African National Liberation

Mini-Lesson #3: Thesis Workshop

Today we will be discussing the characteristics of strong thesis statements and workshopping yours in small groups.

• • Thesis statement workshop digital worksheet (click this link to force a copy)

  • Thesis statement workshop slides (will be shared after class)

Mini-Lesson #2: NoodleTools & Note Taking

Getting Started in NoodleTools

• Logging in to NoodleTools

• Creating a project

• Sharing a project with an inbox

• Adding Works Cited entries (databases, websites, books, etc)

• Taking and organizing notes

Recommendations for Taking Notes

Accidental plagiarism is often the result of sloppy note taking. Use NoodleTools to carefully identify all quoted material as such and connect everything back to its source.

Know (at least roughly) where you're going BEFORE you get in the car. Don't start taking detailed notes until you have identified a clear focus for your paper.

Only write down information that you think will be useful evidence for your claims (supports your thesis). Do not write down everything you read. Remember, you are taking notes for a paper, not preparing for a test on a chapter in your textbook.

Don’t overuse quotations in your notes. If you’re copying too much into your notes, you are not digesting and synthesizing the information, which will make organizing and writing much more difficult later.

When you paraphrase, make sure you are using only your own original words, not a hybrid. Be careful now to avoid plagiarism later.

Enter each new source into NoodleTools BEFORE you start taking notes and tag each new note card with its source as soon as you create it to avoid confusion later. At the end of a research session, check that all notes include a source.

Try to limit yourself to ONE main point or idea per note. If each note card contains one "chunk" of information, you will be able to put them in order when you go to write your outline. Label them with headers or topics to make them easy to organize later.

You do not need to write in complete sentences, but make sure you include enough information that it will make sense to you days (or weeks!) later, and that your teachers can make some sense of it too.

Make sure you are taking notes on diverse sources, not just focusing on one. You want to weave together ideas and information from multiple points of view when creating your own.

Keep copies of your digital sources and hold onto library books until you are done with your assignment, if possible. Because research is recursive you may need to go back for more information at a later stage.

Source: Adapted from the AHS Research Handbook.

Mini-Lesson #1: Pre-Search Mapping

Why take the time to do pre-search mapping?

• Be more intentional in thinking about search terms/phrases

• Build vocabulary about the topic

• Create a more robust/helpful search with better results

• Be mindful of exploring variety of resources

• Learn enough background to ask meaningful questions

How do you do pre-search mapping?

• Track search terms/phrases

• Identify sources of information

• Skim and scan 2-3 articles or resources per information source

• Record terms, big ideas, concepts, do NOT take notes or focus on facts

• See, think, and wonder with your group members

What will it look like?

• Student exemplars

• Sample pre-search strategy map made by a librarian colleague:

Source: Buffy Hamilton.

Remember, your goal is to learn vocabulary and big ideas about your topic while exploring potential resources before you start focusing questions, taking notes, etc.

• Search mapping template

• Search mapping sample

• Exit ticket instructions and printable file

Source: Pre-search mapping lesson adapted from Buffy Hamilton and Norcross High School librarians.