Note: The Webquest covers most of these topics and activities. We suggest that you cover the following topics in some way even if you do not use the Webquest itself.

In Advance:

(1-2 days before day one): Pass out a general information sheet for students (and preferably parents) to read.

Day One: The Research Process/Choosing a topic

1. Review the general information sheet.

2. Discuss the types of research papers and assign the type(s) students may do.

3. Discuss topic choice and your specific guidelines and deadlines for topic selection.

4. Do an activity which evaluates topics and/or give students time to peruse your topic list and come up with a working thesis statement or research question.

NOTE: At the 9th and 10th grade levels, you might spend a day on process and a day on topics/thesis statements. Having several thesis activities at these grade levels is helpful.

Day Two: Plagiarism

1. Define plagiarism.

2. Look at some examples of original sources, their use in papers, and citations. (Include brief overview of parenthetical citations)

3. Look at some examples of plagiarism and discuss why it qualifies as plagiarism.

4. Give students an exercise which makes them identify plagiarized items and correct them.

Day Three: Note taking/Sources

1. Review library process on general information sheet.

2. Announce library dates.

3. Discuss the validity of sources and any required sources.

4. Announce options and requirements for note taking and bibliography(cards vs. Xerox).

5. Discuss the types of notes (outline, paraphrase, précis, quotation) if you will be using cards, or talk with students about how to highlight Xeroxed notes appropriately.

6. Review plagiarism.

7. Practice highlighting/taking notes of the different types if you feel it will help your students.

Days Four, Five, Six, Seven: Library Work

1. These are self-directed days. Most teachers walk around answering questions and helping the lost.

Days Eight and Nine: Organizing the Paper

1. Review or teach claim/support/warrant writing process.

2. Discuss the ways of organizing the research paper (defending main idea, refuting opposing view, presenting the issues).

3. Help students sort their cards or number their highlighted items based on their support and method of organization.

4. Have students prepare a final thesis statement.

5. Help students prepare a graphic organizer or rough outline to use when writing the paper.

Days Ten and Eleven: Writing the Rough Draft

1. Review or teach parenthetical citations.

2. Review or teach incorporating quotations.

3. Help students write their rough drafts.

Days Twelve and Thirteen: Preparing the List of Works Cited and Peer Review/Edit

1. Review or teach works cited list.

2. Help students prepare their works cited lists.

3. Hand out peer review/edit sheets.

4. Peer edit/review.

5. Discuss final draft format and answer questions; review final due date information.

Parts of the process applicable to grading:

•Rough Thesis



•Visual organizer/rough outline

•Rough Draft

•Peer Review/Edit (primarily for completion)

•Final Draft