writing a research paper for middle school

Scaffolding Methods for Research Paper Writing

Resources & Preparation
Instructional Plan
Related Resources

Students will use scaffolding to research and organize information for writing a research paper. A research paper scaffold provides students with clear support for writing expository papers that include a question (problem), literature review, analysis, methodology for original research, results, conclusion, and references. Students examine informational text, use an inquiry-based approach, and practice genre-specific strategies for expository writing. Depending on the goals of the assignment, students may work collaboratively or as individuals. A student-written paper about color psychology provides an authentic model of a scaffold and the corresponding finished paper. The research paper scaffold is designed to be completed during seven or eight sessions over the course of four to six weeks.

Featured Resources

Research Paper Scaffold : This handout guides students in researching and organizing the information they need for writing their research paper.
Inquiry on the Internet: Evaluating Web Pages for a Class Collection : Students use Internet search engines and Web analysis checklists to evaluate online resources then write annotations that explain how and why the resources will be valuable to the class.

From Theory to Practice

Research paper scaffolding provides a temporary linguistic tool to assist students as they organize their expository writing. Scaffolding assists students in moving to levels of language performance they might be unable to obtain without this support.
An instructional scaffold essentially changes the role of the teacher from that of giver of knowledge to leader in inquiry. This relationship encourages creative intelligence on the part of both teacher and student, which in turn may broaden the notion of literacy so as to include more learning styles.
An instructional scaffold is useful for expository writing because of its basis in problem solving, ownership, appropriateness, support, collaboration, and internalization. It allows students to start where they are comfortable, and provides a genre-based structure for organizing creative ideas.
In order for students to take ownership of knowledge, they must learn to rework raw information, use details and facts, and write.
Teaching writing should involve direct, explicit comprehension instruction, effective instructional principles embedded in content, motivation and self-directed learning, and text-based collaborative learning to improve middle school and high school literacy.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

Computers with Internet access and printing capability

Research Paper Scaffold
Example Research Paper Scaffold
Example Student Research Paper
Internet Citation Checklist
Research Paper Scoring Rubric
Permission Form (optional)

Preparation

1.	Decide how you will schedule the seven or eight class sessions in the lesson to allow students time for independent research. You may wish to reserve one day each week as the “research project day.” The schedule should provide students time to plan ahead and collect materials for one section of the scaffold at a time, and allow you time to assess each section as students complete it, which is important as each section builds upon the previous one.
2.	Make a copy for each student of the , the , the , the , and the . Also fill out and copy the if you will be getting parents’ permission for the research projects.
3.	If necessary, reserve time in the computer lab for Sessions 2 and 8. Decide which citation website students will use to format reference citations (see Websites) and bookmark it on student computers.
4.	Schedule time for research in the school media center or the computer lab between Sessions 2 and 3.

Student Objectives

Students will

Formulate a clear thesis that conveys a perspective on the subject of their research
Practice research skills, including evaluation of sources, paraphrasing and summarizing relevant information, and citation of sources used
Logically group and sequence ideas in expository writing
Organize and display information on charts, maps, and graphs

Session 1: Research Question

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.

Session 2: Literature Review—Search

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.

Session 3: Literature Review—Notes

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.

Session 4: Analysis

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.

Session 5: Original Research

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.

Session 6: Results (optional)

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.

Session 7: Conclusion

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.

Session 8: References and Writing Final Draft

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.

Student Assessment / Reflections

Observe students’ participation in the initial stages of the Research Paper Scaffold and promptly address any errors or misconceptions about the research process.
Observe students and provide feedback as they complete each section of the Research Paper Scaffold.
Provide a safe environment where students will want to take risks in exploring ideas. During collaborative work, offer feedback and guidance to those who need encouragement or require assistance in learning cooperation and tolerance.
Involve students in using the Research Paper Scoring Rubric for final evaluation of the research paper. Go over this rubric during Session 8, before they write their final drafts.
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Kindergarten K

Writing Research Papers

writing a research paper for middle school

This research writing unit of study is designed to guide your students through the research writing process.

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 can be intimidating for many children in our classrooms.

Guided and focused your mini-lessons can be helpful for students. Also, the more examples you can get students to interact with, the more they will understand the expectations. Finally, the more modeling that you do for them, the more they can view writing as less overwhelming.

Download the free resources to accompany this unit of study at the bottom of this post.

Lesson Ideas for Writing Research Papers:

Lesson 1: Noticings

Begin by getting your students familiar with what research writing looks like.
Have them work in pairs or small groups to read pieces of research writing. They will record their “noticings” about the writing.
Then, come together in a community circle to discuss and create a class anchor chart.
You will find a blank anchor chart and one with noticings already recorded.
Here is a link we found that contains some student-created examples of research writing: Student Writing Models . Simply scroll through the grade levels for different samples.

Lesson 2: Opinion vs. Facts

Begin with a brief review of opinions vs. facts.
Use the six paragraphs we share in our resources to give your students some practice differentiating between the two.
Each of the paragraphs contains both opinions and facts.
Students will read the paragraphs and record the facts and opinions from their paragraph onto the recording page.

FREEBIE! Research Writing Unit of Study FREE from The Curriculum Corner - mini lessons, anchor charts, graphic organizers & more!

Lesson 3: Choosing a Topic

We know that providing choice will allow for greater engagement and success. We want to help students to narrow their choices by giving them some guidance.
Gather students and begin a discussion about choosing a research topic.
Ask them to think of topics they already know a little about, have interest in or is important/relevant to their lives.
You might pose the question “Why is that important in research writing?” and discuss their thoughts.
For this lesson we have provided a page where students can individually brainstorm topics. You can circulate the room during this process to help students to narrow their topic.
If you feel your class may need help to narrow their choices, think about giving them a broad topic, such as animals, and then have them choose a sub-topics from the bigger umbrella topic.
If you feel like your students need an added level of support you might think about creating an anchor chart from a class brainstorming session about possible appropriate topics and then display this in your room.

Lesson 4: Where to Find Accurate Information about a Topic

Help students to begin to understand where they might find accurate information about their topics.
Where are the places you can begin to look for information about your topic?
Why would the copyright date on a book be important in doing research?
Is everything on the internet true?
Why is it important for your research to contain accurate information?
Where do you begin to look for information that will accurate
One way to help students think through appropriate sites on the internet is to pass out the ten cards provided in our resources.
Have students read the cards and discuss what kind of a website it is.
Talk about whether they know or have heard of the sites. Would they consider the sites “trusted” enough to gain knowledge about their topics. Then have them talk about why or why not these sites would be trusted.

Research Writing Unit of Study FREE from The Curriculum Corner - mini lessons, anchor charts, graphic organizers & more! Completely free!!!

Lesson 5: Double Check Your Facts

We want our students to get into the habit of double checking their facts. This will help ensure what they are learning is correct.
To do this, you might want them to practice this skill. In this lesson use the page provided to have each student find and record a fact about a topic of their choice on the internet.
The page then has students write where they found the fact, and also has them list a corresponding fact from a different source.
Finally they determine if the facts are the same or different. You may have to further the lesson by discussing approximations. For example one site might say that an animal can weigh up to 1,500 pounds, while another might state that the animal weighs between 1,200 and 1,500 pounds.
You will need to talk about how those facts might both be accurate even though they are stated differently. If they seem to check out, then help students generalize the information for a research paper.

Research Writing Unit of Study FREE from The Curriculum Corner - mini lessons, anchor charts, graphic organizers & more! FREEBIE UNIT!

Lesson 6: Taking Notes

Sometimes giving students resources and a blank sheet of notebook paper can be too overwhelming. You have students who simply copy everything from the text or you have others who have no idea where to start.
We need to guide them to read to pull out facts & relevant information.
For this lesson we have provided various templates for note-taking. Whatever method or template you choose for helping your students learn to take notes, model it several times in front of the class Demonstrating for them how to write the notes as they read about a topic will be helpful.
After initial teaching, you may find that you need to pull small groups for extra practice. Some might need a one-on-one conference.

Lesson 7: Paraphrasing vs. Plagiarism

Students will need to learn how to paraphrase their research. This will help them avoid plagiarizing words from their resources.
Discuss why plagiarizing is something that they shouldn’t do in their writing because it is “stealing” another’s words.
Tell the students that there is a way to use another author’s ideas in an appropriate way without copying their words. First, they need to paraphrase and then they need to cite the source where they found the information.
Display the anchor chart “What is Paraphrasing” and discuss the definition.
Next, pass out copies of “My Own Words” to pairs of students. Explain that their task will be to find a paragraph or passage in a nonfiction book. They will paraphrase the author’s words, keeping the same ideas.
Finally, gather students together to share their paraphrasing efforts. Each pair of students can read the paragraph/passage from the book and then the paraphrasing that they wrote. Discuss the words and decisions the students made in their paraphrasing.

Lesson 8: Word Choice in Research Writing

To help students think about making their writing more interesting, have them brainstorm words that could add voice to their writing.
After working independently on the word choice page provided, have them meet with partners. They can talk about nouns, verbs and adjectives that relate to their topic.

Lesson 9: Writing Sketch

This graphic organizer can be used for students to plan their writing.
If your writers are more advanced you might choose to skip this step, It could be a big help for students who have taken notes and have too many facts.
Be sure to model how to write the facts & ideas from your notes onto your planner. Students will see first hand how to make sure to only add what is relevant and important to their writing.
Some questions you can pose: What will be the focus of each paragraph in your research writing? What do you want to include from your notes? Why is it important to the research? What facts don’t quite fit into the paragraphs you’ve decided upon? Should you change some of the paragraphs so that they better support the research and what you want your readers to learn?
Once the planner is finished, they can use it as a guide to help their writing stay focused.

Lesson 10: Writing Introductions to Research

Teach students how to think about their introduction as a way to grab their readers’ attention.
Our anchor chart has some ideas to get writers started. You might also extend the anchor chart to include ideas from your students. (We have included some blank anchor charts at the very bottom of the download.)
Discuss the parts that need to be included in the introductory paragraph first. Then, move on to some of the ways that might engage readers. As always be sure to model how you would go about writing an introductory paragraph using your Writing Sketch.

Lesson 11: Developing Your Paragraphs

Next, help students stay focused and develop complete paragraphs.The next graphic organizer will get them to think through the specifics of each paragraph.
Again, this may not be needed for all of the students in your classroom, but it might be something to think about using with all of them for at least their very first attempts at writing research papers.
Model how to use the Writing Sketch planner to develop their paragraphs more fully on this organizer.

Lesson 12: Writing a Conclusion to Research

Providing a solid concluding paragraph is also something that needs modeled for your students.

Use the anchor chart with ideas to get you started with the modeling of this as well.

***If you would like for your students to write their first drafts on something that continues to support organization for them, you will find guided lined paper.

Lesson 13: Research Rendezvous Celebration

We love ending a unit of study with a celebration.

For this particular celebration, you might invite students to bring in a visual to help illustrate their topic.

Invite parents and other special adults from your building to the celebration and think about providing a snack.

You can also print out our “Congrats Author!” certificates to give to each student during the celebration.

Free unit! Research Writing Unit of Study FREE from The Curriculum Corner - mini lessons, anchor charts, graphic organizers & more!

All the research writing resources described above can be found in one download here:

Writing a Research Paper Resources

As with all of our resources, The Curriculum Corner creates these for free classroom use. Our products may not be sold. You may print and copy for your personal classroom use. These are also great for home school families!

You may not modify and resell in any form. Please let us know if you have any questions.

Dulce Hernandez

Thursday 8th of April 2021

Thank you so much. I tutor non-English speakers from K-9th grade. These resources are a God send!!

Monday 25th of May 2020

I cant download it, where do you download it?

Jill & Cathy

Wednesday 2nd of September 2020

Here is the link: https://www.thecurriculumcorner.com/thecurriculumcorner456/wp-content/pdf/writing/research/researchwriting.pdf

Graphic Organizer for Research Papers - The Curriculum Corner 4-5-6

Tuesday 19th of November 2019

[…] You might also like our unit of study for writing research papers:How to Write a Research Paper […]

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Thursday 14th of November 2019

[…] Writing Research Papers […]

Language Arts in the Middle School and High School Years

Thursday 11th of May 2017

[…] The middle school years can also be a good time to introduce writing a short research paper if your student is ready. Introduce how to do research, how to make an outline, and how to write a short research paper, including how to cite sources. Here’s a website that has a free introduction to writing research papers: https://www.thecurriculumcorner.com/thecurriculumcorner456/writing-research-papers/. […]

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10 Steps to Writing a Successful Research Paper Checklist + Model Research Paper

The process of creating a research paper can be overwhelming for students. Help your middle and high school students write a better-planned and better-written paper in 10 easy steps. Download this handy student checklist and model research paper.

Fill out the form to download 10 Steps to Writing a Successful Research Paper Checklist + Model Research Paper now.

CommonLit 360 How to Teach a CommonLit 360 Research Unit

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.

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.

Get students excited about their research with Essential Questions designed around timely topics

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?

Get students excited about the research topic with introductory slide decks

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.

Informational texts anchor each research 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.

A list of the unit texts for 6th Grade Unit 4.

Supplemental texts allow students to dig deeply into independent research

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.

A list of the supplemental texts 6th graders are given.

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.

A screenshot of an independent research lesson for 9th graders.

Students learn about the research process and how to craft research papers throughout the unit

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.

A screenshot of the arc of writing instruction for 8th grade.

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 provide even more background information for students

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 help students synthesize information in preparation for their research paper

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.

Participate in an optional final project that fosters creative thinking and collaboration

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

Vocabulary and grammar lessons build student comprehension and writing skills

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.

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by Michelle Boyd Waters, M.Ed.

A Plethora Of Writing Examples For Middle School (& High School)

October 14, 2014 in Pedagogy

When I started my first job as a professional newspaper reporter (This job also served as an internship during my junior year in college — I just didn’t leave for about 6 years.), I quickly realized that all my experience, and all my years of journalism education had not been enough to help me write stories about drug busts, fatal car accidents and tornadoes. All the theoretical work I’d done, and all of the nifty little scholastic and collegiate stories I had done, did not prepare me for real world writing.

At that point, I had to find a solution quickly. After all, I had a deadline to meet, and it was only a few hours away.

One of my colleagues, who also served as a mentor, had the solution. She introduced me to the newspaper’s “morgue.” This was a room filled with filing cabinets in which we kept old — dead — stories arranged by reporter. Whenever I wasn’t’ sure how to write a story, all I had to do was check the morgue for similar stories. If I needed to write a story about a local drug bust, for example, I’d find another story on a similar incident, study its structure, and mentally create a formula in which to plugin the information I’d gathered.

Once I’d gained more experience, and had internalized the formula for that particular type of story, I felt free to branch out as the situation — and my training — warranted.

I do the same thing when I want to write a type of letter, brochure, or report that I’ve never written before.

This is what writing looks like in the real world.

Of course, if you’re a new teacher like me, there is one problem with providing mentor texts to my students: I have a dearth of middle school level writing sitting around in my file cabinets.

Fortunately, the Internet is full of sources, so I scoured the bowels of Google to find examples. I know how busy you are, so I’m sharing.

Expository writing examples for middle school

Below are several sources of expository writing samples for middle school students.

The Write Source Expository Writing Samples
Holt, Rinehart, Winston Expository Essay Models

Finally, here is an article in the New York Times that will help you teach your students real-world expository writing skills .

Descriptive writing examples for middle school

Descriptive Writing Samples from Novels
Milwaukee Public Schools Descriptive Essay Samples (p. 137)
Holt, Rinehart, Winston Descriptive Essay Models

Narrative writing examples for middle school

Writing Samples by Steve Peha (PDF)
The Write Source Narrative Writing Samples
Oregon Department of Education Scored Writing Samples (Ideas and Organization)
Oregon Department of Education Scored Writing Samples (Sentence Fluency and Conventions)
Oregon Department of Education Scored Writing Samples (Voice and Word Choice)
Oregon Department of Education High School Scored Narrative and Argumentative Writing Samples
Holt, Rinehart, Winston Narrative Essay Models

Argumentative/persuasive writing examples for middle school

The Write Source Persuasive Writing Samples
Holt, Rinehart, Winston Persuasive Essay Models

Reflective writing examples for middle school

Reflective essay examples from Lake Washington Girls Middle School

If you know of any other online writing example sources, please feel free to share them in the comments below.

Related topics: Argumentative Writing , Informative Writing , Mentor Texts , Narrative Writing

About the author

Michelle Boyd Waters, M.Ed.

I am a secondary English Language Arts teacher, a University of Oklahoma student working on my doctorate in Instructional Leadership and Academic Curriculum with an concentration in English Education and co-Editor of the Oklahoma English Journal. I am constantly seeking ways to amplify students' voices and choices.

This is very, very helpful. Thank you for sharing!

As a new middle school teacher (coming from elementary) this was very helpful and encouraging.

Thank you very much for letting me know. I’m glad that I was able to help you!

Thank you! I’m glad I can help.

Your welcome

This is super helpful. Thank you!

These links are a fantastic help. Thank you!

This helped me BUNCHES! Thanks so much!

thanks so much!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! XD

These links are now dead 🙁

Thank you for notifying me! I have updated the post to include new (live!) links. Some of them are geared towards high school, but I think we can still use them as exemplars of what we want our students to aim for.

Comments are closed.

The Daring English Teacher on Teachers Pay Teachers Secondary ELA resources Middle School ELA High School English

Teaching the Research Paper Part 1: Introducing the Research Paper and Preparing Students for the Assignment

There are three things every teacher should do before taking their students to the computer lab to research information for their research papers: teach the difference between reliable and unreliable sources, check to make sure every student has a self-generated research question, and help prepare students with key phrases and words to search.

Whenever I begin teaching the research paper , I always share with my students the story of how I wrote my Master’s thesis paper. It was a 50 page paper with 50 different sources.

I don’t do this to toot my own horn. I don’t do this to scare my students away from post-secondary education. I don’t do this to make the students feel like their research assignment is petty and small. I do this so that I can explain the process of research to them and so that they know I was once in their shoes.

So how exactly do you write a 50-page research paper that has 50 unique, credible sources? One source at a time.

Teaching the Research Paper: 3 Critical Steps to Take

Teaching the research paper: find credible sources.

When teaching the research paper to my secondary ELA students, I first show them about research and credible sources. Before students can even begin looking for their sources, they have to know how to distinguish between reliable and unreliable sources. Being able to do so is the first step in finding a reliable source.

Once I feel my students have a firm understanding of the sources they will be looking at, we then dive into the research topic, and the students select their issues related to the main topic.

Teaching the Research Paper: Create Questions

One of the critical parts of teaching the research paper to students is having them come up with their self-generated research questions. To do this, I encourage students to work collaboratively and talk about their research topics.

Students can work in small groups to see what their peers would like to know about that matter.

Working in small groups first provides extra support for EL and struggling students. From there, students come up with their questions to answer. There is also a graphic organizer in my Research Paper Writing resource that is especially helpful during this process.

Teaching the Research Paper: Brainstorm Key Words

Once students have a self-generated question, it is time to get students to think about keywords and phrases they will use in their search for sources. All too often I see students typing precise, wordy questions into a search engine. This only creates frustration for the students as well as the teacher.

Taking half a class to discuss keywords and phrases helps students tremendously, and it even speeds up the research process because students can find credible sources a lot easier. When teaching keywords and phrases to my students, I encourage them to type no more than four words into the search engine. I tell them that they must think of the most important words directly related to their topic.

To help students think about keywords and phrases they can use in the search engine, have them think about hashtags for their research topic. This fun, easy, and engaging strategy will get students thinking about what to research and what is explicitly related to their subject.

Teaching the Research Paper: A Research Paper Writing Instructional Unit

Take the stress out of teaching your students how to write a research paper with this complete research writing unit ! This comprehensive and complete research paper writing unit will help you teach your students how to write a research paper. Now available in print + digital!

This step-by-step resource teaches your students the eight steps of research writing, and it includes every single thing you could need for a successful research writing unit! Plus, it is updated for 9th edition MLA!

The editable teaching presentation (which comes in both PowerPoint and Google Slides®) is ideal for direct instruction and includes multiple days of guided instruction! The research writing presentation introduces students to the eight steps for completing a research project: selecting topics, generating questions, brainstorming, researching and gathering credible information, organizing and outlining, writing the first draft, peer editing, and finalizing the paper.

Research Paper Teaching Unit

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Simple Guideline On How To Write A Research Paper For Middle School

As a middle school student writing a research paper there are a few key things you need to know. You need to pick a topic that suits your paper requirements. If you are writing a paper for an English class, you may not be able to get away with writing on the topic of economics, unless otherwise approves by your teacher. The topic you pick must be precise. You won't get very far if you pick a large topic for a small paper.

For example, writing a history research paper on the effects of slavery on the southern states is far too broad a topic, especially for a research paper that is between two and five pages. Instead, narrow down your topic to something a bit more manageable.

After you have your topic, you should follow these rules for writing the research paper:

The first is writing a thesis statement. The thesis explains what your paper is about and what problem you are trying to answer. You want the thesis statement to be the last sentence of your introduction.
The introduction is the first paragraph which gives the reader background. So if your topic relates to slavery then your introduction might include a sentence about what slavery was in America and how long it lasted.
After the introduction you want the body of the research paper. The body should be three to five paragraphs based on your requirements. Each paragraph should have a specific point made followed by evidence to back up the point. That means you need to find three points to support your thesis statement. If, for example, your thesis is that cell phones should not be permitted in classrooms, each paragraph in your body should explain one point why not with evidence to back it up.
And speaking of evidence, what is it really? Evidence is data or facts or quotes from professionals that you include to support your statement. If you claim that teenagers cheat with their cell phones in class, you should find a quote or statistic related to the number of students who cheat.

Once you are done you need to conclude your paper with the concluding paragraph. This paragraph is where you mention your thesis statement again in a different way and mention your main reasons again. By using these tips you will be well on your way to completing a great research paper for whichever class you are in.

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5 Methods to Teach Students How to do Research Papers

When teaching students how to construct research papers, the scaffolding method is an effective option. This method allows students to research and then organize their information. The scaffold provides understandable support for expository papers. Students greatly benefit from having the majority of the research and proper structure in place before even starting the paper.

With well-prepared references, students are able to:

Study informational text
Practice strategies that are genre-specific for expository writing
Use an inquiry-based approach
Work individually
Work collaboratively

The following tips and methodologies build off the initial preparation:

Students formulate a logical thesis that expresses a perspective on their research subject.
Students practice their research skills. This includes evaluating their sources, summarizing and paraphrasing significant information, and properly citing their sources.
The students logically group and then sequence their ideas in expository writing.
They should arrange and then display their information on maps, graphs and charts.
A well-written exposition is focused on the topic and lists events in chronological order.

Formulating a research question

An example research paper scaffold and student research paper should be distributed to students. The teacher should examine these with the students, reading them aloud.

Using the example research paper, discuss briefly how a research paper answers a question. This example should help students see how a question can lead to a literature review, which leads to analysis, research, results and finally, a conclusion.

Give students a blank copy of the research paper Scaffold and explain that the procedures used in writing research papers follow each section of the scaffold. Each of those sections builds on the one before it; describe how each section will be addressed in future sessions.

Consider using Internet research lessons to help students understand how to research using the web.

Have students collect and print at least five articles to help them answer their research question. Students should use a highlighter to mark which sections pertain specifically to their question. This helps students remain focused on their research questions.

The five articles could offer differing options regarding their research questions. Be sure to inform students that their final paper will be much more interesting if it examines several different perspectives instead of just one.

Have students bring their articles to class. For a large class, teachers should have students highlight the relevant information in their articles and then submit them for assessment prior to the beginning of class.

Once identification is determined as accurate, students should complete the Literature Review section of the scaffold and list the important facts from their articles on the lines numbered one through five.

Students need to compare the information they have found to find themes.

Explain that creating a numbered list of potential themes, taken from different aspects proposed in the literature collected, can be used for analysis.

The student’s answer to the research question is the conclusion of the research paper. This section of the research paper needs to be just a few paragraphs. Students should include the facts supporting their answer from the literature review.

Students may want to use the conclusion section of their paper to point out the similarities and/or discrepancies in their findings. They may also want to suggest that further studies be done on the topic.

In-text Citations for Middle School Students

MIDDLE SCHOOL PROMPTS

You want to avoid plagiarism in your writing. Yes. Yes, you do.

Plagiarism is using someone else’s quotation, facts, statement, idea, or story without giving them credit.

So, how do you let your readers know that you borrowed the quotation, fact, and so on?

You cite your source by using an in-text citation. This simply means you are giving credit to someone for their information, and you tuck it into your essay.

An in-text citation comes in tremendously handy when you are writing an essay that does not include footnotes, a bibliography, or a works cited page.

This is a tutorial on how to easily create in-text citations. Robin Hood may be involved.

Here we go . . .

Examples of in-text citations

Reporters and many other writers don’t use a bibliography. They have to include their sources in the body of their articles. Here’s a silly example of someone writing about pickles. Notice how the writer cites his source with this in-text citation (underlined here for instructional purposes only):

Dill pickles are much more popular than sweet pickles. In fact, according to www.welovepickles.com , pickle lovers buy four times more dill pickles than sweet.

The words according to announce that a fact or a quotation is coming next. The Website tells the readers where to look for that original information and where the writer got the information.

[Note: As many times as I’ve tried to get rid of the hyperlink in www.welovepickles.com, my site keeps putting it back on. You will get rid of the hyperlink in your papers by right-clicking on the hyperlink and selecting “Remove Hyperlink.”]

Paraphrasing Your Source

Next is another example of how to include your source without a bibliography. The underlining is added to show the source; you won’t underline it in your essay:

Police aren’t the only people who can arrest someone who is breaking the law. Dr. Sassafras of the Department of Natural Resources explains that any law enforcement conservation officer has the authority to arrest someone who is hunting without a license, catching more than the legal limit of fish, or speeding.

In this case, the writer told the readers who the information came from and where the person works. It is important to include both the person’s name (Dr. Sassafras) and his credentials or personal identification (of the Department of Natural Resources) so the readers will know that this information is believable.

Quoting Your Source

Below is almost the same paragraph. However, the writer is quoting Dr. Sassafras instead of paraphrasing him:

Police aren’t the only people who can arrest someone who is breaking the law. Dr. Sassafras of the Department of Natural Resources points out, “When people hunt without a license, go over their legal limit of fish, or speed, a law enforcement conservation officer can arrest them. He or she has full police powers.”

The writer still includes the source’s name (Dr. Sassafras) and where he works (of the Department of Natural Resources). But this time he uses quotation marks to indicate that he is not paraphrasing but quoting him.

Signal phrases

In-text citations use signal phrases such as according to and Dr. So-and-so says. Signal phrases signal to the reader that a fact or quotation is coming up and that it is not yours.

Credentials

In addition to signal phrases, you’ll include the source’s credentials . That way, people can trust the source better. For instance, “Dr. Sassafras” means nothing to readers. They don’t know who he is. But when we add “of the Department of Natural Resources,” people know they can trust the source. He’s someone who knows.

Robin Hood and in-text citations

Below are a few other signal phrases you can use to cite your sources, according to the Modern Language Association. Notice that most of the verbs are either in the present tense (“Robin Hood suggests that…”) or present perfect tense (“Robin Hood has suggested that…”), even if the person is long dead.

If you were writing a report on Robin Hood, your in-text citations might look like the ones below. I’ve made the citations bold so you can catch them. Yours will be in a normal font:

• Robin Hood, author of How I Take from the Rich and Give to the Poor , points out that he was doing the shire a favor. • Robin Hood’s mortal enemy, the Sheriff of Nottingham, observes in his reports of the day, “He is nothing but a thieving, Saxon scoundrel.” • Little John, Robin Hood’s large sidekick, insists that the Merry Men had nothing but good in their hearts, despite what others might have said. • “Many times, the money we steal from the lords and ladies ends up in the wrong pockets. God, help us,” acknowledges Friar Tuck, a friend of Robin Hood’s, in his personal journals. • As one who lived under Robin Hood’s protection for many years, Maid Marian believed that Robin Hood could do no wrong. • “I don’t know where I’d be today,” admits Bessie Essex, a poor milkmaid of that time, “without the help of Robin Hood.” • Robin Hood’s fan club, found at www.robinhoodisourman.org, claims that rumors of violence are false.

Get the idea? Notice the Website address in the last example. You’ll put the address of the main page in, not the whole address. So, instead of http://www.robinhoodisourman.org/join-the-club/, you’ll only use www.robinhoodisourman.org.

Remember to turn off your hyperlink by right clicking on the Website address. Then left click on “hyperlink” or “remove hyperlink.” That way, the address won’t be blue in your article.

Now it’s your turn: Complete the exercise below. Click here to download a PDF of the exercise.

Directions: Below are four sources and their information. Use each source, along with the information, to form four complete sentences, one for each source. Include an in-text citation in each sentence. There is more than one right way to make these into sentences with signal phrases and in-text citations. Choose your own verbs and how you’ll put the sentences together.

Source #1: Mark Twain

Credential: author of Roughing It

Quotation: “I was young and ignorant, and I envied my brother.”

Source #2: http://www.canalmuseum.com/

Credential: an informative Internet site for the Panama Canal

Quotation: “A ship traveling from New York to San Francisco can save 7,872 miles using the Panama Canal instead of going around South America.”

Source #3: C. S. Lewis

Credential: author of The Lion, the Witch, and the Wardrobe

Fact: has credited the creation of the faun Mr. Tumnus to a dream he had in his teens

Source #4: Maritza Ruiz

Credential: 13-year-old earthquake survivor

Quotation: “The ground was rolling under my feet. I felt like I was on a boat.”

Possible answers to the exercise:

Mark Twain admitted in Roughing It , “I was young and ignorant, and I envied my brother.”
According to www.canalmuseum.com, a great Internet site for the Panama Canal, “A ship traveling from New York to San Francisco can save 7,872 miles using the Panama Canal instead of going around South America.”
C. S. Lewis, author of The Lion, the Witch, and the Wardrobe , said that he created the faun Mr. Tumnus from a dream he had in his teens.
The 13-year-old earthquake survivor Maritza Ruiz said, “The ground was rolling under my feet. I felt like I was on a boat.”

Here’s more information on how to avoid plagiarism.

This tutorial is taken from a lesson in Jump In .

Click here for a tutorial on in-text citations for high school students.

Teachers, connect with Sharon on Facebook or Pinterest !

Drop the Drama: Help Stuggling Writers Jump These 5 Hurdles

Help your struggling writers—and you!—by identifying five hurdles to writing. Then learn practical actions you can take against those hurdles.

This article by me in The Old Schoolhouse magazine is also loaded with links to other helpful posts that will give you and your writers some welcome relief.

Click here to drain some of the tension from your writing class

Frustrated that your students don’t finish an essay or don’t know the steps to complete one? Worry no more! Click here for my latest article in The Informer about a super-practical writing schedule you WILL use!

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How to Create a Strong Research Paper: A Guide for Middle School Students

When a middle school student first begins the research paper process, he or she has a lot of writing rules to remember. And if the child has to write an APA and a MLA paper at different times, then there are even more things to remember. Use this guide as this very important foundation is built.

Step to Remember

Pick a good topic with lots of facts
Have 2-4 main ideas
Use academic and credible research
Read the teacher instructions and follow the teacher instructions
Bookmark an APA and a MLA website for easy reference
Learn the difference between a reference page, a works cited, and a bibliography
Go to any extra help given
Learn how to do an in-text citation, know the APA and the MLA way
Write in third person

There are different tips for different styles of papers. You have to know what style your teacher wants. For example, an informative essay is composed much differently than a cause and effect paper. Know your types and ask questions if you are not sure what to do. The layout of the paper matters, too. So follow these formatting tips:

Formatting Tips

Use size 12 font
Use a plain font such as Times New Roman or Arial
Double space
Write using a formal tone
Use correct spelling
Use correct grammar
Do not use slang or contractions
Have the length that the teacher required for the paper
Use the right number and type of sources the teacher asked for such as magazines, interviews, videos, and studies
Your teacher will want some or all of these items to be submitted
A rough draft
A final draft
Some type of reference sheet
A possible electronic submission
A working outline
Hard copies of all the sources you used and a link to them if they are online
Supplemental hard copies of materials such as an interview transcript

One of the best ways to create a successful middle school paper is to pick a topic that you like if the teacher gives you the option of selecting your own topic. You will always write a better paper on a subject that you enjoy and have an interest in. Do yourself a favor and pick a topic you love.

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206 Middle School Research Topics: Original Ideas List

As middle schoolers prepare to go to high school, they are introduced slowly to essay and research writing. They are sometimes given homework that involves picking suitable topics and writing on them. However, it should be noted that i t is not easy to write a research paper for a high grade. Middle schoolers in their preteen age are taught how to be creative, air out their opinions and conduct little research. It helps make them critical thinkers and prepares them for more writing tasks as they advance in their education. This article will help middle schoolers understand what is expected of them when asked to write an essay or research on a topic. It will also expose them to different areas where they can write and many research topics for middle school they can pick from.

What Should Be In A Middle School Research Paper?

Middle school research papers are often not required to be extended. They are in a unique position where they move from writing simple pieces to more detailed essays and research papers. This is the foundation where they learn to write excellent papers as they transcend to high school and eventually college. Writing an essay in middle school is not very different from writing in other stages. Some steps to get you started are

Understanding the Assignment :Before you begin, you should understand your teacher’s expectations when turning in your finished work.There will be rules and procedures to follow. Know the format the essay is supposed to be written in, and keep the due dates in mind. If you do not understand any aspect of the assignment, please ask for clarification, as this will help you deliver a clear and concise essay at the end.
Do Your Pre-Writing :Start with brainstorming on middle school research topics to determine what you would like your essay to be about. There are many options to pick from and several general subjects to break down into topics you want.

Pick up to three topics when you first brainstorm. From there, you can select the best one to write on. When you find a topic, start writing all you know about it. Create a rough paper where you jot down information from your research that will be useful in your essay. Feel free to write freely, as this will be your first draft, and you have the chance to edit it as you go.

Edit Your Work : Editing is essential. It helps give your paper structure. From your rough work, take out parts that are not necessary and add details you think you missed. This is where you should be detailed and try to make your work as neat and correct as possible. You are almost at the end of writing the paper.When you are sure your paper is good, it is time to proofread. Check for spelling and punctuation errors. One expert way to do this is to read the report from the bottom up, and this can help you spot any spelling errors.
Citations and References : Your teacher would have given you a format to write references for your work. Ensure that you are following the prescribed format.References will highlight the sources of the information gathered to make your essay.

What Can Middle Schoolers Write About?

There are many general subjects that middle schoolers can write about in their assignments. Streaming from what they have been taught in the classroom or their experiences outside class. Some issues that can create good middle school research paper topics include:

Science : This broad aspect covers earth science, geology, physical science, life science, and genetics. Science research paper topics for middle school will encourage the students to be interested in growth and learning how things work. Social Studies : This will involve learning about their history, other people’s cultures, human interaction, family, etc. This will create fun research topics for 6th graders, learning about life and how relationships work. Literature : This is the best time to learn about books and works of art. The literature will provide many topics to research for middle school students.

There are many more aspects that middle school students can research and write papers on. Discover more than 200 interesting research topics for middle school students below. However don’t worry if the assignment seems too difficult for you. You are only at the beginning of the path and our cheap research writing service will be happy to get you through with your paper.

Good Research Topics For Middle School

Students who have no experience writing papers and are looking for good research topics to work on are in luck. The topics below are suitable for all middle schoolers and can create detailed essays.

Should students be compelled to wear a specific uniform?
Textbooks or tablets: which is better to read from?
Obesity in American youth: Causes and solutions.
Should boys and girls be allowed to play on the same athletics team?
Should young people be allowed to play violent video games?
Impact of continuously playing violent video games.
When can we say someone is spending too much time in front of the screen?
Listening to music during class: Does it disturb concentration?
How to recognize harmful content on the internet?
Should all businesses be compelled to recycle?
What is the appropriate punishment for students who engage in cyberbullying?
Should school hours be adjusted to later in the morning?
Should our scientists be allowed to test drugs on animals?
Why do people’s behavior change in different settings?
Is sex education important?
Different types of poetry and how they came about.
What to do if you are being bullied on the internet.
How to have healthy self-esteem.
Why does the human body need sleep?
Insect repellents, are they helpful?
Why did dinosaurs go extinct?
What is skateboarding?
The effects of tobacco on the body.
Artificial tanning: Risks and benefits.
What is spam email? Where does it come from, and how can we stop it?
What is a desert mirage? How does it affect people?
What are penguins? Where do they stay, and what do they eat?
When and how was America created?
Who are some well know and inspirational women?
Who are some famous inventors?
What famous inventions helped in shaping human existence?
Steps you can take to protect yourself from scammers online.
What is a cryptocurrency, and why is it so popular?
What did the invention of the mobile phone do to change the world?
How to handle stress from school.
How can issues in the family affect a child?
Is your school working hard enough to prevent bullying?
Should we use mobile phones and tablets in class?
Does technology make you smarter?
What is an unhealthy life, and what are the effects?
Is there any benefit of doing homework?
What is video game addiction, and how to stop it?
What is a museum, and what can be found in it?
What can we do to reduce climate change?
Is soda suitable for children?
Does everyone have to go to college?
Comparing homework and class assignments.
What is physical education?
How the internet has changed our life
What is peer pressure?
What effect has global warming had on the environment?
What is racism?
What is a healthy diet?
Should students be able to pick what they learn?
Do movies depict what happens in real life?
Is arts a vital part of the school curriculum?
What are the challenges students face?
How do we conserve energy in our homes?
What is pop culture?
Should parents monitor their children’s social media?

Fun Research Topics for Middle School

Writing an essay shouldn’t always be stressful or tedious. These topics will make writing papers fun. The topics below can hold the researcher’s attention for a long time as they work on completing their project.

How should celebrities who break the law be punished?
What is bulletproof clothing made of?
All there is to know about hip-hop.
What do we know about ninjas?
Do lie detector tests work?
What are the ingredients contained in a hotdog?
Sharks, how do they hunt, and what do they eat?
How do search engines work?
Some fascinating extinct animals, and what happened to them?
How to manage time effectively.
How does insufficient sleep affect the brain?
How to let go of bad habits?
How do parents help us grow?
How to become a better writer.
Are dogs and cats enemies?
Why do parents punish children for bad behavior?
What is the best punishment for naughty kids?
Is magic real?
How to save money effectively?
What is self-development?
How to motivate yourself to be a better student?
When should you begin to earn money?
What’s the secret of having a successful life?
How not to become a game addict.

Middle School Research Project Ideas

Research shouldn’t always end as essay writing. Sometimes, you need hands-on projects to keep the middle schooler busy. The list below can serve as an ideal hub for research ideas for middle school students and work as interesting essay topics.

Investigating what life is like inside a beehive.
Steps in creating a movie.
How do our brains store memories and retrieve them when we need them?
What is a landform?
What are some important holidays around the world, and who celebrates them?
What are some significant symbols used in world holidays?
Creating an ecosystem: what’s the process involved?
Research on some exotic underwater creatures.
What is a meteor?
How to build a crossword puzzle.
What is advertising: create a short advertisement campaign.
Write the story of your life.
Create a calendar highlighting critical events in your life.
Create your family tree.

Science Research Topics for Middle School

Science is an exciting part of our lives. Because of science, the quality of our lives has increased, and there are many more inventions to come. These topics can engage the curious mind of the youngster and introduce them to science-related subjects to work on.

Earthquakes: Its causes and effects.
Computer viruses. What are they, and how do they spread?
Evolution of human beings.
Are human beings still evolving?
What is alchemy?
What is a black hole? How is it formed?
What is a submarine? Who uses them, and how do they work?
What is the cause of tornadoes?
What is a sinkhole, and how do they form?
Research on one of the planets in the solar system.
Understanding glaciers and icebergs.
What are volcanoes, and how do they form?
The different types of volcanoes and what causes them.
Who are the most famous scientists, and what are they famous for?
What are the components of airplanes that make them fly?
What are fossils, and what do they teach us?
How do genetics and DNA affect how we look?
Why does the moon change color and shape sometimes?
What is a Lunar eclipse?
What is pollution?
The different types of pollution and what can be done to curb them?
Can fruits play a part in medicine?
What is flooding?
What is an ecosystem?
What measures do butterflies take to defend themselves?
Different types of butterflies.
What is a skeleton, and why is it an essential part of the body?
How many bones are in a skeleton? Which are the most important?
Who is a marine biologist?
What is the connection between a marine biologist and the weather?
What are the risks marine biologists face when they dive?
Different types of fossils?
Are whales still hunted?
What is scientific research, and who conducts it?
What is the job of the nervous system?
Understanding the concept of hibernation?
What are the necessities plants need to grow?
Who are the people who study dinosaurs?
Mammals and reptiles: Similarities and differences.
Why don’t human beings float?
What is a prism, and what does it do?
What gives humans the ability to lift heavy things?
What factors can cause earthquakes?
How is wind measured?
What differentiates a planet from a star?
What is a galaxy? What galaxy is the earth?
Who is an astronaut, and what is their job?
What is a waterfall?
Do plants drink water?
Why do oil and water not mix?
What is microbiology?
How can we preserve our natural resources?
Discuss the advantages and disadvantages of exploring space.
What are bacteria, and how useful is it to humans?
The similarities between temperature and heat.

If You Need Paper Writing Help

There are many ways to brainstorm ideas for your middle school homework. The research project ideas for middle school and the topics listed above will make it easier to begin. After picking a suitable topic, the next step is writing the entire paper. This will involve a lot of research and fact-finding to get accurate information for your paper. It doesn’t end at research, as you still have to write a great essay to score high marks. This could be a daunting task for many students. Don’t be afraid to get research paper help from our professional writers. After attending class, you may not have adequate time to write your essay yourself, if this is your situation, it’s okay to search for help on the internet. A quick google search for “write my paper” will result in several websites promising to write the best essay for you. However, you need to make your research before hiring an online writer for your assignment. If you need someone to write your assignment, we can be of help. We provide fast, reliable, custom paper writing services that can be completed online. Our services are available to every student, including university, middle school, high school, and college students. Our team of writers consists of professionals and teachers who are always available to ensure that you meet your deadlines. Contact us with a message “ do my research paper for me ” and enjoy the perfect result!