A research report presents research findings from outside sources rather than a person’s own knowledge or experience. Engineers, scientists and managers write research reports to communicate the results of research, field work and other activities. The purpose of these reports is to help the reader understand more about a particular topic by presenting or summarizing/synthesizing factual information and experts’ opinions in a clear, concise manner. With research reports, it is important to consider clarity, organization and content.
Writers of research reports must gather information from a number of reliable sources. The challenge for students is not how to obtain information, but how to select and organize the large amounts of information available. The accessibility of information has created a greater need for critical thinking skills; the student is responsible for evaluating the credibility, accuracy and reasonableness of information sources: “Students need to know how to develop research questions, plan, find and select information, and to work with the information by interpreting, recording and organizing it to construct new meanings” (BC Ministry of Education, 2003).
The Research Quest model, developed by the BC Teacher-Librarians’ Association, is a guide for integrating information literacy skills and knowledge into the research process.
Strategies/Skills Used
Writing Skill 1: I generate ideas in o variety of ways.
Writing Skill 2: I organize my ideas based on my purpose for writing.
Writing Skill 3: I use o variety of sentence lengths and patterns.
Writing Skill 4: I write so my thoughts flow smoothly and ore easy to read.
Writing Skill 5: I carefully choose the most effective words to express my ideas.
Writing Skill 8: I re-read, reflect, revise and edit.
(1) Since students crave writing assignments that are relevant and meaningful, ensure that there is an element of choice with this lesson. Allow students to decide which topic to research. If suggestions are necessary, consider the following possibilities:
- The history of…
- A person you admire
- An occupation that interests you
- An invention or an inventor
- A disease that affects someone you know
- A topic related to a current event
- A place you would like to visit
- The life of a favourite author
(2) Ask students to make a T-chart with the following headings: What do I already know? What do I want to know? Ask them to fill in the two columns. The second column should be a list of questions that require answers. In this way, students can begin to focus their research question. At this stage, they should browse through a wide variety of print materials (books, journals, magazines, newspapers, encyclopedias) and multi-media sources (CD-ROMs, the Internet, film, television) to get a better sense of the topic. They may come up with further questions that will guide their search. It is also appropriate to discuss ideas with the teacher or peers. This stage of the research quest is about determining the critical questions, the purpose of the report and the intended audience.
(3) Once a research topic and focus statement have been determined, students should find and filter their information sources. For online information, review the following guiding questions that will help students identify suitable, accurate and credible resources:
- In which domain is the site listed? Educational sites (.edu), government sites (.gov), and the organizational sites (.org) usually contain more authoritative information.
- Who is the author? What authority or special knowledge does the author have?
- Is a bibliography included? Are there links to other reliable sources?
- Is the site factual, or does the site indicate bias or slant?
- How long ago was the site produced? When was the site last revised?
- Is the discussion of the topic comprehensive? Are supporting materials given? Are there links to other resources on the topic?
Students may find that their research question needs revision once they have located more appropriate, filtered information.
(4) Once the students have gathered their most suitable sources of information, they must work with the information. Students should read, view, listen, interpret, record and organize the information they have found. At this stage, it is important for students to look for patterns and connections within the collected information. They will also need to document their sources both within the report (as footnotes or in-text citations) and at the end of the report (in a bibliography), so provide explicit instruction as well as models of the format of documentation required. Remind students to keep track of the sources they will need to cite.
(5) When students are ready to write, model the structure of a research report by providing effective samples. (See the section on Writing Paragraphs and Essays for further activities). Struggling writers may benefit if you model the organizing of information, the integration of quotes (see Using Quotations activity on p. 170 for more practice) and possibly even the writing of a part of the report.
(6) To establish a clear understanding of expectations, collaboratively discuss and develop the criteria for an effective research paper.
(7) As students work to communicate their ideas, review the structure of research reports, which typically:
- begin with a “catchy” introduction with a clear thesis statement
- are written in the third person and in present tense
- contain paragraphs with topic sentences followed by details that support the topic sentence
- documents both the primary and secondary sources of information used by the author
- concludes with a summary of important points or restates the main idea
(8) Encourage students to share their draft copy with a peer for feedback prior to completing a final copy. Time should be provided for students to review, revise, organize and edit with a partner or small group. Writing conferences may be necessary for students who require further support.
(9) Once students have completed their final draft, reviewed the criteria for an effective research report and handed it in for evaluation, invite them to reflect on the research process:
- What did they learn about the topic they chose?
- What worked/didn’t work?
- What would they do differently next time?
- What did they learn about research?
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