Weaving the Major Research Question Ribbon Throughout a Research Writing Course Brenda J. Ellingboe,...

B. Ellingboe, Guided Research Skills 2014 1

Weaving the Major Research Question Ribbon

Throughout a Research Writing Course

Brenda J. Ellingboe, Ph.D.Senior Instructor, ELS Language Center,

St. Paul, [email protected]

MELEd Conference – November 15, 2014

mailto:[email protected]


Session Summary• What is the common thread that holds a

research paper together? The answer is the major research question. What is a helpful way to weave the research question throughout all aspects of a writing course, from start to finish?


Session summary:Using a ribbon metaphor, this session connects the major research question with 6 components:• Brainstorming sub-questions that fall underneath the MRQ• Reading, note-taking, and deciding what to cite from sources

addressing the MRQ• Converting the MRQ to a thesis statement• Writing an outline with the MRQ in mind• Constructing body paragraphs that address the MRQ and sub-

questions• Writing a conclusion to summarize the answers to the MRQ and sub-

questions


Session objectives:

• 1) to inspire participants to design their own research writing course

• 2) to show people how to weave the major research question throughout the process


4 Weeks: Important Deliverables

Week #1: Thinking Week• Due: Topic Selection & MRQ sheet; find 7 sourcesWeek #2: Reading and Note-taking Week• Due: 24 citations, Outline, Thesis StatementWeek #3: Writing Week• Due: Introduction, 12-20 body paragraphs, Summary and

Conclusion, References Page in APA styleWeek #4: Paper Editing & Presentation Week• Due: Final version of 7-10 page Research Paper and a 7-

10 mn Oral Presentation (8-10 PowerPoint slides)


Teaching Guided Research Skills during a four-week session, meeting two hours per weekday:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

THINKING week 1st day of classSyllabusObjectivesAssignmentsWhat is research?Sample PapersHW: Topic

Topic selectionA step: Announce your topic, start B step: Brainstorm questions in classHW: brainstorm sub-questions

C step: Check-in, challenge, and Confirm MRQ; write sub-questionsRepeat Wed. for new studentsD step: Declare MRQ as HW

Library dayDeclare your MRQ to the librarian; find 7 sources (2 books, 2 journal articles, 2 acad. Websites, and 1 more)HW: start reading

READING WeekPlagiarism videoIntro to APAWhat is direct quoting? Paraphrasing? Summarizing?

Note-taking using APA with 2 booksRe-visit step B: sub-questions as you do your readingHW: 8 citations due

Note-taking using APA with 2 journal articlesRe-visit step B: sub-q’sHW: 8 citations due

Note-taking using APA with 2 acad. websitesRe-visit step B: sub q’sHW: 8 citations due

Write an outline w/ thesis statement based on your MRQHW: 8 citations and revise your outline and thesis statement

WRITING week Introduction para and 3 body para.

Write 3 Body para. Write 3 more body para.

Write 3 more body para.

References page, conclusionHW: finish paper

EDITING dayConclusion para.Paper is due

Prepare Power Point Slides: focus on most relevant findings

Presentations day 1 Presentations day 2 Graduation Day


Week #1The Thinking Week

• Introduction to research• Opportunity to see sample topics, research

Qs, and completed research papers• Topic Formation and Selection• Brainstorming Major Research Question and

Sub-questions in small groups• Declaration of the MRQ (due day 3)• Library Day to find sources (day 4)


1st Day Discussion Topics

• Student academic goals and majors• Course requirements• Week 1 at a glance: what is due this week?• What is research?• What are sources? How do we find them?• What does a research paper look like? • Sample papers, Sample topics


Homework on the 1st day of class:Choose a topic.

Sample Topics:• Birth order• Ocean pollution• Depression in the elderly• Heart failure• Nutrition for athletes• Childhood Obesity• The Electoral College• International students’

adjustment process at U.S. colleges and universities

Sample Topics:• Abraham Lincoln’s

presidency• Dr. Martin Luther King, Jr.• Crime scene investigators• Nike’s marketing strategy• Coke’s marketing strategy• Structural design of highway

bridges• U.S. recession of 2008

B. Ellingboe, Guided Research Skills 2014

The A,B,C,D’s of Question Formation (Ellingboe, 2013)• “Writing the Major Research Question”

• A

Announce

D B Decide Brainstorm

C Check-in • (Challenge and Confirm) 10


A = Announce your topic• Arrive in class with materials (notecards, markers)• Arrange room in clusters & form sm. groups of 3-

4 people each• Ask each student researcher to announce his/her

topic in a small group setting (and students validate it by writing it on a note card)

• Acknowledge the student’s topic• Ask the researcher a few questions to generate

conversation• Appreciate the group process

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Ask the student researcher some background questions:

• 1) What interests you about this topic?• 2) What do you find really fascinating about it?• 3) Have you read an article about it in the past?• 4) Have you written an essay on it for another class?• 5) Have you seen a video or listened to a lecture on

it?• 6) Do you have any personal connection with it?• 7) What kind of value might your research paper

add to our knowledge base?


How will your research paper add value to our academic knowledge base?

Type of Value Economic

Linguistic

Historic

Medical

Political

Technological

Scientific

Artistic

Socio-cultural

Other


B = Brainstorm Questions (in small groups)

• Everyone participates• Do not evaluate, edit, or spell-check• Defer judgment; don’t dismiss any Q’s!• Build on the ideas of others• Be visual: use post-it notes, chart paper, markers• Encourage bold, outside-the-box Q’s• Go for quantity• Stay focused on one topic at a time for 15mn or so suggesting

question after question for only one student in your group• Write down all Q’s your group suggests(Cooperrider, et al., 2008, p. 269).

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Brainstorming Questions for a Research Topic

• HOW WHY

WHAT

WHO

WHERE

HOW MUCH/ HOW MANY WHEN

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TOPIC


Brainstorming Questions"The questions we ask, the things that we choose to fo-cus on, and the topics we choose to ask questions about determine what we find." David C. Cooperrider, (2008),

Appreciative Inquiry Handbook, p. 104

Who What How

Why Where When

How much/many

Who

What

How

Why

Where

When

How muchOr how many


C step = Check-in• “How is your group doing?”• “How was the brainstorming process for you

today?”• “Could you tell me one question that really

interests you?”• Choose a next step: continue brainstorming

or Challenge and Confirm• Consider your time constraints

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C step: challenge & confirm• Challenge• Critically think about

your questions• Could one of these

become your major research question?

• Clarify your focus.• Is it manageable?• Is it too big?• Is it too difficult?• Is it too narrow?• Is it interesting?

• Confirm• Confirm your

confidence in this topic and major research question.

• If so, celebrate!• If not, craft a new topic

by tomorrow!

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D = Decide• Decide on your major

research question OR• Duplicate the process

with a new topic• Double-check the

manageability of the major research question with the academic sources you have (during library day)

• Determine 3 to 5 sub-questions that fall neatly underneath it.

• Discuss the major research Q. with others

• Dialogue with the instructor

• Determine if there are sources available to answer it

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Sample A: Student Researcher Liberal Arts Major

• My major research question is: How does birth order affect personality?

• My 4 sub-questions are:• a)What personality traits are associated with the first-

born child? middle children? an only child? the youngest child?

• b)How does knowledge of birth order affect a person’s career choice?

• c)Why does birth order matter?• d)How does gender and birth order affect personality?


Sample B: Student Researcher Business Major

• My Major Research Question is: How is Facebook marketing helping small businesses connect with new customers?

• My 4 Sub-questions are:• a)How are small businesses successfully doing target

marketing with FB?• b)Why is e-marketing important for small business?• c)What are some small business case studies that have

successfully used FB marketing?• d)Which FB marketing services are most popular for small

business?


Sample C: Student Researcher BioScience Major

• My major research question is: How is stem cell research making advances in treating people with spinal cord injuries?

• My 5 sub-questions are:• A)What is stem cell research?• B)How does it work?• C)How different are stem cells from other types of cells?• D)What makes spinal cord injuries difficult to treat?• E)What are the preliminary results of case studies using

stem cell implantation?


Topic Selection & Research Question:Turn it in week #1 before going to the library

Name_______________ Level _____ Date________________

• 1.What is your topic?• • 2.What is your research question?• • • 3.What are 3-4 sub-questions that fall neatly underneath it?• a)Why• b)Where• c)What• d)How• e)How much, how many• f)Who• g)When

• 4.What are 2 to 4 keywords for searching purposes?• • 5.What is your tentative title?


Library Day:• Find 2 books (paper or electronic)• Find 2 peer-reviewed, full text journal articles• Find 2 academic websites• Find 1 more (book, journal, website, video)TOTAL: 7 sources


Week #2: Reading and Note-taking with the MRQ in mind

1) With the MRQ and the sub-questions in mind at all times, try to find the answers in each of the 7 sources such as:• Definition of key terms• Factual background of the problem• 3 causes of the problem• 3 solutions2) Use critical thinking to FIND answers in the SOURCES3) Evaluate a source using the checklist provided


Evaluating a Website (Belisle, 2006)• AUTHORITY Who authored the article (author, organization,

editor).If there isn’t an author’s name, look for the organization name.

• CURRENCY When was it written and last updated?• COVERAGE What is the focus of this website? What is included and

what is not?• ACCURACY Are there references available? Are sources listed for

factual data?• OBJECTIVITY Are biases clearly stated? Is it one-sided? Does it

represent a point of view?• RELEVANCY Is it research or commentary? Is it primary or

secondary research?Belisle, E. (2006). ELS Library Project (unpublished handout, University of St. Thomas Libraries, St. Paul, Minnesota, www.stthomas.edu).


Week #2 deliverables:

• 24 citations (some direct quotes, some paraphrases, some summaries, but not more than 3 long quotes)

• Draft outline (by Friday, week 2)• Draft thesis statement (by Friday, week 2)


Citations: Turn in 24 during week #2AUTHOR(s)________________________________ YEAR _______Page #________Is this a website? ___ yes ___no Website http://__________________________ Direct Quote___ Paraphrase____ Summary_____


Key Learnings during week #2• What is plagiarism?• Watch plagiarism video; discuss it in groups• What is APA style?• What is the correct way to cite a:– Direct quote– Paraphrase– Summary– Long quote– An older source quoted within one’s current source


Turning the MRQ into a well-crafted thesis statement:

• Write key nouns (key words, main ideas are underlined)• Recall the focus of the paper (purpose)what they do and

how they must do it and why• Use action verbsResearch Question: What are the expectations of crime scene investigators?• Thesis Statement: The methods of crime scene

investigators reinforce the need to be professional, ethical, and responsible because they play an integral role in solving crimes alongside homicide detectives and other law enforcement professionals.


Using the MRQ to draft an outline: key details that will address the MRQ

Definition of Key Terms (4)Principles of Evidence Collection, Preservation, and Documentation• Preparation• Evaluating Physical Evidence• Depicting the Crime Scene PhotographicallySpecific Methods of Crime Scene Investigation Work• Photography

– Examples– Photographer’s Background and Expertise

• Crime Scene Sketch– Examples– Artist’s Sketch of Crime Scene

• Crime Scene Search -- Methods of Searching a Crime Scene Without Disturbing Evidence

– List of Items CollectedSummary of the Answers to the 3 Sub-Questions


Week #3: The Writing Week

• Introduction paragraph with revised thesis statement• Approximately 12-14 body paragraphs for

undergraduate students and 18-20 for graduate students

• Summary of the sub-questions• Conclusion paragraph focused on answering the

MRQ• References page• Revised outline


Week #3 DeliverablesIn individual writing conferences with students every day during week #3:• Revised Outline (from week #2)• Revised Thesis Statement (from feedback

during week #2)• Introduction• 3 Body Paragraphs per day• Conclusion• References page in APA format


Using the MRQ to Write Body Paragraphs:

• Follow the outline• Start each paragraph with a topic sentence• Use citations in the body paragraphs to

answer the sub-questions and ultimately the MRQ

• Write connecting sentences in between citations and write transition sentences between sections of the paper


Summarizing and Concluding• Restating the thesis statement• Going through each sub-question and summarizing

the major findings• Synthesizing involves asking these questions:

What are the most important points from your research?

Are you effectively able to answer your major research question by weaving the ribbon throughout your paper?


Week #4: Paper Editing & Oral Presentation

Key Deliverables:• Final Research Paper (7-10 pages plus title

page, outline, and references)• PowerPoint Presentation of major findings

(7-10 minutes, 8-12 slides) plus a Q&A session


Additional Items:

• Instructor’s Log for the Writing Week #3• Writer’s Checklist for the Student• Evaluation of the Research Paper (Instructor

uses to grade and gives a copy to student)• Presentation Tips for the Student • Evaluation of the Presentation (Instructor

uses to grade and gives a copy to student)


References• This presentation was inspired by reading parts of the

following books:Booth, W.C., Colomb, G.C. & Williams, J.M. (2008). The craft of research. (3rd ed.). Chicago: Univ. of Chicago Press.Cooperrider, D.L. and Whitney, D. (2005). Appreciative inquiry: A positive

revolution in change. San Francisco, CA: Berrett-Koehler.Cooperrider, D.L., Whitney, D., Stavros, J.M., & Fry, R. (2008). Appreciative inquiry handbook: For leaders of change. San Francisco, CA: Berrett-Koehler.Hammond, S. A. (1998). The thin book of appreciative inquiry. (2nd ed.). Bend, OR: Thin Book Publishing.Whitney, D., Trosten-Bloom, A. & Cooperrider, D. (2010). The power of appreciative inquiry: A practical guide to positive change. San Francisco, CA: Berrett-Koehler.


Cooperrider, D.L., Whitney, D., Stavros, J.M., & Fry, R. (2008). Appreciative inquiry handbook: For leaders of change.


Conceptual Framework #1: from Appreciative Inquiry

• David Cooperrider – lead researcher• Field of Organization Development• 1) Appreciating and valuing the present• 2) Envisioning what the future might be• 3) Engaging in dialogue • 4) Innovating and planning• 5) Focus on the positive, possibilities

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Booth, W.C., Colomb, G.G. & Williams, J.M. (2003). The craft of research. 2nd ed. Chicago, IL: University of Chicago Press.


Conceptual Framework #2: from Research Methodology

The 3 authors of The Craft of Research believe every good research paper starts with a question that is worth asking.

Booth, W.C., Colomb, G.G. & Williams, J.M. (2003). The craft of research. (2nd ed.). Chicago: Univ. of Chicago Press.


My contact information:

• Brenda J. Ellingboe, Ph.D., Senior Instructor, ELS Language Center SCB 118, 2115 Summit Avenue St. Paul, MN 55105

• [email protected]• 651-387-2314

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Weaving the Major Research Question Ribbon Throughout a Research Writing Course Brenda J. Ellingboe,...

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