Embedded Files
Introduction
Introduction
This is the fourth lesson in this sequence which will continue the focus on developing your capacity to write with authority – ethical research.
In this lesson, you will engage in activities that consolidate your understanding of the background knowledge required to have a deep understanding of research and citation.
During this lesson you will:
connect prior learning about ethical research to learning about sources
apply vocabulary to the context of your study
make connections between your learning about ethical research and how this is demonstrated in your world.
Student Booklet
Student Booklet
To open your student booklet in Microsoft Word (Docx 249KB), select the icon. It will download automatically.
To open your student booklet in Google Docs, select the icon then select 'Use Template' to create a copy for yourself.
Activity 1 – Check your understanding
Activity 1 – Check your understanding
Review your prior learning about citing sources from lesson 3 and demonstrate understanding by completing the ‘All that apply’ ’True or false’ and ’Multiple choice’ questions.
Pre-reading
Pre-reading
In the next lesson you will read the transcript for the ABC education episode ‘Sources’, from series 1 of the ABC BTN: Media Literacy resource.
To prepare for this, you will engage with some of the vocabulary and concepts covered in the episode.
In ‘Sources’ the impact of ethical research and using credible sources is explored at length. Journalists are generally regarded as composers who have authority. We rely on them to report information that is current, well researched and balanced. However, in recent times this has not always been maintained. The purpose of this BTN episode is to reinforce the importance of ethical research (and journalism) and to raise awareness that responders also have a responsibility to think critically when engaging with a text.
You could benefit from revisiting Lesson 2- Understanding Authority, in which the English Textual Concept ‘authority’ was defined. In particular, it is important to remember these points:
Ways of writing add a sense of authority to a text – arguments that are substantiated (supported) by research and the use of appropriate sources helps establish this sense of authority.
As a reader we may question the authority of a text and its author when we compare one text to another, and we explore different perspectives on a topic.
With this in mind, you are ready to explore the text ‘Sources’.
To begin, a word web for ‘journalism’ has been completed for you because this may be a completely new word for you. You have already completed word webs in previous lessons, so the approach to learning should be familiar to you.
Activity 2 – Vocabulary in context
Activity 2 – Vocabulary in context
Task 1
Task 1
In this activity, you will use the word web template provided below to learn new vocabulary, in context.
This means you will fill in the word web based on how you think the word might relate to ethical research and writing with authority.
Consult a dictionary if you are working offline or the website for the Collins Dictionary if you are working online.
Create word webs for the following terms: current, reliable, authority and purpose.
Place the word in the middle circle.
Define it – consult a dictionary to learn and check the meaning of the word. Use this definition to write your own. Aim to ensure that this definition reflects the focus of our learning (ethical research and/or writing with authority).
List synonyms – consult a dictionary to identify other words that mean the same thing – list those which apply to your learning about ethical research and/or writing with authority.
List antonyms – consult a dictionary to identify words that mean the opposite of this word – list those which apply to your learning about ethical research and/or writing with authority.
Word family – list words that are similar or sound similar and are part of the root words.
Visualise it – draw an image or find a picture of this word in context.
Locate it – try to find this word in a sentence. Alternatively, you can write a sentence.
To access the template click the button above.
Select, 'Use Template' to create a copy for yourself.
Task 2
Task 2
For each word, write a sentence using the word in context of ethical research and/or writing with authority. You can complete this in table 1 – using vocabulary in context in your student booklet or in your English book. The first word has been done for you.
Journalism - In recent times, social media platforms have had an impact on ethical journalism because these platforms make it easier to spread fake news.
Current
Reliable
Authority
Purpose
Activity 3 – Apply your learning
Activity 3 – Apply your learning
This is the final pre-reading activity which is designed to stimulate thinking about ideas explored in the text ‘Sources’. The answers are based on your opinion.
What is the importance of research for occupations that provide information to the community? For example, journalists, historians, teachers, authors and so on.
What is the difference between a primary and a secondary source?
Describe how each of these occupations would use a source: teacher, author or journalist.
CC0 Public Domain
Next Lesson
Next Lesson
In the next lesson you will read the text ‘Sources’ by ABC Education and extend your understanding of how to determine if a source has currency, reliability, authority and purpose.
Handing in your work
Handing in your work
Don't forget to hand in the work you completed today!
Your teacher will have told you to do one of the following:
Upload any digital documents you created and any photos you took of your written work to your Learning Management system (MS Teams, Google Classroom for example).
Email any digital documents you created and any photos you took of your written work to your teacher.
Make sure you keep any hand written work you did in your exercise book or folder as your teacher may need to see these when you are back in class.
Student reflection
Student reflection
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