Research Writing

From Marie Alcock and Heidi Hayes Jacobs

Part 1: Teacher’s descriptive feedback

Learning Targets / Meets
Standard / Approaching
Standard / Descriptive Feedback
1 / Topic: I can clearly state a question or issue.
2 / Development:I can develop the topic by selecting the most significant and relevant facts, concrete details, quotations, or other information my audience might need.
3 / Evidence: I can draw evidence from informational texts that were read and use these to support my claims.
4 / Evidence: I can evaluate my sources for relevance.
5 / Evidence: I can synthesize and use any one source and following a standard format for citation.
6 / Organization: I can provide a concluding statement or section that follows from and supports the information or explanation presented .
7 / Language & Style: I can establish and maintain a formal style and objective tone and use academic language.

Part 2: Student Learning Plan

Directions: Please use your feedback to fill out the boxes below. Choose next steps for any targets you listed under “I need to learn the basics related to these skills.” If you were instructed to work with a partner to practice, you will be given time to do this in an upcoming class.

Student Insights
I am good at these skills …
I need to practice these skills …
I need to learn the basics related to these skills …
Next Steps
Example: For target 6 I will use strategy B.
#1
#2
#3

I will complete the next steps above by ______in order to ensure I improve my skills before the next assessment.

Student Signature: ______

Part 3: Possible Learning Strategies for next steps

Learning Target / Learning Strategy Options
1 / Topic: I can clearly state a question or issue. /
  1. Watch a video on Developing a Research Question and take notes.
  2. Reread Worksheet 5.2 on how to refine an inquiry question and follow the checklist.
  3. [Create your own!]

2 / Development:I can develop the topic by selecting the most significant and relevant facts, concrete details, quotations, or other information my audience might need. /
  1. Reread a Model Source and annotate the types of quotations and facts they include.
  2. Watch a video on how to Find Credible Sources to ensure that your paper has relevant facts.
  3. Read this student example and model how they include relevant details and quotations.
  4. Reread an article about your topic and write three facts you learned.
  5. [Create your own!]

3 / Evidence: I can locate evidence from informational texts that were read and use these to support my claims. /
  1. Reread a Model Source and annotate the types of quotations and facts they include.
  2. Watch a video about the relationship between Claims, Reasons, and Evidence and take notes.
  3. Visit this site on Choosing and Using Quotations and write what exactly you are going to commit to in order to improve your quote identification/citation in your essay.
  4. [Create your own!]

4 / Evidence: I avoided plagiarism and overreliance on any one source and following a standard format for citation. /
  1. Watch a video on How to Paraphrase to ensure you are not plagiarizing and take notes.
  2. Visit a Citation Helper and input your source information.
  3. [Create your own!]

5 / Organization: I can provide a concluding statement or section that follows from and supports the information or explanation presented. /
  1. Practice writing a concluding statement using the practice outline.
  2. Watch a video on How to Create a Concluding Statement and take notes.
  3. [Create your own!]

6 / Language & Style: I can establish and maintain a formal style and objective tone and use academic language.. /
  1. Switch your paper with a partner and proofread your paper for grammar, formal style, and tone.
  2. Reread your paper and remove all “I” statements or any personal claims that are not directly supported by evidence.
  3. Use Your Research Conventions Checklist to make sure that your paper is written in a formal tone.
  4. [Create your own!]