Introduction
The Read Write Think website, developed and maintained by the International Reading Association and National Council of Teachers of English, provides many educational resources for teachers, students, and parents. One such resource is a research paper scaffold that breaks down the writing process into clear, manageable steps. Using a scaffolding approach can help guide students through the research and writing process in an organized way. This article will outline the Read Write Think research paper scaffold in detail and provide an example of how students can utilize it to write an effective research paper.
The Research Paper Scaffold
The Read Write Think research paper scaffold outlines twelve key steps students should take to write a successful research paper. Breaking the large writing assignment into smaller, discrete tasks helps ensure students do not feel overwhelmed. It also helps them understand how each step builds upon the previous one.
The first step is to choose a topic. This involves brainstorming potential subjects that interest them and narrowing options down to one workable topic. Students should ensure their topic is focused enough to research within the constraints of the assignment but broad enough to find adequate information.
The second step is developing research questions. Once a topic is chosen, students need to formulate open-ended questions about their topic that can help guide their research. These questions form the basis of the paper and ensure research stays on track.
The third step is to locate sources. With research questions in hand, students then search library databases, the internet, and other sources to find relevant books, articles, and other materials that may help answer those questions. They take notes on credible, useful sources.
The fourth step is to evaluate sources. Not all sources are equally reliable or applicable. Students need to carefully evaluate each source based on factors like author credentials, date of publication, publisher reputation, bias, and relevance to research questions. Only high-quality, relevant sources should be included.
The fifth step is to take notes. Students take detailed notes from their sources, keeping track of key quotes, summaries, facts, and figures. They also record bibliographic information like author, title, publisher, and date for proper citations. Notes are taken either on notecards or by using a notetaking method like annotations or outlines.
The sixth step is to organize notes. Students organize their notes into coherent groups based on topics, themes, or answers to their research questions. This step helps them see connections across research sources. It also starts to shape the structure of their paper.
The seventh step is to write a thesis statement. Based on their organized notes, students then craft a clear, focused thesis statement that presents the main argument or conclusion they will make based on evidence gathered from research. The thesis governs the entire paper.
The eighth step is to create an outline. With the thesis statement complete, students then map out the body of the paper in an outline form. The outline should include the major points and subpoints they will address in each section based on their organized notes and thesis.
The ninth step is to write the introduction. Here, students provide necessary context and background on their topic, state their research questions clearly, and present their thesis statement at the end. The introduction sets up what is to come.
The tenth step is to write the body. In the body, students address the major points of their outline in separate paragraphs or sections, utilizing evidence and quotes from their research notes to support the thesis. They analyze and discuss research rather than just reporting facts.
The eleventh step is to write the conclusion. The conclusion readdresses the main points covered in a new way, restates the thesis, and reflects on the importance or implications of research findings. It ties everything together for the reader.
The twelfth and final step is to review and revise the paper. Even after a full draft is written, students need to proofread, check citations and formatting, have peers or teacher review, and make revisions to polish and strengthen the paper based on feedback. Editing is crucial.
An Example of Using the Scaffold
To demonstrate how students can utilize this scaffold, let’s imagine a 7th grade student named Emily is writing a research paper on the environmental impact of plastic waste in oceans. Here’s how she might work through each step:
Choose topic: After brainstorming ideas, Emily decides to focus on plastic pollution in the oceans.
Develop questions: She formulates questions like “What are the main types of plastic polluting oceans?” and “What effects does plastic pollution have on marine life and ecosystems?”
Locate sources: Emily searches library databases and credible websites run by environmental organizations to find books, articles, and reports on her topic.
Evaluate sources: She analyzes sources for relevance to her questions, reliability of information, biases, dates, and author credentials before selecting high-quality ones.
Take notes: Emily takes detailed notes from selected sources on 3×5 index cards, recording quotes, data, and bibliographic information for each source.
Organize notes: She sorts her notecards into categories like “Plastics types”, “Impacts on wildlife”, and “Potential solutions” based on common themes.
Write thesis: Emily’s thesis states that plastic pollution severely damages ocean ecosystems and marine life according to scientific research.
Create outline: Her outline includes sections on the issue’s background, documented effects on various species, and potential policy solutions.
Write introduction: Emily’s introduction provides context on increasing plastic waste and states her research questions and thesis.
Write body: Using her notecards and outline, Emily addresses points about plastic impacts in separate paragraphs, citing research.
Write conclusion: Her conclusion emphasizes the urgency of addressing plastic pollution based on documented environmental harms.
Review and revise: Emily has peers thoroughly proofread her paper, and she makes revisions based on their feedback before submitting.
Using this detailed, step-by-step scaffold ensured Emily’s research paper was organized, focused, well-supported by evidence, and polished by following a process. The scaffold helped break a large assignment into clear, manageable steps to foster success.
Conclusion
The Read Write Think research paper scaffold is a valuable tool for teachers and students. By dividing the writing process into twelve discrete yet interrelated tasks, it provides a helpful roadmap for navigating long-form research and writing assignments. As demonstrated through Emily’s example, following the scaffold’s guidelines promotes organization, focus on key elements like developing a thesis, thorough research practices, and an iterative approach to revision. Scaffolding complex projects in this way helps demystify the process and leads to higher quality final products. Teachers should consider utilizing this scaffold or similar techniques to guide students through research paper expectations.
Andrew Stroud