Eighth Grade Research Tools
AVID Workshop, December 18, 2003
Ann Johns, SDSU and Marsha Zandi, SUHSD
Standards
for the Biographical Research Project (Biographical Approach)
4.1. Analyze information from two or more primary and/or secondary sources
and distinguish the nature and value of each source (TRA 4; TRA 13)
for a biographical research project regarding one author’s heritage
and traditions.
4.2. Compare ideas, concepts, and direct quotations from two given sources
and evaluate their relevance for the biographical research project regarding
one author’s beliefs and attitudes.
4.3. Analyze two sources of given information about an author and summarize
each text’s perspective regarding the researched author. (TRA 10)
(TRA 12)
4.4. Compare a literary or expository text to biographical information
about the text’s author and explain how the text reflects the attitudes
and beliefs of its author. [Start here when developing a research question
or thesis.] (TRA 3)
4.5. Analyze important ideas from one given source and choose at least
two of these ideas to record by direct quotations and paraphrasing.
(TRA 17; TRA 19)
4.6. Rank a list of possible theses for a research project regarding
one author and the connection between his/her life and a text read this
year in order of relevance in connecting the author’s life to a
given text. [Suggest you begin with a research question. In most research,
the thesis is developed after the research is completed.]
4.7. Plan a multi-step information search that includes using the computer
network and modem for a research project about one author whose work
is read this year, focusing on the thesis. (TRA 16)
Portfolio Requirement:
4.8. Write a research report based on the Biographical Approach.
• Define a thesis for the research project regarding one author
and the connection between his/her life and a given text.
• Support the completed written research report’s thesis or
conclusion with paraphrases, quotations, opinions, and comparisons (presumably
from other sources).
• Document citations appropriately. (APA)
• Establish coherence within and among paragraphs through effective
transitions, parallel structures, and similar writing techniques such
as subordination, coordination, apposition, and other devices to indicate
clearly the relationships among ideas.
Workshop:
(If possible, use model papers so that students can analyze the kind
of text they will be producing. Student models are best.) Then:
• Step 1: Begin with a purposeful reading of the work by the author
studied:
o What two words and ideas predominate? What are the “brick”
words for this author? (Skimming)
o How does the author discuss these words and ideas? (Quote specific
phrases or sentences in the author’s text.) [TRA 19]
• Step 2: Complete a search, either on the WEB or in book indexes
for the words selected. [For the first time around, you might give students
the readings/sources with which to work.]
• Step 3: Highlight, quote, or paraphrase the paragraphs or sentences
in which the “brick” words appear.
• Step 4: Study the highlighted sections to develop a research
question or thesis.
• Step 5: Practice direct quotation, paraphrase and summary of
the highlighted sections only.
• Step 6: Using the same research question (or thesis) for the
entire class, begin to develop a structure for the research paper. (See
below.)
• Step 7: Assist students in writing their internal paragraphs
by first developing topic sentences and then showing students how to
establish close relationships among ideas.
• Step 8: Help students to develop introductions and conclusions.
• Step 9: Assist students in revising and/or editing their work.
• Step 10: Ask students to reflect upon their research and writing
experiences (a modified I-search).
Paper Structure
Introduction, including the thesis statement
First internal paragraph: Discussion of Topic 1
Second internal paragraph: Discussion of Topic 2
Conclusion