A good driving question will not be answered during the research process. In other words, you will not find the answer on the Internet or in some book. Instead, after completing the research and gaining an understanding of the topic based on the found research, you will develop an answer grounded in your experience.
CLOSED Questions: Closed questions represent the questions you need answered in order to understand the background information about your project topic. These answers are easily found in research.
Definitions
Facts and statistics
One correct answers
Example: What is the Declaration of Independence?
OPEN Questions: Open questions are answered using knowledge of the topic (closed questions) and in-depth analysis. These questions are based on concepts rather than tangible information.
Based on concepts or ideas
Requires background information on the topic
Includes analysis of the topic
Has at least one correct answer
Example: Why is the Declaration of Independence a persuasive document?
DRIVING Question: After considering a series of both closed and open questions in regards to your topic, you are able to create a driving question to focus your research. A strong driving question will combine the tangible information from closed questions with a more focused look at an open question.
Leads to discussion and debate
Objective, does not suggest an answer
Example: How did the Declaration of Independence encourage rebellious and reluctant colonists to revolt against the British monarchy?
Annotated Bibliography
To research something means to purposefully look for valuable and viable information on a specific topic. The information found provides you, as the reader, with more knowledge about the topic. This information, along with your own experiences, provide you the opportunity to join the conversation about your topic. You can formulate your own conclusions, helping others see the topic in a new light.
Research is a recursive process that allows for the rethinking, rephrasing, reimagining, and reframing of a topic. Research involves careful searching and, as the topic becomes more clear and simultaneously more complex, more and more searching. Successful research will create an enormous gap between what you knew at the beginning and what you understand at the end. This understanding can only be accomplished through reading; real reading means immersing yourself in the topics and experts. You should even go beyond this by thinking in new and divergent ways about your topic, by allowing the inevitable spiral of questions to emerge, by searching laterally for topics next to your topic, and by persisting. Research is an adventure. Annotated Bibliography Create a new document. Title the new document FirstLast Name | Annotated Bibliography | Semester Year (for example: Ron Weasley | Annotated Bibliography | Fall 2023). General Formatting Steps
Edit, Select All
Change font to Arimo
Change spacing to Double Spaced
Insert, page number in bottom right corner
Put contact information in top left corner of document (but not in header!)
After contact information, click Center Align and put the title of the appropriate section of the Extended Annotated Bibliography (i.e. Introduction, Annotated Bibliography, Conclusion)
Research Areas Your list of research must include sources that represent each of the five question types from the Stasis Pyramid in order to create a well rounded bibliography. Remember you can’t recommend a policy of change if you don’t know the facts! But a bibliography with nothing but facts is nothing more than an informative piece and doesn’t suggest any type of social change. If you are reading a full book, you may use several chapters as separate sources. Besides scholarly articles (as defined below), your annotated bibliography must also include at least one disciplinary/art model and community connections (again see definitions below). At the end of this document is a list of valuable sources you need to consider before hopping on the Google.
Scholarly Articles: These are articles associated with scientific research, written by professional experts.
Disciplinary/Art Models: Historical, analytical, and/or technical research associated with a disciplinary or artistic model. Definitions and descriptions of artform techniques, historical research of artists and movements, professional examples of related creations.
Community Connections: (personal interviews, blogs, surveys, YouTube videos)
Source Format
Use a hanging indent. This is opposite of how you would construct a paragraph in your bridge paper. The first line of the citation is not indented. All lines after the first, are indented. If this formatting is erased when your annotated bib is uploaded into Google Drive, simply click your cursor on the second line of the citation. Hit the enter button on your keyboard. Hit the tab button on your keyboard. This will properly indent the line. DO NOT hit the spacebar a bunch of time.
Citations are listed in alphabetical order by the author's last name. If there is not an author, use the first word of the text's title. If there are multiple authors, you do not list them in alphabetical order. Instead list them in the order in which they are presented within the text.
This page is also double spaced, 1-inch margin, 12-point font, same font style as the rest of your paper (in Google Docs font should be Arimo).
There are no additional spaces between each citation entry.
Annotated Paragraphs Annotations help us, as writers, deconstruct the text. It helps practice close reading and analysis skills through interaction. The notes we create when annotating allow us to remember the connections and inferences we made during the reading process. In doing so, we can formulate conclusions and consider further investigations that may need to occur. In other words, it helps us, as the reader, formulate and support our ideas about a topic. Construct an informative paragraph that addresses the elements listed below. The focus of this paragraph should be only on the one source.
MLA Citation: To format, review the Purdue OWL website as well as the back of the Étude High School Academic Planner.
Summary: What was the source about? Provide a brief (one to two sentences) summary of the source.
Argument: What was the author's argument? What does the author believe to be true about the topic?
Evidence: What evidence does the author use to support their argument?
Inferences: How does the text help you shape your own argument or understanding of the topic? How does this text help guide your future research? Has this text changed how you think about your topic? If so, why? How?
Introduction The purpose of the introduction is to identify the motivation for choosing the topic building to the final sentence of a purpose statement about why the topic is important or innovative. Include research found throughout your annotations that support your ideas in these descriptions. The introduction is double-spaced, same font/font size as the annotations, and should be roughly 1-2 pages in length (although quality always outweighs quantity). The introduction should include the following components. The start of the introduction should include the spark of inspiration for why you chose this topic. This will lead into the thesis/argument, stating the purpose of the project. This should not include a cliché story that you read on the internet, but rather a statement of understanding on your part.
Definition The definition paragraph introduces your audience to your interpretation of the topic. This paragraph will answer the majority of the closed questions you researched, but it also needs to include your personal understanding of the topic. For example, while there is a specific definition of empathy, how we demonstrate empathy as individuals varies greatly, which is open to interpretation.
While some topics like empathy may end there, other topics, like the Civil War may need more information in the definition paragraph. Other components might include:
historical background (dates of the war, legislation, Emancipation Proclamation)
key players (Abraham Lincoln, Ulysses S. Grant, Robert E. Lee)
relevant events (Gettysburg, Battle of Lexington)
Argument After the extensive research you have conducted, you should have a professional understanding of your topic along with your own personal belief about it. The first part of your analysis is an argument based on the research. It should be formatted like the annotated paragraphs; however, it should cover the research as a whole rather than one singular source. This argument should appear in CEE format (claim, evidence, explanation).
Explanation The introduction moves beyond definition and identifies why the topic is important in modern society. To do this, consider the following questions:
Why is this topic important or innovative?
How does it impact communities?
What are the positive results and negative consequences surrounding this topic?
Artist Statement
What should be included in my artist statement? Your artist statement should include three components: what, how, why (although not necessarily in this order).
What: Provide your audience an explanation of what you learned to be true about your topic of research and what you want your reader to understand about it.
Why: Provide your audience with an explanation of why you created this particular art piece. This should include several things: motivation, subject matter, inspiration
What was your motivation for this piece?
What is your topic and what do you believe about it?
How: Provide your audience with an explanation of how you created meaning or argument in your piece without providing your readers with a play-by-play of what you did.
Who or what was your inspiration behind the art?
How does your piece expose meaning? Color, images, text, repetition, symbolism, theme etc.
How long does my artist statement need to be? Tricky question with no clear answer. Quality is always more important than quantity when it comes to writing. It is extremely important that you answer what, how, and why in your artist statement. For some, this might be done clearly and effectively in one paragraph. For others, it might take two paragraphs. If you find that your artist statement is longer than two paragraphs, your writing is probably not as efficient as it should be and you should make an appointment in the Writing Center.
General Format:
give your project an interesting, engaging title that appears at the top of the artist statement in the center of the page
about a page in length
single-spaced
block paragraphs
space between paragraphs
font should not be bigger than 12-point
General Advice
Avoid using I/me or phrases like "I am trying" or "I wanted to"
Proofread, general grammar and spelling errors are off-putting
Do not walk your audience through the creation phase
Avoid words like: hope, attempt, inspire, aspire
Artist statement should be no longer than a page
Reflection
A reflective essay is a formal analysis of an experience. The goal of a reflective essay is to evaluate the learning that happened during this experience as well as consider how that learning can affect future experiences. This reflection should be written in first person because it represents you. Include specific examples and explain what those examples represent within your learning. Remember, the individuals reading your reflection will have experienced hundreds of projects. They will not understand what you mean if you write things like “while writing my thesis statement I learned,” because they may not remember your individual thesis statement. Instead, be specific, such as “I began my research journey with the thesis statement: Life becomes a dangerous game of self-destruction when individuals are denied the opportunity to be themselves in a restrictive society.”
After you have formally met with your Project Block advisor to discuss your Habits of Professionalism, reconsider your reflection. Add to it, change it, expand your ideas based on your discussion. Once you have done so, edit it for professional publication.
Reflection Questions ↑ Intent: Thinking about initial thoughts, questions, expectations.
What topic did you study during IDEAS Block this semester? Why did you choose this topic?
What were your initial thoughts about the topic?
What were your initial expectations?
← Process: Thinking of what happened in the research phase.
What research did you do? What new information did you encounter because of this research?
What did you learn about your topic that you did not know before this semester?
How did your views of the topic change based on your research?
How were your views of the topic affirmed based on your research?
← Product: Thinking of what happened when everything came together.
What did you create? Why did you choose this type of creation?
What decisions did you have to make before you began this process?
What decisions did you have to make during the creation phase?
How does your creation represent your topic? What you learned during the creation phase?
What is the strongest part of your creation? Why?
What is the weakest part of your creation? Why? How could you change this portion of the creation?
What would you do differently if you could redo the creation phase? Explain.
How did you collaborate with others in this stage of the project journey? What did you learn by working with other individuals?
→ Intent: Thinking of future learning.
What would you keep, repeat, change in your project?
How did you prepare for your exhibition? How could you better prepare for exhibition in the future?
Was your exhibition successful? Why or why not.
If you could change one aspect of your exhibition, what would it be and why?
How did you collaborate with others in this stage of the project journey? What did you learn by working with other individuals?
What were your successes this semester? Why were these successes?
What were your obstacles? How did you overcome these obstacles?
What new skills did you obtain this semester? How did you obtain those skills?
What skills can you use next semester, in other classes, in the future?