Strategy: Scaffolding Methods for Research Paper Writing (Ramsey)
Detailed Description: This method gives students a clear guide to lay out their sources, facts they retrieve from those sources, ideas the authors argue for, and a reflection on all the sources.
Practical Application: Students will be given a template they will fill out. The template provides room to list a research question, a hook that makes the question interesting or worthwhile, a literature review of sources used that will list the facts presented in each source and an analysis that will serve as the conclusion to the paper.
TRAP: This scaffolding method was designed by Shannon O’Day, a doctorate in language and literacy. She has published many articles and an award-winning book. This method was published by the International Literacy Association and is featured on ReadWriteThink.org.
O’Day, Shannon Alicia. “Scaffolding Methods for Research Paper Writing.” International Literacy Association in ReadWriteThink.org. Retrieved from http://www.readwritethink.org/classroom-resources/lesson-plans/scaffolding-methods-research-paper-1155.html.
Strategy: ICED: Idea, Citation, Explanation, Defense of Thesis (Chiles)
Detailed Description: This strategy provides an outline for students to follow that will ensure that their body paragraphs will stay on topic with and elaborate sufficiently on the claim or argument that they are trying to make. The goal is to also have body paragraphs that are strong, have valid supporting evidence, and are rich in detail. Students are encouraged to start with an Idea about what they want to talk about and find citations that support their thesis. (It is important to note that the Idea is the topic sentence of each body paragraph and that the citations and the topic sentence should support the thesis statement.) They are to take these citations and give each a body paragraph so that they can give each citation an effective explanation using details and key ideas. It gives students the opportunity to summarize, synthesize, and critically think about what should be included vs what should not.
Practical Application: In a high school English class, students are often required to write essays and research papers citing textual evidence to support their claims. After the teacher explains this strategy and how it works, the students can use this format and the outline that is provided online to map out their ideas. Students need to first have a thesis statement already written or in mind. Once they have a thesis statement in mind, they can begin to develop their Ideas and find the citations that support it. After they’ve found what citations they want to use, they can start sifting through which details and key ideas they should use that would best support their idea. Before they finalize everything, they are encouraged to review if and how is this relating directly back to their thesis statement. They are then encouraged to use this great organization tool to begin writing their body paragraphs. I would personally have the students complete an ICED graphic organizer for each body paragraph as each citation should have its own paragraph.
TRAP: This strategy was introduced by Kendra Sisserson, Carmen Manning, Annie Knelper, and David Jollieffe in their article “Authentic Intellectual Achievement in Writing”. It was published in the English Journal in 2002. The purpose of their article was to inform educators that high order thinking skill and real-world examples/ citations are necessary for students to develop individual composition styles and that students needed practice synthesizing, analyzing, and summarizing in order to support their claims with real evidence.
Opaleski-DiMeo, Kristie-Anne. "ICED: The Key to Elaboration - ReadWriteThink." Readwritethink.org. NCTE, n.d. Web. 03 Apr. 2016.
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