Teaching Students How To Write Their First Research Papers: A Research Guide Using Marc Aronson''s Trapped and Rising Water Book Summaries Trapped: How the World Rescued 33 Miners from 2,000 Feet Below the Chilean Desert is the gripping, true story of the thirty-three hardy miners trapped in a Chilean mine for over two months. Based on interviews, news reports, and other research, Aronson uses a dual narrative of "Above" and "Below" to describe the tension and high emotions surrounding both the survival of the miners and the rescue effort to save them. Photos of the mine site, maps of the San José Mine, and illustrations of the massive equipment used in the rescue effort greatly enhance the reader experience; the counterpoint of light and darkness is both illuminating and terrifying. This true story reads like a suspenseful tale of desperation and triumph. Rising Water: The Story of the Thai Cave Rescue is the true story of the Wild Boars, a Thai soccer team that got lost in Tham Luang cave and captured the attention of the world. Rising Water describes the international rescue operation in which cave-diving experts from all over the world collaborated on this delicate mission, factoring in concern for their own safety and for that of the trapped soccer team and coach. The boys needed to be rescued underwater, but how? Aronson tells a dramatic tale of death and life, of remorse and redemption, filled with as many twists and turns as the cave itself. Writing a Research Guide You''ve assigned your students to create their own book-based research project.

You explain that you do not want a summary of the book, but an actual report on an original topic related to the book. Using issues related to Rising Water and Trapped , this guide will lead you through the process for any research topic. When teaching good research techniques, remember QVC: Quality, Vetting, Compatibility. Quality : Provide high quality resources for your students. You may automatically offer print resources and require one or more of them; however, don''t assume that using books and magazines exclusively teaches students good research skills. Instead, encourage the use of the Internet. One way to do this safely is with a WebQuest. Collaborate with another classroom teacher or school librarian to discuss different research topics the students may be interested in.

Then create a simple website (any wiki creator will do) with links to factual, unbiased URLs presenting cogent information. Some examples may include: https://www.nationalgeographic.com/adventure/destinations/united-states/florida/two-divers-die-in-eagles-nest-cave/ https://www.cnn.com/2013/07/13/world/americas/chilean-mine-rescue/index.html These types of websites are easy to find with Google searches, but they are not the first links on the page (Wikipedia is the first in both cases); that is why you may want to provide them online in the form of a WebQuest. Also, this gives you the opportunity to differentiate instruction and include regular and special education students by creating different WebQuests for different class levels, if appropriate.

Vetting : Some students will Google for answers regardless of your suggestions, so teach some simple online vetting skills. Allow your students to Google research topics, but insist on vetting. One way of vetting without penalty to the researcher is to require that students provide information about the website similar to an annotated citation. Have them provide information on the creator or owner of the website, the author, date created, name of the page, and most important, their rationale for using this website and accepting it as valid. Where did the author get the information? If it is from outdated or discredited sources, that should affect your decision to use it. This self-reflection often weeds out poor sources. The process may not prevent students from using unvetted websites, but it will enhance their skills by making them think about and identify their sources, the first step to successful vetting. Students can usually find the creator of the website on the About tab, often located at the very bottom of the webpage.

If you are a strict user of print resources, you can explain that the great thing about using print resources is that vetting them is much easier than vetting websites, and the information needed, like author, title, page numbers, and publisher, is easily found. Compatibility : The easiest way to teach students to find research compatible with their chosen topic is to teach them to search targeted topics online. The most powerful online searching tool is the use of quotation marks. Consider the following searches* based on Rising Water : -thai cave rescue--4,790,000 hits -"thai cave rescue"--1,360,000 hits -"thai cave rescue" map AND timeline--92,500 hits -"thai cave rescue map" AND timeline--538 hits *Google Chrome downloads as of 2/14/19 The issue is not using the Internet, it is searching on the Internet. Note how quotation marks reduce the hits from 4,790,000 to 477. Teach your students to search in phrases surrounded by quotation marks. Some sample searches include: Trapped : "33 miners trapped" "copper mining in chile" danger "san jose mine chile" "common uses of copper" "nazca plate" tectonics chile "hephaestus god of the forge" Rising Water : "tham luang cave" AND "wild boars" "cave diving accidents" "thai SEALs" "history of soccer timeline" "cave diving" AND "most dangerous sport" "international rescue efforts" "natural disaster" Practice: Dr. Aronson had to approach Trapped and Rising Water like a student researcher: he brainstormed, exploring topics surrounding mine disasters and cave diving rescues, searching for significant aspects and people to decide what was important, relevant, and most interesting to his audience; those decisions became the books.

Offer students that same opportunity for exploration by providing a series of links where they can access overarching information about the Thailand cave situation, such as https://www.bbc.com/news/world-asia-44791998, as well as sites that discuss more specific topics like the potential for an event to cause Post-Traumatic Stress Disorder (PTSD): https://www.express.co.uk/news/world/639433/Chilean-miners-the-33-antontonio-banderas-juan-illanes-San-Jose-mine. This can be done in writing or online if you use a classroom platform like Google Classroom or Edmodo. Discuss with students which facts or experiences from these articles they notice in Rising Water , and why Dr.

Aronson might have decided to include them. Research Process Consider sharing the Model of the Information Search Process chart found at http://wp.comminfo.rutgers.edu/ckuhlthau/information-search-process/ with your students as a helpful guide. The model is based on Kuhlthau''s 1991 Information Search Process. When brainstorming with your students, you already have great resources a few pages away. In both Trapped and Rising Water , Dr.

Aronson describes his research process and maps out how he approached quickly compiling and organizing the disparate topics and massive amount of information needed for a book. In the notes and bibliography sections, he also tells readers where he found all his information. These tools can be used as models for a basic, annotated search process. Dr. Aronson used the following steps once he had his topic: -Brainstormed format and method. -Outlined what he thought he needed in detail. -Employed time and energy to procure multimedia data, some of which worked its way into the final book and some of which did not. Take this opportunity to teach students that it''s perfectly fine not to include all data in the final product; it is always more fruitful to collect more than they will use.

-Organized the data into connected sections. -Separated the useful data from the irrelevant data. -Wrote and rewrote based on an outline that he had been revising and expanding during the entire research project, since things will change during research. You can adjust Dr. Aronson''s steps based on your students'' needs and project timeline, integrating elements from the author''s notes that are most helpful. Then move on to these six detailed activities with your students as you continue the process. 1. Initiation: Brainstorm topics in class, discussing some of the specific issues involved with these topics.

Ask students to start thinking about what topic and issue sound most interesting to them. 2. Selection of a topic : This is often the most difficult step because the possibilities are seemingly endless; some students get caught up and become overwhelmed. You may want to provide a list of suggested.