Understanding the Basics: Creating and Formatting a Senior Thesis Paper

Subject Area(s):

• K-12: Language Arts

Grade Level(s):

• 12th Grade

Description:

This lesson provides students with the basic understanding of what a research paper is and how to format it in order for them to do the required senior thesis paper. (Three day lesson).



Reviewer's Note: This lesson requires that students use the text entitled Writing Research Papers, 2001 Edition published by McDougall Little in 2001.

Goals & Objectives:

1. Students can demonstrate knowledge of the topic by responding to their daily reading questions.
2. Students show understanding through thoughtful responses to the "Think and Respond" questions at the end of chapter 1 of Writing Research Papers. (Some of these questions have been edited to enhance this particular lesson.)

Materials:

Resources:

• Writing Research Papers, 2001 Edition. Evanston: McDougall Little, 2001.

Procedures:

Context for Strategy/Content:

As an introduction to this assignment, build relevance for the research task by relating some of the library skills they will be using to real-life application-level tasks such as buying a car or home, getting information on topics of personal interest, looking for a job, etc. The senior thesis is often a dreaded project so it is important to also reassure students that you will be supporting them throughout the process. Next, as an overview of what is to come, discuss briefly each of the basic steps of the research process (this is also covered in their text on pages 3 and 4.)

• Choosing the subject
• Doing preliminary research
• Limiting the subject ot a specific topic
• Writing a statement of controlling purpose or thesis statement
• Preparing alist of sources or a Works Cited sheet
• Taking notes and developing a rough or working outline
• Organizing the notes to create a final outline
• Writing a first draft
• Revising the draft
• Writing the final draft with a complete Works Cited sheet

Reflection: Allow students time to reflect and ask questions.

Modeling: Reading and Questionning:

• Have the students turn to page 5.
• Read the title and the first two paragraphs of this page, paying close attention to the marginal notes. The marginal notes are especially important because it illustrates exactly what goes into each paragraph and how such information is to be documented.
• Jot down one or two questions that pertain to this portion of the sample research paper.
• Do not solicit the answers at this time. The answers will be solicited after the Guided Practice.

 Guided Practice:

• Have the students reread the first two paragraphs.
• After each paragraph, elicit what type of information should go into the introductory paragraph and the second paragraph of a senior thesis paper.

Independent Practice:

• Students are in groups. they will read the rest of section one of this paper (up to the top of page 8).
• Have the students jot down questions they have regarding how the material in the paper is presented as well as questions regarding the marginal notes.
• This will continue for the next two days in order for the students to complete the chapter and jot down questions to clarify information.

Sharing/Reflection:

Have the students share their questions each day with the class. They will also try to solicit answers from their fellow classmates. Have the students record their responses daily in a section of their notebook for review and for future reference.

Assessment:

Assessments begin with the Sharing/Reflection section of this lesson. Students’ daily responses which have been recorded in their notebooks will be reviewed and discussed in class.



Then, the Think and Respond Section will be answered independently by each student and assessed by both me and their classmates according to the accuracy of their responses. This allows me to determine whether or not the students are ready to go on to the next step of the research paper; whether they need mini lessons to review particular aspects of this lesson, or if they need a total review of the lesson.

Supporting Files:

• Research_Questions__Think_and_Respond.doc
  This is a list of ten questions for students in groups to discuss, to analyze (using a sample research paper), and to respond to after the entire lesson has been completed. This will also be used as an assessment tool.

Standards:

National Information Literacy Standards (K-12)

Accesses information efficiently and effectively.

• Recognizes the need for information.
• Formulates questions based on information needs.
• Identifies a variety of potential sources of information.

Information Skills and Subskills (K-16)

Definition

• Identifies requirements of research task
• Determines amount/type of information needed to complete research task

Planning

• Identifies potential information sources
• Subject: K-12: Language Arts

National Content Standards (K-12)

Writing

• Uses the general skills and strategies of the writing process