Criterion C - Investigation

1
Criterion C - Investigation

• How do I begin my research?

2
The Rubric

• Imaginative range of appropriate sources key
  words range and appropriate
• Relevant material has been carefully selected
  key words relevant and selected
• Investigation has been well planned key words
  investigation and planned

3
Range of Sources

• Primary sources written by the people who were
  living at that time
• Secondary sources sources usually written using
  primary sources usually not written
  contemporaneously
• Tertiary sources sources that lead you to
  secondary sources like a reference librarian,
  wikipedia, encyclopedia

4
Types of Resources - Databases

• Databases are collections of articles and
  journals that HAVE BEEN PUBLISHED but exist in
  electronic form. They are reliable, mostly peer
  reviewed, and academic
• SHS Databases EBSCO
• Summit Database Infotrac (Need card)
• Other articles (for purchase) www.scirus.com

5
Making the Most of the Databases

• Search using advanced searches
• Read the abstracts!
• Select only peer reviewed articles!
• Read the source listings!
• Use the subheadings and/or subtopics provided!
• Use search terms (truncation and Boolean)
  document on SHS website
• Save searches in your folder

6
Making the Most of Your Books

• Read the chapter titles
• Read the index
• Read the introduction
• Read the Works Cited
• If at any point in this list, it looks like the
  book isnt going to be much help, give it up

7
Appropriateness of Source

• Sources need to be appropriate to the subject in
  both type and range
• Science papers need to have current research (not
  to say ONLY) quantitative vs. qualitative
• Humanities papers are more flexible in type and
  range qualitative vs. quantitative
• Where possible, include primary sources whatever
  your topic (example of Language and History)

8
Relevance and Selection

• Relevant refers to the scope of the question
  (does it answer the question) and legitimacy of
  the resource (does it withstand investigation)
• Would it stand up to scrutiny? Does it
  demonstrate an authority on the topic?
• Is it clear that you have carefully selected
  sources or have you just chosen the first ten
  things you found?

9
Investigation and Planning

• The amount of sources and the range of your
  sources denotes the level of investigating that
  you have done challenge yourself to uncover
  new information
• Carefully planned essays show the digestion of
  your investigation and research planned around
  the themes and patterns in your research you
  need to flexible in order for this to happen!

10
Criterion D Knowledge of Subject

• How do I show that I know what I am talking about?

11
The Rubric Says

• Demonstrates a very good knowledge and
  understanding of topic studied key words
  knowledge and understanding
• the essay clearly and precisely locates the
  investigation in an academic context key words
  locates and academic context

12
Knowledge and Understanding

• You have consulted a variety of sources and are
  able to articulate the relationships between your
  sources you tell me what it means NOT what it
  says
• Role of the Vive Voce are you able to answer
  questions about your conclusion and research or
  are you merely parroting back your paper?
• You cannot fabricate knowledge acquisition or the
  research process (example the kid who sounds
  good but knows NOTHING)

13
Location of Academic Context

• Can be defined as the current state of the field
  of study under investigation
• Speaks to relevance of your investigation you
  need to have current writings/research!
• The currency of the research/writing speaks to
  its importance if there hasnt been anything
  written for 100 years, is it worthy of
  investigation?

14
Academic Context (cont.)

• Is it clear that you understand the full scope of
  the topic as a pre-university student?
• Not an expert, but you are not blatantly ignoring
  the current state of the topics investigation.

15
Criterion E Reasoned Argument

• How do I organize my research into an argument?

16
The Rubric Says

• Ideas are presented clearly and in a logical and
  coherent manner key words logical and
  coherent
• Develops and reasoned and convincing argument in
  relation to the research question key words
  reasoned and convincing

17
Logical and Coherent

• Be consistent and organized
• Know the TYPE of argument your are making
• Comparative make sure that the elements in your
  comparison are consistent from source to source
• Cause and Effect avoid logical fallacies
  (example Mike Jordan would be a great middle
  school gym coach)

18
Type of Arguments (cont.)

• Point Counterpoint be consistent in your
  presentation (one then the other)
• Patterns/Elements looking at the common threads
  in research and that is the structure of your
  essay
• Juxtaposing an Anchor Source One source is used
  as an anchor comparison sources are compared
  to it versus one another
• Make sure that your argument type fits your
  subject! Cause and effect science?,
  Point/Counterpoint politics?

19
Reasoned and Convincing

• Setting up the pins, then knocking them down
• The logic and coherent argument sets them up, the
  reasoning and convincing knocks them down
• Are you just providing research or are you
  drawing a conclusion?
• Does your conclusion clearly stem from your
  logical set up or is Michael Jordan a good PE
  teacher? This is the REVIEW of the literature
  review