Step 2 Focus within a Topic. You need 3-5 pages of notes for 3/22 for Tan & Red.
Step 3 An additional 3-5 pages of notes on your topic/focus and 5 notecards due for Tan & Red 3/29.
Step 4 First draft of research question and 10 additional notecards due for Tan & Red 4/1.
Step 5 Revised research question and first draft of central claim (your response to the research question), and an additional 5 notecards.
Step 6 Post research question & claim to wiki and comment upon 3 others.
Step 7 Examples of a detailed outline and further explanation of can be found here. Detailed Outline (15 points)
Research Question
Central Claim
Sub Claims
Evidence
Analysis
Footnotes
Research Question Info Your research question should evolve from one or more of the given topic questions. Writing a research question does not mean you are done researching, it is starting point to drive your research in a more narrowed direction.
In writing your research question ask yourself the following questions,
Is it interesting to me?
Is it arguable? Read it to yourself and see if you can argue against it.
Is it of historical significance? Does the question present a puzzle that needs to be resolved?
Is there is evidence to support this argument so far?
Is it specific enough to be answered in a roughly 5 page paper?
For Paragraph Writing
Body Paragraph Sub-claims (topic sentences) Sub-claims are one sentence that has an argument and single reasoning. Sub-claims are narrow and must advance the central claim. Each sub-claim addresses an aspect of the central claim, together they address the whole central claim. Sub-claims exist within transition sentences.
Body Paragraph Evidence Students will be expected to refine their ability to find and appropriately incorporate SPARC1 Evidence. In particular, students will be expected to incorporate more evidence and to group that evidence concisely (densely pack sentences with facts). They will be expected to vary the types of evidence within each paragraph.
Body Paragraph Reasoning (analysis) Reasoning explains the connection between the evidence and the sub-claim. Explaining may mean that the student provides additional context or uses more than one sentence to extend logic. Students will also use a variety of phrasing.
Guide Through Writing in the Social Studies:
Equality & Hierarchy Research Paper Material
Assignment:
Step 1
Topic worksheet.
Step 2
Focus within a Topic. You need 3-5 pages of notes for 3/22 for Tan & Red.
Step 3
An additional 3-5 pages of notes on your topic/focus and 5 notecards due for Tan & Red 3/29.
Step 4
First draft of research question and 10 additional notecards due for Tan & Red 4/1.
Step 5
Revised research question and first draft of central claim (your response to the research question), and an additional 5 notecards.
Step 6
Post research question & claim to wiki and comment upon 3 others.
Step 7
Examples of a detailed outline and further explanation of can be found here.
Detailed Outline (15 points)
Research Question Info
Your research question should evolve from one or more of the given topic questions. Writing a research question does not mean you are done researching, it is starting point to drive your research in a more narrowed direction.
In writing your research question ask yourself the following questions,
For Paragraph Writing
Body Paragraph Sub-claims (topic sentences)
Sub-claims are one sentence that has an argument and single reasoning. Sub-claims are narrow and must advance the central claim. Each sub-claim addresses an aspect of the central claim, together they address the whole central claim. Sub-claims exist within transition sentences.
Body Paragraph Evidence
Students will be expected to refine their ability to find and appropriately incorporate SPARC1 Evidence. In particular, students will be expected to incorporate more evidence and to group that evidence concisely (densely pack sentences with facts). They will be expected to vary the types of evidence within each paragraph.
Body Paragraph Reasoning (analysis)
Reasoning explains the connection between the evidence and the sub-claim. Explaining may mean that the student provides additional context or uses more than one sentence to extend logic. Students will also use a variety of phrasing.