Name:___________________________________
Teachers’ Names:__________________________
Class and Period:__________________________
Date:____________________________________
I-Search: What I Know, Assume or Imagine
Overview
The “What I Know, Assume, or Imagine” section is the first element of the I-Search. The purpose is to
introduce the reader to your topic and to explain why the topic particularly interests you.
To begin, grab the reader with an interesting scenario or personal story about your topic. Follow this with
an explanation of why you wish to research this topic and how you first learned about it. Write
everything you think you know about the topic, what you think you can assume about the topic, or what
you can imagine you will learn about the topic. Do not worry about being right or wrong. You haven’t
done any actual research yet.
The very last sentence of the What I Know, Assume, or Imagine section is your research question. That
means that this section ends with a question mark.
Requirements
Format:
Times New Roman, size 12, double-spaced font.
MLA header (Check https://owl.english.purdue.edu/owl/resource/747/01/)
Length:
One half to one full page, but no more than one full page.
Multiple paragraphs, divided by logic rather than number of sentences
Content:
Contains all elements explained above and sampled below. Demonstrates forethought and
revision. Ends with a strong I-Search question.
Style:
Use “I” as it is a personal reflection, but keep the tone formal.
Eliminate run-ons, fragments, or comma splices.
Proper spelling and punctuation.
Due date:
Monday, January 12
See the Sample KAI Section Below
Use a single
spaced, MLA
heading and
choose a title
S. Marty Panz
Mr. Leventhal/Ms. Turdo
English 10: Period 9
12 January 2015
Living with Asthma
What I Know, Assume or Imagine
“Well, Annie, it looks like you have asthma,” our family physician informed
me. I could not believe what I was hearing. I thought that I had been suffering from
a very stubborn cold. Questions started going through my head as I listened to Dr.
Davis explain my condition. “I’m in high school. Aren’t I too old to get asthma
now? How can I stay on the softball team? Will I still be able to go on camping and
Hook your
readers with an
attentiongrabbing
statement.
hiking trips with my family?” The questions were swirling through my brain like a
tornado.
I already knew that asthma is a chronic disease which affects the lungs and
that certain medications help control the number and severity of asthma episodes.
(That’s when the coughing and wheezing start.) I have seen a few of my classmates
deal with asthma attacks during gym class or around the neighborhood. My neighbor
Stephen even had to be hospitalized several times when he was little, but he said his
Explain what
you already
know, assume or
imagine about
your topic.
symptoms have been decreasing as he got older. I assume that I will be able to
control my asthma with medication or changes in my diet and behavior, but I also
imagine my asthma spinning out of control. I imagine myself stuck in the house,
unable to do anything that raises my pulse.
I needed to know more about what might trigger an asthma episode. Will I be
able to keep up with other players on the softball team? Are there certain types of
trees, plants, foods, or environments that I should avoid? After much pleading and
Tell what you
want to know
about your topic.
negotiating on my part, my parents had finally agreed that our family could have a
dog. Will I be able to live with it?
I made a list of the things I needed to know. From that list, I was able to form
my research question: How can I effectively manage my asthma?
Form a research
question