The Lighthouse Diary Entry #82: How to Make a Research Claim

 I made this guide in line with our lesson on Research as Thinking Process. More materials to share in a few days!

How to Make a Research Claim by ZarahG

The Lighthouse Diary #73: Exploratory Essay: Working on Feedback & Creating a Research Pathway

This is an update on the Exploratory Essay I wrote as model text for our grade 11 students. Not only are we modeling writing as technique and strategy to teach and learn, we are also simulating the process involved in academic writing. To read Part 1 and Part 2 click the links.

 I asked the help of my co-teacher, who read my essay and then, she gave feedback. 

Here is what I did with her feedback. This text will become a teaching and learning material for our grade 11s who are navigating the academic writing process for the first time. 

Title of Exploratory Essay: Understanding Intertextuality as Literary Theory and Strategy in Selected Songs and Music Videos of BTS

Context: After writing my exploratory essay on songs of BTS and Intertextuality, I asked Ms. Locsin to read it, mark it using the rubric/criteria and give feedback. Here is the feedback which is copy-pasted from my email.

Hi Zarah,

An A on all criteria! My only comment is that from your discussion of the examples, it seems that you have the answers to the questions you ask - so medyo 'luto' na yung research findings.

How do we encourage our students to express authentic questions that are answerable through research? How do we get them to envision a process and lay out a possible pathway for exploration without being sure of the outcomes? I believe kasi that if the question is genuine, authentic, and fairly specific, it will be harder for AI to answer.

(So in the case of this paper, would that question instead be - is the use of intertextuality a modus of 'borrowing' themes and ideas and therefore merely recursive, using it as a way of ensuring some kind of timelessness - rather than a creation of a new? and then that would require a definition of new).

 What I gather from Ms. Locsin’s feedback

My essay aims to justify and confirm, not inquire and inspire me to ask genuine questions. Although I have a research question, it does not allow me to think beyond what I know when research is all about risk taking and accommodating room for complex and open-ended thinking. By doing the later, my skills in identifying and utilizing sources of different kinds and variety will be applied and my patience stretched. An opportunity to strengthen my character!

At this point of exploring my topic and what it consists, its parts and interdisciplinary issues, I am to discover things—old and new, rather than proving and justifying what already is in existence. In this case, it is BTS’ use of intertextuality in their contents and music. I am prompted towards writing about intertextuality as innovation and transformation vs. a mere resurgence of old tricks by the literary masters to pay homage.

What do I do with this feedback/information/knowledge?

My current research question is strong but it leans to confirm and conform rather than inquire and discover.

How does BTS use intertextuality as both a literary theory and creative strategy in their songs and music videos to challenge cultural norms, explore identity, and engage in global discourse?

Through Ms. Locsin’s feedback, I am revising my research question to:

Does BTS’ use of intertextuality reflect a form of creative originality or a technique of borrowing from sources ensuring familiarity, continuity and the timelessness of literature?  

My paragraph that holds my research question is written this way:

BTS makes use of Intertextuality as a theory and creative tool to examine themes of justice, freedom and identity. By deriving materials and borrowing texts from literature, folklore and other forms of media, BTS’ songs and music videos are powerful storytelling strategies that challenge socio-cultural norms, promote artistic expression and provide the connection between idols and fans deeply. Given these statements, the working research question for this academic paper is: how does BTS use intertextuality as both a literary theory and creative strategy in their songs and music videos to challenge cultural norms, explore identity, and engage in global discourse?

This is now the revised paragraph:

BTS makes use of Intertextuality as a theory and creative tool to examine themes of justice, freedom and identity. By deriving materials and borrowing texts from literature, folklore and other forms of media, BTS’ songs and music videos are powerful storytelling strategies that challenge socio-cultural norms, promote artistic expression and provide the connection between idols and fans deeply. It does appear that BTS’ is creating something new. What remains to be explored is whether the use of intertextuality is a strategy that fosters transformation and innovation or a means to establish symbolic permanence of the arts and the humanities. The working research question of this paper is: does BTS’ use of intertextuality reflect a form of creative originality or a technique of borrowing from sources ensuring familiarity, continuity and the timelessness of literature? Given this research question, I will examine the source texts namely Snowpiercer, The Ones Who Walked Away from Omelas and Demian; annotate fan and audience analysis of Spring Day and Blood, Sweat and Tears; and analyze essays, articles and academic papers that discuss and evaluate contemporary pop culture storytelling to account what is defined as “new” or “novel”.

My next steps is to report to Ms. Locsin my progress with a timeline showing my working outline and references. This is a task I will bring with me in the summer. 😊

 Ms. Zee

05.01.2025

The Lighthouse Diary #53: The Power of Visual Maps and Graphic Organizers

How many times has a visual map or graphic organizer saved me and my students from being stumped on a task? 

All the time!

A flowchart helped me and my student unlock complex steps for a Physics essay on wave theory, while overlapping circles identifying the relationship of man’s conflict with society in the anime Attack on Titan lent clarity on another student’s approach to discuss and analyze fascism. Both students have submitted their topic proposals and we await feedback from their respective subject teacher. What else did we realize? Knowledge is never isolated. 

A Physics paper on wave theory implies further research on water resources and natural energy. Fascism is driven by the desire to control and to be controlled. My students are taking notes on this intersection of knowledge with a recognition of relevant sources that they must look for and information they need to dig and mine.

Before the 10-15 minute consultation ends, I make them write a summary or a paragraph or two interpreting the visual map / graphic organizer we made together. In forthcoming sessions, we will go back to these maps and reflections to review and build upon what we are knowing.

This is Phase 1 of the research cycle. Phase 2 begins when feedback has been rendered. It is going to be a busy summer.

#teacherlibrarian #researchprocess #yalibraryservices #academicwriting

Read more posts on Graphic Organizers in Teaching Research Skills

Visualizing Information in Research

Mind Maps as Thinking Tools

The Learning Scientist

Writing the Interdisciplinary Paper

 Some notes I took while reading the two samples of the World Studies Extended Essay:

1. Remember that these students are working on their first formal academic paper, and an interdisciplinary essay at that, requiring a problem to be solved; and argument that must be defended; a claim that needs evidence. How well prepared are they? It is important to assess them before venturing into the EE which can inform the EEC and DPC measures of support. Never assume that the ATLs are all taught well in the previous grades or lower years.

2. Ask questions that will prompt the student to think interdisciplinarity and in connection to concepts of the topics being investigated upon.

3. * Provide exercises for students to think in macro level to micro level; using strategies that can be applied interdisciplinary writing.

4. * Allow ample reading time on sources and materials that show multi-voiced writing and interdisciplinary thinking.

Numbers 3 and 4 are not for the supervisors to do. However, I would recommend the student take on these tasks within the school's support system.

Guidance on the Extended Essay for Students

Here are the contents I would place in a specialized EE website or platform for our students.

Support on Research and Writing the Academically

• The BA Library Website and OPAC

  Where you can check library collections, log-in EBSCO and our online databases; encyclopedia and subject specilaized references.

• The Pioneer - Assess your research skills and select online activities and pocket workshops for skills building

• Research and Academic Writing Reading List - books that address skills building in research and academic work. This is best paired with the after school workshops provided by our Learning Support Team. Look for Ms. A or send her an email for inquires.

• One-on-One or Small Group Consultations with your Teacher Librarian on the Research Process and Inquiry Based Learning - We will meet you where you are at. We do our best in providing information and support as you need them.

• Recommended Online Writing Labs - The OWL of Purdue University and the Harvard Writing Center offer extensive sources in citation standards, academic writing conventions and current trends in research accross subject areas.

Thining Strategies and Inquiry Based Learning Strategies

• Mind Mapping by Tony Buzan

• Visible Thinking Routines

  Writing needs a lot of preparation and unpacking of contents, making connections and synthesizing topics and information are but a few. Visualize them and draw your thinking or thought process!

• 6 Strategies for Effective Learning

  • Interleaving, Retrieval Practice, Spaced Practice, Elaboration, Concrete Materials, Dual Coding

• Heart Map by Georgia Heard

  When you need to clear your mind and decompress, make a heart map. It has many uses, from understanding and being aware of your emotions to clarifying conflicts and challenges in academic tasks.

• The Learning Pit - There is no denying that research work can lead you to dead ends and pits of frustration. Do not despair, Jame Nottingham has a strategy to pull yourself out of the pit surfacing as a better and "stronger" learner.

• Guided Inquiry Design Thinking Process - here is a process that aligns with the EE process and our internal Research Design Cycle.

Lastly, know that there are teams and departments in the school community whom you can reach out to.

• Guidance and College Resource Center

• Student Life Office

• Advisory Team

• Learning Support Team

• The Student Council Peer Group Team

Go Griffins!

The Lighthouse Diary #45: Teaching and Learning Academic Writing

Classes were delivered online last week due to the mass transport strike. We reverted to synchronous and asynchronous sessions almost as quickly and with better ease. The pandemic has taught us agility and flexibility too.

I had an engaging session with our grade 11s during our research skills session. Giving you a glimpse of how it looked like on Jamboard. Now that we are back on campus, I am meeting students individually and in small group sessions to continue the discussion on academic writing.

From their responses, topics and skills on source selection, evaluation and documentation will be taken up as well as the unpacking of an academic essay that makes use of varied sources. This is evidence of mutli-voiced writing. Also, prerequisite skills to writing academically would be source knowledge and the ways on using them. How strong are the foundation skills in referencing and research taught in the middle grades? This learning experience will reveal the extent and expanse of research skills instruction from grade 4 to grade 10.

As guide, I sent our grade 11s questions for them to think through as they prepare for the crafting of a research question and statement of inquiry.

Guide questions:

1. How would one know that sources are credible and that, the selection of sources meet the needed information or that, it answers an inquiry? It is therefore important to review the skills and knowledge on sources and how sources are used across different subjects.

2. Read the academic essay (courtesy of our English Teacher and Learning Support Teacher). Take note that context is first established, followed by a thesis statement and an identification of sources cited and attributed in-text. Also, pay attention to the tone of the writer. Notice the writer's voice.

- When is it merging with the source authors' voices?

- When does it rise above them that it asserts its own opinion as informed by a well done research?

- What words, sentences and paragraph signal that it is the writer's voice and it is the writer merging with the source authors' voices?

There will be a part 2, and 3 and onwards. This is fun, for me. The challenge is how to make it fun for a 16-17 year old high school student?

Academic Writing

 What I whipped up for our Grade 11 students embarking this season unto their first academic writing journey.

In Support of Academic Writing: Revising and Editing

We continue to support our junior high students in their research journey. Recently, I posted in the Google Classroom supplementary materials on revising and editing sentences. This is in part of the Masterclass sessions they get on Academic Writing. I am sharing the materials I sent to students.

What made an impression on you from the Masterclass on Academic Register? Speaking for myself, I am still thinking about the way I write sentences and the hard work that comes with revising them afterwards. As a blogger, author of children's books and researcher, I am continuously challenged to make my writing cohesive and clear. Keeping in mind that I have to communicate my ideas as organized as possible. This is a lot of work.

When I revise and edit my work, I still refer to references and resources (yes, being a librarian has its advantages). I ask a friend to read my work and welcome feedback. This helps a lot! When I go back to my work to make improvements, I am once again reminded that the responsibility of communicating ideas clearly in writing falls on my shoulders.

Riding on the belief that you have companions in the EE/SP journey, I am sharing with you this handout on Improving Sentence Fluency (ThoughtfulLearning, 2021).

The handout is only three pages long. It has a brief but substantial explanation on sentence lengths. It shows examples on how short, medium and long sentences come together in one paragraph. Take note of the choppy vs. smooth sentence samples. Ah, the big difference a well written sentence can make! I encourage you to do the drills and activities. I was able to use editing skills from this part of the handout. Lastly, the tips and reminders in writing smooth and fluent sentences are skills you can apply when writing across subjects.

So give this handout a try! Don't you think it supports and enriches ideas, concepts and strategies we are all learning from the Masterclass?

Your reading and research companion,

Ms. Zarah :-)