Teaching Research Skills and Processes Office of Secondary English and Reading Frederick County Public Schools

Why teach research as part of the Reading/Writing Process? Reading—As we read, topic familiarity influences our comprehension of text. Mature readers, when they don’t fully comprehend, do research to build topic familiarity and to revise meaning (understanding) Writing—Fully developed writing includes specific details. Often, writers don’t have the knowledge of these specifics. Research allows writers to find details/examples needed for development of ideas.

When to do research? The internet makes research possible for most reading/writing tasks. Quick “checks,” rather than extended research projects can be done frequently.

What to research? When reading: Background information on the author, the historical period, the politics of the era for a given text Meanings of individual words and phrases When writing: Quotes to add “weight” to arguments Scientific or other facts that can enhance ideas presented Poetic language to enrich the voice of a text

Reading Example: 1739–1823, American naturalist, b. Philadelphia; son of John Bartram. He is known chiefly for his Travels (1791), in which he describes his journey (1773–77) through the Carolinas, Georgia, and Florida and areas to the west. His book vividly portrays the plants and wildlife of the country and lists 215 native birds, the most complete list of that time. Bartram’s influence is seen in the works of Wordsworth, Coleridge, Chateaubriand, and other writers who found his book an unexcelled source of descriptions of the American wilderness and its inhabitants. Quick research ideas: What is a naturalist? What native birds existed in 1739 in Florida? Who is Wordsworth? What was happening in America from ? *** What additional meaning would readers make if they knew the answers to the questions posed?

Writing Example: 1739–1823, American naturalist, b. Philadelphia; son of John Bartram. He is known chiefly for his Travels (1791), in which he describes his journey (1773–77) through the Carolinas, Georgia, and Florida and areas to the west. His book vividly portrays the plants and wildlife of the country and lists 215 native birds, the most complete list of that time. Bartram’s influence is seen in the works of Wordsworth, Coleridge, Chateaubriand, and other writers who found his book an unexcelled source of descriptions of the American wilderness and its inhabitants. Quick research ideas: Get quote from Wordsworth on value of Bartram’s work Get picture of Bartram or a physical description Get quote from Bartram on why he became a naturalist Get poetry line from Wordsworth or Coleridge that uses a vivid natural description

Research Methods Note cards are outdated—a relic of the world pre-Internet, pre-copy machines, pre-printers, pre-highlighters. Teach students to “capture” ideas using “post-its” on texts upon which one can’t write. Numbers on post-its should match “numbered” notes in a research “notebook.”

Research Methods Continued For those items one can copy, students should highlight and note-take. Two types of notes — ”quotes” of importance and “commentary.” Students need both.

Research Methods Continued Teach students to write down key citation information as a student works, not to “save the bibliography work for the end.” Teach students early in the year how you want them to create the citations. Focus more on concepts (e.g. what to cite, basic information/order of key information in citations) and less on editing (where to put the comma, extra spaces, except for 11 th and 12 th grades).

Encourage Independent Research Reward student initiative with regards to research. Make research a natural part of the reading/writing process, rather than an event.