A Parent’s Introduction to the I-Search Paper
Overview
It has been my experience when teaching research to eighth graders that they understand little about the research process and focus largely on the format of the finished product. As a result, their research papers often lack substance and depth, and they often lack enthusiasm for the learning. While my students made some terrific progress in developing some of these skills during our PBL, there is more to learn. In order for my students to master the necessary academic skills and develop a deeper appreciation for the value and the workload of true research, my students will be writing an I-Search paper, a paper that is chunked into distinct sections.
The I-Search paper is a visual representation of the process that people go through when they want to learn more about a topic. It acknowledges that good research comes from a personal desire to learn something and it is therefore essential that the chosen topic is one about which the researcher is passionate. Because the I-Search paper recognizes that the learning takes place in the context of the learner, most of the sections of this paper are written in first-person and the author’s opinion and judgment of the information discovered becomes an integral part of the process and the paper. It differs from a traditional research paper in that it uses the pronoun I in the sections What I Know, What I Want to Know, and all three Research Journeys, and requires the author to be an active participant in the processing of new knowledge. However, because students at this grade level also need to learn how to write a formal research paper, the final section, What I Learned, will be written under the guidelines and requirements of formal academic writing, shifting to 3rd person.
The What I Know and What I Want to Know
The first section, What I Know, asks the researcher to record what they already know about the topic and is written prior to any serious research. It is important to note that in this section the information does not need to be accurate. As a matter of fact, it often is not. A great deal can be learned from realizing how preconceived notions and opinions obscure reality and truth and noting those assumptions prior to research will help students develop the ability to consider the role of their own assumptions in what they come to believe.
The second section, What I Want to Know, addresses the questions that the researcher has about his or her topic. Identifying all the questions a student has about a topic paves the way to identifying their guiding question. The articulation of a well-formed guiding question is critical, as it becomes the road map for their research and will provide the basis for their final thesis. The importance of a well-written research question (thesis) and the role it plays in focusing the search and the final product will be stressed.
Research Journeys
Only after your child has written an approved guiding question, will they begin the actual research. During the Research Journeys your child will be required to identify a minimum of 6 sources from which they will seek answers. From those sources they will be required summarize 3: one book or journal, one website, and one personal interview. Students will be taught the value of using their guiding questions to keep them focused. They will be shown a variety of reading strategies for reading non-fiction text such as determining the gist, summarizing, exploring and using text structure, note taking in the pursuit of their answers, and creating an annotated bibliography. Additionally, they will be given research strategies to help them find the information they seek and to evaluate the validity and trustworthiness of the sources they choose. To meet the requirements of the Research Journeys, each source is written separately. Included in each is the MLA citation and a brief discussion on how the source was discovered and evaluated. This is followed by a summary of the information found in the source as it relates to questions posed and any new questions raised. The conclusion is a brief analysis of how this information answers questions, supports understandings, and challenges beliefs.
What I Learned and Works Cited
The fourth section, What I Learned, requires that each student synthesize the information from their sources and describe what they had learned about their chosen topic. This is the point at which the writing shifts from 1st person to 3rd and becomes the formal research paper. Students will learn how to structure a paper according to ideas rather than sources, write a compelling introduction with a sound thesis, and conclude with a clear statement of the importance of the topic studied. They will be introduced to academic transitions and methods of providing in-text citations.
They will submit this section along with their Works Cited page. We will be using Easybib as a guide and as the place where their annotated bibliography is stored. If they are diligent at using this tool throughout the process, printing a Works Cited page is relatively easy and painless. If not, it is often the point at which a good life lesson is learned!
Reflection
Once the final What I Learned section is written, (and they realize that they’re not dead yet :o), they will write a brief paragraph in which they will reflect on the process and how it has shaped them as a learner and researcher. They will shift back to 1st person and share their thoughts on the effectiveness of the I-Search in helping them grow as learners (and yes, they can vent a little).
Final Note
This is a long process and, while time will be given in class for much of the research and writing, your child will be required to research, revise, draft, and edit every night for homework in order to remain on schedule. A calendar of due dates and assignments are posted on my website, though your child should be able to share with you where they are in the process when asked.
As always, if you have any questions or would like more information concerning this unit of study, please don’t hesitate to send me an email or give me a call.
Sincerely,
Dr. Bruno
[email protected]
http://drbruno.weebly.com
Overview
It has been my experience when teaching research to eighth graders that they understand little about the research process and focus largely on the format of the finished product. As a result, their research papers often lack substance and depth, and they often lack enthusiasm for the learning. While my students made some terrific progress in developing some of these skills during our PBL, there is more to learn. In order for my students to master the necessary academic skills and develop a deeper appreciation for the value and the workload of true research, my students will be writing an I-Search paper, a paper that is chunked into distinct sections.
The I-Search paper is a visual representation of the process that people go through when they want to learn more about a topic. It acknowledges that good research comes from a personal desire to learn something and it is therefore essential that the chosen topic is one about which the researcher is passionate. Because the I-Search paper recognizes that the learning takes place in the context of the learner, most of the sections of this paper are written in first-person and the author’s opinion and judgment of the information discovered becomes an integral part of the process and the paper. It differs from a traditional research paper in that it uses the pronoun I in the sections What I Know, What I Want to Know, and all three Research Journeys, and requires the author to be an active participant in the processing of new knowledge. However, because students at this grade level also need to learn how to write a formal research paper, the final section, What I Learned, will be written under the guidelines and requirements of formal academic writing, shifting to 3rd person.
The What I Know and What I Want to Know
The first section, What I Know, asks the researcher to record what they already know about the topic and is written prior to any serious research. It is important to note that in this section the information does not need to be accurate. As a matter of fact, it often is not. A great deal can be learned from realizing how preconceived notions and opinions obscure reality and truth and noting those assumptions prior to research will help students develop the ability to consider the role of their own assumptions in what they come to believe.
The second section, What I Want to Know, addresses the questions that the researcher has about his or her topic. Identifying all the questions a student has about a topic paves the way to identifying their guiding question. The articulation of a well-formed guiding question is critical, as it becomes the road map for their research and will provide the basis for their final thesis. The importance of a well-written research question (thesis) and the role it plays in focusing the search and the final product will be stressed.
Research Journeys
Only after your child has written an approved guiding question, will they begin the actual research. During the Research Journeys your child will be required to identify a minimum of 6 sources from which they will seek answers. From those sources they will be required summarize 3: one book or journal, one website, and one personal interview. Students will be taught the value of using their guiding questions to keep them focused. They will be shown a variety of reading strategies for reading non-fiction text such as determining the gist, summarizing, exploring and using text structure, note taking in the pursuit of their answers, and creating an annotated bibliography. Additionally, they will be given research strategies to help them find the information they seek and to evaluate the validity and trustworthiness of the sources they choose. To meet the requirements of the Research Journeys, each source is written separately. Included in each is the MLA citation and a brief discussion on how the source was discovered and evaluated. This is followed by a summary of the information found in the source as it relates to questions posed and any new questions raised. The conclusion is a brief analysis of how this information answers questions, supports understandings, and challenges beliefs.
What I Learned and Works Cited
The fourth section, What I Learned, requires that each student synthesize the information from their sources and describe what they had learned about their chosen topic. This is the point at which the writing shifts from 1st person to 3rd and becomes the formal research paper. Students will learn how to structure a paper according to ideas rather than sources, write a compelling introduction with a sound thesis, and conclude with a clear statement of the importance of the topic studied. They will be introduced to academic transitions and methods of providing in-text citations.
They will submit this section along with their Works Cited page. We will be using Easybib as a guide and as the place where their annotated bibliography is stored. If they are diligent at using this tool throughout the process, printing a Works Cited page is relatively easy and painless. If not, it is often the point at which a good life lesson is learned!
Reflection
Once the final What I Learned section is written, (and they realize that they’re not dead yet :o), they will write a brief paragraph in which they will reflect on the process and how it has shaped them as a learner and researcher. They will shift back to 1st person and share their thoughts on the effectiveness of the I-Search in helping them grow as learners (and yes, they can vent a little).
Final Note
This is a long process and, while time will be given in class for much of the research and writing, your child will be required to research, revise, draft, and edit every night for homework in order to remain on schedule. A calendar of due dates and assignments are posted on my website, though your child should be able to share with you where they are in the process when asked.
As always, if you have any questions or would like more information concerning this unit of study, please don’t hesitate to send me an email or give me a call.
Sincerely,
Dr. Bruno
[email protected]
http://drbruno.weebly.com