English Language Arts and Reading.5.13.G

The student is expected to

develop a bibliography; and

inquiry research TEKS talk image

Knowledge and Skills Statement

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

A teacher may wish to combine SEs 5.13.C, 5.13.E, and 5.13.G and assess them together. With SE 5.13.C, students identify and gather relevant information from a variety of sources. With SE 5.13.E, they demonstrate understanding of information gathered. Instruct students, working independently or in pairs, to identify a research question based on a topic from another content area or a current event. Have students identify four to eight sources that might be useful in providing relevant information that assists in answering the research question. As students review and evaluate sources, they should prepare a bibliography entry for each source using the correct format. Once students have completed their bibliographies, review with the class the required elements of a bibliography and have students assess their own work. Have students create a short, bulleted list identifying areas of strength and areas for improvement in the work product.
 

Further Explanation

This assessment requires students to demonstrate their understanding of a bibliography and apply what they know about proper citations to build a bibliography to cite their research sources.

A bibliography is a list of all resources used in research arranged in alphabetical, chronological, or classified order. The ethical use of information requires that students know how to correctly document their sources in a bibliography. Students learn to identify key information, such as author, title, and publication date, from their sources. They also learn to document that information according to the appropriate style, (e.g., American Psychological Association (APA), Modern Language Association (MLA), Chicago Manual of Style, or other).

Research

1. Composition Writing Studio. Research and Citation. University of Purdue’s Online Writing Lab. Retrieved from https://owl.purdue.edu/owl/research_and_citation/resources.html

Summary: This online resource offers a complete overview of the writing processes and the components involved in each. The overview includes definition of terms, examples, graphs and charts, and additional resources.

2. Evering. L. C., & Moorman, G. (2012). Rethinking plagiarism in the digital age. Journal of Adolescent & Adult Literacy, 56(1), 35–44.  doi:10.1002/JAAL.00100

Summary: Plagiarism is a complex and evolving concept. Before reading this article, ask yourself: What is plagiarism? Why do students plagiarize? What can I do to prevent it? This work is applicable for all levels.

3. Driscoll, D. L., & Brizee, A. (2010). Quoting, Paraphrasing, and Summarizing. The Writing Lab & The OWL at Purdue. Retrieved from https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/index.html

Summary: This handout is intended to help you become more comfortable with the uses of and distinctions among quotations, paraphrases, and summaries. This handout compares and contrasts the three terms, gives some pointers, and includes a short excerpt that can be used to practice these skills.