Course Syllabus
“Research reported by others…is the source of most of what we believe.”
“As you learn to do research, you’ll also learn to value reliable research reported clearly and accurately.”
(Craft of Research, pages 9 and 3)
Focus skill: researching effectively
How has electrical information technology changed the ways we receive and process information in the last 150 years? Students will examine different modes of information transmission, and then brainstorm, discuss, and practice effective means of researching, sorting, analyzing and processing information. An emphasis will be placed on identifying and finding ways to deploy one’s personal multiple intelligences spectrum in the Information Age. Guided by a college-level textbook on researching, The Craft of Research, 3rd Edition, by Booth, Colomb and Williams (Chicago: Univ. of Chicago Press, 2008) and worksheets from Developing an Information Literacy Program K-12, 2nd edition, ed. by Langhorne (New York: Neal Schuman, 2004) students will learn methods of note taking, paraphrasing, summarization, quotation, organization, writing, editing, and the use of the MLA format for in-text and bibliographic citations. The final project will be a 5-7 page research paper on a current mode of information transmission.
Week 1 How do we get information?
Information vs. Disinformation
Michael Jackson and the Media
Week 2 How can you find information if your computer is down and out?
The world of print and news media, books, radio, television and more
The Five Step Information Literacy Model
Planning our field trips to the Newseum and Fairfax City Public Library
Different ways of taking lecture notes
Week 3 How can you get the most out of your computer?
From Wikis and Google to Virtual Libaries and the Invisible Web
Newseum Field Trip
Week 4 How do you choose and focus a research topic?
What is the topic?
Who are you writing for?
Narrowing your subject by Asking Questions
Benchmarks 1-3, broad topic and working question, sub-question list and formulation of the specific Essential Question
Week 5 How do you find the information you need to understand your topic?
Assessing relevancy, suitability, authority, objectivity and currency
Research pathfinder, web searching guides,
using the library, research log, note cards and citations
Benchmark 4: Creating a working bibliography
Library Field Trip
Week 6 What are some effective tools for processing your information?
Brainstorming, webbing, outlining, planning backwards
The role of Multiple Intelligences
How to take notes, paraphrase and write a summary
Benchmark 5: Starting your Research Folder
FQR (Fact-Question-Response) worksheet
KWL (What I know, What I want to know, What I learned) worksheet
Note taking with the Venn Diagram
Benchmark 6: Note cards (and note card evaluation rubric)
Week 7 How can you communicate your information?
Verbal reports and discussion
Benchmark 7: Preparing an annotated bibliography
Benchmark 8: From a working outline to a formal outline
The form of a research paper
Benchmark 9: The rough draft
Week 8 How do you communicate effectively in writing?
The art of communicating precisely, concisely and elegantly
Benchmark 10: The rewrite
The hard work of editing, getting feedback and rewriting
Benchmark 11: Publishing your research – Final Paper
Week 9 How do you assess the process and product of your research?
Benchmark 12: Student evaluation of the research process and the product
Essential Question: Was my information of value to my readers?
Essential Question: Did I communicate effectively?
What did we learn as a class about processing information?
Exhibition: Presenting your research
Feedback from teachers (not just me!) and your peers
What would you like to do better next time you write a paper?
The 5 B’s (Spirit of the Classroom)
1) Be Professional
• Respect each other, the teacher, our work and your research.
• Communicate effectively with language appropriate to a school setting.
• Appropriate professional appearance for class and presentations is expected.
2) Be Timely
• Punctuality: Latenesses will be deducted from participation points for that day, and will be accumulated. When they add up to 90 minutes, it counts as an absence. It is the student’s responsibility to bring assignments that were due that day on the first day you return to class, and to make up missed in-class work within 2 class days after an absence. Please pay close attention to The New School’s absence policy!
• All benchmarks must be ready by the due date, so we can give you the feedback you need for improvement in class. 10% will be deducted from the assignment grade for each day past the due date. If submitted electronically, it must be in by 8 PM on the same day (and make sure you get an “email return receipt” and bring a print-out the next day).
3) Be Prepared
• Bring what you need to class! (Don’t forget your binder, pen or pencil, research folder, note cards, print-outs, etc.)
• We are working hard toward the goal of well-researched and written research papers. Ample time will be provided for work in class, but there will be a lot of work to do outside of class too. Use your in-class time well and you will have less homework!
4) Be Careful.
• Because we have a large class in my small classroom, unless we are having a presentation or special event that involves food, we will strictly observe the no food policy for this space. Please put your backpacks in the corner near the door, not on the table.
• When possible, we will spread out into the computer lab. Please keep it neat!
• Please be considerate of each other and needs for personal work space.
• Keep your materials, handouts, speech preparation sheets, outlines, benchmarks etc. organized in a binder.
• Please take care of our materials and space by picking everything up, taking all of your stuff. and putting boxes and other furniture away at the end of class.
• And please keep your hands off the music instruments!
5) Be Collaborative
• To become more effective researchers, we need to work on better listening, observing and communication skills, with the goal of working together to contribute to class knowledge and understanding. Each person’s contribution to discussion, brainstorming and feedback sessions is vital.
• Please be considerate of each other’s feelings, difficulties, age, race and gender when giving feedback.
• Ask questions! Don’t be afraid to ask a “dumb question”--most likely someone else wants to know the same thing.
• If you have any questions for me after class, need feedback on assignments, are behind schedule or whatever, check PowerSchool, my website (www.schoolrack.com/virginiapalmerfuechsel), contact me via e-mail (virginia@newschoolva.com) or track me down at school during lunch or my office hours (A module). I’ll send class updates and reminders from time to time per email.
Evaluation and Grading
20% In-Class Work Ethic and Assignments
40% Benchmarks 1-10
20% Contribution to Class Knowledge about Information Media
20% Final Paper and Evaluation (Exhibition)
