Acts of Teaching: How to Teach Writing: A Text, A Reader, A Narrative

Lesson Plan

An I-Search paper gives students the opportunity to engage in personal research about a topic that interests them. Beyond just presenting information or knowledge gained through research itself, the I-Search essay also tells the story of the student's own search process itself: describing how the goal was set and what happened through the research journey. The I-Search paper works best presented as a supplemental exercise to travel alongside an existing research project.

SUBJECT:	English / Language Arts Social Studies
GRADE LEVEL:	High School
OBJECTIVES:	Students will increase knowledge about the benefits and challenges of a research process. Students will increase knowledge and confidence about a primary topic. Students will develop stronger awareness of individual research habits.
MATERIALS:	Format and structure guide/handout identifying three stages: Search Narrative Search Results Search Reflections For example, this guide from Gallaudet University: https://www.gallaudet.edu/tutorial-and-instructional-programs/english-center/citations-and-references/i-search-paper-format-guide Separate notebook designated as a Research Journal
TIME NEEDED:	Concurrent with assigned research project

INSTRUCTIONAL PROCEDURE

Establish the role of the Research Journal. Instruct students to write in their journal regularly and describe the thoughts, feelings, and actions at each stage of a research project, from early brainstorming to source evaluation and integration. Encourage students to write in their Research Journal before they have fully established their topic or thesis, to document any inspirations, frustrations, etc.

Assign content categories for journal entries, possibly one column each for thoughts, feelings, and actions. Students can document what they do during the research stages, what ideas occur to them as they engage in inquiry, and any concerns or insights along the way. Set up regular check-ins for students with you and/or your collaborating teacher. Avoid formal assessment of journal content; focus on quantity and consistency over quality.

Work with your collaborating teacher to choose when students' journal entries can be constructed into I-Search essays. Essays should have three sections:

Research Story, in which students narrate their research experience on a personal level
Research Results, in which students describe new knowledge learned from the process
Research Reflection, in which students articulate insights they now possess about the act of research itself

DIFFERENTIATION

Provide students with individual support through brief check-in meetings.

ASSESSMENT

Formative assessments can be made throughout the unit based on the work completed by the students.

ADDITIONAL RESOURCES

Carroll, Joyce Armstrong and Edward E. Wilson. Acts of Teaching: How to Teach Writing: A Text, A Reader, A Narrative. 3rd ed. Libraries Unlimited, 2019.

Macrorie, Ken. Searching Writing. Boynton/Cook Publishers, 1994.

About the Author

Seth Taylor, MFA, has 20 years of experience in education as a teacher, administrator, and professional development specialist. He has taught graduate and undergraduate courses in Rhetoric, Composition and Research Methodology at San Diego State University, Colorado State University, and the University of Redlands.

MLA Citation

Taylor, Seth. "I-Search Paper." School Library Connection, March 2019, schoollibraryconnection.com/Content/LiteratureLesson/2195083?childId=2195085.

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https://schoollibraryconnection.com/Content/LiteratureLesson/2195083?childId=2195085

Entry ID: 2195085