![]() Encourage them to create a type of list or outline that suits their learning style. Allow students class time to create lists of prewriting points for their papers.Also, explain the purpose of the peer review process, and explain that students will be working in pairs to critique each other’s drafts. ![]() Discuss the purpose of the introductory paragraph, the body paragraphs, and the concluding paragraph.They should click on the Project Folder that corresponds to this project to ensure that they can access the information they compiled in Lesson 2. ![]() Have students log on to and go to the Projects link in the upper left-hand corner of the page.Distribute the student handout and explain that students will be using the information and materials from the first two lessons of this unit to plan and write drafts of their papers.Procedure: To complete the project, take the following steps: Day 1: Students should be encouraged to give constructive criticism when reviewing papers, and consider the constructive criticism they received while they revise their papers. Then students will work in pairs to critique one another’s papers. They will then write a draft of their papers, which will include an introduction, several paragraphs of supporting details, and a conclusion. Using the information they gained from the Questia readings, students will create a list of points they will cover in their papers. In this lesson, students will build on the materials they prepared in the first two lessons to write working drafts of their papers. Project Activities This project should take 3 to 4 class periods to complete. Student reviews should be considered carefully, but writers should rely on their own judgment to revise their papers into a second draft. In the peer review process, students will review one another’s papers. For this reason, many professional writers have editors review their work. It can also be difficult for writers to see problems in their own writing. Often, it can be difficult for students to notice when they are getting off-track and are not addressing their thesis. Use of this material by any other individual or organization is prohibited.īecause the rough draft is a provisional paper that will still require polishing, it is necessary to review the rough draft thoroughly in order to determine what works and what needs improvement. PROJECT: Research Paper Lesson 3 Copyright 2006 Questia Media, Inc. Encourage students to use whichever method works for them, and to keep in mind that the purpose of the outline is to put their ideas in order and ensure that their papers flow logically from one idea to the next. Other students may decide to brainstorm a list of sentences. Some students may prefer to brainstorm an ordered list of ideas, for example. Allow students the freedom to organize their ideas as they see fit, without insisting that they create a traditionally structured outline. Teaching Tip Some students find it helpful to create outlines before creating working drafts, while other students prefer different approaches. In planning this paper, students may choose the form that their pre-writing notes will take, but they will be turning in a preliminary list of points. ![]() Whether students use a traditional outline structure or a looser, more free-form structure, it is important that they think through the progression their papers will follow. Many writers find it helpful to outline their ideas before they begin writing. Instead, they should focus on organizing their paper into cohesive paragraphs, writing sentences within those paragraphs that contain details that support their thesis sentences, and taking care to ensure that each paragraph flows smoothly to the next with solid transitions. Knowing they may still change their mind or need to add or cut material, students should forgo detailed polishing at this stage. Lesson Summary A working draft, or rough draft, is a complete but still provisional paper in which a writer concentrates on presenting his or her arguments and ideas as fully as possible. Approximate Time Frame Project 3–4 (50-minute) class periods Key Terms peer review, topic sentence, transition sentence, working draft, writing process Assessment Project Building on the work they did in Lessons 1 and 2 of this unit, students will write rough drafts of their papers and strengthen them through the peer review process. Writing a Research Paper - Writing a Rough Draft QuickView Topic: Projects-Writing Skills Grade Levels: 9–12 Lexile Range: 1070–1140 Focus Question: From the information you gathered from all your different sources, what details should you include in your paper that support your topic sentence and communicate your ideas most effectively? Curriculum Objectives: Students will learn how to draw information from the materials they have gathered to write a draft of their research paper.
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