Students will
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.
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. |
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.
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. |
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. |
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. |
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. |
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. |
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by Michelle Boyd Waters, M.Ed.
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.
Below are several sources of expository writing samples for middle school students.
Finally, here is an article in the New York Times that will help you teach your students real-world expository writing skills .
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
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.
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 1: Noticings
Lesson 2: Opinion vs. Facts
Lesson 3: Choosing a Topic
Lesson 4: Where to Find Accurate Information about a Topic
Lesson 5: Double Check Your Facts
Lesson 6: Taking Notes
Lesson 7: Paraphrasing vs. Plagiarism
Lesson 8: Word Choice in Research Writing
Lesson 9: Writing Sketch
Lesson 10: Writing Introductions to Research
Lesson 11: Developing Your Paragraphs
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.
All the research writing resources described above can be found in one download here:
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 […]
Planning a Dynamic Writing Workshop - The Curriculum Corner 123
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/. […]
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.
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
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.
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.
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.
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.
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.
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.
We cannot run out of topics for middle schoolers, as several aspects are available to look at. Here are some other topics that can jump-start your essay writing process.
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!
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Middle school students generally need to learn the correct way to do a research paper. They have been “researching” for years.
However, they don’t always know how to do it properly. When students are asked to research and not given instruction on the proper way to format a research paper, teachers might receive unusual papers.
Common Mistakes
Students can clean up their mistakes when teachers are clear about what they expect and give examples. However, when students are simply told to research and turn in a paper, blunders will happen. An almost “laughable” mistake made by middle school students was listing Google.com as the only source.
As for plagiarism, students go to great lengths to get away with it. Or, they mistakenly do it. A middle school student copied a whole section from an online encyclopedia and thought that it was okay because he listed the source on the works cited page. One student who was trying desperately not to plagiarize placed the whole text of her research paper in quotation marks. These types of errors will continue to happen if teachers are not clear about their expectations.
Teacher Preparation
Teachers need to gather together resource books or examples of research papers , find acceptable paper format websites, write a step-by-step project sheet and put together a grading sheet or rubric for the research project . Teachers need to decide what format they want their students to follow: MLA, APA, Chicago, etc.
The following are tips to help with the planning:
Example Reserach Paper Grade Sheet
Format (25 points)
Structure & Organization (25 points)
Grammar 25 (points)
Content (25 points)
Writing the Research Paper
Students need to begin their research project with an interesting topic. However, they need to select one that is not too broad. They should come up with one sentence that tells what the paper will be about or a thesis statement to focus their research.
Teachers can require note cards or have students highlight printed notes from the Internet. Students should create an outline to organize their information. Then, they should write a rough draft. Teachers can read the rough drafts and check that students did not plagiarize. Last, students need to type their research paper in the correct format by using the resources they have been given.
Research projects are a time consuming unit. The more organized the teacher is before embarking on this activity, the better the papers will be in the end.
Middle school is a time of burgeoning curiosity and the perfect opportunity for students to engage in research that not only educates them academically but also cultivates skills for the future. By encouraging young learners to explore topics they are passionate about, educators and parents play a pivotal role in their intellectual development and the growth of their intrinsic motivation. This blog post outlines a diverse range of research topics suited to the inquiring minds of middle school students, giving them the freedom to deepen their understanding of various subjects while honing critical thinking and independent study skills.
Middle schoolers often find history fascinating, particularly when learning about the past from distinct perspectives. Here are some intriguing historical research topics to consider:
The sciences are a playground of wonder, with an infinity of topics waiting to be explored. Here are some research ideas that can nurture a love for discovery and experimentation:
Language and literature are potent forms of human expression, allowing students to explore complex ideas and emotions. Here are some topics that bridge the gap between art and academia:
The precision and patterns found in mathematics can be both satisfying and thought-provoking. Middle school students often enjoy the thrill of solving problems and unraveling puzzles. Here are some mathematical research topics that can engage students’ analytical minds:
Studying human behavior and society can help students develop empathy and a deeper understanding of the world around them. Here are some social science research ideas to explore:
Middle schoolers are often tech-savvy and interested in the latest gadgets and advancements. Here are some technology and innovation research topics to tap into that curiosity:
By providing middle schoolers with the opportunity to conduct meaningful research in a topic of their choosing, we not only deepen their education but also equip them with the skills and passion for a lifetime of learning. This list is just the beginning; the key is to foster curiosity and guide young minds toward engaging, challenging, and diverse research experiences. Through such explorations, we empower the next generation to think critically, communicate effectively, and, most importantly, to nurture their innate curiosity about the world.
Encouraging middle school students to undertake research projects requires a strategic approach to ensure sustained interest and meaningful outcomes. Here are some methods educators can employ:
These strategies can create a robust framework within which students can pursue their curiosities, leading to a more personalized and impactful educational experience.
A good topic for middle school research could delve into the Role of Robotics in the Future of Society . Students can explore how robotics may transform jobs, healthcare, and everyday life. They can examine the balance between automation and human work, predict how robots could augment human abilities, and discuss the ethical dimensions of a robotic future. This inquiry not only captivates the imagination but also encourages critical thinking about technology’s impact on tomorrow’s world.
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101 research paper topics.
I like using this website when I assist kids with learning as a lot of these topics are quickly covered in the school systems. Thankyou
Wow! I always have trouble deiciding what to do a research project on but this list has totally solved that. Now my only problem is choosing what idea on this list I should do first!
Most of these my teacher rejected because apparently ‘these aren’t grade level topics, and I doubt they interest you”
I’m sorry to hear that. Sounds like you will have a potentially valuable character-building experience in the short-term.
THIS SITE IS AWESOME, THERE ARE LOTS OF TOPICS TO LEARN AND MASTER OUR SKILLS!
I need one about animals, please. I have been challenged to a animal research project, Due Friday. I have no clue what to research! somebody help, thanks for reading!
You can do one on bats
For international studies you can do Defense and Security.
This was very helpful.
Research on Ben Franklin? I think THAT will get a real charge out of everyone (hehehehegetit)
“Is it possible to colonize Mars?”
these are silly topics
thx for making this real.
more gaming questions!!!!!!
Is it still considered stealing if you don’t get caught?
Yes, yes it is still considered stealing.
I need topics on memes
Please I need project topics on Language Literature
I would appreciate a list of survey questions for middle school grades 6-8
I need a research topics about public sector management
I NEED FIVE EXAMPLES EACH ON QUALITATIVE AND QUANTITATIVE RESEARCH (EDUCATION, HEALTH, TECHNOLOGY, ECONOMY AND ENGINEERING)
publish research that are interesting please……
hey can you do one on the burmiueda triangle
Anybody know video games effect kids,and,teens. There Fun!!
they’re
I need a topic about woman history if any of u can find 1 please that would be great!
You could research about the history of the astronauts, and of human past (WWI, WWII, etc.)
so about women? Manitoba Women Win the Right to Vote in Municipal Elections, The First Women, January 23, 1849: Elizabeth Blackwell becomes the first woman to graduate from medical school and become a doctor in the United States, Rosa Parks Civil Rights Equal Pay. I have way more. so if you need more just ask.
communism is good
what are you a communist?!?!
Did FDR know about the upcoming attack on Pearl Harbor on 07 DEC 1941.
do you know how babies are born
kindly assist with a research topic in the field of accounting or auditing
need more about US army
Please can yiu give me a topic in education
I think one should be how can music/Video games can affect the life for people
or How Do Video Games Affect Teenagers?
I think a good topic is supporting the confederate flag!
Need a research topic within the context of students union government and dues payments
do more weird ones plz
Hi pls po can you give me a topic relate for humanities pls thank u.
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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
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
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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Middle school is the perfect time to start exploring the fascinating world of research, especially if you're passionate about STEM and the humanities. Engaging in research projects now not only feeds your curiosity but also develops critical thinking, problem-solving skills, and a love for learning. Whether you're intrigued by the secrets of the universe, the beauty of numbers, or the complexity of robotics, there's a research project that you can pursue to help you build your knowledge. Let's dive into some advanced yet accessible research topics that will challenge you and enhance your academic journey.
What to do: Start by defining the purpose of your robot. Will it be a pet robot that follows you around, or perhaps a robot that can help carry small items from one room to another? Sketch your design on paper, focusing on what sensors and motors you'll need. For instance, a robot that follows light might need light sensors, while a robot that avoids obstacles will require ultrasonic sensors. Use an Arduino or Raspberry Pi as the brain. You'll need to learn basic programming in Python (for Raspberry Pi) or C++ (for Arduino) to code your robot's behavior.
Tips to get started: The official websites for Arduino and Raspberry Pi offer tutorials for beginners. For more specific projects, such as building a pet robot, search for guides on Instructables that detail each step from hardware assembly to software programming.
What to do: Investigate how solar ovens work and the science behind solar cooking. Your oven can be as simple as a pizza box solar oven or more complex, like a parabolic solar cooker. Key materials include reflective surfaces (aluminum foil), clear plastic wrap to create a greenhouse effect, and black construction paper to absorb heat. Experiment with different shapes and angles to maximize the heat capture and cooking efficiency. Test your oven by trying to cook different foods and measure the temperature achieved and cooking time required.
Tips to get started: The Solar Cooking wiki is an excellent resource for finding different solar cooker designs and construction plans. YouTube also has numerous DIY solar oven tutorials. Document your process and results in a project journal, noting any changes in design that lead to improvements in efficiency.
What to do: Choose a local natural area, such as a stream, pond, or forest, and plan a series of observations and tests to assess its health. Key activities could include water quality testing (for pH, nitrates, and phosphates), soil testing (for composition and contaminants), and biodiversity surveys (identifying species of plants and animals present). Compile your data to evaluate the ecosystem's health, looking for signs of pollution, habitat destruction, or invasive species.
Tips to get started: For a comprehensive approach, NOAA’s Global Monitoring Laboratory provides information on atmospheric and environmental monitoring techniques. Tools like iNaturalist can assist in species identification, and water and soil testing kits are available from science education suppliers.
What to do: Identify a gap in educational resources that your app could fill. Perhaps you noticed that students struggle with a particular math concept, or there's a lack of engaging resources for learning a foreign language. Outline your app’s features, design the user interface, and plan the content it will deliver. Use MIT App Inventor for a drag-and-drop development experience, or Scratch for a game-like educational app. Test your app with classmates or family members, and use their feedback for improvements.
Tips to get started: Both MIT App Inventor and Scratch provide tutorials and community forums where you can learn from others’ projects. Begin with a simple prototype, focusing on one core feature, and expand from there.
What to do: Dive into the basics of rocket science by designing your own model rocket. Understand the principles of thrust, aerodynamics, and stability as you plan your rocket. Materials can range from simple kits available online to homemade components for the body, fins, and nose cone. Educate yourself on the proper engine selection for your design and the recovery system to ensure your rocket returns safely. Conduct a launch in a safe, open area, following all safety guidelines.
Tips to get started: The National Association of Rocketry is a treasure trove of information on model rocket safety, design, and launch procedures. For beginners, consider starting with a kit from Estes Rockets , which includes all necessary components and instructions.
What to do: Envision a wearable device that solves a problem or enhances an aspect of daily life. It could be a smart bracelet that reminds you to stay hydrated or a hat with integrated LEDs for nighttime visibility. Sketch your design, listing the components you'll need, such as LEDs, sensors, a power source, and a microcontroller like the Adafruit Flora or Gemma. Plan your circuit, sew or assemble your device, and program it to function as intended.
Tips to get started: Adafruit’s Wearables section offers guides and tutorials for numerous wearable projects, including coding and circuit design. Start with a simple project to familiarize yourself with electronics and sewing conductive thread before moving on to more complex designs.
What to do: Conduct experiments to understand how the composition of slime affects its properties. Create a standard slime recipe using glue, borax (or contact lens solution as a safer alternative), and water. Alter the recipe by varying the amounts of each ingredient or adding additives like cornstarch, shaving cream, or thermochromic pigment. Test how each variation affects the slime’s viscosity, stretchiness, and reaction to pressure.
Tips to get started: The Science Bob website offers a basic slime recipe and the science behind it. Document each experiment carefully, noting the recipe used and the observed properties. This will help you understand the science behind non-Newtonian fluids.
What to do: Use common household items to extract DNA from fruits or vegetables, like strawberries or onions. The basic process involves mashing the fruit, adding a mixture of water, salt, and dish soap to break down cell membranes, and then using cold alcohol to precipitate the DNA out of the solution. Observe and analyze the DNA strands.
Tips to get started: Detailed instructions and the science explanation are available at the Genetic Science Learning Center . This project offers a tangible glimpse into the molecular basis of life and can be a springboard to more complex biotechnology experiments.
What to do: Compare the efficiency of various solar panels, such as monocrystalline, polycrystalline, and thin-film. Design an experiment to measure the electrical output of each type under identical lighting conditions, using a multimeter to record voltage and current. Analyze how factors like angle of incidence, light intensity, and temperature affect their performance.
Tips to get started: Introductory resources on solar energy and experiments can be found at the Energy.gov website. Consider purchasing small solar panels of different types from electronics stores or online suppliers. Ensure that all tests are conducted under controlled conditions for accurate comparisons.
What to do: Simulate the effects of ocean acidification on marine organisms in a controlled experiment. Use vinegar to lower the pH of water in a tank and observe its impact on calcium carbonate shells or skeletons, such as seashells or coral fragments. Monitor and record changes over time, researching how acidification affects the ability of these organisms to maintain their shells and skeletons.
Tips to get started: NOAA’s Ocean Acidification Program offers educational materials and experiment ideas. For a simpler version of this experiment, see instructions for observing the effects of acidified water on eggshells, which are similar in composition to marine shells, at educational websites like Science Buddies .
By pursuing these projects, you will not only gain a deeper understanding of STEM principles but also develop invaluable skills in research, design, and critical analysis. These projects will teach you how to question, experiment, and innovate, laying the groundwork for future scientific inquiries and discoveries.
The Lumiere Junior Explorer Program is a program for middle school students to work one-on-one with a mentor to explore their academic interests and build a project they are passionate about . Our mentors are scholars from top research universities such as Harvard, MIT, Stanford, Yale, Duke and LSE.
The program was founded by a Harvard & Oxford PhD who met as undergraduates at Harvard. The program is rigorous and fully virtual. We offer need based financial aid for students who qualify. You can find the application in the brochure !
To learn more, you can reach out to our Head of Growth, Khushi Malde, at [email protected] or go to our website .
Multiple rolling deadlines for JEP cohorts across the year, you can apply using this application link ! If you'd like to take a look at the cohorts + deadlines for 2024, you can refer to this page!
Stephen is one of the founders of Lumiere and a Harvard College graduate. He founded Lumiere as a PhD student at Harvard Business School. Lumiere is a selective research program where students work 1-1 with a research mentor to develop an independent research paper.
Are you searching for the best research topics for middle school? If yes, then your search ends here with the best ever research topics for middle school.
Research is an essential aspect of learning, and it is never too early to introduce it to students. Middle school is an excellent time for students to start learning how to conduct research and develop critical thinking skills. By engaging in research projects, students can explore various topics in-depth and develop a deeper understanding of them.
Additionally, research projects can help students develop crucial skills such as time management, organization, and communication. This guide will provide examples of research topics for middle school students and offer tips on how to identify research topics and access scholarly sources. With this guide, students can discover the exciting world of research and the many benefits it offers.
Table of Contents
Have a close look at the importance of research topics for middle school students.
Research topics encourage students to analyze information, think critically about issues and topics, and make informed decisions. This helps them develop their ability to assess evidence and draw conclusions.
Research projects help students develop essential academic skills such as reading, writing, and critical thinking. These skills are critical for success in high school, college, and beyond.
Research projects prepare students for the more in-depth research assignments they will encounter in high school and beyond. It also prepares them for the rigors of college-level research.
Research projects can provide students with opportunities to explore creative ways of presenting information and engaging with their topic. This can include using technology, art, or multimedia presentations to showcase their findings.
Research projects can encourage students to ask questions, investigate, and discover new information about topics that interest them. This helps them develop a love of learning and become lifelong learners.
Research projects require planning and organization, and can help students develop time management skills. This prepares them for managing their time and workload in high school, college, and beyond.
Research projects can be done individually or in groups, allowing students to collaborate, share ideas, and learn from one another. This helps them develop teamwork skills and learn to appreciate diverse perspectives.
Research topics that are relevant and interesting to students can increase engagement and motivation in learning. This can help students become more invested in their education and develop a deeper understanding of the topic.
Research projects can help students develop communication skills, such as presenting findings and participating in discussions. This helps them become better communicators and prepares them for future academic and professional pursuits.
Research projects can foster a love of learning and encourage students to continue exploring new topics throughout their lives. It helps them develop a sense of intellectual curiosity and a desire for continued personal growth.
Have a close look at the benefits of engaging in research projects.
Research projects not only require students to gather information but also to analyze, synthesize, and evaluate it from various sources. These skills are essential for developing critical thinking skills, which are crucial for academic and real-life situations.
By engaging in research projects, students learn to identify problems, develop hypotheses, and test them. Through this process, they acquire problem-solving skills, which are essential for academic success and life beyond school.
Research projects often require students to think outside the box and come up with innovative solutions. This encourages creativity, which is a valuable skill for success in many areas of life, from science to the arts.
Research projects often require students to present their findings in written or oral form, which helps improve their communication skills. The ability to communicate effectively is crucial for academic and professional success.
Successfully completing a research project can give students a sense of accomplishment and boost their confidence in their abilities. This, in turn, can lead to greater motivation and engagement in learning.
Research projects allow students to apply what they have learned in the classroom to real-world situations, providing hands-on learning experiences. This can help students connect what they learn in school to the world around them.
Research projects require students to work independently and take ownership of their learning, which encourages self-directed learning. This is a valuable skill that can help students become lifelong learners.
Engaging in research projects helps students build research skills, such as conducting literature reviews, designing research studies, and analyzing data. These skills are essential for success in college and many careers.
Research projects provide valuable experience that can prepare students for college and careers that require research and critical thinking skills. These skills are highly valued by colleges and employers.
Engaging in research projects can foster a love of learning and curiosity about the world around us. This can lead to a lifelong passion for learning and exploration.
Have a close look at research topics for middle school.
Here are some STEM research topics that middle school students can explore:
Have a close look at how to identify a stem research topic.
Think about what subjects interest you in STEM, such as biology, chemistry, physics, engineering, or computer science.
Look at recent news articles or scientific journals to see what topics are currently being researched and discussed in STEM fields.
Think about problems or challenges in the world that could be addressed with STEM research, such as climate change, renewable energy, or medical advancements.
Write down any ideas that come to mind based on your interests and the topics you have explored. Consider how you could approach these topics from a STEM perspective.
Look at existing research studies in your area of interest to see what has already been done and what gaps still exist that you could explore.
Seek guidance from teachers, professors, or professionals in STEM fields to help you identify potential research topics and provide resources.
By following these steps, you can identify a STEM research topic that aligns with your interests and has the potential to contribute to the field.
Engaging in STEM research projects can offer a variety of benefits for middle school students, including:
STEM research projects require students to analyze data, identify patterns, and draw conclusions, which enhances their critical thinking abilities.
STEM research projects provide opportunities for students to apply what they have learned in the classroom to real-world situations, which offers hands-on learning experiences.
STEM research projects can prepare students for careers in science, technology, engineering, and math, as they develop skills relevant to these fields.
STEM research projects often require students to think outside the box and come up with innovative solutions, which fosters creativity.
Engaging in STEM research projects helps students build research skills, such as designing experiments, collecting and analyzing data, and drawing conclusions.
STEM research projects can be done individually or in groups, allowing students to collaborate, share ideas, and learn from one another.
STEM research projects often require students to present their findings in written or oral form, which helps improve their communication skills.
Successfully completing a STEM research project can give students a sense of accomplishment and boost their self-confidence in their abilities.
STEM research projects can foster a love of learning and encourage students to continue exploring new topics throughout their lives.
Examples of social science research topics for middle school students:
To identify a social science research topic, you can follow these steps:
Begin by thinking about the general field of social science that interests you the most. This could be psychology, sociology, anthropology, economics, political science, or any other related field.
Once you have identified a broad area of interest, narrow down your focus to a specific topic or issue within that field. For example, if you are interested in psychology, you might focus on a specific mental health condition or treatment.
Look at current events or issues that are receiving a lot of attention in the news or media. Consider how you can apply social science research methods to study these topics in more depth.
Talk to your teachers, professors, or other experts in the field to get ideas for research topics. They may be able to provide you with valuable insights and suggestions.
Conducting a literature review involves reading published research studies, articles, and books related to your topic. This will help you understand what research has already been done in the field and identify any gaps or areas that need further exploration.
Once you have identified a topic of interest, refine your research question by making it more specific and focused. This will help you to develop a clear research plan and stay on track during your project.
Have a close look the benefits of social science research topics.
Social science research projects require students to analyze and evaluate information from various sources, which helps develop their critical thinking skills.
Through research, students can identify problems and find solutions by gathering and analyzing data, developing hypotheses, and testing them.
Social science research projects often require students to explore topics related to human behavior and interactions, which can help them develop empathy and understanding for others.
Engaging in social science research projects can foster a love of learning and curiosity about the world around us.
Social science research projects allow students to develop important research skills such as conducting literature reviews, designing research studies, and analyzing data.
Social science research projects often require students to present their findings in written or oral form, which can help improve their communication skills.
Social science research projects can encourage students to become active and engaged citizens by exploring issues related to society and government.
Social science research projects can help students understand and appreciate different cultures, beliefs , and perspectives.
Social science research projects provide valuable experience that can prepare students for college and careers that require research, critical thinking, and communication skills.
Examples of humanities research topics for middle school students:
Have a close look at how to identify a humanities research topics.
Begin by brainstorming ideas that interest you or your students. This can include topics related to literature, history, art, philosophy, or culture.
Once you have a list of potential topics, start narrowing them down by considering the available resources, the level of complexity, and the relevance to current events or personal interests.
Conduct preliminary research on the narrowed-down topics to ensure that there is enough information available and that the topic is suitable for a research project.
Humanities topics often involve multiple perspectives and interpretations, so it’s essential to consider different viewpoints and debates related to the topic.
Ask for input from teachers or librarians who specialize in humanities subjects. They may have ideas for topics, recommended resources, or can help guide students towards a suitable topic.
Once a suitable topic has been identified, refine it further by clarifying the research question, determining the scope of the project, and outlining the research methodology.
Have a close look at the benefits of humanities research projects.
Humanities research projects require students to analyze information, form opinions, and develop arguments, which helps them to think critically.
Humanities research projects often require students to think creatively about how they present their findings and engage with their topic.
Humanities research projects often involve written or oral presentations, which help students to develop their communication skills.
Humanities research projects can encourage students to ask questions and explore new topics, fostering their curiosity.
Humanities research projects often involve examining different perspectives and cultures, which can help students to develop empathy and understanding for others.
Humanities research projects provide students with valuable research skills and a foundation for more advanced research projects in high school and college.
Research topics that are relevant and interesting to students can increase engagement and motivation in learning.
Humanities research projects can foster a love of learning and encourage students to continue exploring new topics throughout their lives.
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Examples of interdisciplinary research topics for middle school students:
Have a close look at how to identify an interdisciplinary research topic.
Think about topics that overlap between different subjects. For example, climate change is a topic that can be explored in science, social studies, and literature.
Once you have identified a common theme or issue, think about the questions that arise from it. What do you want to learn or investigate about this topic?
When exploring interdisciplinary topics, it’s important to consider different perspectives from different subjects. For example, if you’re researching climate change, you might want to explore the scientific causes and effects, the social and economic impacts, and the ethical and moral considerations.
Consider how the different subjects you’re interested in can connect to the topic you want to explore. For example, if you’re interested in exploring the history of music, you might look at how different historical events influenced music and how music, in turn, influenced history.
Once you have some possible connections, refine your topic by focusing on a specific aspect or question. This will help you narrow your focus and make your research more manageable.
If you’re having trouble identifying an interdisciplinary research topic, consider consulting with your teachers or librarians. They may be able to offer guidance or suggest resources that can help you identify a topic.
Have a close look at the benefits of interdisciplinary research projects.
Interdisciplinary research topics often require students to approach problems from different angles and find creative solutions by combining knowledge from different fields.
Interdisciplinary research requires students to analyze and synthesize information from various sources, think critically, and solve complex problems.
Interdisciplinary research often involves working in teams, which fosters collaboration, communication, and teamwork skills.
Interdisciplinary research allows students to gain a more comprehensive understanding of a topic by examining it from multiple perspectives.
Interdisciplinary research projects help students develop research skills, such as conducting literature reviews, collecting and analyzing data, and presenting findings.
Interdisciplinary research projects provide students with valuable experience and skills that can prepare them for future academic and career opportunities that require interdisciplinary approaches.
There are various resources available for middle school students to conduct research. Here are some examples:
The school library is a great resource for finding books, academic journals, and other resources on a wide range of topics. Librarians can also provide guidance on how to find and evaluate sources.
There are several online databases that provide access to academic journals, magazines, and other scholarly sources. Examples include JSTOR, Project MUSE, and Academic Search Premier.
Google Scholar is a search engine that allows you to find scholarly articles, books, and conference papers. It can be a useful tool for finding academic sources on specific topics.
Public libraries also offer access to a wide range of resources, including books, databases, and other materials. They may also offer research assistance and guidance.
Government websites can be a great resource for research on topics such as history, social studies, and science. Examples include the Library of Congress, the National Archives, and the National Science Foundation.
Many organizations and institutions maintain online archives of historical documents, images, and other resources. Examples include the Smithsonian Institution, the National Archives, and the Digital Public Library of America.
Conducting interviews and surveys can be a valuable way to gather information for research projects. This can involve reaching out to experts in a particular field or surveying individuals to gather data.
Online learning platforms, such as Coursera and edX, offer courses on a wide range of topics. These courses often provide access to readings, videos, and other resources that can be useful for research projects.
Accessing scholarly sources can be done through various means, including:
There are several academic search engines available that provide access to scholarly sources. Some popular examples include Google Scholar, JSTOR, and PubMed. These search engines allow users to search for academic articles, journals, and other research papers.
Many universities and libraries offer access to academic databases, such as EBSCO and ProQuest, which contain a vast collection of scholarly sources. Students can check with their school or local library to see if they have access to such databases.
Most libraries have a catalog that contains information about the books and other materials they have available. Students can use these catalogs to search for scholarly sources, such as books, journals, and other publications.
Students can contact experts in their field of study or a related field to ask for recommendations for scholarly sources. Experts may be able to suggest relevant academic articles, books, or other resources.
If a student cannot find a specific scholarly source at their own library, they can use interlibrary loan services to request the material from another library. This service allows libraries to share materials with one another, giving students access to a wider range of scholarly sources.
It is important to note that some scholarly sources may require payment or subscription access. However, many sources are available for free or can be accessed through a library’s subscription.
In conclusion, research projects provide middle school students with an opportunity to explore various subjects in depth, develop their critical thinking skills, and gain a better understanding of the world around them.
STEM, social sciences, humanities, and interdisciplinary research topics offer a broad range of options for students to choose from, and there are various resources available for conducting research, including online databases and access to scholarly sources.
By engaging in research projects, students can improve their academic performance, enhance their problem-solving abilities, and gain valuable experience that will benefit them in the future.
Therefore, we encourage all middle school students to take advantage of these opportunities and engage in research projects that interest them.
What is the purpose of research topics for middle school students.
The purpose of research topics for middle school students is to encourage students to explore their interests, develop critical thinking skills, and learn how to conduct research. It also helps them to understand the importance of research in various fields and how it can contribute to solving real-world problems.
Choosing a research topic for middle school involves identifying your interests, brainstorming ideas, and considering the resources available to you. You can start by thinking about a subject that you are curious about or passionate about, and then narrowing down your focus to a specific aspect or question you want to investigate.
Some tips for conducting research as a middle school student include developing a research question, finding reliable sources, taking thorough notes, organizing your information, and citing your sources properly. It’s also important to plan your time wisely and seek help from teachers or librarians if you need assistance.
Yes, many scholarly sources are available online and can be accessed by middle school students through databases provided by their school or public libraries. Some popular databases for middle school students include JSTOR, ProQuest, and EBSCOhost.
Research projects can benefit middle school students in the long term by developing important skills such as critical thinking, problem-solving, communication, and time management. It also prepares them for future academic endeavors, and exposes them to potential career paths or fields of interest.
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Amanda Riddle
CommonLit is a digital literacy program with over 2,600 lessons for grades 3–12. CommonLit’s library includes high-quality literary and nonfiction texts, digital accessibility tools for students, and data-tracking tools for teachers.
In this post, we are excited to share 15+ of our favorite texts for middle schoolers. To see all of our texts for middle school students visit our full library.
" fish cheeks " by amy tan.
In this short story by Amy Tan, the narrator explores her Chinese-American identity through the lens of food and family tradition.
As students read, you could have them take notes on the way the author describes the food her mother and father prepare for their guests.
Victor is starting his first day of seventh grade but he has more than classes, homework, and his schedule to worry about — the only thing he can focus on is impressing Teresa.
As students read, you might ask them to take notes on what Victor does to impress Teresa. Then, you could facilitate a discussion on how hard it is to make friends and impress others when you are growing up. Be sure to ask students to relate to the story with a time they might have felt pressure to lie to fit in.
In this poem, Teri Ellen Cross Davis draws on the personal experience of her mother braiding her hair as a child. Ask students to identify the author’s use of imagery to convey strong sentiments of love for her mother — and ultimately strong feelings of love for herself.
You could facilitate a conversation with your class about the value of small expressions of love and how they can help build relationships.
" malala yousafzai: a normal yet powerful girl " by national public radio (npr) staff.
Malala is a Pakistani activist for female education and empowerment. After facing considerable adversity in northwest Pakistan from the Taliban, including an attack where she was critically injured, Malala still continues to advocate for access to education on the international stage.
As students read, ask them to take notes on who supported Malala to overcome adversity.
In this informational text, Samantha Raphelson, an author for the National Public Radio (NPR), examines how plastic waste is affecting ocean life. Raphelson explains how plastic finds its way into the ocean and interviews folks about what to do to address this form of pollution.
In this short story, the narrator and their friends are upset when a stranger comes to paint a mural on a wall in their beloved neighborhood. The kids in the story learn an important lesson about community and how first impressions or assumptions can be dangerous.
You could have your students think of a place in your community that is important to everyone — a park, market, or path along a creek. Now, imagine that a stranger comes to your special place and begins to change it completely. What would you do? Would you feel the same way the kids in the story did?
Langston Hughes (1902–1967) was an American poet, activist, novelist, and playwright. This poem is written from the point of view of a mother speaking to her son about life’s challenges.
You may ask students to think about the meaning of family and how it feels to receive advice or wisdom from an adult. How do you relate to your parents or guardians when they are trying to give you advice?
Have you ever found yourself blindly following a crowd? Agreeing to something in a group you might not really want to do? In this informational text, the concept of “herd behavior” is explained and explored.
You can have students use the annotation tool to highlight examples of herd behavior in history. Then, you could facilitate a class discussion on the potential costs and benefits of herd behavior in society.
In this biography, the NASA Science Team tells the story of Katherine Johnson (1918–2020), who was an African American physicist and mathematician who worked at NASA during the early years of the space program. The text describes Katherine Johnson’s early life and her time working on their space missions.
As students read, have them take notes on the challenges and prejudice Johnson faced throughout her career.
In this famous short story, Bradbury writes of a group of children on the rainy planet Venus as they prepare for a special event that happens only once every seven years. The children act cruelly to Margot, who is the only one to remember what life was like on Earth, with sunny days and infrequent rain.
As your class reads, you can ask students to discuss what drives the prejudice that the other children have towards Margot. Why do people sometimes feel inferior to others? Why does this drive people to cruelty?
The narrator in the story, Mary Mahoney, receives some surprising news from her husband as she is preparing dinner. He has betrayed her, but her reaction is more extreme than what you might expect…
As students read, you could ask them to take notes on how Mary’s feelings about her husband change throughout the story.
Sandra Cisneros is an American writer and key figure in Chicana literature. Her writing frequently draws on her experiences as the only daughter in a family of six brothers, and her family’s constant migration between Mexico and the United States. In this poem, the speaker describes their aging grandfather. As your students read, take notes on how the author uses repetition to emphasize how aging affects their grandfather.
Jackie Robinson (1919–1972) was a professional baseball player and the first African American to play in the Major Leagues. This informational text discusses Robinson’s life and accomplishments, and the impact his role in baseball had on the Civil Rights Movement. You can engage students by discussing the role of sports and popular culture in activism.
As your students read, ask them to take notes on the different ways that Jackie Robinson fought back against racial discrimination and segregation throughout this life.
In this personal essay, Kat Chow reflects on losing her mother at a young age and inheriting a pair of her shoes years later. Drawing on memories from different times in her life, the Chow shows how grief evolves.
You could discuss with your class the many different ways people respond to grief. What are some ways to cope with grief? You could generate a list of resources with your class for people experiencing feelings of loss and offer ways to support friends through it.
Jason Kim is an Asian American screenwriter and playwright. In this memoir, Kim reflects on his experiences moving from his home in South Korea to start a new life in America. This engaging personal essay helps students explore the perspective of someone who feels they need to change themselves and their identity to “fit in”.
Are you a teacher looking for more great content on CommonLit? Browse the CommonLit Library or come to one of our webinars!
If you are an administrator looking to leverage CommonLit in your school or district, our partnerships team can help. We offer benchmark assessments, professional learning, and more!
CommonLit’s team will reach out with more information on our school and district partnerships.
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AP and NWP teachers participating in the survey report giving students written assignments ranging from research papers to short responses, journaling, and creative writing. The type and frequency of written assignments varies considerably by the subject being taught and grade level, but on the whole these AP and NWP teachers place tremendous value on formal written assignments.
These teachers also point out that “writing” can be defined more broadly than written work assigned in an academic setting. In focus groups, many teachers noted that in addition to the “formal” writing students do for class, they are engaged in many forms of writing outside of the classroom, much of it using digital tools and platforms such as texting and online social networking. How to define these new types of writing and determining what impact they have on the “formal writing” students do in class remains an open question for many of these teachers. But most agree that among students , “writing” continues to be defined as assignments they are required to do for school, as opposed to textual expression they engage in on their own time.
The survey quantified what types of writing exercises AP and NWP teachers assign to their middle and high school students. As the graphic below suggests, among this group of teachers, short essays and journaling are the most commonly assigned writing tasks. More than half of the sample (58%) report having their students write short essays, short responses, or opinion pieces at least once a week. Four in ten (41%) have students journal on a weekly basis.
Research papers, multimedia assignments, and creative writing in the form of plays or short stories, while not assigned by many teachers on a weekly basis, are assigned at some point during the academic year by most of these AP and NWP teachers. Just over three-quarters report having students complete a research paper (77%) or a multimedia project (77%) at some point during the current academic year. Two-thirds (66%) have students engage in creative writing, such as poetry, a play, a short story or piece of fiction, at least once a year.
In contrast, more specialized types of writing assignments such as writing out mathematical problems or proofs, writing up labs, writing computer programs, designing computer games, and writing music or lyrics are assigned rarely, if ever, by most AP and NWP teachers surveyed.
The type and frequency of written work assigned is obviously highly dependent on the subject matter being taught. Among Math teachers, for example, 81% report having students write out mathematical problems, proofs or concepts on at least a weekly basis. And among science teachers, 51% have students write up labs at least once a week and 56% have students write out mathematical concepts or problems. All of these percentages are much higher than those for teachers of other subjects.
In addition, while 94% of English teachers and 83% of history/social studies teachers had their students write a research paper in the 2011-2012 academic year, that figure is 68% among science teachers and 36% among math teachers. A similar pattern emerges for multimedia or mixed media assignments, with English (84%) and history/social studies (82%) teachers most likely and math teachers least likely (51%) to have given their students this type of assignment in the prior academic year. Science teachers (70%) fall in the middle.
A fundamental question posed to the AP and NWP teachers in the current study is how they and their students define “writing.” Specifically, we asked teachers which forms of writing in the digital age—academic writing assignments, texting, social network site posts, blogs, tweets, etc.— are “writing” in their eyes, and which are not? In a 2008 Pew Internet survey of teens on this topic, the consensus among 12-17 year-olds was that there is a fundamental distinction between their digital communications with friends and family and the more formal writing they do for school or for their own purposes. Only the latter is considered “writing” in teens’ eyes. 9 Survey and focus group findings in the current study indicate this perception has not changed, either among students or their teachers, and that there remains a fairly strong conceptual divide between “formal” and “informal” writing. For both groups, much day-to-day digital communication falls into the latter category.
Asked in focus groups to clarify what, specifically, they consider “writing,” the majority of teachers indicated that “formal writing” and “creative writing” fit their definition of “writing.” Slightly fewer said they would classify “blogging” as writing, and very few said they would consider texting as a form of writing. Asked how they thought students would categorize these same writing forms, the results are comparable. Most of these teachers do not think their students consider texting writing, but rather confine their definition of “writing” to those exercises they are required to do for school. A handful of teachers went even further, saying that some students define “writing” only as something that requires them to use complete sentences.
Our kids, over the course of their lives, will write infinitely more than we ever will. I’m 43 years old–half of my life was lived without email, texting, social networking, etc. The fact is, that is writing. Kids have more access points today and those access points are literally at our fingertips and beeping and buzzing blipping…nudging us to write. Incredibly though, students do not see this as “writing.”
Because students still write journals in some classes, I think they still distinguish this from blogging. I think they see journaling as writing, but not blogging quite yet. Although, I think that is starting to change as they start blogging for classes. I think blogging will be viewed as more official writing in the future.
While most AP and NWP teachers in the focus groups said they do not consider texting, blogging, or micro-blogging (posting on social network sites) “writing” in the traditional sense, they believe these digital formats do spur thinking and encourage communication among their students, which may lead to deeper thinking and self-expression. Several teachers characterized these shorter online posts as “pre-writing” that may get a student engaged in a topic or discourse enough to want to write a longer piece about it or explore it further. In some teachers’ eyes, these digital forms of expression are building blocks for lengthier, more formal writing.
These digital technologies give students a reason to write. Social media and texting are very engaging for them; they write reflexively. It is not classic academic writing for sure. But, they do use the written language to communicate. This requires a certain amount of composition activity. Texters must decide the most efficient set of words to include in their message in order to convey meaning. These activities are “pre-academic writing”, but nevertheless for some kids they are formative processes that can lead to more sophisticated composition skills.
Students can write and voice ideas in many different registers. It is often not “academic” writing in the sense that many teachers would consider. However, I think the kinds of real world applicability of student work in classes makes these new digital tools much more relevant for students beyond their schooling years.
I read a fascinating article that talked about the impact of micro-blogging on writing. The piece started talking about how everyone just assumed that when things like Twitter and Facebook began to become more prevalent we would see a decline in our society’s willingness to take the time to write. What the article went on to explain however, was that many people who blurt something out on these sites are also actually taking the time to digest what others are saying on the matter, collaborate or chat with the others who are talking about the same thing, and then in turn they feel more compelled to go on and take the time to compose a longer piece of writing – such as a blog post. I see a lot of truth to this idea. In essence, the micro-blog has become to some their pre-writing.
Though most AP and NWP teachers who participated in the study do not characterize activities such as texting, tweeting, blogging or micro-blogging on social network sites as “writing” in the strictest sense, there is almost universal agreement among them that the digital ecology in which today’s teens live provides many more avenues for personal expression. In addition, most agree that many forms of personal expression are more accessible to the average student than has been the case for past generations. Ultimately, most of these teachers see their students expressing themselves in text (and other formats) more so than was the case when they themselves were in middle and high school. Asked in focus groups, if students today simply write more, in sheer quantity, most participating AP and NWP teachers agree this is the case.
Digital technologies provide many opportunities to practice writing through participation. Mobile technologies allow one to write, capture, edit, & publish while on the go, anytime, anywhere. Be it at a museum, walk through the old neighborhood, or on a wilderness hike. Writing is no longer limited to a designated time or location.
They enjoy writing. When you talk to these kids, they like to write. They don’t like to write when you tell them, ‘I want you to write this.’ But in fact they love to write, and when you look at what they’re writing, they’re talking about themselves and expressing themselves. Maybe not well but they are speaking their minds, so they are, I think, exploring who they are and what they’re about and they’re reading what other people are writing and looking at, and exploring other people’s feelings and ideas.
The informality of the written word and how students use the language is the downside of technology, but the upside is that students are communicating in the written form much more than I ever did at their age.
The ease of accessibility brought via technology has opened the availability of writing opportunities for students today. Some devices have tempted students to write everything as if it were a text, but teacher focus on this issue can channel the text craze into more academic writing. I think like all technologies, there are good and bad points, but at least the thought processes of writing are taking place.
I think they’re writing more, more than ever, and I think they have a much more positive outlook on writing, not just because of the school…you have Facebook, you have email, you have Twitter…they’re writing constantly.
[other teacher]
The survey gauged AP and NWP teachers’ sense of the overall importance of incorporating writing into formal learning today, and asked them to rank the value of effective writing vis a vis other skills students may need to be successful in life. The vast majority (92%) say the incorporation of writing assignments in formal learning is “essential,” with another 7% saying it is “important, but not essential.” Only 11 teachers out of more than 2,000 describe the incorporation of writing assignments into formal learning as “only somewhat important” or “not important.”
These results are not surprising, given the large number of writing teachers in the sample and the focus on formal writing in much of the U.S. educational system. But the high value placed on writing extends across AP and NWP teachers of all subjects. While 99% of English teachers in the sample say that writing assignments are essential to the formal learning process, the same is true for 93% of history/social studies teachers, 86% of science teachers, and 78% of math teachers.
Asked to place a value on various skills today’s students may need in the future, “writing effectively” tops the list of essential skills, along with “judging the quality of information.” 10 Each of these skills is described as “essential” by 91% of AP and NWP teachers surveyed. Again, while large majorities of teachers of all subjects respond this way, English teachers are slightly more likely than others to say that “writing effectively” is an “essential” skill for students’ future success.
Other skills relevant to the current digital culture also rank high as life skills, with large majorities of these teachers saying that “behaving responsibly online” (85%) and “understanding privacy issues surrounding online and digital content” (78%) are “essential” to students’ success later in life. Skills that fewer of these AP and NWP teachers view as essential for students’ success in life include “presenting themselves effectively in online social networking sites” and “working with audio, video, or graphic content.” Fewer than one in three AP and NWP teachers in the sample describes either of these skills as “essential” to their students’ futures, though pluralities do describe each of these skills “important, but not essential.”
The tremendous value most AP and NWP teachers place on writing of all forms, and particularly “formal” writing, was reflected throughout focus group discussions. For some AP and NWP teachers, the extent to which today’s middle and high school students engage in what many see as “informal” writing means that “formal” writing assignments are more critical than ever. Moreover, many see tremendous value in longer writing assignments that require students to organize their thoughts and fully develop complex ideas (particularly because they often have to present ideas on standardized tests in this format). They see longer, formal writing assignments as an important juxtaposition to the more informal and often more truncated styles of expression in which their students regularly engage. Throughout focus groups, AP and NWP teachers expressed the belief that students must master all styles of writing in order to be successful across social domains and to communicate with different audiences.
There is great purpose and value in teaching students to write long and formal texts. Again, there are a whole lot of ideas that simply cannot be reduced simply without serious distortion or reduction. Consequently, developing complex ideas and thinking often requires longer texts. Writing is a demonstration of thinking, after all. So the deeper and more complex the thinking, the more that is reflected in the writing. As for formal texts, academia certainly requires a greater level of formality but so does a lot of work in the political, legal, and commercial world. Formal writing is almost always a factor that can be used for exclusion. Inability to write formal texts potentially robs students of voice and power. Arguably more important is the ability to recognize and adjust to the context that is appropriate for a given purpose. So knowing when and how to write with greater formality is an essential skill.
The organization and critical thinking skills that must be employed when students write a longer, more formal piece are skills that will students to become better, more engaged citizens. The processes of brainstorming, researching, evaluating, selecting, analyzing, synthesizing, revising are all skills that help students become more critical citizens, more discerning consumers, and better problem-solvers.
To carry an idea out to see if it is “true” to the thinker or not, I think this is so important. I want students to grapple with the complexity of a subject, to see it from all sides by way of a formal written response. Further, I think breaking down that response into its finer parts help me to teach the components that would go into an extended response. An example of this would be a section of their packet simply titled, DEFINITION. Before going into their response, I ask my students to define their terms and to set their parameters for the paper, not only as a service to their readers, but as a guidepost for themselves.
Writing is thinking—and, quite honestly, I don’t think any of us fully knows what our writing is (will be) about until we write it. Writing develops our thoughts and allows us to grapple with the “whats” and the “whys” of life. In this respect, writing informal and formal texts serves as role playing exercises as much as they do anything else. It is practice in being critical, analytical, reflective, informative and so on. We’re shipping young people out into the world where they are going to have to buy a car, a lawn mower, a stove…and they are going to want to read informative reviews before they spend their money. Writing it allows us to become familiar with it–we may never write an informative review once we leave school, but some…many…will want to read reviews before they spend their own money on something. Beyond buying something, I want to emphasize “writing is thinking is role play for life” as a cross-curricular ideal that too often becomes buried as just an English class objective.
Long texts give students the opportunity to deeply analyze an idea. Longer texts are essential to articulate complex concepts and beliefs. Although not everyone will be asked to write a long academic paper for their jobs, the reflection that goes behind this type of writing is critical for everyone. The process of making thinking transparent and clear to others is essential to knowing the why behind the what. The notion of form al texts supports the idea of knowing how to communicate with various audiences. The more registers a person has in his or her arsenal, the more effective that person will be when communicating with a diverse group.
I think that there is value of having long and well organized thoughts about a topic. I think that when we delve deeply into a topic and have to provide an argument or exploration then we must be able to write logically and coherently and be able to develop a point without getting off track. We must be able to write for an audience and provide evidence and delve deeply. I think there are also audience needs to be met when deciding on what level of formality we will write with so I see the value in teaching formal writing. People have to produce reports for colleagues and prospective business partners and college professors so this is obviously a skill that needs to be learned.
Writing is crucial across the curriculum. Good writing teachers teach students how to communicate a logical argument that is well-researched. At my school, I am impressed with the amount our English and history students write as well as the amount our science students write. The IB program does not have many multiple choice tests; therefore, students have to be good writers to perform well on IB exams… The IB program places such a heavy emphasis on communication that the students (and teachers) have adapted their definition to include anything that involves clearly stating ideas and explaining rationale.
While many focus group participants stressed the importance of learning to write in multiple styles—including more “formal” styles—and to write lengthier pieces on complex topics, other teachers questioned the “term paper mentality” and the tendency of some educators to equate length of assignment with complexity of thought. Some AP and NWP teachers in the study debated the value of longer textual expression today, not just for students but for society as a whole. As many digital tools encourage shorter, more concise expression, these teachers questioned whether mastering more traditional writing styles will be critical for their students moving forward. While these skills may be valued in standardized testing and in the college and university settings, there was some debate about how useful these skills are beyond those two arenas. Moreover, some teachers questioned whether lengthy writing assignments are the most effective format for teaching students specific writing skills.
Regardless of the length of a student’s writing, I think it is more important to teach students to develop their thoughts completely. If development of thought can come through length or formality then so be it. More important than length or formality would be for students to have a firm understanding about how to organize their ideas in such a way where they can effectively communicate their thoughts and ideas. I certainly don’t think that a teacher should only teach any one kind or length of writing, but the most often I hear the reason we should teach students to write lengthy formal essays is because that is the way they will have to write in high school, which in turn is how they will have to write in college. While I would say there can be value in getting a student dedicated to deeply investigating a certain topic through a longer writing assignment, I would never be willing to teach kids formal writing just because that is the way they do it in high school – there would have to be another purpose.
This almost starts to get at the “how many words should this be question.” I tend to find that when I say 500 words long, kids work to that end and stop. Sometimes they seem to like this better…it’s easy and sure. Usually, I say to make a plan and work to thoughtful response to the assignment and the feedback from their peers. This usually drives more from their thought process that my giving them a word count. Is this a formal text? Not really, but yes at the same time. I think many teachers panic when students deviate from the 5 paragraph essay that they know and understand. The belief seems to be that this serves their needs on the near future high stakes test that are demanded on students. I’m not sure that this serves them past this point.
I don’t think length is a point to pound home with any student. We need to look at the content of a students’ writing the most. If that means a paper has 8-10 pages to it, then so be it, but students need to learn how to sort out what is relevant and irrelevant details and information. Students need to produce well planned, thought out papers that get to the point.
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In middle school, students begin to familiarize themselves with the concept of thesis statements , laying the groundwork for more complex writing tasks in the future. Crafting a thesis statement at this level is crucial for developing strong writing skills and analytical thinking. This guide provides middle schoolers with essential examples, a step-by-step approach to writing, and helpful tips to ensure they create compelling and clear thesis statements to elevate their essays and reports.
A thesis statement for middle schoolers is a concise sentence or two that clearly presents the main idea or argument of a piece of writing. It serves as a roadmap for readers, helping them understand what the writer intends to convey or prove. For middle school students, a thesis statement often takes a simpler form than in more advanced academic writing but remains essential for guiding the direction of their essays, reports, or projects.
“Despite its reputation for being an aggressive breed, with proper training and socialization, pit bulls can be loyal and gentle family pets.”
A Good thesis statement provides a clear stance on the topic (the nature of pit bulls) and gives a hint about the supporting points the essay might discuss (training and socialization). It’s straightforward and suitable for the middle school level.
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Crafting a clear and compelling thesis statement in middle school lays the foundation for advanced essay writing in high school and beyond. These statements are simpler than their high school thesis statement counterparts but serve the crucial role of guiding the direction of an argument or analysis. Here, we provide a selection of examples tailored for the budding middle school writer.
At this age, students begin to form stronger opinions and arguments. The thesis statements are simple, clear, and easy to support with evidence.
As students mature, their thesis statements can tackle more complex issues, yet remain concise and debatable.
At this stage, students delve deeper into societal issues and controversies, offering a nuanced perspective in their statements.
Persuasive essays aim to convince readers to adopt a particular viewpoint. The persuasive essay thesis statement should be compelling and offer a clear stance.
Argumentative essays thesis statement present arguments on both sides. The thesis states a clear position on a contentious issue.
Informational essays present factual information. The thesis sets the stage for the topic to be explored.
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10 Examples of Public speaking
20 Examples of Gas lighting
Using rich Texas administrative data, we estimate the impact of middle school principals on post-secondary schooling, employment, and criminal justice outcomes. The results highlight the importance of school leadership, though striking differences emerge in the relative importance of different skill dimensions to different outcomes. The estimates reveal large and highly significant effects of principal value-added to cognitive skills on the productive activities of schooling and work but much weaker effects of value-added to noncognitive skills on these outcomes. In contrast, there is little or no evidence that middle school principals affect the probability a male is arrested and has a guilty disposition by raising cognitive skills but strong evidence that they affect these outcomes through their impacts on noncognitive skills, especially those related to the probability of an out-of-school suspension. In addition, the principal effects on the probability of engagement in the criminal justice system are much larger for Black than for nonBlack males, corresponding to race differences in engagement with the criminal justice system.
This research has been supported by the Laura and John Arnold Foundation, the Smith Richardson Foundation, and CALDER The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research.
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Eurasian Geography and Economics
Grigory Ioffe
komal choudhary
This study illustrates the spatio-temporal dynamics of urban growth and land use changes in Samara city, Russia from 1975 to 2015. Landsat satellite imageries of five different time periods from 1975 to 2015 were acquired and quantify the changes with the help of ArcGIS 10.1 Software. By applying classification methods to the satellite images four main types of land use were extracted: water, built-up, forest and grassland. Then, the area coverage for all the land use types at different points in time were measured and coupled with population data. The results demonstrate that, over the entire study period, population was increased from 1146 thousand people to 1244 thousand from 1975 to 1990 but later on first reduce and then increase again, now 1173 thousand population. Builtup area is also change according to population. The present study revealed an increase in built-up by 37.01% from 1975 to 1995, than reduce -88.83% till 2005 and an increase by 39.16% from 2005 to 2015, along w...
Elena Milanova
Land use/Cover Change in Russia within the context of global challenges. The paper presents the results of a research project on Land Use/Cover Change (LUCC) in Russia in relations with global problems (climate change, environment and biodiversity degradation). The research was carried out at the Faculty of Geography, Moscow State University on the basis of the combination of remote sensing and in-field data of different spatial and temporal resolution. The original methodology of present-day landscape interpretation for land cover change study has been used. In Russia the major driver of land use/land cover change is agriculture. About twenty years ago the reforms of Russian agriculture were started. Agricultural lands in many regions were dramatically impacted by changed management practices, resulted in accelerated erosion and reduced biodiversity. Between the natural factors that shape agriculture in Russia, climate is the most important one. The study of long-term and short-ter...
Annals of The Association of American Geographers
Land use and land cover change is a complex process, driven by both natural and anthropogenic transformations (Fig. 1). In Russia, the major driver of land use / land cover change is agriculture. It has taken centuries of farming to create the existing spatial distribution of agricultural lands. Modernization of Russian agriculture started fifteen years ago. It has brought little change in land cover, except in the regions with marginal agriculture, where many fields were abandoned. However, in some regions, agricultural lands were dramatically impacted by changed management practices, resulting in accelerating erosion and reduced biodiversity. In other regions, federal support and private investments in the agricultural sector, especially those made by major oil and financial companies, has resulted in a certain land recovery. Between the natural factors that shape the agriculture in Russia, climate is the most important one. In the North European and most of the Asian part of the ...
Ekonomika poljoprivrede
Vasilii Erokhin
Journal of Rural Studies
judith pallot
In recent decades, Russia has experienced substantial transformations in agricultural land tenure. Post-Soviet reforms have shaped land distribution patterns but the impacts of these on agricultural use of land remain under-investigated. On a regional scale, there is still a knowledge gap in terms of knowing to what extent the variations in the compositions of agricultural land funds may be explained by changes in the acreage of other land categories. Using a case analysis of 82 of Russia’s territories from 2010 to 2018, the authors attempted to study the structural variations by picturing the compositions of regional land funds and mapping agricultural land distributions based on ranking “land activity”. Correlation analysis of centered log-ratio transformed compositional data revealed that in agriculture-oriented regions, the proportion of cropland was depressed by agriculture-to-urban and agriculture-to-industry land loss. In urbanized territories, the compositions of agricultura...
Open Geosciences
Alexey Naumov
Despite harsh climate, agriculture on the northern margins of Russia still remains the backbone of food security. Historically, in both regions studied in this article – the Republic of Karelia and the Republic of Sakha (Yakutia) – agricultural activities as dairy farming and even cropping were well adapted to local conditions including traditional activities such as horse breeding typical for Yakutia. Using three different sources of information – official statistics, expert interviews, and field observations – allowed us to draw a conclusion that there are both similarities and differences in agricultural development and land use of these two studied regions. The differences arise from agro-climate conditions, settlement history, specialization, and spatial pattern of economy. In both regions, farming is concentrated within the areas with most suitable natural conditions. Yet, even there, agricultural land use is shrinking, especially in Karelia. Both regions are prone to being af...
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JAMES L. GIBSON, RAYMOND M. DUCH, ANTI-SEMITIC ATTITUDES OF THE MASS PUBLIC: ESTIMATES AND EXPLANATIONS BASED ON A SURVEY OF THE MOSCOW OBLAST, Public Opinion Quarterly , Volume 56, Issue 1, SPRING 1992, Pages 1–28, https://doi.org/10.1086/269293
In this article we examine anti-Semitism as expressed by a sample of residents of the Moscow Oblast (Soviet Union). Based on a survey conducted in 1920, we begin by describing anti-Jewish prejudice and support for official discrimination against Jews. We discover a surprisingly low level of expressed anti-Semitism among these Soviet respondents and virtually no support for state policies that discriminate against Jews. At the same time, many of the conventional hypotheses predicting anti-Semitism are supported in the Soviet case. Anti-Semitism is concentrated among those with lower levels of education, those whose personal financial condition is deteriorating, and those who oppose further democratization of the Soviet Union. We do not take these findings as evidence that anti-Semitism is a trivial problem in the Soviet Union but, rather, suggest that efforts to combat anti-Jewish movements would likely receive considerable support from ordinary Soviet people.
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In 1988, the Tuvan Archaeological Expedition (led by M. E. Kilunovskaya and V. A. Semenov) discovered a unique burial of the early Iron Age at Saryg-Bulun in Central Tuva. There are two burial mounds of the Aldy-Bel culture dated by 7th century BC. Within the barrows, which adjoined one another, forming a figure-of-eight, there were discovered 7 burials, from which a representative collection of artifacts was recovered. Burial 5 was the most unique, it was found in a coffin made of a larch trunk, with a tightly closed lid. Due to the preservative properties of larch and lack of air access, the coffin contained a well-preserved mummy of a child with an accompanying set of grave goods. The interred individual retained the skin on his face and had a leather headdress painted with red pigment and a coat, sewn from jerboa fur. The coat was belted with a leather belt with bronze ornaments and buckles. Besides that, a leather quiver with arrows with the shafts decorated with painted ornaments, fully preserved battle pick and a bow were buried in the coffin. Unexpectedly, the full-genomic analysis, showed that the individual was female. This fact opens a new aspect in the study of the social history of the Scythian society and perhaps brings us back to the myth of the Amazons, discussed by Herodotus. Of course, this discovery is unique in its preservation for the Scythian culture of Tuva and requires careful study and conservation.
Keywords: Tuva, Early Iron Age, early Scythian period, Aldy-Bel culture, barrow, burial in the coffin, mummy, full genome sequencing, aDNA
Information about authors: Marina Kilunovskaya (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Vladimir Semenov (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Varvara Busova (Moscow, Russian Federation). (Saint Petersburg, Russian Federation). Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Kharis Mustafin (Moscow, Russian Federation). Candidate of Technical Sciences. Moscow Institute of Physics and Technology. Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail: [email protected] Irina Alborova (Moscow, Russian Federation). Candidate of Biological Sciences. Moscow Institute of Physics and Technology. Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail: [email protected] Alina Matzvai (Moscow, Russian Federation). Moscow Institute of Physics and Technology. Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail: [email protected]
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WGS 84 coordinate reference system is the latest revision of the World Geodetic System, which is used in mapping and navigation, including GPS satellite navigation system (the Global Positioning System).
Geographic coordinates (latitude and longitude) define a position on the Earth’s surface. Coordinates are angular units. The canonical form of latitude and longitude representation uses degrees (°), minutes (′), and seconds (″). GPS systems widely use coordinates in degrees and decimal minutes, or in decimal degrees.
Latitude varies from −90° to 90°. The latitude of the Equator is 0°; the latitude of the South Pole is −90°; the latitude of the North Pole is 90°. Positive latitude values correspond to the geographic locations north of the Equator (abbrev. N). Negative latitude values correspond to the geographic locations south of the Equator (abbrev. S).
Longitude is counted from the prime meridian ( IERS Reference Meridian for WGS 84) and varies from −180° to 180°. Positive longitude values correspond to the geographic locations east of the prime meridian (abbrev. E). Negative longitude values correspond to the geographic locations west of the prime meridian (abbrev. W).
UTM or Universal Transverse Mercator coordinate system divides the Earth’s surface into 60 longitudinal zones. The coordinates of a location within each zone are defined as a planar coordinate pair related to the intersection of the equator and the zone’s central meridian, and measured in meters.
Elevation above sea level is a measure of a geographic location’s height. We are using the global digital elevation model GTOPO30 .
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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.
30 Tips For Finding Great Research Paper Topics for Middle School. If you get stuck on the stage of choosing the topic of your research paper, we can completely understand you. It is the case when too vivid or too tired imagination can both work against you. The good news are that in the middle school the teachers are usually less strict when ...
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 ...
In 8th grade, we will conduct THEMATIC RESEARCH - that is research that is based on an overarching theme. Your goal is to create a 2 - 3 "magazine-type- page" academic essay that presents information and illustrations (pictures, charts, graphs, etc.) that supports your group's theme by exploring a specific topic within the theme.
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 ...
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.
The purpose of this research guide is to offer a standard format for the teaching and writing of research papers in courses at the Middle Township schools. The guide outlines the process of research, explains devices for organization of research and sources, gives examples of methods for documenting research sources within the paper, explains ...
With these 33 new argumentative essay topics for middle school students, you can help your students learn more about what makes a good argument and how to evaluate and decipher so-called "evidence.". As they explore topics like the ways in which schools handle bullying and whether or not the Pledge of Allegiance should be required in ...
Spend at least half the time allotted for the paper on prewriting. Begin with lessons on brainstorming and determining whether students' theses will work for the assignment. Then, move on to conducting research. Explain the differences between primary resources and secondary resources, and how your students can use each to strengthen their essays.
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.
Middle school research projects are time consuming, but worth the effort. ... Teachers need to gather together resource books or examples of research papers, find acceptable paper format websites, write a step-by-step project sheet and put together a grading sheet or rubric for the research project. Teachers need to decide what format they want ...
Ideas- The main idea, supporting details, evidence, and explanation. Ideas are the heart of any good paper. This is where you get the argument, the main idea, or the details that really bring the paper to life. Ideas should be the first thing discussed and brainstormed in the writing process.
Middle school is a time of burgeoning curiosity and the perfect opportunity for students to engage in research that not only educates them academically but also cultivates skills for the future. By encouraging young learners to explore topics they are passionate about, educators and parents play a pivotal role in their intellectual development ...
Use the following list of 101 research paper topics as a starting point for your paper. As you begin learning and writing about your topic, you should revise or amend your research question or thesis statement to better match the information that you are interpreting, analyzing, and expressing. Let your interest guide you.
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.
Begin with a simple prototype, focusing on one core feature, and expand from there. 5. Model rocketry: design, build, and launch! What to do: Dive into the basics of rocket science by designing your own model rocket. Understand the principles of thrust, aerodynamics, and stability as you plan your rocket.
Examples of social science research topics for middle school students: The impact of social media on mental health. Gender inequality in education and the workplace. The effects of poverty on child development. The relationship between stress and physical health. The role of parenting styles in child behavior.
In this post, we are excited to share 15+ of our favorite texts for middle schoolers. To see all of our texts for middle school students visit our full library. 6th Grade. Literary Texts. "Fish Cheeks" by Amy Tan. In this short story by Amy Tan, the narrator explores her Chinese-American identity through the lens of food and family tradition.
And among science teachers, 51% have students write up labs at least once a week and 56% have students write out mathematical concepts or problems. All of these percentages are much higher than those for teachers of other subjects. In addition, while 94% of English teachers and 83% of history/social studies teachers had their students write a ...
Tips for Writing a Thesis Statement for Middle School Students. Start Simple: Especially for younger middle school students, starting with a simple and straightforward topic can make the process less intimidating. Use Templates: Offering a template can be beneficial. For instance: "[Topic] is essential because of [Reason 1], [Reason 2], and ...
Using rich Texas administrative data, we estimate the impact of middle school principals on post-secondary schooling, employment, and criminal justice outcomes. The results highlight the importance of school leadership, though striking differences emerge in the relative importance of different skill dimensions to different outcomes.
Academia.edu is a platform for academics to share research papers. Land use changes in the environs of Moscow (PDF) Land use changes in the environs of Moscow | Grigory Ioffe - Academia.edu
Abstract. In this article we examine anti-Semitism as expressed by a sample of residents of the Moscow Oblast (Soviet Union). Based on a survey conducted in 1920, we begin by describing anti-Jewish prejudice and support for official discrimination against Jews.
Burial 5 was the most unique, it was found in a coffin made of a larch trunk, with a tightly closed lid. Due to the preservative properties of larch and lack of air access, the coffin contained a well-preserved mummy of a child with an accompanying set of grave goods. The interred individual retained the skin on his face and had a leather ...
Geographic coordinates of Elektrostal, Moscow Oblast, Russia in WGS 84 coordinate system which is a standard in cartography, geodesy, and navigation, including Global Positioning System (GPS). Latitude of Elektrostal, longitude of Elektrostal, elevation above sea level of Elektrostal.