Zhiyun wrote about the Trail of Tears, the Indian removal that took place in the s. One problem she encountered was that many of the first-hand accounts she found were very biased. As I started to research, I realized that most of the first-hand accounts came from an American point that was severely slanted against the Indians. I realized that there were very few accounts from white men sympathetic to the Indians. Thus, my narrator was born. He was to be a soldier directly involved in the removals but with a pro-Cherokee point of view.
Here the narrator, who is awaiting his own hanging, explains to the audience his reasons for killing two American soldiers in an attempt to save an Indian family from a savage beating:. On our way there, I uncomfortably noticed the surrounding chaotic round-ups; screaming mothers begged troops to let them find their children while bayonets ruthlessly slashed and jabbed all unmercifully.
That night I happened to encounter a pitiful Cherokee family of four being struck and prodded with bayonets by soldiers. Around lunch time, Scott called for the troops to gather for an execution. An Indian attempted to escape with his family, but they were captured by pursuing troops; the Indian and his two sons were immediately sentenced to death. The nastiest surprise came when their fellow Cherokee were forcefully made to enlist in the firing squad.
Some soldiers started to roar with laughter at this humiliation. I, however, was too petrified to even move. Helplessly, I watched as the Indians were executed one by one to the wailing and lamenting of their friends and family. While the voice of the narrator is not as prominent in this example as in some of the other papers, the depth of research is clear.
In addition to historical facts, Zhiyun found information that documented the human side of this tragedy. One of her sources described how an Indian was executed for trying to escape, and she used that incident as the catalyst that drove her narrator to a breaking point.
She also learned that the soldiers used bayonets if the Cherokee did not follow orders. While some papers, unlike these two, fell short of including significant facts, most students successfully developed a narrator for their written accounts. Many commented that they had gone through a series of ideas for their narrator. As they considered the possibilities, they discovered that the facts they chose were dependent upon who their narrator was.
Relating history through a fictionalized account meant they had to analyze the information using unconventional methods. For example, twelve students wrote about Columbine. As I read each paper on this incident, I noted the information that each had included related directly to the student's choice of narrator.
Helen explains her process this way: This was especially evident when I read Lynn and Kate's papers. Lynn's narrator was near Mr. Sander's room so her focus was his murder. The narrator, hidden in the janitor's closet, witnessed the events unfold through a crack in the door. She described the killing as the teacher tried to intervene, but her details stopped when the shooters entered the library doors:.
When the gun made another awful holler, Mr. Sanders hit the ground. The boys entered the library and I ran out of the closet, I tried to stop the blood, but he was gone.
Closing his eyes, I ran toward the doors. Two final gunshots sounded and it was over. Unlike Lynn's narrator, who ended her story at the library doors, Kate's narrator was located in the library. This account began when a student frantically entered the room screaming at them to hide because some kids had guns in the hallway:. I was reading through my study guide when a girl dashing through the big library door caught my attention.
She was screaming hysterically. Between gasps she forced out words. Kate's narrator goes on to relate the series of events which led to Cassie Bernall's murder.
Both of the students had chosen the same topic, yet their papers were vastly different. This occurred repeatedly with the papers written on this topic. I was curious to know how this might be related to the research they conducted. When I examined the notes, however, I found that most students basically had the same information, so I concluded that they had to sift through their facts and evaluate them to determine their relevance to their narrator's point of view.
Without realizing it, these students were engaged in higher-order thinking. Other students used very clever writing techniques that allowed their character to learn and share information he or she had not personally witnessed. Some writers used conversations heard later to flesh out what the character could not have known as the event unfolded.
Other characters relied on live radio or television reports to fill in the gaps. In almost all cases the students blended the information in a believable way that didn't interfere with the progression of the story or make the reader think, "Oh, they tried to stick a fact in here. What my freshmen had previously not been able to accomplish in a traditional research paper—blending information seamlessly—they proved capable of doing with this form of writing.
Allison explained, "Instead of being forced to write down fact after fact, you incorporated the facts in, so it's like a fact scavenger hunt. I was pleasantly surprised to discover other learning outcomes as well.
Grace commented that she was sure she would remember the information she gathered. Shelly commented that she learned more because she had to actually put herself there. One young man, Joe, was both proud and moved by what he had accomplished: It brought tears to my eyes. It's impossible for students to cheat, since the Internet can't give them a paper using their specific narrator. So students have no viable way to cut and paste others' work and pass it off as their own.
What a breath of fresh air! I cannot leave my readers with the impression that everything my students wrote was wonderful. Struggling writers still struggled. It IS a research paper, after all.
Not every piece of information on the internet is true, or accurate. Look for the who, what, and when. Double-check all your sources this way. Because this is a research paper, your writing is meaningless without other sources to back it up. You need to save the original place you found that information from so that you can cite it in your essay, and later on in the bibliography.
There IS another tool you can use to keep track of your sources. You can create a Diigo account and one free group for your links. Check out this video on how to use Diigo to save all your sources in one convenient location. How to write a thesis statement is something that a lot of people overlook.
The thesis statement is part of your research paper outline but deserves its own step. It is what sets the stage for the entire essay. Once you have constructed your thesis, the rest of the outline is pretty simple.
It should mimic the structure of your thesis! Here it is — the dreaded writing. As you write, be sure to pin-point the places where you are inserting sources. Here are some basic tips for writing your essay from International Student:. Click here to download it for FREE! If more than one sentence is referencing the same source, try to place it at the last of those sentences. However, no matter what you cite INSIDE your writing, all the sources you use for the paper need to be included in your bibliography.
Make sure to check the guidelines, and ask your teacher! Copy and paste that source into your bibliography — easy! Not that you have to read THIS a bazillion times… just once or twice over will do.
I recommend that you read your essay once-through, and the second time read it aloud. Reading your essay aloud reinforces your words and makes it easier to recognize when something is phrased strangely, or if you are using a word too often. And if you use a tool like Grammarly it will even give you tips on using active vs.
Not sure what that means? Click here to get the app for FREE! Lastly it is always important that someone else besides you read your essay before you submit it. Find a professional who can give you constructive feedback on how to improve your essay — this may be a tutor or a teacher. It can also be someone who specializes in the subject you are writing about. How are the problems of racism described in media of the USA, including TV shows, animation, and movies? What are the specificities of educating Indian teenage boys?
The role of women at the beginning of the 20th century in Europe. The flaws of the American prison system. The development of cryptography in the USSR. How can storing radioactive waste in the United States affect prolificacy? How to act like a leader during times of change? What should school administrators do to prevent the increase in the number of students who become addicted to drugs?
Is there any connection between the educational possibilities for women and their will to have babies? Should death penalties be outlawed completely? The role of women in the industrialization after the American Civil War? What was the impact of the eruption of Mt. Helens in on the local population of the surrounding areas? Is music treatment an effective means for mental diseases as an additional therapy? How have the latest immigration reforms influenced Hispanics in the USA?
What is the significant effect of genetically modified food on the environment? Social factors that boost teenage eating disorders. How do women immigrating to the USA cope with gender equality, marriage, and social identity? What are the factors that encourage people to be highly moral if they do not believe in God?
The importance of early motor development at age three or younger. Your email address will not be published. Notify me of follow-up comments by email. Notify me of new posts by email. Get access to the list of our best samples for free. We divided them into categories of various types of papers and disciplines for your convenience.
Course Overview. The High School Research Writing Course will explore the research process from the prewriting stage to the revision stage. Students will plan and develop one research report, practicing and mastering each step of the research process before moving on to the next step.
GTLS is an international English language school in Canada offering English classes to International students along with local activities and trips.
Research Packet Table of Contents Your student will begin the senior research paper next week in his/her English class. This research “% of high school students let someone else copy their work in , and % did so in ”-- The State of Americans: This Generation and the Next. High School Research Paper Topics You Shouldn’t Pass By Posted on November 7, by EssayShark Writing research papers is a wearying process, and even more so when you don’t have a specified topic.
Whether you are writing a college paper or high school essay you need to start with a good topic. accessible foundation – an excellent topic. This is important for both high school and college students. Research paper topics don’t just fall from the sky, and finding something that’s truly unique and interesting is not an easy feet. Questioz (Questioz | Home) is an international online journal of high school research, dedicated to the cause of promoting research and the spirit of intellectual, academic enquiry among high school students, globally. We believe that, given the opportunity, high school students can contribute in very meaningful ways to the global academic.