"Researching Multiple Perspectives to Develop a Position"
Link: Module 3
In Module 10.3, students engage in an inquiry-based, iterative process for research. Building on work with evidence-based analysis in Modules 10.1 and 10.2, students explore topics that have multiple positions and perspectives by gathering and analyzing research based on vetted sources to establish a position of their own. Students first generate a written evidence-based perspective, which will serve as the early foundation of what will ultimately become a written research-based argument paper that synthesizes and articulates several claims with valid reasoning and relevant and sufficient evidence. Students read and analyze sources to surface potential problem-based questions for research, and develop and strengthen their writing by revising and editing.
Module 10.3 Focus Skills & Habits
- Read closely for textual details
- Annotate texts to support comprehension and analysis
- Engage in productive, evidence-based conversations about text
- Conduct independent searches and assess sources for credibility, relevance, and accessibility
- Develop, refine, and select inquiry questions for independent research
- Collect and organize evidence from research to support analysis in writing
- Identify and evaluate arguments and claims in a text
- Generate an evidence-based perspective from research
- Revise writing
- Utilize rubrics for self-assessment and peer review of writing
- Craft a research-based argument paper
Module 10.3 provides students with the opportunity to conduct their own inquiry-based iterative research process. As they read sections from The Immortal Life of Henrietta Lacks by Rebecca Skloot, students surface and track potential research topics regarding medicine, ethics, and scientific research, as these topics emerge from the text. Students explore topics that have multiple positions and perspectives by gathering and analyzing research based on vetted sources. Students establish a position of their own during this research process. In the final unit of the module, students further develop critical writing skills as they self-edit, peer review, and revise their writing to produce effective evidence-based arguments.
Texts (Many Available HERE)
Unit 1:
The Immortal Life of Henrietta Lacks by Rebecca Skloot
Unit 2: Student research sources vary. Students choose texts for research based on their individual research topic/area of investigation.
Model Research Sources:
"A Court Allows Payment for Bone Marrow. Should People be Able to Sell Their Parts?" by Alice Park
"Do We Own Our Own Bodily Tissues?" by Margaret Ng Thow Hing
"Paying Patients for Their Tissue: The Legacy of Henrietta Lacks" by Robert D. Truog, Aaron S. Kesselheim, and Steven Joffe
"Tissue Banks Trigger Worry About Ownership Issues" by Charlie Schmidt
"Human Tissue For Sale: What are the Costs?" by Deborah Josefson
"My Body, My Property" by Lori B. Andrews
"Body of Research—Ownership and Use of Human Tissue" by R. Alta Charo
Unit 3: Student research sources vary
Description Adapted from EngageNY
Updated 1/6/15 (KBW)
Link: Module 3
In Module 10.3, students engage in an inquiry-based, iterative process for research. Building on work with evidence-based analysis in Modules 10.1 and 10.2, students explore topics that have multiple positions and perspectives by gathering and analyzing research based on vetted sources to establish a position of their own. Students first generate a written evidence-based perspective, which will serve as the early foundation of what will ultimately become a written research-based argument paper that synthesizes and articulates several claims with valid reasoning and relevant and sufficient evidence. Students read and analyze sources to surface potential problem-based questions for research, and develop and strengthen their writing by revising and editing.
Module 10.3 Focus Skills & Habits
- Read closely for textual details
- Annotate texts to support comprehension and analysis
- Engage in productive, evidence-based conversations about text
- Conduct independent searches and assess sources for credibility, relevance, and accessibility
- Develop, refine, and select inquiry questions for independent research
- Collect and organize evidence from research to support analysis in writing
- Identify and evaluate arguments and claims in a text
- Generate an evidence-based perspective from research
- Revise writing
- Utilize rubrics for self-assessment and peer review of writing
- Craft a research-based argument paper
Module 10.3 provides students with the opportunity to conduct their own inquiry-based iterative research process. As they read sections from The Immortal Life of Henrietta Lacks by Rebecca Skloot, students surface and track potential research topics regarding medicine, ethics, and scientific research, as these topics emerge from the text. Students explore topics that have multiple positions and perspectives by gathering and analyzing research based on vetted sources. Students establish a position of their own during this research process. In the final unit of the module, students further develop critical writing skills as they self-edit, peer review, and revise their writing to produce effective evidence-based arguments.
Texts (Many Available HERE)
Unit 1:
The Immortal Life of Henrietta Lacks by Rebecca Skloot
Unit 2: Student research sources vary. Students choose texts for research based on their individual research topic/area of investigation.
Model Research Sources:
"A Court Allows Payment for Bone Marrow. Should People be Able to Sell Their Parts?" by Alice Park
"Do We Own Our Own Bodily Tissues?" by Margaret Ng Thow Hing
"Paying Patients for Their Tissue: The Legacy of Henrietta Lacks" by Robert D. Truog, Aaron S. Kesselheim, and Steven Joffe
"Tissue Banks Trigger Worry About Ownership Issues" by Charlie Schmidt
"Human Tissue For Sale: What are the Costs?" by Deborah Josefson
"My Body, My Property" by Lori B. Andrews
"Body of Research—Ownership and Use of Human Tissue" by R. Alta Charo
Unit 3: Student research sources vary
Description Adapted from EngageNY
Updated 1/6/15 (KBW)