Introduction
The process of solving a mystery and the process of writing a research paper have several things in common. Both require studying clues, evidence, and information; weeding out "red herrings" or irrelevant information; organizing thoughts; and presenting accurate conclusions.
You are a self-employed research writer. You have been hired by the Unsolved Mysteries Society to conduct background research for an upcoming documentary. It is very important for you to provide accurate information because the people at the Unsolved Mysteries Society pride themselves on presenting nothing but facts. Your professional reputation ( and your grade!) will be affected by the quality of the report you produce for them.
Task
The Unsolved Mysteries Society has commissioned a research paper of at least 1500 words, analyzing the information about one of these topics.
Your paper will explain what facts are known, what theories have been presented to explain the facts, which theory has the most support, and what aspects of the mystery remain unexplained. The producers will use this information as they prepare the script of the documentary.
Process
The process of conducting and presenting research has several steps.
1. Choose an unsolved mystery.2. Find facts and theories about the mystery. Take notes from books, magazine articles, and the Internet. Keep track of your sources, especially the page numbers of print materials and the URL (Web address) of any online materials. Ask your teacher for a format for you notes.3. Think about what you have learned.4. Organize the material you have gathered into a useful form. Some people like graphic organizers; some like outlines; some like lists. The important thing is to plan.5. Draft your paper. Get you facts and ideas into written form. Be sure to indicate the source of facts, ideas, and phrases you found during your research, so that you avoid plagiarism.6. Think some more and revise your paper. There is more to revising than checking spelling and punctuation, although those are also important. You might want to reorganize, or you might see that you need one or two more facts.7. Publish your work. Ask your teacher about the form of your final draft.8. Celebrate a challenging job well done! Hey, writing is hard work!
Evaluation
Grade 11 Instructional Writing Rubric* (Last Revised 11/1/2012)
Aligned to Next Generation West Virginia Content Standards and Objectives for English Language Arts and Literacy
Smarter Balanced Claim 2: Students can produce effective and well-grounded writing for a range of purposes and audiences.
ARGUMENTATIVE
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4 Exemplary – Exceeds Standard |
3 Proficient – Meets Standard |
2 Partial – Approaches Standard |
1 Minimal – Begins Standard |
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Statement of Purpose/Focus |
The writer ˜ effectively and consistently focuses on a clearly identified purpose and topic throughout ˜ effectively introduces precise, knowledgeable claim(s)
˜ effectively establishes the significance of the claim(s) ˜ clearly distinguishes the claim(s) from alternate or opposing claim(s) ˜ effectively anticipates the audience’s point of view:
relative to the claim |
The writer ˜ adequately focuses on an identified purpose and topic
˜ adequately introduces precise, knowledgeable claim(s)
˜ adequately establishes the significance of the claim(s) ˜ distinguishes the claim(s) from alternate or opposing claim(s)
˜ adequately anticipates the audience’s point of view:
relative to the claim |
The writer ˜ somewhat focuses on an identified purpose and topic
˜ introduces claim(s), but claim(s) may be unclear and unfocused
˜ partially establishes the significance of the claim(s) ˜ somewhat acknowledges the existence of alternate or opposing claim(s) ˜ somewhat anticipates the audience’s point of view:
relative to the claim |
The writer ˜ shows a minimal focus on purpose and topic, and response may be very brief ˜ shows an attempt to introduce claim(s), but claim(s) may be confusing or ambiguous ˜ does not establish the significance of the claim(s) ˜ does not acknowledge the existence of alternate or opposing claim(s) ˜ shows a minimal consideration of the audience’s point of view:
relative to the claim |
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Organization |
The writer ˜ uses a clear and effective organizational structure that effectively and logically sequences claims, counterclaims, reasons and evidence creating unity and completeness ˜ effectively and consistently uses a variety of transitional strategies (efficient and meaningful words, phrases and clauses, as well as varied syntax) to:
˜ provides an effective introduction ˜ provides a powerful conclusion that follows from and effectively supports the argument presented |
The writer ˜ uses an evident organizational structure that adequately sequences claims, counterclaims, reasons and evidence creating a sense of completeness
˜ adequately uses transitional strategies (words, phrases and clauses, as well as varied syntax) with some variety to:
˜ provides an adequate introduction ˜ provides a conclusion that follows from and adequately supports the argument presented |
The writer ˜ uses an inconsistent organizational structure that partially sequences claims, reasons and evidence with some evident flaws
˜ inconsistently uses basic transitional strategies (some words, phrases or clauses) with little variety to
˜ provides a limited introduction ˜ provides a conclusion that partially and weakly supports the argument presented |
The writer ˜ uses little or no discernible organizational structure
˜ uses few or no transitional strategies (limited language structures) with frequent extraneous ideas that may intrude
˜ provides a minimal or no introduction ˜ does not provide a conclusion that supports the argument presented |
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Development: Elaboration of Evidence |
The writer ˜ develops claim(s) and counterclaim(s) fairly, thoroughly and insightfully ˜ supplies thorough and convincing support/evidence:
˜ effectively uses a variety of elaborative techniques ˜ effectively uses evidence from sources that is smoothly integrated, comprehensive, relevant and concrete |
The writer ˜ develops claim(s) and counterclaim(s) fairly and thoroughly ˜ supplies adequate relevant support/evidence:
˜ adequately uses some elaborative techniques ˜ adequately uses some evidence from sources that is integrated, though citations may be general or imprecise |
The writer ˜ develops claim(s) and counterclaim(s) fairly
˜ supplies some relevant support/evidence:
˜ uses weak or uneven elaborative techniques ˜ uses evidence from sources that is weakly integrated, and citations, if present, are uneven |
The writer ˜ attempts to develop claim(s) and counterclaim(s)
˜ provides little or no relevant support/evidence:
˜ use little or no elaborative techniques ˜ uses little or no evidence from sources or evidence that is erroneous or irrelevant |
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Language and Vocabulary |
The writer ˜ clearly and effectively expresses ideas, using precise words, phrases and clauses to manage the logic and clarity of the argument
˜ uses academic and domain-specific vocabulary that is clearly appropriate for the audience and purpose ˜ effectively establishes and maintains a formal style and objective tone |
The writer ˜ adequately expresses ideas, employing a mix of precise with more general words, phrases and clauses to support the logic of the argument ˜ uses domain-specific vocabulary that is generally appropriate for the audience and purpose
˜ adequately establishes and maintains a formal style and objective tone |
The writer ˜ unevenly expresses ideas, using simplistic words, phrases and clauses to support the logic of the argument
˜ uses domain-specific vocabulary that may at times be inappropriate for the audience and purpose
˜ partially establishes a formal style and objective tone |
The writer ˜ expresses vague, unclear or confusing ideas, rarely using words, phrases and clauses that support the argument
˜ uses limited language or domain-specific vocabulary
˜ rarely establishes a formal style and objective tone |
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Conventions |
The writer ˜ demonstrates a strong command of conventions:
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The writer ˜ demonstrates an adequate command of conventions:
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The writer ˜ demonstrates a partial command of conventions:
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The writer ˜ demonstrates a lack of command of conventions:
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*This instructional writing rubric is designed as an instructional tool for teachers and students to use as they begin implementation of the Next Generation WV Content Standards and Objectives in the classroom. The existing WV Writing Rubric, aligned to the 21st Century WV Content Standards and Objectives, will continue to be used to assess student writing produced for WESTEST 2 Online Writing, a component of WESTEST 2, through 2014. Classroom teachers, schools and school systems implementing the Next Generation Content Standards prior to 2014 should use this instructional rubric to assess student growth in writing relevant to the expectations set forth in the Next Generation Standards prior to 2014-15 when the SMARTER Balanced Assessment is scheduled to be administered as the state summative assessment.
Conclusion
Sherlock Holmes and Dr. Watson were always able to solve the crime. No situation remained a mystery to them for very long; but, they are characters in fiction.
You, in contrast, have investigated a real mystery. You have seen that not all sources of information are equally reliable. You have seen that some explanations are based more on opinion than on fact. You have seen that nothing replaces your own informed judgement.You have learned how to find the most accurate information available, how to give credit where credit is due, and how to present your findings to others.Congratulations! Evan Holmes and Watson would be proud.
Teacher Page
| This WebQuest is designed for 11th graders. It addresses the following West Virginia Content Standards. |
| Standards |
| ELA.11.W.C9.1 write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims and create an organization that logically sequences claim(s), counterclaims, reasons and evidence. develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values and possible biases. use words, phrases and clauses as well as varied syntax to link the major sections of the text, create cohesion and clarify the relationships between claim(s) and reasons, between reasons and evidence and between claim(s) and counterclaims. establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. provide a concluding statement or section that follows from and supports the argument presented. (CCSS W.11-12.1) ELA.11.W.C9.2 write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection organization and analysis of content. introduce a topic; organize complex ideas, concepts and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension. develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations or other information and examples appropriate to the audience’s knowledge of the topic. use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion and clarify the relationships among complex ideas and concepts. use precise language, domain-specific vocabulary and techniques such as metaphor, simile and analogy to manage the complexity of the topic. establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (CCSS W.11-12.2) ELA.11.W.C10.1 produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. (Grade-specific expectations for writing types are defined in Text Types and Purposes.) (CCSS W.11-12.4) ELA.11.W.C10.2 develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience (Editing for conventions should demonstrate command of all Language objectives up to and including grade 11). (CCSS W.11-12.5) ELA.11.W.C10.3 use technology, including the Internet, to produce, publish and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (CCSS W.11-12.6) ELA.11.W.C11.1 conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS W.11-12.7) ELA.11.W.C11.2 gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (CCSS W.11-12.8) ELA.11.W.C11.3 draw evidence from literary or informational texts to support analysis, reflection and research. apply grade 11 Reading objectives to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”). apply grade 11 Reading objectives to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”). (CCSS W.11-12.9) ELA.11.W.C12.1 write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes and audiences. * (CCSS W.11-12.10) |