Research Paper: Difference between revisions
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Revision as of 11:12, 2 February 2026
In this project, students use Make A Change group research to write an individual APA paper with background, research results, and recommendations for future action.
See details
Research Paper is an Individual research project in which students build on Make A Change group research to write an individual APA-style research paper that provides background on the topic, reports primary research methods and findings, and offers recommendations or a call to action.
Research Paper Learning Objectives
- Accurately summarize viewpoints from a variety of secondary sources.
- Cite using APA format.
- Present primary research methodology and results.
- Use research to make an argument and suggest a specific course of action.
- Introduce a research topic clearly and explain its importance to an audience.
- Provide historical and contextual background using multiple perspectives.
- Report research findings objectively and discuss research limitations.
- Interpret results in relation to community stakeholders and real-world concerns.
- Develop a clear discussion section that leads to concrete next steps or a call to action.
- Reflect critically on writing choices, source use, and the drafting process.
For more see:
Genres & Formats
- Individual academic research paper (capstone project).
- APA-style research paper with in-text citations and references.
- Includes major sections: Introduction, Background, Current Research (methods/results), Discussion, and a separate Reflection document.
- Written in a formal, objective tone appropriate for an academic audience.
Rubric
- Research Paper
| Criterion | Exceptional | Met | Not Met |
|---|---|---|---|
| Introduction | Introduction clearly identifies the topic and its relevance of the topic to readers and clarifies the specific ways in which the paper will address the topic. | Your introduction identifies the topic and the relevance of the topic to the reader. | Your introduction fails to identify topic or relevance to readers. |
| Background | Background section summarizes the context of the research question, represents a variety of different perspectives held by secondary sources, and discusses potential biases of those sources. | Background section adequately summarizes the context of the research question and represents at least two perspectives on that topic through secondary sources. | Background section does not reflect the context of the topic or present a variety of perspectives; lacks secondary sources. |
| Research | Research methodology and limitations discussed in detail; results presented objectively, concisely, and effectively. | Research methodology and results presented, and limitations discussed. | Research methodology and results not included, incomplete, or heavily biased. |
| Discussion | Discussion effectively incorporates discussion of results to various viewpoints and makes an argument tailored for a specific audience to take specific and concrete actions. | Discussion meets requirements for each major section (interpretation of research, discussion of applicability to various viewpoints, next steps). | Discussion missing one or more major components (interpretation of research, discussion of applicability to various viewpoints, next steps). |
| Format | Paper incorporates secondary material using advanced techniques (ellipses, square brackets, etc) where necessary. Paper does not contain any orphaned quotes. | Paper incorporates secondary material and uses APA format. | Secondary sources are not adequately formatted or marked. |
- For a copy of Research Paper rubric, click here to download.
- Reflection Piece
| Criterion | Exceptional | Met | Not Met |
|---|---|---|---|
| Topic/Approach | Reflection discusses topic generation in detail, including group dynamics, and discusses in detail how the research impacted your approach to the individual paper. | Reflection includes discussion of topic generation and the approach you decided to take for your individual paper. | Reflection does not discuss how the group came up with the topic in the first place, or your angle on the topic for your paper. |
| Background | Reflection considers the complexities of choosing specific sources, how and why to represent various perspectives, and how to represent the context to the reader. | Reflection discusses your choices in representing secondary sources and the context of the topic. | Your reflection does not include a discussion of secondary sources or how you chose to represent the background of your topic. |
| Research | Research methodology and limitations discussed in detail; results presented objectively, concisely, and effectively. | Reflection discusses choices about how primary research was conducted and how the writer decided which data to report. | Reflection does not address primary research. |
| Discussion | Reflection considers the role their specific audience plays in how they interpret findings, structure their main argument, and recommend next steps. | Reflection discusses the choices about how to interpret findings and how to present the main argument. | Reflection fails to address the choices informing the main argument of the paper. |
For a copy of Research Paper Reflection' rubric, click here to download
Assignment Focus
This writing project asks students to turn their group research, Make A Change into an individual APA-style research paper that explains the topic’s background, presents primary research findings, and offers recommendations for future action. The focus is on using evidence from both secondary and primary research to make a clear argument and connect it to real community or stakeholder concerns.
- Choosing a Topic
- Students identify a meaningful issue to investigate and narrow it into a focused research question that matters to a specific audience.
- Proposals
- Students write a plan that explains their research topic, why it is important, and what methods or sources they will use to study it.
- Group Contracts
- Groups must outline responsibilities, specify what each member will turn in, and set deadlines for shared work.
- Joining the Conversation
- Projects must include at least 2 outside perspectives, with one representing a viewpoint contrary to the proposed solution, and integrate them effectively.
- Presentation
- Groups present their project to the class and may also share it with their intended external audience. Video/audio projects should be 5–10 minutes and follow genre conventions.
- Collaboration Reports
- Students submit periodic reports assessing their own and peers’ contributions to the project.
- Reflection
- Each student submits an individual reflection (at least 800 words) analyzing their rhetorical choices and collaboration methods. Reflections count for 50% of the final grade.
- Students' Project Samples
- For sample projects, click to download.
Weekly Structure
Week 1:Proposals
Overview: Brainstorming topics, Making groups, Groupwork Time, Proposal, Contract, Determining the Audience.
- Key Sources on Group Proposal and Contract
| Name | Description |
|---|---|
| Watch: How to Write A Research Proposal | |
| Watch: Group Contract |
- Alternative Sources on Proposals
Week 2: collaboration
Overview: Focus on effective group collaboration by learning about teamwork, establishing group contracts, pitching project ideas, and submitting group research proposals.
- Key Sources on Collaboration
| Name | Description |
|---|---|
| Read: Groups and Teamwork: 2.1 What is A Group? | |
| Read: Groups and Teamwork: 3.1 Belonging to A Group |
- Alternative Material on Collaboration
Some videos and texts might be useful for your class depending on your needs.
| Name | Description |
|---|---|
| Read: How does Teamwork and Collaboration Work? | |
| Watch: The 7 Keys to Creative Collaboration | |
| Watch: Collaborative Power: Succeeding in Group Writing Projects |
Week 3: Primary Research
Overview: Develop primary research tools by designing surveys and interview questions, preparing transcripts, and gathering direct quotes to support their research projects.
- Key Sources on Primary Research
| Name | Description |
|---|---|
| Read: Primary Research Methods Explained | |
| Read: How to write great survey questions (with examples) |
- Alternative Materials on Primary Research
Some videos and texts might be useful for your class depending on your needs.
Week 4:Secondary Research
Overview: Brainstorm potential solutions for their research topics, search for credible secondary sources, learn how to write annotated bibliographies.
- Key Sources on Secondary Research
| Name | Description |
|---|---|
| Read: Secondary research | |
| Read: Writing an Annotated Bibliography |
- Alternative Sources on Secondary Research
Some videos and texts might be useful for your class depending on your needs.
Week 5: Argument/Evidence
Overview: Strengthen arguments by connecting claims with evidence and refining your presentation and solution.
- Key Sources on Argument and Evidence
| Name | Description |
|---|---|
| Read: Argument | |
| Read: Evidence |
- Alternative Materials on Argument/Evidence
Some videos and texts might be useful for your class depending on your needs.
Week 6: Sources/Annotating Research
Overview: How to find strong academic sources using Google Scholar and library databases, and begin creating an annotated bibliography.
- Key Sources on Sources/Annotating Research
| Name | Description |
|---|---|
| Read: Finding Supporting Information | |
| Read: Writing an Annotated Bibliography |
- Alternative Materials on Sources/Annotating Research
Some videos and texts might be useful for your class depending on your needs.
| Name | Description |
|---|---|
| Read: 23 Research Databases for Professional and Academic Use | |
| Watch: Finding Sources for Research Papers | |
| Read: Research Paper Planner | |
| Watch: What is an Annotated Bibliography | |
| Watch: What's an annotated bibliography? | |
| Watch: What is an Annotated Bibliography and Why are they important? | |
| Watch: Annotated Bibliography | |
| Read: Annotated Bibliographies | |
| Read: How to write an annotated bibliography | |
| Read: How to Prepare an Annotated Bibliography |