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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.

During one-on-one conferences with students, have them create a citation for one of the sources in their own projects. Evidence of mastery will be a citation that correctly applies the teacher-chosen academic citation format.
 

Further Explanation

This SE requires students to know how to use academic citations in their research. This can look different depending on the type of citation the teacher chooses to require such as APA, MLA, or Chicago.

Students should know how to appropriately acknowledge academic citations in their research. This can look many different ways depending on the type of citation the teacher chooses to require (e.g., American Psychological Association (AP), Modern Language Association (MLA), Chicago Manual of Style, or other). Students should understand that, regardless of the source, they cannot share someone else’s ideas or information in research without citing that source. Using materials ethically means always giving appropriate credit to sources that are used.

Related 2009 Student Expectation

This student expectation is related to the following SE from the 2009 reading/language arts TEKS.

(23)  Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:
(C)  record bibliographic information (e.g., author, title, page number) for all notes and sources according to a standard format; and


Research

1. Composition Writing Studio. Argumentative essay/commentary. University of Purdue’s Online Writing Lab. Retrieved from https://owl.english.purdue.edu/owl/resource/685/05

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 as appropriate, and additional resources.

2. Driscoll, D. L. & Brizee, A. (2010). Quoting, paraphrasing, and summarizing. University of Purdue’s Online Writing Lab.. Retrieved from https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/index.html

Summary: This resource is intended to help students become more comfortable with the uses of and distinctions between quotations, paraphrases, and summaries. The resource compares the three terms, provides a list of tips, and includes a short excerpt that can be used to develop creating paraphrases and summaries.

3. Thomas, E. &  Sassi, K. (2011). An ethical dilemma: Talking about plagiarism and academic integrity in the digital age. The English Journal, 100(6), 47–53. Retrieved from https://digitalcommons.wayne.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1004&context=coe_ted

Summary: This article addresses the ongoing discussion surrounding plagiarism and academic integrity in the digital age. Fictional scenarios are used as examples with which students discuss appropriate choices and intergrity.

4. Goodwin, J. (2019, May 6). What's the difference between quoting, paraphrasing, and summarizing? Essay Writing. [Web log post]. Retrieved from https://magoosh.com/pro-writing/quoting-paraphrasing-and-summarizing/

Summary: Goodwin's blog post  is an complete overview of the writing process for a research paper. The blog includes hyperlinks to additional resources or a page that explains the highlighted concept. Other blog posts by Goodwin include "How to Writie a Rhetorical Argument in 6 Steps"; "How to Write an Introduction Paragraph"; "6 Ways to Improve the Use of Effective Word Choice in Writing"; and "How to Establish Credibility in your Writing."

5. 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: As the digital age continues to evolve, the concept of plagiarism becomes more complex. The purpose of this article is to propose difficult questions centered on plagiarism, including how plagiarism is defined, and strategies to prevent plagiarism. This article is applicable for all grade levels.

6. Pearson, N. G. (2011). Classrooms that discourage plagiarism and welcome technology. English Journal, 100(6), 54–59. Retrieved from https://www.ncte.org/journals/ej/issues/v100-6

Summary: In this article, students are introduced to plagiarism and explore reasons that students find this as the primary approach to writing. Issues addressed are those such as intellectual property and how to better prepare for academic writing that demonstrate students' knowledge and comprehension of the grade-level expectations.