"Organizing Research Grades 7–12
Through the Internet and print sources, students now have access to billions of pieces of information.The ability to select and use the best of this info rmation to answer a question or to support a choice is an essential life skill.This series guides students to use a variety of search techniques, evaluation strategies and organizational plans to produce high quality research products. Each episode addresses the recursive cycle of the research process as supported by the American LibraryAssociation’s standards for“information literacy”:
• Identify the question or focus
• Search and access a variety of sources
• Select, analyze and evaluate resources
• Analyze and synthesize information
• Communicate and present information
Program Summary
Solid sources, credible facts and strong supporting details make up the back- bone of a great project. What is also needed is the ability to organize and combine this information with the researcher’s own ideas to create a unique idea.This is called synthesis, and the act of synthesizing occurs at every step of the research process. The research process begins with a basic topic or question that needs to be explored before a researcher can decide on a nar- rowed topic and focus. This exploration encourages the researcher to ask questions about the focus of his/her topic which leads to further research.
As information is collected, researchers should constantly review it, keeping the relevant information and discarding that which doesn’t directly support the focus. Different projects require different strategies for creating categories and organizational structures of information. For example, cause- and-effect relationships, weakest-to-strongest arguments and problems and solutions are all types of strategies used to sort information. Graphic organizers including time lines, concept maps, outlines and Venn diagrams are impor- tant tools for keeping collections of information organized.They are used to show connections and relationships between ideas.
As a researcher begins to refine the research, he/she will start to draw conclusions that help to form the basis for a thesis.A thesis combines the topic with specific assertions made by the researcher and usually begins as a tentative thesis. A tentative thesis can be refined as the research continues. There are several questions to ask to check if a thesis has a solid background:
• Does your thesis inspire a reader to want to learn more?
• Does your thesis avoid generalities?
• Can the thesis be adequately developed in the time or space available?
Using quotes is an important element to support the thesis. Quotes should be chosen for their relevance to the thesis statement and should be woven into the researcher’s own words and ideas.
Researchers should evaluate their project by asking questions that include:
• Are your arguments and evidence strong?
• Is your own voice heard clearly?
• Does your thesis powerfully communicate your message?
The use of organizational tools and the process of synthesizing a researcher’s ideas with the ideas of others leads to a successful research project.
Vocabulary
The following words are included for teacher reference and for use with students to refresh and extend the subject matter in the show. concept map — A graphic organizer, also known as a web or cluster map, that is used to organize information.The main idea is written in a central circle or box and supporting details are connected to it using lines. documentation — A reference to the author of a given work which can include name, title, page number, publishing information and date. graphic organizer — A visual way to organize information. Flowcharts, out- lines and concept maps are examples of graphic organizers.
outline — A graphic organizer with a structured format using a lettering and numbering system that is useful for arranging information. Main ideas are ranked according to their significance with supporting details, or subordinate ideas, similarly ranked below the corresponding main idea.
quote — To speak or write the exact words of others. Quotes are written within quotation marks and need to be documented.
research process — The steps students take in research: asking good focused questions, searching strategically, locating, evaluating, analyzing, syn- thesizing and documenting information and communicating new knowledge.
supporting argument — Ideas, evidence and examples that defend or
advocate a thesis or main idea.
synthesize — To combine parts or elements to form a whole. In the research process, facts from credible sources are combined with a researcher’s own thoughts to make a unique statement or idea.
tentative thesis —A beginning statement that can also be called a“working thesis,” meaning it can be revised as the focus of the research changes.
thesis —A formal statement of what a project is going to prove.A thesis combines a topic with a researcher’s specific assertion. time line — A graphic organizer that chronologically organizes information.
Venn diagram — A graphic organizer that uses two or more overlapping circles to show the similarities and differences in data.
Discussion Questions
1.What is synthesis? How is it related to the research process?
2.Why is it important to explore a topic before you decide on a focus?
3. Name ways that information can be grouped into categories. Discuss ways that you can use these categories with current school topics.
4. How is a tentative thesis different from a thesis?
5.What questions should a researcher ask when forming a thesis?
6. How can you use quotes in a research project?
7.What questions should you ask when you are evaluating your finished project? "
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