Students will
1. | Distribute copies of the and , and read the model aloud with students. Briefly discuss how this research paper works to answer the question, The example helps students clearly see how a research question leads to a literature review, which in turn leads to analysis, original research, results, and conclusion. |
2. | Pass out copies of the . Explain to students that the procedures involved in writing a research paper follow in order, and each section of the scaffold builds upon the previous one. Briefly describe how each section will be completed during subsequent sessions. |
3. | Explain that in this session the students’ task is to formulate a research question and write it on the scaffold. The most important strategy in using this model is that students be allowed, within the assigned topic framework, to ask their research questions. Allowing students to choose their own questions gives them control over their own learning, so they are motivated to “solve the case,” to persevere even when the trail runs cold or the detective work seems unexciting. |
4. | Introduce the characteristics of a good research question. Explain that in a broad area such as political science, psychology, geography, or economics, a good question needs to focus on a particular controversy or perspective. Some examples include: Explain that students should take care not to formulate a research question so broad that it cannot be answered, or so narrow that it can be answered in a sentence or two. |
5. | Note that a good question always leads to more questions. Invite students to suggest additional questions resulting from the examples above and from the Example Research Paper Scaffold. |
6. | Emphasize that good research questions are open-ended. Open-ended questions can be solved in more than one way and, depending upon interpretation, often have more than one correct answer, such as the question, Closed questions have only one correct answer, such as, Open-ended questions are implicit and evaluative, while closed questions are explicit. Have students identify possible problems with these research questions |
7. | Instruct students to fill in the first section of the Research Paper Scaffold, the Research Question, before Session 2. This task can be completed in a subsequent class session or assigned as homework. Allowing a few days for students to refine and reflect upon their research question is best practice. Explain that the next section, the Hook, should be filled in at this time, as it will be completed using information from the literature search. |
You should approve students’ final research questions before Session 2. You may also wish to send home the Permission Form with students, to make parents aware of their child’s research topic and the project due dates.
Prior to this session, you may want to introduce or review Internet search techniques using the lesson Inquiry on the Internet: Evaluating Web Pages for a Class Collection . You may also wish to consult with the school librarian regarding subscription databases designed specifically for student research, which may be available through the school or public library. Using these types of resources will help to ensure that students find relevant and appropriate information. Using Internet search engines such as Google can be overwhelming to beginning researchers.
1. | Introduce this session by explaining that students will collect five articles that help to answer their research question. Once they have printed out or photocopied the articles, they will use a highlighter to mark the sections in the articles that specifically address the research question. This strategy helps students focus on the research question rather than on all the other interesting—yet irrelevant—facts that they will find in the course of their research. |
2. | Point out that the five different articles may offer similar answers and evidence with regard to the research question, or they may differ. The final paper will be more interesting if it explores different perspectives. |
3. | Demonstrate the use of any relevant subscription databases that are available to students through the school, as well as any Web directories or kid-friendly search engines (such as ) that you would like them to use. |
4. | Remind students that their research question can provide the keywords for a targeted Internet search. The question should also give focus to the research—without the research question to anchor them, students may go off track. |
5. | Explain that information found in the articles may lead students to broaden their research question. A good literature review should be a way of opening doors to new ideas, not simply a search for the data that supports a preconceived notion. |
6. | Make students aware that their online search results may include abstracts, which are brief summaries of research articles. In many cases the full text of the articles is available only through subscription to a scholarly database. Provide examples of abstracts and scholarly articles so students can recognize that abstracts do not contain all the information found in the article, and should not be cited unless the full article has been read. |
7. | Emphasize that students need to find articles from at least five different reliable sources that provide “clues” to answering their research question. Internet articles need to be printed out, and articles from print sources need to be photocopied. Each article used on the Research Paper Scaffold needs to yield several relevant facts, so students may need to collect more than five articles to have adequate sources. |
8. | Remind students to gather complete reference information for each of their sources. They may wish to photocopy the title page of books where they find information, and print out the homepage or contact page of websites. |
9. | Allow students at least a week for research. Schedule time in the school media center or the computer lab so you can supervise and assist students as they search for relevant articles. Students can also complete their research as homework. |
Students need to bring their articles to this session. For large classes, have students highlight relevant information (as described below) and submit the articles for assessment before beginning the session.
1. | Have students find the specific information in each article that helps answer their research question, and highlight the relevant passages. Check that students have correctly identified and marked relevant information before allowing them to proceed to the Literature Review section on the . |
2. | Instruct students to complete the Literature Review section of the Research Paper Scaffold, including the last name of the author and the publication date for each article (to prepare for using APA citation style). |
3. | Have students list the important facts they found in each article on the lines numbered 1–5, as shown on the . Additional facts can be listed on the back of the handout. Remind students that if they copy directly from a text they need to put the copied material in quotation marks and note the page number of the source. Students may need more research time following this session to find additional information relevant to their research question. |
4. | Explain that interesting facts that are not relevant for the literature review section can be listed in the section labeled Hook. All good writers, whether they are writing narrative, persuasive, or expository text, need to engage or “hook” the reader’s interest. Facts listed in the Hook section can be valuable for introducing the research paper. |
5. | Use the Example Research Paper Scaffold to illustrate how to fill in the first and last lines of the Literature Review entry, which represent topic and concluding sentences. These should be filled in only all the relevant facts from the source have been listed, to ensure that students are basing their research on facts that are found in the data, rather than making the facts fit a preconceived idea. |
6. | Check students’ scaffolds as they complete their first literature review entry, to make sure they are on track. Then have students complete the other four sections of the Literature Review Section in the same manner. |
Checking Literature Review entries on the same day is best practice, as it gives both you and the student time to plan and address any problems before proceeding. Note that in the finished product this literature review section will be about six paragraphs, so students need to gather enough facts to fit this format.
1. | Explain that in this session students will compare the information they have gathered from various sources to identify themes. |
2. | Explain the process of analysis using the . Show how making a numbered list of possible themes, drawn from the different perspectives proposed in the literature, can be useful for analysis. In the Example Research Paper Scaffold, there are four possible explanations given for the effects of color on mood. Remind students that they can refer to the for a model of how the analysis will be used in the final research paper. |
3. | Have students identify common themes and possible answers to their own research question by reviewing the topic and concluding sentences in their literature review. Students may identify only one main idea in each source, or they may find several. Instruct students to list the ideas and summarize their similarities and differences in the space provided for Analysis on the scaffold. |
4. | Check students’ Analysis section entries to make sure they have included theories that are consistent with their literature review. Return the Research Paper Scaffolds to students with comments and corrections. In the finished research paper, the analysis section will be about one paragraph. |
Students should design some form of original research appropriate to their topics, but they do not necessarily have to conduct the experiments or surveys they propose. Depending on the appropriateness of the original research proposals, the time involved, and the resources available, you may prefer to omit the actual research or use it as an extension activity.
1. | During this session, students formulate one or more possible answers to the research question (based upon their analysis) for possible testing. Invite students to consider and briefly discuss the following questions: |
2. | Explain the difference between and research. Quantitative methods involve the collection of numeric data, while qualitative methods focus primarily on the collection of observable data. Quantitative studies have large numbers of participants and produce a large collection of data (such as results from 100 people taking a 10-question survey). Qualitative methods involve few participants and rely upon the researcher to serve as a “reporter” who records direct observations of a specific population. Qualitative methods involve more detailed interviews and artifact collection. |
3. | Point out that each student’s research question and analysis will determine which method is more appropriate. Show how the research question in the Example Research Paper Scaffold goes beyond what is reported in a literature review and adds new information to what is already known. |
4. | Outline criteria for acceptable research studies, and explain that you will need to approve each student’s plan before the research is done. The following criteria should be included: ). |
5. | Inform students of the schedule for submitting their research plans for approval and completing their original research. Students need to conduct their tests and collect all data prior to Session 6. Normally it takes one day to complete research plans and one to two weeks to conduct the test. |
1. | If students have conducted original research, instruct them to report the results from their experiments or surveys. Quantitative results can be reported on a chart, graph, or table. Qualitative studies may include data in the form of pictures, artifacts, notes, and interviews. Study results can be displayed in any kind of visual medium, such as a poster, PowerPoint presentation, or brochure. |
2. | Check the Results section of the scaffold and any visuals provided for consistency, accuracy, and effectiveness. |
1. | Explain that the Conclusion to the research paper is the student’s answer to the research question. This section may be one to two paragraphs. Remind students that it should include supporting facts from both the literature review and the test results (if applicable). |
2. | Encourage students to use the Conclusion section to point out discrepancies and similarities in their findings, and to propose further studies. Discuss the Conclusion section of the from the standpoint of these guidelines. |
3. | Check the Conclusion section after students have completed it, to see that it contains a logical summary and is consistent with the study results. |
1. | Show students how to create a reference list of cited material, using a model such as American Psychological Association (APA) style, on the Reference section of the scaffold. |
2. | Distribute copies of the and have students refer to the handout as they list their reference information in the Reference section of the scaffold. Check students’ entries as they are working to make sure they understand the format correctly. |
3. | Have students access the citation site you have bookmarked on their computers. Demonstrate how to use the template or follow the guidelines provided, and have students create and print out a reference list to attach to their final research paper. |
4. | Explain to students that they will now use the completed scaffold to write the final research paper using the following genre-specific strategies for expository writing: and (unless the research method was qualitative). |
5. | Distribute copies of the and go over the criteria so that students understand how their final written work will be evaluated. |
Research Writing: Discover a vast collection of free printable Reading & Writing worksheets tailored for Grade 6 students, designed to enhance their skills and comprehension. Empower your teaching with Quizizz!
Research Writing worksheets for Grade 6 are essential tools for teachers looking to enhance their students' reading and writing skills. These worksheets focus on various aspects of nonfiction writing, helping students to develop their abilities in researching, organizing, and presenting information effectively. By incorporating these worksheets into their lesson plans, teachers can provide a structured and engaging approach to teaching nonfiction writing. As students progress through the exercises, they will gain a deeper understanding of the different elements involved in crafting well-researched and well-written nonfiction pieces. With a strong foundation in research writing, Grade 6 students will be better prepared to tackle more complex reading and writing tasks in the future.
Quizizz is an excellent platform for teachers to supplement their Research Writing worksheets for Grade 6. In addition to offering a wide range of reading and writing resources, Quizizz also provides interactive quizzes and games that can help reinforce the concepts taught in the worksheets. Teachers can create their own quizzes or choose from a vast library of pre-made quizzes, allowing them to tailor their lessons to the specific needs and interests of their students. By incorporating Quizizz into their teaching strategies, educators can provide a more dynamic and engaging learning experience for their Grade 6 students. This combination of worksheets and interactive quizzes will not only strengthen students' research writing skills but also foster a love for reading and writing in general.
Olivia Franklin
CommonLit 360 is a comprehensive ELA curriculum for grades 6-12. Our standards-aligned units are highly engaging and develop core reading and writing skills.
Want to engage students in independent research? Looking to hook students with interesting research questions and informational texts? CommonLit has your back.
CommonLit’s 360 curriculum provides research units for grades 6-10 that will help students complete independent research and craft evidence-based research papers.
Each research unit has an Essential Question that students analyze and discuss throughout the unit. The topics for each research unit are designed to be interesting, timely, and relevant to students’ lives.
Students will learn about the status of the world’s oceans, discuss if social media is beneficial or risky, argue if contact sports are worth the risk, research how branding influences purchasing behavior, and learn about the human costs of clothing.
Here are the research units and their Essential Questions:
Grade | Unit Title | Essential Question |
6th | Our Changing Oceans | How are changes in the world’s oceans affecting people and animals? How can we be better stewards of our oceans and waterways? |
7th | Social Media: Risks and Rewards | Is social media more beneficial or more risky for teens? How can we promote the benefits of social media over the drawbacks? |
8th | Contact Sports: Worth the Risk? | Are contact sports worth the risks? How can we provide a clearer picture of the benefits and risks of contact sports to prospective players and their parents? |
9th | The Science of Branding: Why We Buy | How do brands use different tactics to influence our purchasing behavior? How can we make branding tactics and messaging more visible to potential consumers? |
10th | The Fashion Industry: Past to Present | What are the true human costs of the clothes we buy? |
Each unit comes with introductory slide decks that preview what students will be learning about over the course of the unit. The slide decks spark classroom discussion, hooking students from the very first lesson.
In Our Changing Oceans (6th grade), students discuss what it would be like to be an oceanographer, preview the texts they will be reading about issues facing our oceans, and hear about the key skills they will be learning throughout the unit.
CommonLit’s research units are centered around informational texts that provide students with key background information and research to eventually support their end-of-unit essay.
Four core texts make up the Essential Reading Lessons for 6th grade. These texts teach students about the need to protect Antarctica and how plastic debris, sea level rise, and overfishing are affecting the world’s oceans. These texts teach students important facts they will need to cite in their end-of-unit research papers.
Each unit comes with a large selection of supplemental texts to provide students with more facts and information to use in their research paper.
In middle school, students use the provided supplemental texts to further inform their research. In high school, students learn about finding reliable sources and can use both provided supplemental texts on CommonLit and texts from additional sources in their research.
For example, in Our Changing Oceans, 6th graders choose to research one of three topics related to ocean changes.
In high school, students are taught about the beginning of the research process, including developing a research question, finding reliable sources, and reading and taking notes. Students in 9th and 10th grade can use the supplemental texts as well as texts found in books or on other online learning platforms.
Each unit includes lessons about conducting research so students can be prepared for the end-of-unit research paper. Scaffolded supports help students move through the research process. In lower grades, certain steps in the process, like developing a research question and finding reliable sources, are provided for students.
Students learn about writing research papers during writing lessons. In 8th Grade, students learn how to discuss and outline research papers. Then, they learn how to write a counterclaim, format a Works Cited page, and use in-text citations properly. Each of these research-paper focused writing lessons will prepare students to answer the end-of-unit essay.
Students also explore how to conduct independent research in research-specific lessons. In 8th Grade, teachers explain that they have provided the first two steps of the research process for students: developing a research question and finding reliable sources.
In the lesson, students are taught how to use a graphic organizer to take notes on each text they read in preparation for their research paper. Students also engage in an Introduction to Independent Research lesson, where they learn about steps of the research process and begin reading and taking notes on supplemental texts. Later, students engage in a discussion lesson that will help them synthesize all the information they have learned throughout the unit by discussing the research question with classmates.
Related Media Explorations are a unique cornerstone of our ELA curriculum. These interactive tasks bring our research units to life and provide background information for students to use in their research.
In 8th Grade, students learn about the way football culture has changed over the past few decades as scientists learn more about the long-term effects of repeated concussions. Students watch three videos that explain the culture of football in the past and present, and analyze statistics about concussions before discussing the question: “Who is most responsible for shaping mindsets about tackling in football: players, coaches, parents, or fans?”
Discussion lessons in each research unit provide students with the opportunity to practice citing evidence from sources, explain their evidence to classmates, and practice synthesizing information. These conversations give students the chance to gain new perspectives, receive feedback on their ideas, and boost their confidence before delving into the research paper.
In 8th Grade, students synthesize their ideas about the research question through a class discussion. After the discussion, students have an opportunity to outline their research paper using both their discussion notes and the note-taking graphic organizer they have used throughout the unit.
Each research unit comes with an optional end-of-unit project to further engage students through project based learning. These optional projects help foster student creativity and collaboration. Students can work with a partner or group to complete the task.
In 8th grade, students must make a brochure providing prospective parents and student athletes with factual information about the benefits and risks about contact sports so families can make an informed decision about participating. Students must work with a peer with an opposing view on the topic so the brochure is factual and unbiased. This task encourages teamwork and collaboration between peers with differing views.
Grade | Unit Title | Optional Final Project |
6th | Our Changing Oceans | Create 1-3 mock social media posts about ocean conservation |
7th | Social Media: Risks and Rewards | Create 2-3 mock social media posts that promote positive usage of social media |
8th | Contact Sports: Worth the Risk? | Create a brochure to provide prospective parents and student athletes with factual information about the benefits and risks of contact sports |
9th | The Science of Branding: Why We Buy | Make a Brand Strategy and Messaging Video Blog to help prospective buyers of a brand make informed decisions about the company they are putting their money behind |
10th | The Fashion Industry: Past to Present | Put together a presentation about the humaneness of a chosen clothing brand for an audience of potential consumers |
Each 360 unit comes with vocabulary and grammar lessons. Vocabulary activities help students internalize high-impact academic vocabulary words they will see in the texts they are reading. Grammar activities help students improve their writing skills, teaching students valuable skills to construct carefully crafted, grammatically correct paragraphs.
Want to learn more about research units and CommonLit 360? Register for a free, 30-minute webinar today!
Interested in learning about our affordable support packages? For just $6,500 per school, School Essentials PRO Plus provides teachers with three benchmark assessments, two unit skill assessments per 360 unit, personalized professional development, school-wide data reports, LMS integrations, and more.
We are eager to support your team!
CommonLit’s team will reach out with more information on our school and district partnerships.
Free reading worksheets, activities, and lesson plans., site navigation.
101 research paper topics.
I like using this website when I assist kids with learning as a lot of these topics are quickly covered in the school systems. Thankyou
Wow! I always have trouble deiciding what to do a research project on but this list has totally solved that. Now my only problem is choosing what idea on this list I should do first!
Most of these my teacher rejected because apparently ‘these aren’t grade level topics, and I doubt they interest you”
I’m sorry to hear that. Sounds like you will have a potentially valuable character-building experience in the short-term.
THIS SITE IS AWESOME, THERE ARE LOTS OF TOPICS TO LEARN AND MASTER OUR SKILLS!
I need one about animals, please. I have been challenged to a animal research project, Due Friday. I have no clue what to research! somebody help, thanks for reading!
You can do one on bats
For international studies you can do Defense and Security.
This was very helpful.
Research on Ben Franklin? I think THAT will get a real charge out of everyone (hehehehegetit)
“Is it possible to colonize Mars?”
these are silly topics
thx for making this real.
more gaming questions!!!!!!
Is it still considered stealing if you don’t get caught?
Yes, yes it is still considered stealing.
I need topics on memes
Please I need project topics on Language Literature
I would appreciate a list of survey questions for middle school grades 6-8
I need a research topics about public sector management
I NEED FIVE EXAMPLES EACH ON QUALITATIVE AND QUANTITATIVE RESEARCH (EDUCATION, HEALTH, TECHNOLOGY, ECONOMY AND ENGINEERING)
publish research that are interesting please……
hey can you do one on the burmiueda triangle
Anybody know video games effect kids,and,teens. There Fun!!
they’re
I need a topic about woman history if any of u can find 1 please that would be great!
You could research about the history of the astronauts, and of human past (WWI, WWII, etc.)
so about women? Manitoba Women Win the Right to Vote in Municipal Elections, The First Women, January 23, 1849: Elizabeth Blackwell becomes the first woman to graduate from medical school and become a doctor in the United States, Rosa Parks Civil Rights Equal Pay. I have way more. so if you need more just ask.
communism is good
what are you a communist?!?!
Did FDR know about the upcoming attack on Pearl Harbor on 07 DEC 1941.
do you know how babies are born
kindly assist with a research topic in the field of accounting or auditing
need more about US army
Please can yiu give me a topic in education
I think one should be how can music/Video games can affect the life for people
or How Do Video Games Affect Teenagers?
I think a good topic is supporting the confederate flag!
Need a research topic within the context of students union government and dues payments
do more weird ones plz
Hi pls po can you give me a topic relate for humanities pls thank u.
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Related ela standard: w.6.7, research skills worksheets to print:.
Ancient Civilizations – Lots of questions of questions to answer about some past civilizations.
Evaluating and Outline for a Research Paper – This activity will see how deep you read into outlines.
Research Practice – You can put your answers in citation format.
Understanding Plagiarism – We hear your thoughts on if a cheater is present or not.
Research an Animal – What animals do you find helpful.
The Biography: Research Skills – When a person does something significant-good or bad-people usually want to know more about them.
Conducting Research – For this assignment you will learn about a country or a specific landmark or area within a country.
Understanding Historical Fiction – Choose one of the books listed below to read. Before beginning to read the book, though, conduct some research about the book's setting so that you fully understand the context of the story.
Conducting Research – Use any of the resources that your teacher makes available to you to research one of the following mysteries.
Preparation and Using a Computer – Prepare to write a report on how the role of women has changed over history.
Doing Research – Use any of the resources that your teacher makes available to you to answer the following questions.
Identifying Plagiarism – Read each set of passages below. Identify the one that is plagiarism. Rewrite the plagiarized passage on the lines below so that it is not plagiarism.
Medusa – Use whatever resources your teacher makes available to you to research the myth of Medusa.
A Moment in Time – Think like a photojournalist. What kind of image would capture the event that you researched?
Is It Plagiarism? – It is very common for people to get married in June, though the cultural reason behind this preference is no longer common cultural knowledge.
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Published on August 7, 2022 by Courtney Gahan . Revised on August 15, 2023.
A research paper outline is a useful tool to aid in the writing process , providing a structure to follow with all information to be included in the paper clearly organized.
A quality outline can make writing your research paper more efficient by helping to:
A research paper outline can also give your teacher an early idea of the final product.
Upload your document to correct all your mistakes in minutes
Research paper outline example, how to write a research paper outline, formatting your research paper outline, language in research paper outlines.
The AI-powered Citation Checker helps you avoid common mistakes such as:
Follow these steps to start your research paper outline:
There are three different kinds of research paper outline: alphanumeric, full-sentence and decimal outlines. The differences relate to formatting and style of writing.
An alphanumeric outline is most commonly used. It uses Roman numerals, capitalized letters, arabic numerals, lowercase letters to organize the flow of information. Text is written with short notes rather than full sentences.
Essentially the same as the alphanumeric outline, but with the text written in full sentences rather than short points.
A decimal outline is similar in format to the alphanumeric outline, but with a different numbering system: 1, 1.1, 1.2, etc. Text is written as short notes rather than full sentences.
To write an effective research paper outline, it is important to pay attention to language. This is especially important if it is one you will show to your teacher or be assessed on.
There are four main considerations: parallelism, coordination, subordination and division.
Parallel structure or parallelism is the repetition of a particular grammatical form within a sentence, or in this case, between points and sub-points. This simply means that if the first point is a verb , the sub-point should also be a verb.
Your chosen subheadings should hold the same significance as each other, as should all first sub-points, secondary sub-points, and so on.
Subordination refers to the separation of general points from specific. Your main headings should be quite general, and each level of sub-point should become more specific.
Division: break information into sub-points.
Your headings should be divided into two or more subsections. There is no limit to how many subsections you can include under each heading, but keep in mind that the information will be structured into a paragraph during the writing stage, so you should not go overboard with the number of sub-points.
Ready to start writing or looking for guidance on a different step in the process? Read our step-by-step guide on how to write a research paper .
If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.
Gahan, C. (2023, August 15). How to Create a Structured Research Paper Outline | Example. Scribbr. Retrieved August 12, 2024, from https://www.scribbr.com/research-paper/outline/
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Use discount code STYLEBLOG15 for 15% off APA Style print products with free shipping in the United States.
We, the APA Style team, are not robots. We can all pass a CAPTCHA test , and we know our roles in a Turing test . And, like so many nonrobot human beings this year, we’ve spent a fair amount of time reading, learning, and thinking about issues related to large language models, artificial intelligence (AI), AI-generated text, and specifically ChatGPT . We’ve also been gathering opinions and feedback about the use and citation of ChatGPT. Thank you to everyone who has contributed and shared ideas, opinions, research, and feedback.
In this post, I discuss situations where students and researchers use ChatGPT to create text and to facilitate their research, not to write the full text of their paper or manuscript. We know instructors have differing opinions about how or even whether students should use ChatGPT, and we’ll be continuing to collect feedback about instructor and student questions. As always, defer to instructor guidelines when writing student papers. For more about guidelines and policies about student and author use of ChatGPT, see the last section of this post.
If you’ve used ChatGPT or other AI tools in your research, describe how you used the tool in your Method section or in a comparable section of your paper. For literature reviews or other types of essays or response or reaction papers, you might describe how you used the tool in your introduction. In your text, provide the prompt you used and then any portion of the relevant text that was generated in response.
Unfortunately, the results of a ChatGPT “chat” are not retrievable by other readers, and although nonretrievable data or quotations in APA Style papers are usually cited as personal communications , with ChatGPT-generated text there is no person communicating. Quoting ChatGPT’s text from a chat session is therefore more like sharing an algorithm’s output; thus, credit the author of the algorithm with a reference list entry and the corresponding in-text citation.
When prompted with “Is the left brain right brain divide real or a metaphor?” the ChatGPT-generated text indicated that although the two brain hemispheres are somewhat specialized, “the notation that people can be characterized as ‘left-brained’ or ‘right-brained’ is considered to be an oversimplification and a popular myth” (OpenAI, 2023).
OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat
You may also put the full text of long responses from ChatGPT in an appendix of your paper or in online supplemental materials, so readers have access to the exact text that was generated. It is particularly important to document the exact text created because ChatGPT will generate a unique response in each chat session, even if given the same prompt. If you create appendices or supplemental materials, remember that each should be called out at least once in the body of your APA Style paper.
When given a follow-up prompt of “What is a more accurate representation?” the ChatGPT-generated text indicated that “different brain regions work together to support various cognitive processes” and “the functional specialization of different regions can change in response to experience and environmental factors” (OpenAI, 2023; see Appendix A for the full transcript).
The in-text citations and references above are adapted from the reference template for software in Section 10.10 of the Publication Manual (American Psychological Association, 2020, Chapter 10). Although here we focus on ChatGPT, because these guidelines are based on the software template, they can be adapted to note the use of other large language models (e.g., Bard), algorithms, and similar software.
The reference and in-text citations for ChatGPT are formatted as follows:
Let’s break that reference down and look at the four elements (author, date, title, and source):
Author: The author of the model is OpenAI.
Date: The date is the year of the version you used. Following the template in Section 10.10, you need to include only the year, not the exact date. The version number provides the specific date information a reader might need.
Title: The name of the model is “ChatGPT,” so that serves as the title and is italicized in your reference, as shown in the template. Although OpenAI labels unique iterations (i.e., ChatGPT-3, ChatGPT-4), they are using “ChatGPT” as the general name of the model, with updates identified with version numbers.
The version number is included after the title in parentheses. The format for the version number in ChatGPT references includes the date because that is how OpenAI is labeling the versions. Different large language models or software might use different version numbering; use the version number in the format the author or publisher provides, which may be a numbering system (e.g., Version 2.0) or other methods.
Bracketed text is used in references for additional descriptions when they are needed to help a reader understand what’s being cited. References for a number of common sources, such as journal articles and books, do not include bracketed descriptions, but things outside of the typical peer-reviewed system often do. In the case of a reference for ChatGPT, provide the descriptor “Large language model” in square brackets. OpenAI describes ChatGPT-4 as a “large multimodal model,” so that description may be provided instead if you are using ChatGPT-4. Later versions and software or models from other companies may need different descriptions, based on how the publishers describe the model. The goal of the bracketed text is to briefly describe the kind of model to your reader.
Source: When the publisher name and the author name are the same, do not repeat the publisher name in the source element of the reference, and move directly to the URL. This is the case for ChatGPT. The URL for ChatGPT is https://chat.openai.com/chat . For other models or products for which you may create a reference, use the URL that links as directly as possible to the source (i.e., the page where you can access the model, not the publisher’s homepage).
You may have noticed the confidence with which ChatGPT described the ideas of brain lateralization and how the brain operates, without citing any sources. I asked for a list of sources to support those claims and ChatGPT provided five references—four of which I was able to find online. The fifth does not seem to be a real article; the digital object identifier given for that reference belongs to a different article, and I was not able to find any article with the authors, date, title, and source details that ChatGPT provided. Authors using ChatGPT or similar AI tools for research should consider making this scrutiny of the primary sources a standard process. If the sources are real, accurate, and relevant, it may be better to read those original sources to learn from that research and paraphrase or quote from those articles, as applicable, than to use the model’s interpretation of them.
We’ve also received a number of other questions about ChatGPT. Should students be allowed to use it? What guidelines should instructors create for students using AI? Does using AI-generated text constitute plagiarism? Should authors who use ChatGPT credit ChatGPT or OpenAI in their byline? What are the copyright implications ?
On these questions, researchers, editors, instructors, and others are actively debating and creating parameters and guidelines. Many of you have sent us feedback, and we encourage you to continue to do so in the comments below. We will also study the policies and procedures being established by instructors, publishers, and academic institutions, with a goal of creating guidelines that reflect the many real-world applications of AI-generated text.
For questions about manuscript byline credit, plagiarism, and related ChatGPT and AI topics, the APA Style team is seeking the recommendations of APA Journals editors. APA Style guidelines based on those recommendations will be posted on this blog and on the APA Style site later this year.
Update: APA Journals has published policies on the use of generative AI in scholarly materials .
We, the APA Style team humans, appreciate your patience as we navigate these unique challenges and new ways of thinking about how authors, researchers, and students learn, write, and work with new technologies.
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000
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While attending the sixth grade, students begin to learn in-depth writing skills, proper notation of sources and researching skills, and will often be assigned to write research papers. The research paper has a few basic elements all sixth-grade students must keep in mind while writing: topic selection, researching ...
By 6th grade, students should understand the concept of molecules and the production of energy from the movement of said molecules. The next natural step is going more in-depth into the topics of conduction, convection, and radiation. Any of the three methods of energy transfer could be the lone subject of a research paper.
This video series will teach you how to write a research paper or report. Each episode leads you through each step of the writing process. In this video, you...
Our Research Writing lesson plan for grades 4-6 teaches students how to write a thoroughly researched and factually accurate five paragraph essay. Students write an essay based on research they conduct in order to practice this type of writing. Categories: Downloadable, Language Arts Tags: 4th Grade, 5th Grade, 6th Grade.
This PDF features essay outline examples and…. Browse our printable 6th Grade Writing Research Papers resources for your classroom. Download free today!
This is a free writing unit of study from The Curriculum Corner. This research writing collection includes mini lessons, anchor charts and more. Mention the words "research writing" in an intermediate classroom and you might be met with moans & groans or perhaps even see fear in the eyes of some students. In all seriousness though, writing ...
Writer's Choice Grade 6 Writing and Research Handbook. Download this user-friendly handbook to find explanations, examples, and tips to help you write strong sentences, paragraphs, compositions, and research papers. This is also where you'll find up-to-date citation information. Use it whenever you get stuck! Grade 6 PDF (286.0K)
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Invite students to suggest additional questions resulting from the examples above and from the Example Research Paper Scaffold. 6. Emphasize that good research questions are open-ended. Open-ended questions can be solved in ... Explore Resources by Grade. Kindergarten K; 1-2; 3-4; 5-6; 7-8; 9-10; 11-12; Footer 1 Menu. About; Classroom Resources ...
With a strong foundation in research writing, Grade 6 students will be better prepared to tackle more complex reading and writing tasks in the future. Quizizz is an excellent platform for teachers to supplement their Research Writing worksheets for Grade 6. In addition to offering a wide range of reading and writing resources, Quizizz also ...
Olivia Franklin. Engage students with interesting research topics, teach them skills to become adept independent researchers, and help them craft their end-of-unit research papers. CommonLit 360 is a comprehensive ELA curriculum for grades 6-12. Our standards-aligned units are highly engaging and develop core reading and writing skills.
If you are interested in your topic, learning about it will be more pleasurable and you will write with greater passion, so choose your topic thoughtfully. Use the following list of 101 research paper topics as a starting point for your paper. As you begin learning and writing about your topic, you should revise or amend your research question ...
Narrative Essay Topic Ideas for Students. Argumentative Essay Topics for Middle School. Expository Essay Topic Ideas. Story Writing Topics for Grades 5 - 9. Essay writing curriculum 6th grade. These 37 essay topics for 6th graders will help your kids form opinions, explore their ideas on paper, and express their thoughts confidently.
Step 4: Construct an Outline. Once you have collected all of the research, it may be helpful to organize your thoughts with an outline. To construct an outline, you must group your notes together and match information that fits together. An outline should be formatted in this manner: I. II. III.
Research Skills Worksheets To Print: Ancient Civilizations - Lots of questions of questions to answer about some past civilizations. Evaluating and Outline for a Research Paper - This activity will see how deep you read into outlines. Research Practice - You can put your answers in citation format. Understanding Plagiarism - We hear ...
A research paper outline is a useful tool to aid in the writing process, providing a structure to follow with all information to be included in the paper clearly organized. A quality outline can make writing your research paper more efficient by helping to: Organize your thoughts; Understand the flow of information and how ideas are related
Sixth Grade: Writing a Research Paper. Homework Due Thursday, December 4, 2014: None. Classwork, Wednesday, December 3, 2014: Grade 6: Module 2A: Unit 2: Lesson 15, Asking Probing Questions and Choosing a Research Topic. As a class we will go over the Performance Task Prompt found on page 1 of our "Module 2A, Unit 2, Lesson 15" packet.
Discuss this rubric with other members. Do more with rubrics than ever imagined possible. iRubric K37CA9: Students will use this rubric as they write a short research paper about a topic of choice. It will be their grading rubric when the paper is completed.. Free rubric builder and assessment tools.
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This resource will walk your students step-by-step through the writing process- from brainstorming ideas to publishing the final product.In this product you will find a complete guide for writing research papers. From beginning research to the finished product, this guide is perfect for grades 4- 6.
In this post, I discuss situations where students and researchers use ChatGPT to create text and to facilitate their research, not to write the full text of their paper or manuscript. We know instructors have differing opinions about how or even whether students should use ChatGPT, and we'll be continuing to collect feedback about instructor ...