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There are three things that every teacher should do before they should accept their students to the computer laboratory with the exploration of information for their research papers: teach the difference between reliable and unreliable sources to ensure that each student generated a self-generated Research question has, and help to prepare students with important sentences and words.
When I start to teach the research paper, I always share with my students the story as I wrote my master work paper. It was a 50-sided paper with 50 different sources.
I do not do that to go to my own horn. I do not do that to climb my students from post-secondary education. I do not do that to feel the students as if their research task was small and small. I do this so that I can explain to you the process of research, and so you know that I once was in your shoes.
How exactly do you write a 50-page research paper with 50 unique, credible sources? A source at a time.
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If you teach the research paper on my secondary Ela students, I'll show you first of research and credible sources. Before the students can even start looking for their sources, they need to know how they can distinguish between reliable and unreliable sources. This is the first step to find a reliable source.
In as a rule of thumb, I prefer that my students only use bestessayscloud.com. I tell you that you can use bestessayscloud.com sources, but that you first have to receive my consent. I also tell my students of Google scholars and Eric. These are both free databases that allow students to seek reliable resources.
If I feel that my students have a firm understanding of the sources they look, we then dive into the research topic, and students choose their problems with the main theme.
One of the critical parts of the teaching document to students has them with their self-created research questions. To do this, I encourage students to work collaborative and talk about their research topics. You can work in small groups to see what your colleagues want to know about it. Working in small groups first offers additional support for el- and fights of the students. From there, the students are available to their questions. There is also a graphical organizer in my research paper resource, which is particularly helpful during this process.
As soon as students have a self-generated question, it is time to bring the students to think about keywords and sentences they will use in their search for sources. All too often, I see that the students specify precise, Wordwords questions in a search engine. This only creates frustration for the students as well as the teacher. Half a class to discuss keywords and phrases helps students enormously, and even accelerates the research process as students can find credible sources much easier. The teaching keywords and phrases to my students encourage them not to enter more than four words in the search engine. I tell you that you have to think of the most important words related to your topic directly.
To help the students think about keywords and expressions that they can use in the search engine, think about hashtags for their research topic. This funny, simple and dedicating strategy results in students who think about what explores and what is associated with their topic.
This blog post is the first to contribute to a series to teach students about the research letter.
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