Writing a Research Paper: Grades 11th and 12th

The unit below is a guide that library media specialist can use when collaborating with 11th and 12th
grade teachers in writing a Research Paper. Lesson Ideas may need to be modified to meet the needs of
student population.

Overarching Standard(s):
CCSS.ELA-LITERACY.W.11-12.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and audience
CCSS.ELA-LITERACY.W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions
should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.)

Week One:

Establish/Select a Topic

Common Core Standard(s):

CCSS.ELA-LITERACY.W.11-12.2.A
Introduce a topic; organize
complex ideas, concepts, and
information so that each new
element builds on that which
precedes it to create a unified
whole; include formatting (e.g.,
headings), graphics (e.g., figures,
tables), and multimedia when
useful to aiding comprehension

Teaching Tips
Resources
Teaching Tip:
Discuss with students the following questions when
selecting their topic:
1. Is there enough material on my topic?
2. Will I be able to access all the sources?
3. Does the topic address the needs of assignment (see
teacher)?
Activity:
Brainstorming Chart where students write down all the
information they know about topic
Have students review with a partner section on
rhetorical questions
https://owl.english.purdue.edu/owl/resource/587/01/
Web Resource:
http://education-portal.com/academy/lesson/how-tofocus-your-essay-and-respond-to-the-essayprompt.html#lesson

Week Two:

Research topic:

Common Core Standard(s):

CCSS.ELA-LITERACY.W.11-12.2.B
Develop the topic thoroughly by
selecting the most significant
and relevant facts, extended
definitions, concrete details,
quotations, or other information

Teaching Tips
Resources
Teaching Tip:
Lead students in a discussion about variety of sources
available to research their topic (online databases,
books, etc.) Highlight databases that a majority of
students may use; show helpful features.

Look for sources of

information

and examples appropriate to the

audience's knowledge of the
topic
CCSS.ELA-LITERACY.W.11-12.8
Gather relevant information
from multiple authoritative print
and digital sources, using
advanced searches effectively;
assess the strengths and
limitations of each source in
terms of the task, purpose, and
audience; integrate information
into the text selectively to
maintain the flow of ideas,
avoiding plagiarism and
overreliance on any one source
and following a standard format
for citation.

Consult with classroom teacher to determine

notecard/paper format (APA or MLA)
Activity:
http://education-portal.com/academy/lesson/how-tofocus-your-essay-and-respond-to-the-essayprompt.html#lesson
Show video and discuss as a class
Next, introduce students to how to create bibliographic
cards; either on note cards or a note log. (see web
resource below)
Mini lesson on citing sources (how to paraphrase, direct
quotations, etc.) Show a sample paper with correct
citations.
Student demonstration: Using assigned topic students
are to create at least four bibliographic card using an
electronic database, online journal, and book
Web Resources:
http://www.studygs.net/wrtstr5.htm
(on-line tutorial on creating note cards)
http://www.easybib.com/ (online citation log)

Week Three

Common Core Standard(s):

CCSS.ELA-LITERACY.W.9-10.1.A
Introduce precise claim(s),
distinguish the claim(s) from
alternate or opposing claims,
and create an organization that
establishes clear relationships
among claim(s), counterclaims,
reasons, and evidence.

Take notes:
Develop a Thesis

CCSS.ELA-LITERACY.W.9-10.2.E
Establish and maintain a formal
style and objective tone while
attending to the norms and
conventions of the discipline in
which they are writing.

Teaching Tips
Resources
Teaching Tip:
Define thesis to student. Show examples of a variety of
papers with similar topics. Discuss weak and strong
thesis examples.
1.

A quick review of how to write a thesis

statement may help.

2.

Have students create thesis statements on a slice

of paper. Collect the paper and read them to the
class. Have the class vote on them.

3.

Do the same activity, but use individualized white

boards to record judgments.

4.

Read thesis statements anonymously. The ones

that do not qualify get tossed in the garbage
(visualizing what happens to bad thesis
statements is powerful). Give students chances to
rewrite the thesis statement until they get it right.

5.

Write random topics on the board and have

groups of students brainstorm good thesis
statements.

6.

Require students get thesis statements approved

before writing an essay

Define plagiarism ask students to tell why its

important to cite where they found information. (Refer
back to bibliographic cards)
Activity:
View note-taking slide share while elaborating on key
information. Have students create one note-card in class
from the information presented in slide share
http://www.slideshare.net/es99.trish.turner/usingnotecards-in-research
Student demonstration: Using assigned research topic
students are to create note cards and determine their
thesis statements (allow at least 2 sessions in class for
information retrieval and thesis creation; remaining days
and weekend to continue note taking on cards)
**students will need complete set of note cards for next
weeks lesson***
Web Resources:
https://www4.csudh.edu/Assets/CSUDH-Sites/TL
C/docs/thesis-statements-worksheet.pdf (teacher and
student guide)
http://www.smccd.edu/accounts/erpelol/Courses/sprin
g06/lit265aa/worksheets/intro_to_thesis.pdf (teacher
and student guide)

Week Four

Organize Thoughts:
Create an outline

Common Core Standard(s):

Teaching Tips
Resources

CCSS.ELA-LITERACY.W.11-12.2.B
Develop the topic thoroughly by
selecting the most significant
and relevant facts, extended
definitions, concrete details,
quotations, or other information
and examples appropriate to the
audience's knowledge of the
topic.

Teaching Tip:
Have students construct a 5-8 minute quick write about
all the information they have learned the last 3 weeks
(look for understanding of: plagiarism, thesis statement,
bibliographic cards, etc.)

Develop and strengthen writing as

needed by planning, revising,
editing, rewriting, or trying a new
approach, focusing on addressing
what is most significant for a specific

Perform quick mini-lesson on how to categorize cards

into themes. Allow time for students to categorize
their cards into themes.

Have students to pull out note cards they have been

collecting since last week

purpose and audience. (Editing for

conventions should demonstrate
command of Language standards 13 up to and including grades 1112 here.)

Activity:
Discuss components on an outline: Introduction
(w/thesis), body, and conclusion. Model with students
using Elmo; show a number of notecards on a specific
topic show students how you would categorize them
into categories to form outline
Have students work in triads to complete the worksheet
to make sure their own thesis statement is strong
(encourage them to vote as shown in previous lesson)
https://www4.csudh.edu/Assets/CSUDHSites/TLC/docs/thesis-statements-worksheet.pdf

Student demonstration: Student to complete outline (by

middle week and turn in for feedback)
**student will need outline for next weeks lesson**
Web Resource:

https://explorable.com/research-paper-outlineexamples (teacher guide)

Week Five
and
Week Six

Common Core Standard(s):

CCSS.ELA-LITERACY.W.11-12.1.C
Use words, phrases, and clauses

Develop Rough Draft

as well as varied syntax to link

the major sections of the text,
create cohesion, and clarify the
relationships between claim(s)
and reasons, between reasons
and evidence, and between
claim(s) and counterclaims.
CCSS.ELA-LITERACY.W.11-12.1.D
Establish and maintain a formal
style and objective tone while

http://www.sewanhaka.k12.ny.us/cms/lib3/NY010
01491/Centricity/Domain/1349/Research_Made_E
asy%20revised.pdf (pg. 26 outline printable for
student work)
Teaching Tips
Resources
Teaching Tip:
Have a couple of student volunteers share (using Elmo)
their outlines with the class. Take time to provide
feedback that will benefit the whole.
Activity: Review the three main components of research
paper (see previous lesson). Have students break into
triads and share their outlines. Have each member give
one suggestion for improvement.
Next have triads review the following link
https://www.boundless.com/communications/textbook
s/boundless-communications-textbook/organizing-andoutlining-the-speech-10/outlining-56/the-rough-draftoutline-223-7317/ . (just info and quiz)
The next week to week and should be spent in writing
conferences with individual/groups of students as they
work to complete rough draft.

attending to the norms and

conventions of the discipline in

**teacher should return rough draft with

recommendations by end of week seven; to allow

which they are writing.

students time to make corrections**

Student demonstration: Rough draft turned in by end of
Week Six. **students will need citation note cards for
week seven
Web Resource:
http://betterlesson.com/community/lesson/20436/wri
ting-paper-lesson-8 (teacher information)

Week Seven

Organize Works Cited

Page

Common Core Standard(s):

CCSS.ELA-LITERACY.W.11-12.8
Gather relevant information
from multiple authoritative print
and digital sources, using
advanced searches effectively;
assess the strengths and
limitations of each source in
terms of the task, purpose, and
audience; integrate information
into the text selectively to
maintain the flow of ideas,
avoiding plagiarism and
overreliance on any one source
and following a standard format
for citation.

Teaching Tips
Resources
Teaching Tip:
Have students to organize all their notecards and/or
online citation log in alphabetical order if possible prior
to class.
Activity:
Show and discuss the following citation slide show
http://www.slideshare.net/grandolph/creating-workscited-page. Allow time in class for students to complete
Student demonstration: Completing of works cited page
by end of the week; shared with a peer.
Web Resources:
https://owl.english.purdue.edu/owl/resource/560/02/
(owl at Purdue examples of work citied page)
http://www.easybib.com/ (online citation maker)
file:///C:/Users/lmbrinson/Desktop/researchsurvival_gui
de.pdf (pg. 47 teacher background information)
http://www.sewanhaka.k12.ny.us/cms/lib3/NY0100149
1/Centricity/Domain/1349/Research_Made_Easy%20rev
ised.pdf (pg. 22 print off rough draft check-list for next
weeks lesson)

Week Eight
Revise Rough Draft
Publish Product

Common Core Standard(s):

CCSS.ELA-LITERACY.W.11-12.3.E
Provide a conclusion that follows
from and reflects on what is
experienced, observed, or
resolved over the course of the
narrative.

Teaching Tips
Resources
Teaching Tip:
Pass out student graded rough draft along with the
check-list for correcting a rough draft (see link above)
Activity:
Reserve library and/or computer carts and allow
students the next three-four class periods to type their
final draft and works cited page. Work with teacher to
monitor and assist as needed.
**discuss with teacher presentation method if any**

Student demonstration: Revision of Rough Draft

including works cited page.
Consider having students publish and post papers to a
private wiki. Assign one other student (possibly
anonymously) grade using a pre-determined rubric.

Web Resources:
http://www.sewanhaka.k12.ny.us/cms/lib3/NY0100149
1/Centricity/Domain/1349/Research_Made_Easy%20rev
ised.pdf (pg. 22 print off rough draft check-list for next
weeks lesson)

Week Nine
Publication and
Presentation

Common Core Standard(s):

CCSS.ELA-LITERACY.W.11-12.5
Develop and strengthen writing
as needed by planning, revising,
editing, rewriting, or trying a
new approach, focusing on
addressing what is most
significant for a specific purpose
and audience. (Editing for
conventions should demonstrate
command of Language standards
1-3 up to and including grades
11-12 here.)
CCSS.ELA-LITERACY.W.11-12.6
Use technology, including the
Internet, to produce, publish,
and update individual or shared
writing products in response to
ongoing feedback, including new
arguments or information.

Teaching Tips
Resources
Teaching Tip:
Congratulate and affirm students on their completion of
research project.
Activity:
Serve as an authentic community representative as
students present findings in method determined by
classroom teacher.
Student demonstration: Completed Research Paper