OVERVIEW OF THE ASSIGNMENT
Writing a research paper can be an overwhelming task to beginning college writers. The process is non-linear and confusing: Choose a topic. Learn about finding and evaluating the credibility of sources. Do research. Refine a topic. Do more research. Plan the paper. Select sources. Do research to fill in the gaps. Write the paper. Cite the sources. Do more research. Revise. Maybe a bit more research . . .
The guided research assignment takes the research out of the research paper. For this assignment, students are provided a cluster of sources about a given topic. The New York Times online feature Room for Debate is an excellent resource for this type of paper. The site provides an array of possible topics, and each unit offers a cluster of knowledgeable, credible writers' perspectives on a current event or issue. There is no need for instruc
tors to find a collection of sources that will
This assignment removes (or minimizes) the research aspect of the assignment and teaches students the tools to synthesize and cite information as a stepping stone to writing a paper that requires them to choose a topic and do the research themselve
s. With the guided research assignment, students are introduced to skills necessary to write a more traditional research paper, including argumentation, as well as how to integrate and cite sources. After completing the guided research paper, students can mov
e forward confidently to write a paper that requires them to seek and evaluate information independently.
OBJECTIVES
to learn how to read research materials
to learn to integrate research
to MLA in-text and Works Cited
to write an annotated bibliography
to formulate an argument
ADVICE FOR THE INSTRUCTOR
THE BENEFITS OF THIS ASSIGNMENT:
Students tend to do much better on longer argumentative research assignments once they have confidently mastered some of the skills involved by writing the guided research first.
Using Room for Debate units as research sources simplifies the instructor's preparation for the assignment by providing assorted viewpoints on timely, interesting topics. Rather than having to do a mini-research paper yourself in order to present relevant texts to students, the difficult work of finding good sources is already done for you!
Students are very enthusiastic about the in class debate aspect of this assignment. They seem to forget they are working on a writing project and focus on the success of their argument in a competitive environment.
THE CHALLENGES OF THIS ASSIGNMENT:
The typical problems involved with any research paper: organizing the argument, integrating research, citing sources, etc.
Some of the modules lend themselves to this assignment more than others, depending on both the topic and the type of information included. We had success with this unit on standardized testing.
Some of the units in Room for Debate are organized around straightforward questions, while others address an issue more broadly. Depending on which unit you choose, formulating a good research question based on the readings can be a struggle for students, but it is ultimately rewarding because it gives them practice for their later essays. Just make sure you either provide them with a question or supervise as they generate it.
TIP:
Try adding in a requirement that students locate one or two of their own sources.
Be sure to scroll down on the Room for Debate website to see the listing by subject area on the right hand side.
It may be useful to demonstrate how the website works so that students
ACTIVITIES
Step 1: Assign students a unit to read. Model how to read carefully and critially.
Choosing the right unit is very important. Either select a specific unit for everyone to read or offer a few possibilities to choose from. Either way, be certain the topic lends to a good argument. Some of them are better than others. Before you start reading, have a preliminary discussion about the topic and have students do a bit of writing about their (uninformed) feelings. Start out by reading a few together so that you can model close reading.
Step 2: Have students write an annotated bibliography.
If the class has already been doing the summary assignments, it will be a natural transition into doing the annotated bibliography. Writing the annotated bibliography encourages students to interact with and clearly assess each source. It is invaluable resource during the debate as well as during the planning and writing of the actual essay.
Step 3: Discuss the major issues and develop a research question together.
Arriving at a research question based on discussion is a vital part of the process of writing this paper. Doing so demonstrates the hard work that goes into formulating a research question--and subsequently a thesis statement--for an essay.
Step 4: Plan a debate.
Having arrived at a research question, divide students up into small groups and assign them to a side. (We like to poll them about which side they agree with, and then ask them to argue for the opposite side.) Using the outline handout provided below, groups should brainstorm main ideas. Then, each group member should assume responsibility for one of those main ideas and should reread the Room for Debate unit, highlighting quotes that support the group's stance on that issue. Armed with that information, groups should collaborate, developing a debate outline using the handout.
Step 5: Have an in class debate
Using the prepared outlines, host an in class debate in which each side presents its viewpoints. It can be as simple as having each student speak a "paragraph": introduction, point 1, point 2, point 3, conclusion. Once both sides have spoken, encourage questions and rebuttals. Once the debate has ended, bring the class back together and give feedback about what they did well, and what they need to work on. brainstorm about the topic, asking them how their opinion has evolved and discussing the various pros and cons. This is a vital step. The debates will likely be a bit messy because they are basically rough drafts of the students' papers. The benefit of having the debate is that it allows students to try out and think through their ideas.
Step 6: Students write their own outlines.
After filling out the handout for the debate, it should be quite straightforward for students to formulate their own outline. It is helpful for them to get some feedback on these before writing the paper.
Step 7: Students write drafts
Step 8: Students peer review one another's drafts
Step 9: Revise and submit final draft
Handouts for Guided Research:
Guided research paper guidelines and annotated bib
Guided research paper DEBATE outline
Guided research paper ESSAY outline
***SCROLL DOWN TO "ATTACHMENTS" TO ACCESS HANDOUTS!***