Research Step 4-5

Objective

• Develop 2 controlling ideas for subtopics to logically develop an argument..

Anticipatory Set

Take a look at the sample for Step 4 in the "Demo" organizer:

Lesson

Organize the Research

• Before writing the rough draft, it is important to establish a clear direction for the paper and how you will prove what you set out to do. Establishing the position (the side you will take in the controversy) and controlling ideas that guide the writing of the paper will help do this. Controlling ideas are the “subtopics” that support the main topic of your paper. In this case, your topic is proving one side of a controversy. Therefore, the subtopics are the underlying ways or themes you will develop to prove your argument is valid. For this short practice paper, you will be asked to develop 2 controlling ideas.
• First, record the side you will take (position) in the first part of the chart in Part 4 of the pre-write_organizer.
• Next, review your 10 facts in Part 3. Look for how some of the facts prove your side's argument in similar ways.
• Cut and paste 3 facts that would go together well in a paragraph in the chart for Part 4. Don't forget to record the source # also.Notice sub-topic clues you wrote in the upper left hand corner of your cards. They give a hint as to the kind of facts and opinions that are being used to argue the side you support.
• Decide the controlling ideas by giving a word or phrase that is the common theme for those 3 facts.
• For instance, you may see a number of facts and opinions that show how abortion is morally wrong in some author's judgment. You may also notice that some other facts seem to show how the procedure can have a variety of health risks. You now have 2 controlling ideas that help prove your side of the controversy. . Therefore, “immoral” and “unsafe” become your 2 controlling ideas or subtopics. Think of these 2 controlling ideas as 2 groups of facts that will help you prove your argument has credibility in 2 different ways.
• Repeat the same process for a second controlling idea with 3 other related facts.
• In the Box labeled Thesis: Write a sentence that tells your position (what side you are on) and the 2 reasons your side is right (your 2 Subtopics/ Controlling Ideas). For example, "Abortion should not be legal because there health risks and it is immoral."You do not need to use every fact to do this step. A normal part of research is to gather more than what you actually use in the final paper. Likewise, you may find that you do not have enough facts that are proving your point in 2 different ways. If this is the case, you may need to “revisit” your articles for more facts that might go well with some of the cards you already have and add them as fact cards. You may even need to go find another article to help you finish this step.
• If you have exhausted the library databases, the following are better for student use in place of "Google" searches:

Sweet Search

​findingDulcinea

infotopia

ask.com​

Google Scholar

• Make a new source card and add fact cards if you track down an additional source.
• Finally, construct and record your thesis statement in the chart for Part 4. In its simplest form, it is merely the side you will prove and the controlling ideas that will help you prove your position. For example; Abortion should not be legal because it is immoral and unsafe.

Closure

Construct a Call to Action

How would you develop a "call to action" for this scenario . . . Students are “hanging out”/loitering in the hallway instead of going to class. The teachers and administration has asked for some realistic suggestions on how to solve this problem quickly.

Seek out at least 1 "call to action" for your topic. It needs to answer What? and How? your problem will be addressed. This can be found in . . .

. . .your own thoughts.

. . .existing Articles from Databases (remember that Teen Health and Wellness has Hotlines listed for a number of different issues).

. . . Search organizations that would offer alternatives on your side of the argument. Make a Web Document type source card for a new source like this and include it in Step 2. Use the scholarly search engines above.

Record your thoughts/ research in Part 5 of the pre-write_organizer. More than 1 line is provided in case you find a couple and are not sure what you want to use later . . . better to have too much rather than too little. Don't forget to record the source # and "note" of credentials when possible.

What is wrong with the following "Calls to Action?":

. . . Guns should be banned or more violence will occur.

. . . Animals should be protected or they will become extinct.

. . . the internet should not be censored or First Amendment rights will be violated.

Submission

Part 4 and 5 of the organizer filled . . . already attached on th Step 1 assignment post in Google Classroom.

NJ Standards

• LA.9-10.RL.9-10.1 - [Progress Indicator] - Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain.
• LA.9-10.RI.9-10.2 - [Progress Indicator] - Determine a central idea of a text and analyze how it is developed and refined by specific details; provide an objective summary of the text.
• LA.9-10.W.9-10.5 - [Progress Indicator] - Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience.
• TECH.8.1.12.F.CS2 - [Content Statement] - Plan and manage activities to develop a solution or complete a project.
• TECH.8.1.12.F.CS3 - [Content Statement] - Collect and analyze data to identify solutions and/or make informed decisions