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For this project, we are also guided by the original This I Believe series and the to those who wrote essays in the 1950s. Their advice holds up well. Please consider it carefully in writing your piece.

HOW TO DO A RESEARCH PROJECT — COLIN ROBSON

Most research studies or projects begin with a written proposal.

For this reason, the book starts with a section on how to write a good standard research proposal.

A free, ‘teach yourself' tutorial that lets you practise your Internet Information Skills. Highly recommended for anyone using the internet for research purposes. Written by Louise Corti, University of Essex as part of the Virtual TrainingSuite.

Detailed guide to the American Psychological Association (APA) referencing system, commonly used in both social and natural sciences. By David Baker and Lynn Henrichsen, Brigham Young University. Formatting in Sociology. Using the Modern Language Association (MLA) format common in the humanities. Resources for Documenting Electronic Sources. All from the Purdue University Online Writing Lab. Discussion of research ethics for projects in Sociology, Anthropology, Politics, Social Policy, Social Work and Criminology. There are links to various useful documents: Research Ethics Proposal, Participant Information Sheet, Sample Consent Form, Risk Assessment Proforma. A resource developed in partnership by the Higher Education Academy's Centre for Sociology, Anthropology and Politics, the Centre for Social Work and Policy and Sheffield Hallam University Guidelines from the University of Toronto. (PDF file – needs Adobe Reader). The following is a selection. If your discipline or field of study isn't included you should be able to locate the appropriate one via the website of the relevant disciplinary or professional organization. Social Research Association Market Research Society

Theses which address research questions that can be answeredby making plan-able observations (and applying hypothesis testing or model selection techniques)are preferred and perhaps the easiest to write.

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Discussion of research ethics for projects in Sociology, Anthropology, Politics, Social Policy, Social Work and Criminology. There are links to various useful documents: Research Ethics Proposal, Participant Information Sheet, Sample Consent Form, Risk Assessment Proforma. A resource developed in partnership by the Higher Education Academy's Centre for Sociology, Anthropology and Politics, the Centre for Social Work and Policy and Sheffield Hallam University

Discussion on how to analyse data in an action research project By Rob McBride and John Schostak, Manchester Metropolitan University.

The TCRWP continues to work to support the development of such a knowledge base for the community. In addition to on site development in schools, conference days are offered at Teachers College for teachers to attend to hear about working with and supporting English Language Learners. This fall the TCRWP will also hold its first National Think Tank on Supporting English Language Learning in Reading and Writing Units of Study. A cadre of teachers and teacher-leaders with special expertise in working with students who are learning English will join senior leaders and other members of the TCRWP community to share ideas and resources designed to best help students who are learning English within our reading and writing workshops. The information and insights learned will then be shared with the Project community at large.

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Graham, S., Harris, K. R., MacArthur, C. A., & Schwartz, S. (1991). Writing and writing instruction for students with learning disabilities: Review of a research program. Learning Disability Quarterly, 14(2), 89-114.

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You can see evidence of the TCRWP’s work around written argument in our Units of Study in Opinion/Argument, Information, and Narrative Writing A Common Core Workshop Curriculum for Grades K-8 which contain writing units which support students in how to craft strong, clear and sound opinions/arguments. As early as Kindergarten, students craft petitions, letters, and signs to tackle problems faced in their classroom, school, and even the world. As students move across the grades, the TCRWP writing curriculum extends their work with argument, providing students with multiple opportunities to engage in argument writing so they can develop a host of skills, which will empower them to take a stance and convince others to join their side. By the time they reach the upper grades, students ramp up their work in argument by writing research-based argument essays in which they lift the level of their work, in line with the CCSS, learning how to consider different perspectives, and crafting powerful arguments based on carefully selected evidence, analysis, and rebuttal of counter-claims. The TCRWP has designed an argument writing curriculum that is grade-specific and positions students to progress along a path of development acquiring the essential argument skills needed, not just for college and career readiness, but to prepare students to be involved citizens who want to play a role in making the world a better place. This curriculum is informed by research, including argumentation learning progressions based on reviews of literature (see Song, Deane, Graf, & Rijn, 2013). We have also brought argument into the content areas, encouraging students to debates issues in science and to analyze informational texts, historical documents, and pictures to debate, for example, whether Columbus was a hero or villain.

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The TCRWP curriculum across all areas fully embraces the research on the importance of teaching argument and places a strong emphasis on teaching students how to engage in argumentation and compose and evaluate arguments. We have studied learning progressions on supporting the development of argumentation in a think tank composed of a cadre of classroom teachers from grades K-8 as well as researchers from CBAL, the research arm of ETS and TCRWP staff. Through the learning of this group, in addition to advanced summer institute sections and study groups, the TCRWP developed argument protocols for arguing about texts as well as ways to weave argumentation across the curriculum. In 2013, the TCRWP held its first annual Argumentation Institute, where hundreds of participants came together to hone their argument reading and writing skills in order to launch and sustain the work in their classrooms.

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Newell, G. E., Beach, R, Smith, J. & VanDerHeide, J. (2011). Teaching and learning argumentative reading and writing: A review of research. Reading Research Quarterly, 46(3), 273-304.

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Stein, M., Dixon, R., & Barnard, S. (2001). What Research Tells Us about Writing Instruction For Students in the Middle Grades. Journal of Direct Instruction, 1(2), 107-16.

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