KRCR News Report: “Breakdown of ... - the blowing branches



The I-Search Research Paper: Stop and Think, Speak and Listen, Take Action (A Redesigned Approach)Backward Design: The goal of the I-Search Research Paper is collaborative and inquiry-based project that scaffolds students’ academic language and literacy learning. This approach begins Day 1 of any English 101 course, rather than introducing research methods towards the end of a term. Through scaffolding the skill-sets throughout the semester, we ensure students learn and engage and we can intern provide formative assessments and feedback on their assignments. Students will be more motivated to learn the skills needed for all coursework requiring research methods skills when they are able to involve their own voices and reflections.Stage 1: (Students learn how to create I-Charts throughout the Semester):The I-Chart is organized around three phases: Planning, Interacting, and Integrating/Evaluating.First, teacher and students identify a topic of interest with relevant questions, collecting a variety of sources to critically evaluate and synthesize. This occurs at the beginning of the semester and revolves around each reading assignment (Reading Journals are all part of the Scaffolding of the I-Chart).Stage 2:The We-Chart:As a class, we explore prior knowledge about a topic, then read and record interesting information connected to their questions. The instructor models how to record relevant information on the chart and pose new questions. Last, the class generates summary statements to move beyond the literal and to synthesize and evaluate information. We-Charts can be used as a scaffold for whole- or small-group learning and an organizing tool for the research process. We-Charts help with scaffolding instruction first as a whole class, then as a small group, and eventually as individuals (Cooper, 1995).Sample I-Charts/We-Charts (Samples):Topic:Mass Incarceration/Prison Industrial Complex/School to Prison PipelineQUESTION# 1Why are more men of color incarcerated?QUESTION# 2What is the history of “Jim Crow”?QUESTION# 3What is being done to remedy the situation?QUESTION# 4Has anything changed since Alexander’s essay?Other Interesting facts or Key WordsOther questionsWHAT WE KNOWSource #1“The New Jim Crow” by Michelle AlexanderSource #2The 13th Film DocumentarySource #3KRCR News Report: “Breakdown of recent new California laws going into effect January 1, 2019Criminal Justice/Public SafetySummaryStage 3 (Giving the Assignment Prompt and Guide)The I-Search Research PaperFrom “What we Know” to “What I Know”: Throughout the semester, have been exploring several different themes in our readings such as Literacy as Empowerment, Building Bridges not Walls, and Social Justice. For this assignment, you will be given an opportunity to explore topics under those major themes.Please choose one of the TOPICS from the following list and create an I-Chart:Border Detention CentersChildren’s rightsClimate ChangeCriminal Justice Environmental InequalityEnvironmental JusticeFirst Generation College StudentsFood JusticeFree Education for AllGenetic Testing-Ethics-BioethicsGun controlHomelessness and Mental IllnessHomelessness and WomenLGBTQ Youth and Mental IllnessMass Incarceration (Criminal Justice)Mass Shootings and White Supremacy (Mental Health)Medicare for AllMental Health (Anxiety, Depression, PTSD and Students)Opioid Epidemic-Drug Addiction and Mental HealthPrivacy in Business/Internet (China vs. The United States)Racial ProfilingRape CultureRights for the Disabled and Mentally IllSports and ProtestSports and Racial InequalityPart I. What I Know (Pre-Research):Due on CANVAS on XXX midnight, you will be asked to write a 2-3 page essay, using the first person point of view?about the topic you choose from the list above and include an I-ChartFor my I-Search Paper, I would like to explore ______________.? What I already know about this topic is_________________________________________________________________________________.?Make a personal connection as to why this topic interested you…Discuss what you want to know more about…Conclude with what you hope will come out of this research process.? What you might anticipate your topic will teach you and your knowledge of writing research papers overall…Part II. Includes Your Rough Draft in 3 Parts:What I Know: Stop and Think about your TopicThe Story of my Research: Speak and Listen to the Research and Multiple Modes of SourcesConclusion: Take Action on your issue (WHO, WHAT, WHERE, WHY, WHEN, HOW)Here is where you'll read at least 5-6 sources of information about your topic. Not only do you report on what others have said about your topic, but you also add your opinion of their perspectives. You also get to comment on what an amazing experience you're having along the way. Yes! The "I" in I-Search means that you must write in the first person, and you must be an interactive, reactive participant.Part III. What You LEARNED about BOTH your topic and the research process:Part III. What I learned:This is what you learned about your topic as a whole. Aside from your conclusion in Part II., this is an opportunity to reflect on (1) Your Research Process (2) Your writing process or development/improvement (3) Using “I” in a paper vs. “One”(4) What you hope your audience discovers through reading your paper.Food for THOUGHT…Questions you may want to answer as you reflect on “What I Learned” (answer them as needed or formulate your own):How successful were your searches? Was the Internet easier to use than hard copies, such as books, reference materials, magazines, etc.? How hard was it to find sources that were credible on the Internet? Where did you find most of your good information? What is the most important lesson I have learned about conducting research?What advice would I give a future student on making the process more manageable?What do I take away with me to future classes and my future career goals with this assignment?How did using the first person “I” empower me as a scholar?Part IV. Annotated Bibliography (Not Included in the Page Count), which is an MLA Formatted Bibliography of 5-6 sources (Includes a short summary of each source 3-4 sentences).Formative Assessment Rubric:Sections of the I-SearchMeetsAlmostNot yetPart I. What I Know: Pre-research. This section explores what you already know about your topic, prior to conducting the research. This is where you also pose questions you hope to answer through your research.Part II.Includes Your Rough Draft in 3 Parts: (1) What I Know: Stop and Think about your Topic (Thesis Statement) (2) The Story of my Research: Speak and Listen to the Research and Multiple Modes of Sources (3) Conclusion: Take Action on your issue (WHO, WHAT, WHERE, WHY, WHEN, HOW).Part III. What I Learned:This is what you learned about your topic as a whole. Aside from your conclusion in Part II., this is an opportunity to reflect on (1) Your Research Process (2) Your writing process development/improvement (3) Using “I” in a paper vs. “One”(4) What you hope your audience discovers through reading your ments: Summative Assessment Rubric:The I-Search Paper SectionsMeetsAlmostNot YetComments:Part I. What I Know20Part II.What I KnowThe Story of my Research Conclusion40Part III. What I Learned40Annotated Bibliography30Mechanics and Errors20Total Score out of 150: ................
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