1. Tuesday, March 13, 2012
English 9
Research Unit
Navejar, Dammanna, Huth

2. Sponge Activity
Make a list of items we learned
yesterday.
**Review your notes for a quiz. **

3. Learning Objectives-Common Core
• W.9-10.7. Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the
subject under investigation.
• W.9-10.8. Gather relevant information from multiple authoritative print
and digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question; integrate
information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.
• W.9-10.9. Draw evidence from literary or informational texts to support
analysis, reflection, and research.
– Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate
and evaluate the argument and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and sufficient; identify false
statements and fallacious reasoning”).

4. Research Writing
• You will write a research paper on the dangers
of co-sleeping
• We have pulled the research for you
• You will review the research and learn the
following (see next slide)

5. Student Friendly Objectives
We will learn the following in this unit:
What is a reliable source Quote sandwiches
How to properly cite a source Topic sentence/claim
APA (at least cover it)
Quote or evidence
MLA
How to cite sources Analysis
In-text Revision
Works cited See online sources for
How to take notes Revision
Cornell Notes (see PDF in Editing
folder)
Presentation
Fine tuning thesis statement
Organizational process See MPS Oral
Outline (optional) Presentation rubric

6. Research Writing
A research report presents information from many different sources and
indicates where the information comes from. Here are step-by-step
directions to help you create a research report
1. Prewriting
Select a topic that fits the assignment, research the topic,
and organize the information you gather. We are here**
Monday, March 12th
2. Writing
Introduce the topic clearly, provide information in a logical order, cite sources,
and reflect on what the information means.
3. Revising
Improve your work by making sure you have included the most important
information in the best order.
4. Editing
Check your facts for accuracy, check your writing for correctness, and make sure
you have used the correct formats for citations and bibliographies.

7. Terms or Devices you should know
Write down the following list in your notes.
Leave a space in-between each term so you can fill in your notes on the term.
You will check mark the words you learn along the way.
• Summarize
• Paraphrase
• Quoting
• In-text citation
• Work cited page
• Plagiarism
• Fact vs. opinion
• Evidence
• Credibility of sources
• Essay structure
– Introduction
– Body
– Conclusion
• Thesis statement
• Revision
• Editing
• Transition

8. Read the following text,
Co-sleeping and sudden infant death syndrome
• Postulated- to claim or assume the existence or truth of,
especially as a basis for reasoning or arguing.
• Mechanism- the agency or means by which an effect is
produced or a purpose is accomplished.
• Hypoxia- inadequate oxygenation of the blood.
• Obstruction- something that obstructs, blocks, or closes
up with an obstacle or obstacles; obstacle or hindrance
• Thermal- Also, thermic. of, pertaining to, or caused by
heat or temperature:
• Prone- having the front or ventral part downward; lying
face downward.
• Supine- lying on the back, face or front upward.

9. Sleeping infants
• Prone- having the front or ventral part
downward; lying face downward.
• Supine- lying on the back, face or front
upward.

10. Review Learning Activities that we
covered on Monday
• What is a reliable source?
– -Lancet vs. Baby Talk
• Discuss credibility of sources
• Pulling research from
• -UW-Madison
• -UW-Milwaukee
• -MPS student sites
• Citation Machine
• -APA
• -MLA
• Reading
• Comprehension activities
• -Re-reading
• -looking up unfamiliar words
• Quote, Summarize, Paraphrase
• -read
• -practice

11. Credibility of Sources
• What is a reliable source?
– -Lancet vs. Baby Talk
• Discuss credibility of sources
– Review Baby Talk article
• Citations?
• Author?
• Is this a good periodical for scholarly research? Why or why
not?
• Compare this periodical to The Lancet (a publication for
physicians)
– Co-Sleeping on Wikipedia

12. Pulling Research
We picked your research topic and pulled your
research for you.
Pulling research from-
• -UW-Madison
• -UW-Milwaukee
• -MPS student sites
• Milwaukee Public Library

13. Citation Machine
Why do we need to cite our work? What is a
work cited page/Reference page?
Citation Machine
• -APA
– Social Sciences
– Science courses
• -MLA
– Literature classes/English classes

14. Plagiarism
• What is plagiarism?

15. Co-Sleeping and sudden infant death
syndrome
• Pass out Lancet article
• Review vocabulary from the 1st paragraph
• Review first paragraph
– Check for understanding
• Pass out second handout
– Notice how the first sentence in the box is the first
sentence in the second paragraph
– Practice quoting, paraphrasing and summarizing

16. Co-Sleeping and sudden infant death
syndrome
• Research Unit, Quoting, paraphrasing, and
summarizing
• Second page of handout will cover the second
and third paragraph
– REVIEW- unfamiliar words
– Practice quoting, paraphrasing and summarizing

17. Quoting, Paraphrasing, and
Summarizing
WHAT IS THE DIFFERENCE
BETWEEN THE THREE WAYS OF
INCORPORATING OTHER
WRITERS' WORK INTO YOUR OWN
WRITING?

18. What is plagiarism?
Is copying just a sentence or two without crediting a
source plagiarism?
Is it OK to paraphrase what another has written without
correctly citing the author?
Is it OK to use information or ideas without crediting the
source if the exact words are not used?
Can you use parts of a friend's paper as your own if he
or she says it's OK?

19. Why do we use quotes, paraphrases, and summaries?
• To provide support for claims or add credibility to your writing
• To refer to work that leads up to the work you are now doing
• To give examples of several points of view on a subject
• To highlight a particularly striking phrase, sentence, or passage by
quoting the original
• To expand the breadth or depth of your writing

20. QUOTING
• Quotations must…
– Be identical to the original
– Use a narrow segment of the source
– Match the source document word for word
– Be attributed to the original author

21. PARAPHRASING
• Involves putting a passage from source
material into your own words
• Paraphrased material must also be attributed
to the source
• A paraphrase is usually shorter than the
original passage

22. SUMMARIZING
• Involves putting the main idea(s) into your
own words, including only the main points
• Summaries must also be attributed to the
source
• Summaries are significantly shorter than the
original and give a broad overview of the
source material

23. Six Steps to Effective Paraphrasing
1. Reread the original passage until you understand its
full meaning. You can’t paraphrase what you don’t
understand.
2. Set the original aside, and write your paraphrase on
a note card.
3. Jot down a few words below your paraphrase to
remind you later how you envision using this
material. At the top of the note card, write a key
word or phrase to indicate the subject of your
paraphrase.

24. Six Steps to Effective Paraphrasing
4. Check your version with the original to make sure
that your version accurately expresses all the
essential information in a new form.
5. Use quotation marks to identify any unique term or
phraseology you have borrowed exactly from the
source.
6. Record the source (including the page) on your
note card so that you can credit it easily if you
decide to incorporate the material into your paper.

25. Original Passage:
Students frequently overuse direct quotation in taking notes, and as a result they
overuse quotations in the final [research] paper. Probably only about 10% of
your final manuscript should appear as directly quoted matter. Therefore, you
should strive to limit the amount of exact transcribing of source material while
taking notes.
Lester, James D. Writing Research Papers. 2nd ed. (1976): 4647.
A Legitimate Paraphrase: An Acceptable Summary:
In research papers students often Students should take just a few notes in
quote excessively, failing to keep direct quotation from sources to help
quoted material down to a
desirable level. Since the problem minimize the amount of quoted material in
usually originates during note a research paper (Lester 4647).
taking, it is essential to minimize
the material recorded verbatim
(Lester 4647).
A Plagiarized Version:
Students often use too many direct quotations when they take notes, resulting in
too many of them in the final research paper. In fact, probably only about 10% of
the final copy should consist of directly quoted material. So it is important to
limit the amount of source material copied while taking notes.