Chasidy Dancer Annotations Harvey, D., Zemelman, S., & Steineke, N. (2007). Content-area writing every teacher's guide.

Portsmouth, NH: Offices and agents throughout the world. Quotes from book: Kids have to put their findings into their own words, and do it across many different texts. Page 205

This is a way for them to create or show their understanding. When students put things in their own words it shows what they comprehended from their information gathered. The audiences for this paper are the writer, the teacher, and other students. Page 238

Theres always an audience when one writes a paper. Though the style is a bit different than the typical feature article found in a magazine, the paper should still be informative and interesting to a general audience. Page 238 A research paper has in depth detail about a specific topic. Nowadays, students immediately want to head for the internet, Google the word dogs, and then print out whatever is contained on the first page of the first three hits. Page 239

Going to the internet is always the source students want to use first. Students of today highly rely on technology with any assignment given to them. Most of the answers to these questions can be found via books or interviews. Page 239

Books and interviews are a great source for researching. These are ideas teachers can give to students to retrieve information other than the usual internet source. The internet is still a viable source, but other sources might be more reliable and specifically target the answers to the questions. Page 240

They always say that you can trust everything on the internet, but in my opinion it goes the same for another resource. I think students should learn to find multiple resources that back up their topic to prove that the information if accurate. As a future teacher, I wouldnt suggest eliminating the internet. If you want to make interviewing a strong component of the research, youll need to take some class time to talk your students through the steps: how to make contacts, set up appointments, and use good manners when people make some time for the interview. Page 240

Chasidy Dancer Help students understand the steps into including an interview in a research paper. With any new strategy or resource, its always a good idea to model it and give examples on how to use the source so that students can feel confident in their interview. Before you take the kids to the computer lab, have them brainstorm potential search words and phrases. Page 240

Connection: When I first received my first research paper assignment I was very excited. I had heard so much about how research papers give information on a topic. However, I had the wrong idea of how to write one and where to get the information. So, in my first paper I just talked about the object and stated many facts but never did I address a specific question. I dont believe my teacher was clear on how to write one. I think if I would have known a little more detail, I probably would have had an easier time looking for information and not worried about making the information look long in length by coping and pasting quotes in a document How can I use this information? This information is helpful for me as a future educator and can be used in numerous of ways. Most importantly, students are to understand that while writing a research paper, it is highly important to ensure that it is written in their own words. These quotes from the book taught me that students can still use the internet however; brainstorming before searching the internet is the key factor for a successful research paper. Explaining to students that there are unlimited resources that can be used in a research paper is very helpful to their understanding of how to retrieve information. Going into depth about how to and when to use an interview in a research paper can help the students gain more knowledge about their topic. The teacher should always explain to the students the difference between are search paper and an article or a magazine. Giving the students examples on how they differ can help the students have a clear understanding. As a future educator, I will ensure that I explain that a research paper can have plenty of creativity in it.

Quotes from book: Putz, M. (2006). A teacher's guide to the multigenre research project. Portsmouth, NH: Offices and agents throughout the world. Experimenting with alternative styles can stretch a writer. Page 50

Students should expand their writing styles. Students that learn other ways to write may create their own voice through finding what style that works best for them. All students benefit from reexamining the styles, the purposes, and the intended audiences for some of the most popular genres Page 72

Drawing the readers attentions is highly important. Its what keep their attention while reading.

Chasidy Dancer It is most important to remind students of the characteristics of good writing, because many times they arent sure what theyre looking for. Page 102

Explain to students the characteristics of good writing, model to them if needed. We should remind students of the characteristics of good writing and give them the descriptive language to work with. Page 107

Give examples. While drafting, ask each student to bring to class a draft of a piece he/she has written.

Page 107 Motivate students to work on their assignments in the computer lab or at home and then have them bring it in for peer editing. This gives students the opportunity to try it on their own and then receive feedback from other peers or even you, the teacher. Lots of methods are available for combining sentences: creating series, connecting ideas with relative pronouns; adding introductory phrases or clauses; using appositives etc. Page 110

Explain the different methods used to combine sentences. This adds a little more creativity and voice to the research paper. Although this is a lot to remember, just teach different lessons within the school year prior to the research assignment. Students need to learn to adapt their language to different audiences and to other contextual variables. Page 161

Who is your target audience? Based on this student should use the best language. Students use a variety of technological and informational resources (libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. Page163

Encourage students to use all the resources possible. Connection: I remember learning all the aspects of writing as a youth. However, I do not remember being truly motivated to write. For students, it is important to have the motivation to write and research. It should be fun and interesting for both the student and the teacher. I felt that there was so much that I needed to learn right before my research paper of we were going over writing techniques and conventions at the same time we were researching. I think that it was an okay idea but I found myself going back and changing so much by the end of the assignment. How can I use this information? As a future educator, I want my students to feel motivated in all ways possible. Students benefit in many ways by reexamining writing styles. Drafting is a great tool for students to

Chasidy Dancer utilize. Its like a paper without the extra stuff. As a future educator, I will encourage students to peer-edit or seek an individual that can read over their paper to help with corrections. In many cases, students can peer editing from an adult. In this case, students can attend the writing lab or ask the instructor. Writing a research paper has to capture the attention of both the audience and the student whom is writing the paper. If students use creativity in their research, I believe that there experience with research papers will improve drastically.

Quotes from book: Putz, M. (2006). A teacher's guide to the multigenre research project. Portsmouth, NH : Offices and agents throughout the world. The multi-genre project can improve student writing. Page 156 The multi-genre writer cannot simply quote or paraphrase, or report the ideas; he or she must enter the world of the subject, writing in various styles, from various perspectives. Page 157 Students are to experiment and decide which genres work best to accomplish their purposes. Page 158 The multi-genre project gives students the freedom to tailor their projects in light of the individual intellectual strengths. Page 159 The multi-genre projects improves writing-all kinds of writing, not just creative writing. Page 159 Often times when students are immersed in their multi-genre projects, their only frustration is that they dont have more time to write. Almost all students write far more that is required and far better than they do on many assignments. Page 158 As students explore their multi-genre topics, respond to each others writing, and engage in post research discussion in preparing for their readers theatre productions, the classroom becomes an exciting conversation about life. Page 159 Generate questions about important issues that affect students or society, or topics about which they are curious. Page 171

Connection: I have never participated in a mulit-genre project. I did not know what a multi-genre project was until I began PDS1 this spring. As I started to learn what a multi-genre project was, I was immediately interested! Not only does this project seem beneficial, but it seems engaging and fun for the students. I think is a great way to make research fun and original. With the multigenre project, students are able to show their creativity through their learning. How can I use this information? I can use this information in my future classroom for engaging and fun projects for the students to partake in. It may be a good idea to show students my own multi-genre. I also think its a great idea to do a class research paper and have each student do something different and then later piece it all together. It would be a great way to show the diversity of creativity the class possess by itself. Like most projects or assignments, students put time and effort in them and

Chasidy Dancer shortly after the assignment is complete, the students didnt gain anything from it. However, I feel that the variety of language and writing within the multi-genre project will help the students grow as better writers and learners. For students to understand the concepts of a genre and piece together which ones they enjoy the best, can lead students to the understanding that writing can be fun. When students are given the opportunity to give their perspective on a specific piece of work, they begin to realize the possibilities of writing which can lead them in the direction of being successful writers. Quotes from the book: Clifford, T. (2007). The middle school writing toolkit. Gainesville, FL: Maupin House Publishing Inc. Reports are the most basic form of informational writing for students. Page 13 Generally, a writers task in a report is to conduct research, distill the salient points, and present them in an appropriate form for the intend audience. Page 13 Sidebars and graphic can make a research paper interesting, but student writers also need to know how to make their sentences livelier. Page 14 You want to focus on topics that will enhance learning. Your student writers want to report on subjects they are interested in Page 13 Too frequently, writing a report is used only as an evaluative tool-the culminating activity of a unit thats already been learned. Page 13 Getting students to think about how they would present the information as they learn it engages them in deeper thinking about their topics. Page 13 The beauty of reports is their versatility. No matter what the subject area, students can report on the people, places, and events that relate to the specific curriculum you are teaching Page 15 The content of reports wont vary widely from student to student because the facts are fixed. To make reports relevant to your subject area, focus instead on the writing skills your students need to add their unique voice to the topic. Page 15

How it connects: From my experience in writing reports, I remember being straightforward and getting to the point. My teachers always reiterated to the class the importance of the paper getting done rather than having us become interested in the topic. Voice can be heard while writing a paper. The first handful of reports that I wrote, I did not put good voice in them. Reason being is because I did not know how to do so. I believe that if I were introduced to all the possibilities that can be added into a report then I wouldve been engaged in the assignment. Overall, I believe that my writing experience couldve been a lot better with knowing all that I know now. How can I use this information? As a future educator, I strongly believe that each writer has his/her own personality that can be placed in any paper they publish. Getting the students to think about how they would present the information as they are learning can drastically increase their interest in the topic of their report. I believe that a report should not be assigned to evaluate student writing. Moreover, topics should not be given to the students; the students should be given the choice to choose their topics. The more space and opportunity we give students to take control over their learning create a student-centered approach of a classroom. They become emersed into their

Chasidy Dancer learning process. And also its a good idea to give them some lead way, the teacher should always be available to be a guide. Quotes from book: Tompkins, G. (2011).Teaching writing: Balancing process and product. (6th ed.). Pearson Students make spider web like diagrams called cluster to organize ideas and details. They write the topic in the center circle on a sheet of paper and draw out branches for main ideas then add details to elaborate each idea. Page 272 Students use writing in two distinct ways: as a tool for learning and as a way to demonstrate their learning. Page 272 When writing, the focus should be on the use of writing to help students think and learn, not on spelling every word correctly. Page 272 Jotting down ideas in an organized manner is a great writing tool. For example: Learning logs, KWL charts etc. Page 273-274 Students develop writing projects to demonstrate their learning in literature focus units and thematic units. Page 277 For thematic unit projects, students use the writing process to draft and refine their writing, and they publish their projects online and as books and posters. Page 280 Simulated journals are described as students assuming the role of another person and writing journal entries from that persons viewpoint Page 285 RAFT (role, audience, format, topic) RAFT is an effective way to differentiate instruction by providing tiered activities; projects on the same book or topic can be adjusted according to students achievement levels. Page 289

Connection: My experience with diagrams and organization charts growing up was excellent. I always wanted to make a spider chart and organize my work. I found it extremely helpful to organize ideas before beginning to write my paper. This is a great tool to help students have a clear understanding on what their writing about. I had a few experiences with putting my work on the internet. At first I was a little skeptical about it all. After finishing my research or portion of my work, being able to put it on the internet made the assignment that much more memorable. How can I use this? As a future educator, I would highly consider doing things like this in my class. When teachers attach on fun and creative ways to present information students tend to remember exactly what they did and what it was about. As teachers, its our duty to create these surprising learning experiences. As a future educator, I want to incorporate technology within writing projects. Students enjoy publishing their work on the internet simply because the internet in todays society is extremely popular. When students see their work on the web, they feel proud and accomplished. It is also important that as teachers we help guide students to be organized in all their writing. This eases the anxiety of writing a paper and makes the writing process go smoothly. When students are writing, it is important that the teacher avoids correcting students spelling errors while they are in their drafting stage. Reason being is because the students will

Chasidy Dancer tend to begin focusing on spelling rather than putting their great ideas on their paper. My advice is to be careful how much information you give the students at one time. I think I will have students write the same paper more than once but each time addressing a different writing component. Its also a good idea because students can see their own progress.

Quotes: Perneger, T. V., & Hudelson, P. M. (2004).Writing a research article: advice to beginners. International journal for quality in health care,16 (3), 192-196. A good research paper addresses a specific research question. The research question or study objective or main research hypothesis is the central organizing principle of the paper.

Within a research paper a specific question must be addressed. This question can be answered by different resources that are available pertaining to the topic. Only one main research question should be addressed in a paper.

Within a research paper, there should be one question that is being answered. If there are numerous questions that need to be answered, considering another research paper may be the best option. You dont want to overload the reader. Whatever relates to the research question belongs in the paper; the rest doesnt.

I find this statement false. Reason being is because there is a such thing as too much irrelevant information in a research paper. What is a good research question? The key attributes are: (i) specificity; (ii) originality or novelty; and (iii) general relevance to a broad scientific community.

I strongly agree with this quote. Originality in a research question is a great start to a successful research paper. A vague question can lead to information that may appear boring to the audience or the writer of the research paper. The basic structure of a typical research paper is the sequence of Introduction, Methods, Results, and Discussion

A research paper, just like a typical paper, has structure that should be followed. The paper will ask the question, and then answer it. The key to successful scientific writing is getting the structure of the paper right.

While writing a research paper, it is important to make sure that the question is answered. Gathering a lot of information to put in the paper is irrelevant if the question has not been answered in the paper. A paper usually goes through several drafts before it is submitted.

Chasidy Dancer A research paper may go through a countless amount of drafts. With so much information, it is relevant to draft a research paper as often as possible. The authors state: (i) the problem they intend to address-in other terms, the research questionin the Introduction; (ii) what they did to answer the question in the Methods section ;(iii) what they observed in the Results section; and (iv) what they think the results mean in the Discussion

This is the format that can be a helpful tool while organizing a research paper. Connection: I can remember my experience on writing a research paper. My perception of a research paper consisted on putting as much information related to the topic in my paper as possible. I was not aware that although I had a lot of information on my topic it wouldnt matter if it had nothing to do with my paper. I honestly thought the paper was better longer no matter what I was talking about. Just as long as it had something to do with the topic.The reason why I did this is because my teachers drilled it in my head that a research paper should be a very long paper. With that statement, I wasnt sure if I had to write and repeat myself just to ensure that my paper was long. My overall experiences on the length of my research papers were irrelevant and I didnt gain much knowledge from the research papers that I have written. How can I use this information? As a perspective teacher, researching this topic I think I realize where I went wrong for the most of my research papers at a young age. Knowing what I know now and how I reacted to the research paper, its best that I get the point of view of my students to find out what misconceptions they have. Its my duty to get rid of the long research paper idea and the more the better misconception. Telling students these things make it dreadful for students and thats not the goal. I believe that the same issues I was having writing a research paper will be the same issues that my students will face when they write their own research paper. I want my students to understand that while writing a research paper, there will be a ton of drafts. I want my students to understand that a research paper is solely about quality not quantity. While students begin a research paper, they are to ask themselves, What is my question that I am asking my audience. Moreover, the students are to focus on that particular question and make sure that the information they are placing in their research paper answers that question.

Chasidy Dancer

Quotes: (n.d.). Retrieved from http://www.journalprep.com/en/101-tips.php The introduction of a research paper is extremely important. It generally presents a brief literature review, the problem and the purpose of your research work. It should be powerful, simple, realistic, and logical to entice the reader to read the full paper.

The student is to understand that the introduction is what is going to capture the readers attention. The student should be creative! The most common mistake to be made is not knowing the body of research in which an article fits.

While researching, it is highly important to know what you are looking for. In your abstract, limit the amount of background information you provide. Try to give only what is necessary in a couple of sentences or less.

Students are to understand that an abstract is an overall review of the topic. This should not be more than a paragraph in length. Reference page: All references used as sources of information in your research paper should be mentioned to strengthen your paper and also to avoid your work being considered plagiarized.

Plagiarism can be an issue while writing a research paper. It is evident that a student understands to give credit to something that they did not write. The importance of the conclusions section should not be overlooked. It includes a brief restatement of the other parts of the research paper, such as the methodology, data analysis and results, and concludes the overall discussion.

A conclusion is not stating something that wasnt previously mentioned. Understand the message of your paper. You may discover what the message is only after a literature search, as is occasionally the case for some manuscript types such as case reports.

There should be a point to the research paper. This should not be hard to understandwhile reading the paper. Do not repeat in words everything that your tables and graphs convey. You can, however, point out key findings and offer some text that complements the findings.

If and when a graph or a chart is used, it is highly important to not repeat any information that is displayed in the chart or table. The reason being is because the information is clear for the reader to look at while reading the research paper.

Chasidy Dancer Take the time to plan your experimental design. As a general rule, more time should be devoted to planning your study than to actually performing the experiments (though there are some exceptions, such as time-course studies with lengthy time points). Rushing into the hands-on work without properly designing the study is a common mistake made by young researchers.

While planning for a research paper, the students are to understand that this is not a simple process. The process of planning should be longer than actually writing the paper. How it connects: My experiences within the aspects of this article were successful when I wrote research papers. My teachers made it clear that giving credit when it is not my work is essential while writing a research paper. However, the few times when I did place a chart or table in my paper, I thought it was necessary to discuss the results in the table/chart. It makes sense that the information is there for the reader to review if necessary. I was informed that finding research information to place in my research paper cannot just be thrown anywhere in the paper. The paper has to flow in a professional form. I remember my teachers instructing the class that these things must be done or was highly encouraged to use throughout the research paper. How can I use this information? It is relevant to have the students understand the importance of a good introduction. Students are to understand that this part of the paper is whats going to capture the attention of the reader. I believe that the most important part of a research paper is planning. To plan a paper out it makes it easier to find a flow. The reader need to be able to flow along through the paper and not jump from one idea to another. As a future educator, it is essential that I help my students understand this is not a quick and easy process. To have a good research paper requires a lot of planning and thinking. It is also imperative that students understand the meaning of plagiarism. While students are writing a research paper, they tend to forget that they are gathering their information from resources. Moreover, the instructor is to ensure that the students understand the importance of what plagiarism is and how it can be prevented.

Quotes from book: Harvey, D., Zemelman, S., & Steineke, N. (2007). Content-area writing every teacher's guide. Portsmouth, NH: Offices and agents throughout the world pg. 101-111. KWL works best when students have a little prior knowledge about a topic.

This chart is helpful to refresh a students memory on what they know about a topic.

Chasidy Dancer KWL embodies the principle of cognitive science that learners can build new knowledge only upon what they already know, including misconceptions and fragmentary information.

This chart helps the students build on what they already know about a given topic. The K in the KWL stands for know this starts the students off about what they know about the topic that is being discussed. The W in the KWL stands for Want this then moves the students unto the next task of what they want to know about the given topic. The L in the KWL stands for Learn which ends the topic of what the students learned about the topic. The KWL can go wrong in some aspects. Some students can simply state they want toknow nothing about the topic.

This can happen in the classroom while using the KWL chart. In many cases, if students are to refuse the KWL, the teacher can state what can you predict we will learn in this unit?

There are ways that the teacher can help the student become engaged in the topic. The KWL chart can be broken down. Teachers are not restricted to using all three components of the chart. In some cases, just the K might be used.

Modifications can be made while using this chart in the classroom. How it connects: I enjoy using anchor charts. Ive had the opportunity to create one in one of my methods classes with my peers. I have also seen them with in all of my PDS 1 classes. It has been proven that charts such as the KWL charts help students remember and understand new information. Ive have the opportunity to create KWL charts were always successful and helpful to myself as a perspective teacher. I enjoyed the aspect of automatically being able to fill out the K column. If the topic was really interesting, I was always eager to fill out the W column because there was always so much exciting information that I wanted to know about the topic. My experiences with this chart and students have been successful thus far. The first time I used this topic with students, they had no issues with any components the chart consisted of.

How I can use this information: This chart can and will be used in my classroom for many topics being discussed. However, I read that sometimes teachers do overuse this chart in their classrooms. If students are constantly using the same method of prior knowledge and learning, they then become bored and uninterested. It is evident that this chart is used carefully and effectively the times that it is used. I believe that older elementary students will find this chart more beneficial whereas to younger students. But its never a bad idea to modify the chart for younger students. This chart is a great

Chasidy Dancer graphic organizer that can help the students plan for their research project. While students are gathering information, they can place what they have learned or what they are learning about their topic in the L section of the KWL chart.