English IV Unit 7

Big Idea:

Conduct research in order to gather, interpret, and embed academic articles which support a thesis in a literary analysis.

Student Expectations:

Priority TEKS

E4.21(A) follow the research plan to gather evidence from experts on the topic and texts written for informed audiences in the field, distinguishing between reliable and unreliable sources and avoiding over‐reliance on one source

E4.21(B) systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences

E4.21(C) paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number), differentiating among primary, secondary, and other sources

E4.23(A) synthesize the research into an extended written or an oral presentation that provides an analysis that supports and develops personal opinions, as opposed to simply restating existing information

Focus TEKS

E4.20(A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic

E4.20(B) formulate a plan for engaging in research on a complex, multifaceted topic

E4.9(A) [Readiness] summarize a text in a manner that captures the author’s viewpoint, its main ideas, and its elements without taking a position or expressing an opinion

E4.9(B) [Supporting] explain how authors writing on the same issue reached different conclusions because of differences in assumptions, evidence, reasoning, and viewpoints

E4.9(C) [Readiness] make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns

E4.9(D) [Supporting] synthesize ideas and make logical connections (e.g., thematic links, author

analysis) among multiple texts representing similar or different genres and

technical sources and support those findings with textual evidence

E4.22(A) modify the major research question as necessary to refocus the research plan

E4.22(B) differentiate between theories and the evidence that supports them and determine whether the evidence found is weak or strong and how that evidence helps create a cogent argument

E4.22(C) critique the research process at each step to implement changes as the need occurs and is identified

E4.23(B) uses a variety of formats and rhetorical strategies to argue for the thesis

E4.23(C) develops an argument that incorporates the complexities of and discrepancies in information from multiple sources and perspectives while anticipating and refuting counter‐arguments

E4.23(D) uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials

E4.23(E) is of sufficient length and complexity to address the topic

Student Learning Targets:

• I will synthesize information to support an argument.
• I will access and evaluate college-level academic sources through a database or discovery tool.
• I will select reliable academic sources which present a point of view to expand an original argument.

Essential Questions:

• How can quoting multiple academic sources in a literary analysis strengthen an original argument?
• What is the most efficient way to locate valid sources and choose those which are appropriate to quote in a literary analysis?

Extra Information:

Adopted Textbook: Texas Treasures - British Literature, McGraw-Hill

District Grading Policy

Texas Gateway Online Resource Center