Criterion C Investigation
How do I begin my research?
The Rubric
 “Imaginative range of appropriate
sources” key words: “range” and
“appropriate”
 “Relevant material has been carefully
selected” key words: “relevant” and
“selected”
 “Investigation has been well planned” key
words: “investigation” and “planned”
Range of Sources
 Primary sources – written by the people
who were living at that time
 Secondary sources – sources usually
written using primary sources; usually not
written contemporaneously
 Tertiary sources – sources that lead you
to secondary sources like a reference
librarian, wikipedia, encyclopedia
Types of Resources Databases
 Databases are collections of articles and
journals that HAVE BEEN PUBLISHED but
exist in electronic form. They are reliable,
mostly peer reviewed*, and academic
 SHS Databases: EBSCO
 Summit Database: Infotrac (Need card)
 Other articles (for purchase): www.scirus.com
Making the Most of the
Databases
Search using “advanced searches”
Read the abstracts!
Select only peer reviewed articles!
Read the source listings!
Use the subheadings and/or subtopics
provided!
 Use search terms (truncation and Boolean) –
document on SHS website
 Save searches in your folder
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Making the Most of Your
Books
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Read the chapter titles
Read the index
Read the introduction
Read the Works Cited
If at any point in this list, it looks like the
book isn’t going to be much help, give it
up
Appropriateness of Source
 Sources need to be appropriate to the subject
in both type and range
 Science papers need to have current research
(not to say ONLY); quantitative vs. qualitative
 Humanities papers are more flexible in type
and range; qualitative vs. quantitative
 Where possible, include primary sources
whatever your topic (example of Language and
History)
Relevance and Selection
 Relevant refers to the scope of the question
(does it answer the question) and legitimacy of
the resource (does it withstand investigation)
 Would it stand up to scrutiny? Does it
demonstrate an authority on the topic?
 Is it clear that you have carefully selected
sources or have you just chosen the first ten
things you found?
Investigation and Planning
 The amount of sources and the range of your
sources denotes the level of investigating that
you have done; challenge yourself to “uncover”
new information
 Carefully planned essays show the digestion of
your investigation and research; planned
around the themes and patterns in your
research; you need to flexible in order for this
to happen!
Criterion D –
Knowledge of Subject
How do I show that I know what I
am talking about?
The Rubric Says…
 “Demonstrates a very good knowledge
and understanding of topic studied” key
words: “knowledge” and “understanding”
 “the essay clearly and precisely locates
the investigation in an academic context”
key words: “locates” and “academic
context”
Knowledge and
Understanding
 You have consulted a variety of sources and
are able to articulate the relationships between
your sources; you tell me what it means NOT
what it says
 Role of the Vive Voce – are you able to answer
questions about your conclusion and research
or are you merely “parroting” back your paper?
 You cannot fabricate knowledge acquisition or
the research process (example: the kid who
sounds good but knows NOTHING)
Location of Academic
Context
 Can be defined as “the current state of the field
of study under investigation”
 Speaks to relevance of your investigation; you
need to have current writings/research!
 The currency of the research/writing speaks to
its importance; if there hasn’t been anything
written for 100 years, is it worthy of
investigation?
Academic Context (cont.)
 Is it clear that you understand the full
scope of the topic as a pre-university
student?
 Not an expert, but you are not blatantly
ignoring the current state of the topic’s
investigation.
Criterion E –
Reasoned Argument
How do I organize my research into
an argument?
The Rubric Says…
 “Ideas are presented clearly and in a
logical and coherent manner” key words:
“logical” and “coherent”
 “Develops and reasoned and convincing
argument in relation to the research
question” key words: “reasoned” and
“convincing”
Logical and Coherent
 Be consistent and organized
 Know the TYPE of argument your are making:
 Comparative – make sure that the elements in
your comparison are consistent from source to
source
 Cause and Effect – avoid logical fallacies
(example: Mike Jordan would be a great
middle school gym coach)
Type of Arguments (cont.)
 Point – Counterpoint – be consistent in your
presentation (one then the other)
 Patterns/Elements – looking at the common
threads in research and that is the structure of
your essay
 Juxtaposing an Anchor Source – One source is
used as an “anchor” comparison; sources are
compared to it versus one another
 Make sure that your argument type fits your
subject! Cause and effect = science?,
Point/Counterpoint = politics?
Reasoned and Convincing
 “Setting up the pins, then knocking them down”
 The logic and coherent argument sets them up,
the reasoning and convincing knocks them
down
 Are you just providing research or are you
drawing a conclusion?
 Does your conclusion clearly stem from your
logical set up or is Michael Jordan a good PE
teacher? This is the REVIEW of the literature
review