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Prior to beginning a research paper or project, students are asked to write a short abstract that carefully considers their research question, their role as a researcher (synthesizer, reviewer, problem-solver, etc), the importance of their research question, and the information resources they will need to consult to answer that question. This assignment helps students move beyond researching a broad topic and towards narrowing the focus of their project to a research question. Adapted from an assignment in Professor Stephen Reese's UGS 302: Understanding 9/11 in Fall 2011.
Students read an editorial and find facts to support it. The instructor can also have students write an editorial and attach the research they did to support it.
Contact UGS librarians to customize this assignment and get an accompanying tailored research guide.
Students find a popular and scholarly article on a topic related to the class, briefly summarize the articles and describe how they differ. They can also be asked to keep a research log about how they found the articles.
Students select a topic and compare how that topic is treated in several different sources.
Students conduct the research for a paper except for writing the final draft. At various times, students are required to turn in 1) their choice of topic; 2) an annotated bibliography; 3) an outline; 4) a thesis statement; 5) an introduction and a conclusion.
Contact UGS librarians to customize this assignment and get an accompanying tailored research guide. From the University of Puget Sound
Students select sources on a topic and then cite, summarize and evaluate each source.
Using credible sources, students write or update a Wikipedia entry relate to the course topic. Students can first evaluate the sources used to create the original entry.
Students do outside reading of sources they identify and evaluate themselves and use the information they discover to inform an in-class discussion of the topic. For example, ask each student to find background information about a topic you will be covering in class that week and serve as the class “expert” on that topic during the class discussion.
Request a tailored version to have a course-specific research guide created for the assignment. This assignment is also helpful for encouraging student participation in class discussions.
Students write the executive summary of a grant proposal, by doing research for the problem statement or statement of need section as well as the measurable objectives section.
Browse the toolkit for tutorials and guides or use the Request a Tailored Version to provide students with starting places for answering the questions.
This assignment asks students to find background information and articles related to the course content and reflect upon how this information expanded their understanding of the course material.
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Page viewed: March 7, 2014 | Page last modified: December 31, 1969 |