th Grade Honors Chandler High School 2015 · Facts on File (divided into three databases: Issues & Controversies includes hot topics like Gun Control. Today’s Science covers subjects

9th Grade Honors Chandler High School

2015

ENGLISH 9 HONORS Research Proposal

Schedule and Due Dates

MONDAY TUESDAY WEDNESDAY/THURSDAY FRIDAY

April 25

Introduction to Project

Learner Profile

Thinking through the Literature

Narrow Topic

Complete Thesis

Statement

Parent Form Due 4/18

April 26

LAB

HOW TO RESEARCH

Begin finding sources

April 27/28

LAB

Discuss Primary Source

Discuss Annotated

Bibliography

Begin CRAAP Tests (2 due Friday)

April 29

Nonfiction Friday

Primary Source Questions Due

Monday

May 2

LAB

Primary Source

Questions Due

Conduct Interview or

Survey

Work on Final 2 CRAAP Tests (Due

Tomorrow)

May 3

LAB

Last 2 CRAAP Tests

Due

Work on Annotated

Bibliography

May 4/5

LAB

Work on Annotated

Bibliography

Finalize results from Primary

Source

ANNOTATED BIBLIOGRAPHY AND ALL SOURCES PRINTED

WITH CRAAP TESTS +

PRIMARY SOURCE DUE TOMORROW

May 6

Annotated

Bibliography Due

6 Sources Due (5 Sources +

Primary Source)

[5 printed sources +

CRAAP tests]

NONFICTION FRIDAY

May 9

May 10

May 11/12

LAB

Work on Essay

May 13

Final Essay Due Printed and

submitted to turnitin.com

May 16

May 17

May 18/19 May 20

OBJECTIVE: The mission of the project is to develop strong research and synthesis skills in all students. The project is

sequenced across a four year span. The topic will be applicable to the career and college interests of individual students.

SPECIFIC GOALS: Improve the synthesis skills of all students.

Improve the independent research skills of all students.

Foster independent intellectual inquiry Acquaint students with a rigorous, long-term task

Prepare students for the demands of post-secondary writing Develop a portfolio of research based synthesis activities and papers exploring personal interests.

GRADE SECOND SEMESTER INQUIRY PROJECT

9

“Presearch” Students will select a field of interest, research 10-20 hours of material (from varied source types including print, web, video, personal interview) and write a paper summarizing what they have read and how it has changed their view on the topic.

10

Research: Based off research last year, students will develop a research question of academic inquiry, write a plan for further research, conduct research, and write an annotated bibliography explaining how each source from grades 9 and 10 will

aide (or not) in the addressing of said question.

11

Synthesis paper: Part A: Students will evaluate their annotated bibliography for gaps and conduct research to address them Part B: Students will compose an essay answering their research question.

12

Revision: Part A: Based off grade for 11th grade paper, students will develop a revision plan to address specific areas of rubric where adequate progress is lacking. Part B: Students will revise paper and resubmit.

THE 9TH GRADE PROMPT

Students will select a field of interest, research 10-20 hours of material (including six database sources

and at least one primary source) and write a paper synthesizing the sources.

1. Select a field of interest. Be sure that your field of interest is broad enough to research but narrow enough to be

considered a good topic. Relate your topic to a future career that is of interest to you.

2. Research 10-20 hours of material. Essentially you should spend about 10-20 hours researching sources. You will need

a minimum of SIX DATABASES sources documented on your project. You will need to submit an ANNOTATED BIBLIOGRAPHY. You will need to PRINT OUT YOUR SOURCES. Your teacher will save them so that you have access

to them in your sophomore year. You will also include a PRIMARY source – either an interview with someone in your chosen field or a survey that you create and give.

3. Fit your project into a GLOBAL CONTEXT.

4. Write a paper that synthesizes all of your sources.

Directions: Using a scale of 1-10,

rank yourself for each trait below. Use

each number only once and write your number next to the trait.

1 means “This is not at all who I am.”

10 means “This describes me exactly.”

THINKING THROUGH THE LITERATURE

List a character from literature we have read this year who has the traits listed.

INQUIRER:

KNOWLEDGABLE:

THINKER:

COMMUNICATOR:

PRINCIPLED:

OPEN-MINDED:

CARING:

RISK-TAKER:

BALANCED:

REFLECTIVE:

Match the topic you have chosen to one of these GLOBAL CONTEXTS.

DANCE SAMPLE

HOW TO NARROW YOUR TOPIC

Name: Class: Date:

Conduct a general search on three topics that interest you. As you search, ask questions that could turn into your topic of inquiry. Take notes on your topic searches below – write about what you already know and anything new you find.

TOPIC 1:

TOPIC 2:

TOPIC 3:

Choose the one topic that is both most interesting to you and for which you will be able to find sources to support your research. You won’t have the option to just use Google searches for your actual sources for the essay; however, this is a good place to start to see what has already been done on your topic. CHOSEN GENERAL TOPIC:

Answer these questions in regards to your general topic.

1. Is this research topic timely and relevant? How?

2. What are the Pros and Cons of this research topic?

3. What is the background history of the research topic?

4. What one or two local places can visit to observe, participate and learn more about this research topic?

5. What has been done thus far to investigate this research topic?

6. Who can you contact for credible primary sources? Who can you interview or survey?

7. What do you know about your topic?

8. What don’t you know about your topic?

9. What aspects about your topic interest you?

10. What kind of information do you need?

Narrowed Topic:

Research Question:

Global Context:

Potential Project Proposals (sophomore year):

HOW TO WRITE A THESIS STATEMENT

Every thesis statement is an argument to be proven and supported by the body of the essay. Remember, if your essay doesn’t support your thesis statement, you have two choices: change your essay or change your thesis statement. The thesis is the heart and soul of any research paper. It states what the paper is about and gives the reader an idea of what information will follow. Think of it as the topic sentence for your entire paper.

A good thesis IS:

a statement made in one well-developed sentence

clear and to the point

based on information you find in your reading and prove with your research

specific and focuses on information that can be explored in a 2-3 page paper

A good thesis is NOT:

a question (Did you know that Global Warming is a real problem?) an “I” statement (I learned that Global Warming is a problem in our

world that must be addressed.)

vague and wandering (Global Warming is a threat to everyone.) overly obvious (Global Warming has been in the news a lot lately.)

overly general (Global Warming exists in our world.) emotional (Global Warming must be stopped or we will all die!)

BUILDING AND REVISING A THESIS

BUILDING A THESIS STATEMENT: Write your topic and claim below. Then write your working thesis statement.

TOPIC:

CLAIM:

WORKING THESIS:

REVISING A THESIS STATEMENT

Look at your WORKING THESIS above before completing the following chart. Write reasons IN SUPPORT OF your working thesis.

Use the internet to research your ideas:

1.

2.

3.

4.

5.

Write reasons NOT IN SUPPORT OF your working

thesis. Use the internet to research your ideas:

1.

2.

3.

4.

5.

9th Grade MYP Research Project 2016 P a g e 11 of 19

MYP – PRIMARY RESEARCH

SURVEYS AND INTERVIEWS

INTERVIEWS

1. Who could you possibly interview for this project? (either give names or positions)

2. How will you contact this person (or people) for an interview?

3. What information can you gain from this person (or people)?

4. List five specific questions you might ask your interviewee:

a.

b.

c.

d.

e.

SURVEYS

1. What type of survey are you going to give? (Attitudes, information, etc.?)

2. Who are you going to administer the survey to? Why?

3. What information do you hope to gain from the survey?

4. What are three possible questions you might include in your survey?


Online Research Guide

In order to research academically relevant sources, you will need to use something aside from Google. Databases are a great place to find academic sources. You will want to start with a KEYWORD search, so try to use words relevant and specific to your topic. Once you find sources, you will see that you can typically cite them in MLA format with just the click of a button. As you research using databases, make sure that you always select the Full Text option! The abstract is a summary of what you will find in the articles, and while it is helpful, it is not academically acceptable to cite information an abstract.

CHANDLER HIGH SCHOOL MEDIA CENTER CATALOG: mychandlerschools.org

Parents and Students tab School Library Collections Online

Catalog tab Webpath Express

CHANDLER PUBLIC LIBRARY DATABASES: chandlerlibrary.org

Research Databases A-Z *need library card +PIN THE BEST DATABASES FOR STUDENTS: Power Search (This is one of the most student-friendly databases. Make sure to look for the

citation information that goes with each book or article. It will tell you how to include the resource in a Works Cited page, just like a regular book or magazine.)

Academic OneFile Global Issues in Context Opposing Viewpoints in Context Facts on File (divided into three databases: Issues & Controversies includes hot topics like Gun

Control. Today’s Science covers subjects like Genetics. World News Digest features recent stories, as well as top news items from around the world and historical news listings back to the 1940s.)

ARIZONA STATE LIBRARY: azlibrary.gov

Digital AZ Library Online Reference Resources (no library card required)


CRAAP Test

Answer each of the questions below to evaluate each of your sources on the following pages. Then assign a score on a scale of 1-10 for each CRAAP category below. By scoring each category on a scale from 1 to 10 (1 = worst, 10=best possible) you can give each source a grade on a 50 point scale for how high-quality it is:

45 - 50 Excellent | 40 - 44 Good | 35 - 39 Average | 30 - 34 Borderline Acceptable | Below 30 - Unacceptable

Currency: the timeliness of the information

When was the information published or posted?

Has the information been revised or updated?

Is the information current or out-of date for your topic?

Relevance: the importance of the information for your needs

Does the information relate to your topic or answer your question?

Who is the intended audience?

Is the information at an appropriate level (i.e. not too elementary or advanced for your needs)?

Have you looked at a variety of sources before determining this is one you will use?

Authority: the source of the information

Who is the author/publisher/source/sponsor?

What are the author's credentials or organizational affiliations given?

What are the author's qualifications to write on the topic?

Does the URL reveal anything about the author or source? examples: .com (commercial), .edu (educational), .gov (U.S. government), .org (nonprofit organization), or .net (network)

Accuracy: the reliability, truthfulness, and correctness of the content, and

Is the information supported by evidence?

Can you verify any of the information in another source or from personal knowledge?

Does the language or tone seem biased and free of emotion?

Are there spelling, grammar, or other typographical errors?

Purpose: the reason the information exists

What is the purpose of the information? to inform? teach? sell? entertain? persuade?

Do the authors/sponsors make their intentions or purpose clear?

Is the information fact? opinion? propaganda?

Does the point of view appear objective and impartial?

Note: If you end up with an unacceptable article to use for research, you will need to find

another source. I will have additional copies of the CRAAP test on my teacher page if you need

them, or you may answer the questions on a separate sheet of paper.

Be sure to use only good sources. Skimping on this portion of the project now will only make

your annotated bibliography and your research next year that much more difficult as you will

need to re-research.


SOURCE 1 CITATION:

Currency: The timeliness of the information. SCORE: /10

1. When was the information published or posted?

2. Has the information been revised or updated?

3. Is the information current or out-of date for your topic?

Relevance: The importance of the information for your needs. SCORE: /10

1. Does the information relate to your thesis or answer your question?

2. Who is the intended audience?

3. Is the information at an appropriate level (i.e. not too elementary or advanced for your needs)?

4. Have you looked at a variety of sources before determining this is one you will use?

Authority: The source of the information. SCORE: /10

1. Who is the author/publisher/source/sponsor?

2. What are the author's credentials or organizational affiliations given?

3. What are the author's qualifications to write on the topic?

4. If you found the information on the web, does the URL reveal anything about the author or source? examples: .com .edu .gov .org .net

Accuracy: The reliability, truthfulness, and correctness of the informational content. SCORE: /10

1. Is the information supported by evidence? How?

2. Can you verify any of the information in another source or from personal knowledge?

3. Does the language or tone seem unbiased and free of emotion?

4. Are there spelling, grammar, or other typographical errors?

Purpose: The reason the information exists. SCORE: /10

1. What is the purpose of the information? to inform? teach? sell? entertain? persuade?

2. Do the authors/sponsors make their intentions or purpose clear?

3. Is the information fact? opinion? propaganda?

4. Does the point of view appear objective and impartial? Are there political, ideological, cultural, religious, institutional, or

personal biases?

TOTAL: /50 go onto the back of this page


SUMMARIZE the information found in this source.

EVALUATE the information found in this source. Explain how you can effectively use it within

your research.

NOTE: PRINT OUT THE INFORMATION YOU WILL USE FROM THIS SOURCE AND STAPLE IT BEHIND THIS CRAAP TEST.


ANNOTATED BIBLIOGRAPHY

Alphabetical list of sources that summarizes and evaluates sources. Tips:

• Locate a variety of sources on your topic • Don’t include sites like Wikipedia

• Format sources correctly • Consider each source in depth and figure out how it fits with your topic

• Offer a brief summary and an evaluation of each source

• Explain where you will be able to use the source within a larger context • Be careful not to plagiarize

ANNOTATED BIBLIOGRAPHY MUST HAVE ONE PARAGRAPH OF SUMMARY AND ONE PARAGRAPH OF

EVALUATION PER SOURCE. Each paragraph is to be a minimum of five sentences. In your evaluation,

include where you will use the source within your essay.

ANNOTATED BIBLIOGRAPHY SAMPLE

Joe Smith

Mrs. Teacher

Honors English 9

3 May 2016

Animal Cruelty: Annotated Bibliography

Jones, Mary. Personal Interview. 09 Apr. 2015.

SUMMARY: Ms. Jones told me about her experience with animal cruelty. She was most helpful and honest when she told

me… (give specific details and examples).

EVALUTAION: This is a good source because... (evaluate the source and why it is good). I will use her information for my

third body paragraph in investigation.<-- be sure to explain where you will use this in your paper.

Neubauer, Bonnie. Animal Cruelty. Cincinnati, OH: Writer's Digest, 2006. Print.

SUMMARY: Here I am going to write my summary about this source.

EVALUATION: Next I am going to evaluate my book. Is it good, or not so good. Lastly, where and how am I going to use

this source in my paper.

"Vivisection." Animals Today Online.. 05 Mar. 2009. Web. 09 Apr. 2015.

SUMMARY:

EVALUATION:


HONORS 9 MYP RESEARCH PAPER

Introduction (5-10 sentence paragraph) What is your topic? Why did you choose this topic? How does it relate to your life, your future and/or your interests? Which of the global contexts did you select to develop your topic and why? Techniques (5-10 sentence paragraph) Describe the techniques you used to conduct your research. What resources did you consult and why (if websites, what kind and why were they helpful); how did you decide on an interview/survey and how did it aid in your research (what did it allow you to understand)? What did you learn about the process of research and your personal research skills? How did you find primary sources and why did you choose the research methods that you did? Investigation (Outline Format) For this portion you are going to create and submit a written outline. This is the main body of your paper and it will resemble the format of the research papers you have completed in the past. You will present the research you found and what you learned about your topic. You will also present the information from your sources (citations), including your primary source. SYNTHESIZE your sources – in other words, you cannot have a full paragraph with citations from just one source. Group your ideas into topics and then find support from different sources that you can use. The format is as follows: I. Grabber

A. Background info about your topic B. Brief statement about the relevance of your topic (why does this matter) C. Thesis statement containing the 4 or 5 imp. aspects of your topic

II. Topic Sentence A. Intro to 1st citation B. Quote #1 (citation) C. Relevance of your quote; relate this to your thesis & topic sentence D. Intro to 2nd citation E. Quote #2 (citation) F. Relevance of your quote; relate this to your thesis & topic sentence G. Transition Sentence

III. Topic Sentence

A. Intro to 3rd citation B. Quote #3 (citation) C. Relevance of your quote; relate this to your thesis & topic sentence D. Intro to 4th citation E. Quote #4 (citation) F. Relevance of your quote; relate this to your thesis & topic sentence G. Transition sentence

IV. Topic Sentence

A. Intro to 3rd citation B. Quote #5 (citation) C. Relevance of your quote; relate this to your thesis & topic sentence D. Intro to 6th citation E. Quote #6 (citation) F. Relevance of your quote; relate this to your thesis & topic sentence G. Transition sentence

V. Topic Sentence A. Intro to 3rd citation B. Quote #7 (citation) C. Relevance of your quote; relate this to your thesis & topic sentence D. Intro to 8th citation E. Quote #8 (citation) F. Relevance of your quote; relate this to your thesis & topic sentence G. Transition sentence

Conclusion (8 sentence paragraph minimum) Sum up your research and main points and discuss what you learned overall and how this project has influenced you as a learner. Leave your reader with some final ideas about how you could take this research to the next level. MYP students should focus on how you will develop this research into a personal project, including what sort of physical project you can complete with the information you have researched.


CHECKLIST FOR RESEARCH PAPER

Correct MLA format Double spacing

Title page Each page has a running header last name and page number

Times New Roman 12 or Calibri 11 font

Subtitles o 1. Introduction

o 2. Techniques o 3. Investigation

o 4. Analysis o 5. Conclusion

Separate page for Works Cited

o Last name page number o Works Cited centered

o Your entries start on left margin and second, third, etc line indent 5 spaces o Alpha order (author or title)

o Annotations have been removed

Citation formatted correctly o Package quotes, paraphrases, textual ref.

o Two citations (at least for each body paragraph of investigation section “direct quote” (author 123).

Paraphrase (author 123). “direct quote” (“first three words of source if no author…”)

Paraphrase (“first three words of source if no author…”).


IB RUBRIC

A: Understanding

and interpretation:

How well does the

student’s

interpretation reveal

understanding of the

thought and feeling

of the passage? How

well are ideas

supported by

references to the

passage?

1

There is basic


passage but virtually

no attempt at

interpretation and

few references to the

passage.

2

There is some


passage, with a

superficial attempt at

interpretation and

some appropriate

references to the

passage.

3

There is adequate


passage,

demonstrated by an

interpretation that is

supported by

appropriate

references to the

passage.

4

There is a very good

interpretation of the

passage,

demonstrated by

sustained

interpretation

supported by well-

chosen references to

the passage.

5

There is excellent


passage,

demonstrated by

persuasive

interpretation

supported by

effective references

to the passage.

B. Appreciation of

the writer’s choices:

To what extent does

the analysis show

appreciation of how

the writer’s choices

of language,

structure, technique,

and style shape

meaning?

1

There are few

references to, and no

analysis or

appreciation of, the

ways in which

language, structure,

technique, and style

shape meaning.

2

There is some

mention, but little

analysis or

appreciation, of the

ways in which



shape meaning.

3

There is adequate

analysis and

appreciation of the

ways in which



shape meaning.

4

There is very good

analysis and

appreciation of the

ways in which



shape meaning.

5

There is excellent

analysis and

appreciation of the

ways in which



shape meaning.

C: Organization and

development: How

well organized,

coherent, and

developed is the

presentation of

ideas?

1

Ideas have little

organization; there

may be superficial

structure, but

coherence and

development are

lacking

2

Ideas have some

organization, with a

recognizable

structure; coherence

and development are

often lacking

3

Ideas are adequately

organized, with a

suitable structure;

some attention is

paid to coherence

and development.

4

Ideas are effectively

organized, with very

good structure,

coherence, and

development.

5

Ideas are persuasively

organized, with

excellent structure,

coherence, and

development.

D: Language:

How clear, varied,

and accurate is the

language? How

appropriate is the

choice of register,

style, and

terminology?

1

Language is rarely clear

and appropriate; there

are many errors in

grammar, vocabulary

and sentence

construction, and little

sense of register and

style.

2

Language is sometimes

clear and carefully

chosen; grammar,

vocabulary and

sentence construction

are fairly accurate,

although errors and

inconsistencies are

apparent; the register

and style are to some

extent appropriate to

the task.

3

Language is clear and

carefully chosen, with

and adequate degree of

accuracy in grammar,

vocabulary and

sentence construction

despite some lapses;

register and style are

mostly appropriate to

the task.

4

Language is clear and

carefully chosen, with a

good degree of accuracy

in grammar, vocabulary

and sentence structure;


consistently appropriate

to the task.

5

Language is very clear,

effective, carefully

chosen and precise, with

a high degree of

accuracy in grammar,

vocabulary and

sentence construction;


effective and

appropriate to the task.

Documents

th Grade Honors Chandler High School 2015 · Facts on File (divided into three databases: Issues & Controversies includes hot topics like Gun Control. Today’s Science covers subjects