1. DEFINE YOUR TOPIC (KEY TERMS/ISSUES). List these in an organised way and add to the list as your research progresses.
2. DEVISE INITIAL FOCUS QUESTIONS.THESE MUST BE BASED ON YOUR DEFINITION OF THE TOPIC AND ITS COMPONENT PARTS. These must be based on your definition of the topic and its component parts. As your research progresses you will need to devise new and/or altered questions which clearly show that your research is developing and changing to suit your latest findings. You must critique your focus questions continually.
3. TAKE NOTES (EITHER HANDWRITTEN OR WORD PROCESSED. Your evidence MUST contain clear evidence of understanding, interpretation and its relevance to the topic. Use of separate columns is a good way to achieve this. Don’t forget to record sources accurately. Your student diary has a clear guide to how different sources are referenced and recorded.
4. IF PHOTOCOPIES ARE INCLUDED, THEY MUST SHOW SUITABLE HIGHLIGHTING AND ANNOTATIONS THAT REFLECT UNDERSTANDING.
5. SUMMARIES SHOULD BE EVIDENT THROUGHOUT YOUR RESEARCH THAT CLARIFY YOUR STANCE AND/OR UNDERSTANDING OF SPECIFIC ISSUES. These show clearly how your research is developing and should be done weekly or whenever your research may have changed direction. These are a great way for you to monitor your own progress and for your teacher to assist you
6. USE OF IN-TEXT REFERENCING (HARVARD SYSTEM) AND AN ACCURATE REFERENCE LIST/BIBLIOGRAPHY. See your student diary or your teacher for assistance in this process.
7. THOROUGH (AND EVIDENT!) PLANNING AND DRAFTING. It is essential that your teacher is made aware of each stage in your planning and preparation.
8. EVIDENCE OF SOURCE ANALYSIS. It must be clear, both in your research and within your presentation, that you have thoroughly evaluated each and every source used. Explicit information should be outlined but it is essential that you look beyond what is obvious and look for implicit meaning. It is advisable that your do a specific source analysis on each of your sources.
NB. You must see your teacher at any time during the research phase if you need assistance with any of the above!!! The points 1-8 should serve as a checklist as you progress through the research process. The pages that follow should act as a clear guide for your research and you are STRONGLY encouraged to complete it carefully. If you prefer to research in a different way you should see your teacher and ensure that you are fulfilling the requirements as listed above.
GUIDE TO RESEARCH: Sections A-C are a simple guide to getting you started on your research, formulating your initial focus questions and listing available resources. Be sure to complete each section carefully.
You will need to read or view the research topic and underline the key words, phrases or items. List these now, and define the meaning of these words:
Read at least TWO general secondary sources to get an overview of the period you are researching.
(Author, Date of Publication, Name of Book, Publisher, Place of Publication).
In a mind map or web diagram, jot down the main events, ideas, features or policies of the period. (Use the diagrams in Section D to note down main ideas and events.)
From your reading and diagram, decide on the aspects you will research and write them down:
Using the key words or phrases with which you are already familiar, frame your initial research questions. These can be refined or revised at any stage of the research.
INITIAL FOCUS/TOPIC QUESTIONS:
Check to see if there are sufficient library resources in your chosen area. List the resources which appear to be appropriate.
PRIMARY SOURCES (Author, Date of Publication, Name of Book, Publisher, Place of Publication.)
SECONDARY SOURCES (Author, Date of