Reasonable Research for Skeptical Scholars
Students Loathe Research, but Making it Matter Can Help
Nov 15, 2009
Research. Just the word sends shivers down the spines of an entire classroom. Both the teacher and the student dread the research time period for many reasons:
- It is very time consuming. A solid research project takes weeks, if not months to perfect and with high school's curriculum, that kind of time is just not an option.
- With today's technology, the amount of plagiarism discovered is enough to make even the most steadfast educator cringe with anger.
- Basic research is considered boring and often doesn't coincide with a students interest in anyway.
With these objections, how does the classroom teacher turn research into a concept student's will learn from rather than an objectionable time period that one hopes to just "get through"? Turn the process into a relevant, but rigorous, experience that student's will take an interest in with learning becoming a bonus in the process.
What Topics of Research Rally the Youth?
When seeking a concept that students will take an interest in, go right to their backyard of pet peeves from the school's code of conduct: cell phone policies, zero tolerance, piercings or dress code. Each of these concepts are areas that students either defend or reject wholeheartedly. Giving them an option of something that directly effects them already peaks their interest in the process.
From here, the progression allows for them to develop their opinion on the topic of choice. This process can begin at the beginning of the school year when the classroom teacher is covering the handbook. Having them do a short writing assignment with this discussion allows opportunity to gauge their writing skills by assigning an introduction – a short paragraph that articulates their opinion on the school policy of choice.
This introduction should include an introductory hook, well developed ideas, and a solid thesis statement. When students complete this process, papers are collected and set this aside, letting them "simmer" in the students minds and on the papers as other skills are taught in the learning process.
Taking it to the Next Step
When returning to this paper, pose a question to the class: Why would the administration or school board puts (policy of choice) in place? Return students' introductions to them and have them articulate a 2nd paragraph that gives reasons the rule is most likely in place. Have them compare and contrast the introduction and the reasons they believe this rule exists to create a firm foundation for research. Students can now see a juxtaposition of ideas; their opinion and the reasons the rule might exist. This creates an excellent opportunity for them to explore how this rule came into being and what, if any, reasons exist for the rule to remain in effect on the campus.
Moving on to Real Research
Using the school's rule book for analysis opens a bevy of doors for more information. Research on this topic can begin with comparing the current policies to prior policies and/or comparing their school's policy to other districts, even other states, as most school districts post their policies online via a school web page. The research goal is to prove or disprove this policy as valid and just for the learning environment of the high school.
What This Research Should Include
Because students have already chosen a topic and taken a stand, step one is done long before the class sets foot in the library or launches a web browser to seek information on the Internet. In order to help students seek the most reliable and valid sources for their topic, the use of an annotated bibliography is ideal.
This process provides exposure to the research process in a more concentrated format and allows students an opportunity to work on citations, quotes, summarizing, and paraphrasing prior to writing a full paper. From the annotations, students can narrow down the best resources, information, and direct quotations to include in their research paper. This step is a much needed learning tool as the idea of writing a full paper often creates unwanted anxiety in students that have been unsuccessful with previous research tasks.
Putting it All Together
Many elements of the research process are done; it is now the students job to combine these ideas into a cohesive paper that allows them to answer the question of "why"? Students, at this time, will take their introduction and develop a final draft of this paragraph aligning it to what they've learned during research from the annotated bibliography.
For students, knowing the introduction and the research is complete makes them less apprehensive towards writing the full paper. With guidance from the teacher, students will draft their ideas into a paper that creates an understanding of rules and guidelines placed within a school's code of conduct focusing on why these restrictions are or are not necessary. This is a paper concept that students will take an invested interest in because it directly relates to expectations placed upon them everyday. When students interest is engaged, the learning potential is limitless, even during required research.
References:
"Annotated Bibliographies - The OWL at Purdue." Welcome to the Purdue University Online Writing Lab (OWL). (accessed November 15, 2009).
"Creating a Thesis Statement - The OWL at Purdue." Welcome to the Purdue University Online Writing Lab (OWL). (accessed November 15, 2009).
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