Standards ask our 1st and 2nd grade students to "Participate in shared research and writing projects", as well as, "…gather information from provided sources to answer a question.". Our students are very capable of participating in real-world research with the appropriate scaffolds, supports, and explicit instruction.
[Lesson Plan] How to Write a Research Paper: The Writing Process
The skill of writing a research paper doesn't just develop writing skills or focus on learning more about the subject at hand. It also teaches students to gather proper information to make informed decisions when faced with options in their lives.
4th Grade Research Writing Lesson Plans
TPT. Marketplace for millions of educator-created resources. Browse 4th Grade Research Writing Lesson Plans. Award winning educational materials designed to help kids succeed. Start for free now!
American English
Find innovative, practical teaching ideas in this quarterly, peer-reviewed journal, which features articles written by teachers from around the world. We're on social media! Join our communities of English language learners and teachers from around the world and stay up-to-date on our programs, events, and content.
Free templates for social media, documents & designs
Search for anything—style, topic, image, or color—or look around the catalog for inspiration. You'll find professionally designed templates for whatever you need to create. Find your template. 2. Customize it with help from AI. Change design, text, and video elements to match your style or brand, or use powerful AI features in our intuitive ...
SAT Practice and Preparation
My Practice. Take full-length digital SAT practice exams by first downloading Bluebook and completing practice tests. Then sign into My Practice to view practice test results and review practice exam items, answers, and explanations. Download Bluebook.