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Research Worksheets and Handouts

• Getting Started
• Evaluating Sources
• General Research

Getting Started Having trouble getting your research rolling? These handouts and worksheets can get you past that initial hurdle.

Topic Identification worksheet (pdf) This graphic organizer will help you understand your assignment, identify and focus your topic, create a search strategy and find sources in 6 easy steps! For more information about research topics, visit www.codlrc.org/research101/topics

Developing Your Research Question (pdf) An infographic of journalistic questions that can help you brainstorm potential research questions.

Finding Evidence worksheet (pdf) Before you start your research, consider what evidence you’ll need to support your claims and think about how to find it.

Subject vs. Keyword Searching (pdf) Learn how to use keyword searching and subject searching together to find what you're looking for in the Library catalog and article databases.

Boolean Logic, Truncation, and Nesting (pdf) An introduction to advanced search techniques you can use to help you find information efficiently and effectively.

Advanced Research Search Strategies and Techniques (pdf) A quick reference for the types of advanced searching techniques you can use in databases, the Library catalog and in search engines.

Tips for Evaluating Information (pdf) Whether a resource is print or electronic, text-based or image-based, researchers must carefully evaluate the quality of the source and the information found within. When evaluating the quality of resources, here are some things to consider.

CRAAP Test (pdf) Do your sources pass the CRAAP Test? Use this guide to help you consider whether a source is appropriate for your research needs.

Source Evaluation Worksheet (pdf) Use this form to help you determine if a source is appropriate for your research. For more information about evaluating sources, visit www.codlrc.org/evaluating/sources

Research Article Anatomy (pdf) Reading research gets easier once you understand and recognize the pieces and purposes of research studies, from abstract to references.

Reading (and Understanding) Research (pdf) Adapted from How to Read and Understand a Scientific Paper: A Guide for Non-Scientists by J. Raff.

Introduction to College Research (pdf) Helpful resources for every stage of the research process.

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101 research paper topics.

• Why do we sleep ?
• How do GPS systems work?
• Who was the first person to reach the North Pole ?
• Did anybody ever escape Alcatraz ?
• What was life like for a gladiator ?
• What are the effects of prolonged steroid use on the human body?
• What happened during the Salem witch trials ?
• Are there any effective means of repelling insects ?
• How did trains and railroads change life in America?
• What may have occurred during the Roswell  UFO incident of 1947?
• How is bulletproof clothing made?
• What Olympic events were practiced in ancient Greece?
• What are the major theories explaining the disappearance of the dinosaurs ?
• How was the skateboard invented and how has it changed over the years?
• How did the long bow contribute to English military dominance?
• What caused the stock market crash of 2008?
• How did Cleopatra come to power in Egypt what did she do during her reign?
• How has airport security intensified since September 11 th , 2001?
• What is life like inside of a beehive ?
• Where did hip hop originate and who were its founders?
• What makes the platypus a unique and interesting mammal?
• How does tobacco use affect the human body?
• How do computer viruses spread and in what ways do they affect computers?
• What is daily life like for a Buddhist monk ?
• What are the origins of the conflict in Darfur ?
• How did gunpowder change warfare?
• In what ways do Wal-Mart stores affect local economies?
• How were cats and dogs domesticated and for what purposes?
• What do historians know about ninjas ?
• How has the music industry been affected by the internet and digital downloading?
• What were the circumstances surrounding the death of Osama Bin Laden ?
• What was the women’s suffrage movement and how did it change America?
• What efforts are being taken to protect endangered wildlife ?
• How much does the war on drugs cost Americans each year?
• How is text messaging affecting teen literacy?
• Are humans still evolving ?
• What technologies are available to home owners to help them conserve energy ?
• How have oil spills affected the planet and what steps are being taken to prevent them?
• What was the Magna Carta and how did it change England?
• What is the curse of the pharaohs?
• Why was Socrates executed?
• What nonlethal weapons are used by police to subdue rioters?
• How does the prison population in America compare to other nations?
• How did ancient sailors navigate the globe?
• Can gamblers ever acquire a statistical advantage over the house in casino games?
• What is alchemy and how has it been attempted?
• How are black holes formed?
• How was the assassination of Abraham Lincoln plotted and executed?
• Do the benefits of vaccination outweigh the risks?
• How do submarines work?
• Do lie detector tests accurately determine truthful statements?
• How did Cold War tension affect the US and the world?
• What happened to the lost settlers at Roanoke ?
• How does a hybrid car save energy?
• What ingredients can be found inside of a hotdog ?
• How did Julius Caesar affect Rome?
• What are some common sleep disorders and how are they treated?
• How did the Freedom Riders change society?
• How is internet censorship used in China and around the world?
• What was the code of the Bushido and how did it affect samurai warriors ?
• What are the risks of artificial tanning or prolonged exposure to the sun?
• What programs are available to help war veterans get back into society?
• What steps are involved in creating a movie or television show?
• How have the film and music industries dealt with piracy ?
• How did Joan of Arc change history?
• What responsibilities do secret service agents have?
• How does a shark hunt?
• What dangers and hardships did Lewis and Clark face when exploring the Midwest?
• Has the Patriot Act prevented or stopped terrorist acts in America?
• Do states that allow citizens to carry guns have higher or lower crime rates?
• How are the Great Depression and the Great Recession similar and different?
• What are the dangers of scuba diving and underwater exploration?
• How does the human brain store and retrieve memories ?
• What was the Manhattan Project and what impact did it have on the world?
• How does stealth technology shield aircraft from radar?
• What causes tornadoes ?
• Why did Martin Luther protest against the Catholic Church?
• How does a search engine work?
• What are the current capabilities and future goals of genetic engineers ?
• How did the Roman Empire fall?
• What obstacles faced scientists in breaking the sound barrier ?
• How did the black plague affect Europe?
• What happened to Amelia Earhart ?
• What are the dangers and hazards of using nuclear power ?
• How did Genghis Khan conquer Persia?
• What architectural marvels were found in Tenochtitlan, capital of the Aztec Empire ?
• From where does spam email come and can we stop it?
• How does night vision work?
• How did journalists influence US war efforts in Vietnam ?
• What are the benefits and hazards of medical marijuana ?
• What causes desert mirages and how do they affect wanderers?
• What was the cultural significance of the first moon landing ?
• What are sinkholes and how are they formed?
• Have any psychics ever solved crimes or prevented them from occurring?
• Who is Vlad the Impaler and what is his connection to Count Dracula ?
• What are the risks of climate change and global warming ?
• What treatments are available to people infected with HIV and are they effective?
• Who was a greater inventor, Leonardo di Vinci or Thomas Edison ?
• How are the Chinese and American economies similar and different?
• Why was communism unsuccessful in so many countries?
• In what ways do video games affect children and teenagers?

923 Comments

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

Mackenah Nicole Molina

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.

Edwin Augusto Galindo Cuba

THIS SITE IS AWESOME, THERE ARE LOTS OF TOPICS TO LEARN AND MASTER OUR SKILLS!

research kid

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)

Mandy Maher

“Is it possible to colonize Mars?”

maddy burney

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

Mary Nnamani

Please I need project topics on Language Literature

Marcella Vallarino

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

Christine Singu

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?

zimbabwe leader

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

joyce alcantara

Hi pls po can you give me a topic relate for humanities pls thank u.

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Writing a Research Paper in Political Science: A Practical Guide to Inquiry, Structure, and Methods

Student resources.

Worksheets to help students through the process of writing a research paper.

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Information Literacy Instruction

• Exercises to Build Research Skills
• Formulate a research topic
• Find Information
• Evaluate Information
• Use Information
• Chicago/Turabian
• Citation Tools

Exercises Overview

Library instruction exercises.

The exercises below are designed for students learning to do research. They can be done in class or assigned as homework. They are in Word format so instructors who wish to use them can easily edit or adapt them. When appropriate, they contain an answer key, so instructors should look at the full handout and remove the answer key before sharing with students.

If you would like a librarian to come to your class to lead these exercises or if you would like an exercise customized for your subject area, contact your Library Liaison!

• Formulate a topic
• Find information
• Evaluate information
• Incorporate information
• Cite information
• Writing assignment formats
• Triangulating your research This exercise guides students with a broad topic to identify search terms and narrow their topic, arriving at a research question.
• Formulating a Research Question from a Broad Topic Students often begin their research (and writing) with a very broad topic. This means they waste a lot of time looking for resources that they will never use. Before they begin to research, it is ideal to have a focused question. This 10 minute assignment teaches them how to turn a very broad topic into a focused research question.
• Identifying and Refining a Research Topic Using Concept Maps This exercise is designed to help students think of words and concepts and see how they are related. They create a concept map of their topic, which may help them see ways to narrow their topic and arrive at a research question.
• Identifying and Refining a Research Topic Using Journalistic Questions Journalistic questions are a set of questions you can use to define your topic more clearly. This exercise will help student ask questions about their topic. Having specific questions to answer makes researching the topic easier when you get to that stage.
• Defining Search Terms Students will often try one or two search terms when using a database and assume there’s no information on their topic if it doesn’t work the first time. This exercise gets them thinking about synonyms and related words. This 15 minute exercise may seem simple, but I can almost guarantee that the next time they sit down at a database they will try multiple searches before giving up.
• Identifying Keywords In this exercise, students will practice identifying keywords that might be used to research their topic. The exercise has three parts. First, they will identify the keywords from sample research questions. Then they will brainstorm synonyms for those keywords, demonstrating the need to search using more than just one keyword. Finally, they will complete the exercise for their own research question.
• Information Source Comparison This activity helps students explore the strengths and weakness of Google, Google Scholar, Academic Search Complete and topic specific databases as information sources.
• Understanding Boolean Operators: AND, OR, NOT In order to apply your keywords to an effective search, you must be able to employ Boolean logic. Those operators are AND OR & NOT. The object of this exercise is to practice your use of those operators by looking at an everyday experience : Ordering food from a fast food restaurant.
• Creating Keyword Searches Using Boolean Operators In this exercise, students will practice selecting search terms and combining them using boolean operators in order to create an effective search.
• Popular, Trade or Peer Reviewed? Great hands-on exercise to teach students about the differences among the 3 types of publications. Students can read the differences in the provided example, but real learning takes place when they have to sift through the actual publications and write down differences. Can be tailored to use any three sources appropriate for your discipline.
• Analyze 4 types of sources This assignment does two things: 1) it makes students find 4 different types of sources rather than just search the Web; 2) it teaches students how to evaluate ALL information and compare and contrast different types of sources.
• Pin the News Source on the Fake News Continuum This activity asks students to research a variety of news sources and place them on a continuum to define their reliability.
• Evaluating Sources Process Cards This is a group activity in which students are given cards with a variety of sources on them. They evaluate the sources based on criteria such as "authority," "ease of creation," "time to creation" etc.
• Evaluating sources writing assignment Requires the student to answer a series of questions about a source they have found. These questions are also a good basis for writing the annotation for an annotated bibliography exercise.
• Article Analysis - upper level This exercise requires students to evaluate a scholarly article for not only its relevance to their research topic but also for its potential to help them find more sources via citation mining and keyword generation.
• Evaluating Web Resources Students choose one of three websites to evaluate. After evaluating the website they must make a judgment on whether it is good or bad for academic research and explain their decision. This assignment can be tailored to use websites related to your subject area. Just ask!

Introductory level - avoid plagiarism by properly using quotes, paraphrases and summaries.

• Evaluating quotes and paraphrases (100/200 level) Students are given a sample citation and 7 easy uses. They judge if the use is appropriate or plagiarism.
• Evaluating quotes, summaries and paraphrases Students are given a sample text and 4 summaries. They judge if the summary is legitimate or plagiarism.
• Quotes, Summaries and Paraphrases from the Purdue Owl This PDF from the Purdue Owl explains what each of these are, how to use them and concludes with a hands on exercise that requires students to summarize and paraphrase several sample original texts.
• Write your own quote, summary, paraphrase Given a single sample text, students are asked to write their own quote, summary, paraphrase for the instructor's evaluation. Can be tailored for any class.

Introductory level - how to integrate quotes, paraphrases and summaries

• Integrating quotes Given a single sample paragraph, students are asked to identify several key methods quotes are integrated into the paragraph.
• Analyzing how to integrate quotes and summaries This exercise has students analyze how and why scholarly authors have integrated quotes and summaries in order to help them learn smooth methods to use quotes and summaries in their own research.
• Analyzing supporting evidence An exercise that asks students to analyze how and why evidence is used in an existing scholarly article.

Introductory level - learning how and why to use sources

• Un-research Project This exercise helps students focus on why they choose sources to support their research.
• Is your paper well supported with evidence A quick, easy and visual exercise to help students determine if their paper arguments are well supported with evidence.

Upper level - synthesizing information

• Updating a literature review This exercise is appropriate to introduce the concept of a literature review and how to synthesize information in one.
• Mini-literature review assignment An introduction to literature reviews. Scaffolded instruction for how to approach your first literature review.
• Synthesis Matrix A beginner's matrix to help students begin thinking about synthesizing their sources.
• Advanced Synthesis Matrix A source synthesis matrix for advanced level writing assignments.

Create a list of sources with improper citations. Have the students attempt to locate the sources.  This should demonstrate to students how citations are used to track down sources and how frustrating it can be for their teachers and fellow researchers when they don’t provide adequate citations. Examples to use here could include books with multiple editions or books with very generic titles.

Breaking citations down: Develop a list of citations. Break these citations down (components: author, date, publisher, title, etc). Type or write them down on larger pieces of construction paper, cardboard, etc. You can utilize a variety of colors, shapes, sizes. Have students work as groups to assemble the parts (you can use pin boards, a wall and tape, magnetic boards, etc). This can easily be turned into a competitive game.

Selecting an Effective Writing Assignment Format

In addition to the standard essay, report or full research paper formats, several other formats exist that might give students a different slant on the course material or allow them to use slightly different writing skills. Here are some suggestions:

Journals. In-class journal entries can spark discussions and reveal gaps in students’ understanding of the material. Having students write an in-class entry summarizing the material covered that day can aid the learning process and also reveal concepts that require more elaboration. Out-of-class entries involve short summaries or analyses of texts, or are a testing ground for ideas for student papers and reports.

Letters. Students can define and defend a position on an issue in a letter written to someone in authority. They can also explain a concept or a process to someone in need of that particular information. They can write a letter to a friend explaining their concerns about an upcoming paper assignment or explaining their ideas for an upcoming paper assignment. If you wish to add a creative element to the writing assignment, you might have students adopt the persona of an important person discussed in your course (e.g., an historical figure) and write a letter explaining his/her actions, process, or theory to an interested person (e.g., “pretend that you are John Wilkes Booth and write a letter to the Congress justifying your assassination of Abraham Lincoln,” or “pretend you are Henry VIII writing to Thomas More explaining your break from the Catholic Church”).

Editorials . Students can define and defend a position on a controversial issue in the format of an editorial for the campus or local newspaper or for a national journal.

Cases . Students might create a case study particular to the course’s subject matter.

Position Papers . These projects ask students to research a topic from a variety of viewpoints, and then use that research to support their own perspective. Students can define and defend a position, perhaps as a preliminary step in the creation of a formal research paper or essay.

Imitation of a Text . Students can create a new document “in the style of” a particular writer (e.g., “Create a government document the way Woody Allen might write it” or “Write your own ‘Modest Proposal’ about a modern issue”).

Instruction Manuals . Students write a step-by-step explanation of a process.

Dialogues . Students create a dialogue between two major figures studied in which they not only reveal those people’s theories or thoughts but also explore areas of possible disagreement (e.g., “Write a dialogue between Claude Monet and Jackson Pollock about the nature and uses of art”).

Collaborative projects . Students work together to create such works as reports, questions, and critiques.

Summary papers These assignments ask students to summarize a key concept from the course, or a reading or set of readings.

Compare/contrast papers Students are asked to compare/contrast theoretical positions from key scholars, reading, methods, or procedures for completing a task, etc.

Reading responses Students are asked to respond to specific questions about course readings. These can take place in reading journals that you occasionally collect, or reading responses on a discussion forum (on Moodle or elsewhere).

Position response papers Students are provided with a position that they must then defend or refute using course concepts and outside research.

Disciplinary problem papers These projects ask students to make an argument for the best solution to a disciplinary problem.

Data analysis papers Students are provided with raw data (or asked to collect raw data themselves) that they must then analyze using a particular methodology from the course.

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Evaluating Sources for Research

Lesson plan, grade levels.

• Students will gain skills evaluating the reliability of various types of resources.
• Students will gain confidence explaining the reasoning behind their evaluation of any given source.
• Students will learn what information is important to look for when evaluating a source.

Total Estimated Class Time

A single class period (approx. 45 mins.)

Sequence of Activities

Warm-up activity  (10–15 mins.).

Students independently respond to a  Do Now prompt, such as one of the following, written on the board (or on a worksheet if needed):

1. Can you tell the difference between reliable and unreliable sources? Organize the sources below into two columns, one for reliable sources and the other for unreliable sources. If you finish early, choose one of the sources and explain how you organized it by writing down your thought process.

•   a history textbook published in 1960
•  a website that has plenty of articles but no authors listed
•   Entertainment Weekly magazine
•  a peer-reviewed journal published by a university
• an electronic version of Hamlet  that clearly displays its printed source material and the name of its editor
• a copy of the Declaration of Independence published by the National Archives

2. Write down your answers to the following questions about conducting research:

• What are the resources you use when conducting research for an essay or class project?
• How do you know when you’ve found a source that you can use in an essay or project for school?

3. Reflect on your past experiences with research:

• Draw a picture of how conducting research for a school project makes you feel.
• In one sentence, explain why conducting research for school makes you feel this way.

After providing the students suitable time to reflect and write down their answers, the teacher should have students share what they wrote with a partner or partners sitting nearby. (Tip: If students are shy or hesitant to share, select a neutral criterion for who goes first—for example, tell them the person born later in the year or the person whose first name begins earlier in the alphabet should share first.)

Following this turn-and-talk, the teacher should call on a few students to share their answers with the class.

“I Do” Activity (10–15 mins.)

After briefly explaining to students the importance of differentiating between reliable and unreliable sources during the research process, the teacher should hand out the checklist and source #1 worksheet.

If it is possible to do so, the teacher should project the images of the source and checklist onto the board so that students can watch the process of annotating a source.

The teacher should go through the checklist, explaining each step to the students and answering questions as needed. Students should annotate and mark their checklists and source worksheets with the teacher, highlighting or circling parts of the source or writing down clarifying definitions as needed.

Once the checklist is complete, the teacher can tally up the checks and show how these checks can help to determine the reliability of a source.

The teacher should model how students ought to respond to the question at the bottom. If needed, the teacher can provide sentence starters, vocabulary words for students to use, or both.

“We Do” Activity (10 mins.)

Students are either paired up or put into groups.

Students are provided the source #2 worksheet.

In their pairs or groups, the students determine the reliability of source #2 using the checklist. Students should also work together to answer the questions on the source #2 worksheets.

The teacher should walk around the classroom, helping and encouraging students as needed.

If students finish early, they can look back at their answers from the Do Now and discuss with their partner or group whether or not their answers have changed and why.

Final Reflection and Class Discussion (5–10 mins.)

The teacher should call on a few groups to share whether they felt source #2 was reliable and to explain their reasoning (they can use their answer to question #2 from the source #2 worksheet to help with this).

If there is time, the teacher could ask students to look back at their answers from the Do Now and call on students to share and explain whether or not their answers have changed. Alternatively, the teacher could ask students how they feel about finding resources for future research projects: Do they feel more confident after today’s class? Do they still have questions? Do they have more questions?

Homework: “You Do” Activity

For homework, the students should complete the source #3 worksheet using the checklist.

Possible Follow-Up Activities

The teacher can provide another source and checklist worksheet for a Do Now or class activity if students need extra practice.

If a research paper assignment follows this activity, the teacher should have students complete a checklist for each source they plan to cite in their essay. This can be used as a checkpoint assignment for the teacher to check in with students and make sure they are making progress with their research papers.

Possible Alterations

Teachers are encouraged to use or create different sources for the three source worksheets. Teachers should select or create sources that fit with the skills and content they’d like their students to learn from this lesson.

The sources below are organized in the following manner: the first source is a website that is very reliable; the second source is a website that is not very reliable; the third source is a website that is in the middle of the spectrum, leaning more toward being unreliable. The third source was purposefully chosen to be a bit more difficult so that students’ mastery of the skill of evaluating sources could be effectively assessed. An answer key is provided for each worksheet.

Lesson Materials

Checklist for Evaluating Sources

Sentence Starters

Source 1 Worksheet

Source 2 Worksheet

Source 3 Worksheet

Source 1 Worksheet Answer Key

Source 2 Worksheet Answer Key

Source 3 Worksheet Answer Key

Surprised by the Odd Method -- Weighting of Questions 20 February 2019 AT 06:02 PM

This checklist guides students into asking many useful questions about sources, but I'm surprised at how it prompts them to consider the results of those questions.

Even though evaluating sources is more an art than a science, I'd hope that anything seeking to quantify its answers would do so in a more rigorous way (in spite of the necessary wiggle room of the "most likely reliable" categorization).

For example, the list features four main questions regarding publishers (or sponsoring organizations): 1. Can you find the publisher's name? 2. Is the publisher reputable? 3. Does the publisher apply some means of quality control? 4. Does the publisher list contact information?

Although being able to find the name is a necessary precursor to determining reputability, do the two questions truly merit the same weight? Fifty percent of the publisher's credibility is invested in simply providing a name and contact information (or 40%, if we add the "mission" question to this group)? My goodness.

The situation is worse for questions asked about an author, even though each individual question is not without value.

Perhaps that's an issue of quantitative thinking, but perhaps a more humanities-friendly way of looking at it is to consider a question like "Does the author demonstrate sufficient credentials?" to be analogous to a topic sentence, from which would ensue a series of questions designed to support this main question.

That kind of deductive organization or hierarchy of questions is one aspect I thought the checklist was offering at one point, but I was dismayed to find it untrue: Three questions appear (in formatting) to be subordinated to another, as might seem appropriate, given the nature of their respective (and intertwined) topics. Yet each counts, like all the others, for 1/18 of the total. Note that if a source attempts to provide information objectively, it merits a check, and it then receives earns another one for refraining from offering up opinions.

Here's another angle on these issues: It's fairly easy to locate thousands or millions of sources online missing three key criteria but fulfilling nearly all of the others:

-- author lacks credentials in the field -- the publisher is not reputable -- there is little or no review process

A source like this could miss on two others and still be deemed "most likely reliable." Again, my goodness.

Although the list remains riddled with similar shortcomings, as I noted, there are many useful categories of analysis here; they're bolstered by the solid lesson plan and some good aspects of the examples. It just seems that these better features would shine through more clearly with much better algorithm design.

Does it undermine my point to acknowledge that a credentialed author created this checklist and the MLA chose to post it? I'll pause to contemplate that . . . .

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Caitlin Duffy 25 February 2019 AT 03:02 PM

Thanks for your response to this lesson plan.

I think that the mechanics of the point accrual are, by their nature, limited. Knowing that it was impossible to perfectly quantify the work of determining reliability, I purposefully included the "most likely reliable" label.

My hope for this lesson is that it would be the start of larger conversations in the classroom, especially if some sources don't make sense where they land. Whenever I teach my students about determining a source's reliability, I try to emphasize the fact that this work is never black and white. Many students find the lack of a clear answer challenging, so providing them with some sort of quantity-based method to at least frame their thinking is a great starting point.

Surprised by . . . 26 February 2019 AT 01:02 PM

Thank you very much for the reply. I hope I was at least somewhat clear in acknowledging that any type of guidance will be imperfect and that quantitative measures would be inherently limited.

Indeed, prior to reading your reply, I'd have seen value in "providing [students] with some sort of quantity-based method to at least frame their thinking." After reading it, I continue to have respect for your attention to your students' needs.

My key point remains, though: There are innumerable options for "some sort of quantity-based method." Given the opportunity, one would -- I'd expect -- select a sort that better reflects the kind of thinking students should engage in.

Susan McLauchlin 21 February 2019 AT 11:02 AM

It would be nice, since you are encouraging teachers to use different sources, to make the worksheets editable so that we can easily do that. Thank you.

Samuel Clark 16 March 2019 AT 04:03 AM

Dear Caitlin,

Thanks a lot for this resource. I plan to use it with my undergraduates. I have one qualm, however, with the question, "Does the work avoid offering an opinion or attempts to persuade?" Given that the intention of academic argument is to persuade one's audience, perhaps this could be reworded along these lines (?): "Does the work avoid offering an unsupported opinion or manipulative or biased attempts to persuade?"

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Research Guide

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Take notes during your research process

• Library Research Worksheet Click the link and a Word version of the worksheet will download to your computer for completing and printing.
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The Library Research Worksheet is a resource that you can print out and use to take notes during your research process. Note-taking while you research is highly recommended because it helps you organize your thoughts and findings, and it keeps you on track when you have to divide your research time into several sessions. The worksheet guides you through the steps of developing your topic, figuring out how to search for information, evaluating search results and citing sources.

See an example of the research process

This document is the Library Research Worksheet completed with an example topic to help you understand the research process a little better.

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peer editing sheets for drafts Peer editing sheets for two essay assignments in a freshman seminar.  Providing very specific questions helps the editors give useful feedback and suggestions. 

peer feedback form literature seminar Students exchange drafts in class, complete the peer feedback form, and then discuss their written comments with one another.  Students submit the forms with their drafts so that I can read them.  I frequently refer to their peers' comments when I am writing my own comments on their drafts.   

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How Pew Research Center will report on generations moving forward

Journalists, researchers and the public often look at society through the lens of generation, using terms like Millennial or Gen Z to describe groups of similarly aged people. This approach can help readers see themselves in the data and assess where we are and where we’re headed as a country.

Pew Research Center has been at the forefront of generational research over the years, telling the story of Millennials as they came of age politically and as they moved more firmly into adult life . In recent years, we’ve also been eager to learn about Gen Z as the leading edge of this generation moves into adulthood.

But generational research has become a crowded arena. The field has been flooded with content that’s often sold as research but is more like clickbait or marketing mythology. There’s also been a growing chorus of criticism about generational research and generational labels in particular.

Recently, as we were preparing to embark on a major research project related to Gen Z, we decided to take a step back and consider how we can study generations in a way that aligns with our values of accuracy, rigor and providing a foundation of facts that enriches the public dialogue.

A typical generation spans 15 to 18 years. As many critics of generational research point out, there is great diversity of thought, experience and behavior within generations.

We set out on a yearlong process of assessing the landscape of generational research. We spoke with experts from outside Pew Research Center, including those who have been publicly critical of our generational analysis, to get their take on the pros and cons of this type of work. We invested in methodological testing to determine whether we could compare findings from our earlier telephone surveys to the online ones we’re conducting now. And we experimented with higher-level statistical analyses that would allow us to isolate the effect of generation.

What emerged from this process was a set of clear guidelines that will help frame our approach going forward. Many of these are principles we’ve always adhered to , but others will require us to change the way we’ve been doing things in recent years.

Here’s a short overview of how we’ll approach generational research in the future:

We’ll only do generational analysis when we have historical data that allows us to compare generations at similar stages of life. When comparing generations, it’s crucial to control for age. In other words, researchers need to look at each generation or age cohort at a similar point in the life cycle. (“Age cohort” is a fancy way of referring to a group of people who were born around the same time.)

When doing this kind of research, the question isn’t whether young adults today are different from middle-aged or older adults today. The question is whether young adults today are different from young adults at some specific point in the past.

To answer this question, it’s necessary to have data that’s been collected over a considerable amount of time – think decades. Standard surveys don’t allow for this type of analysis. We can look at differences across age groups, but we can’t compare age groups over time.

Another complication is that the surveys we conducted 20 or 30 years ago aren’t usually comparable enough to the surveys we’re doing today. Our earlier surveys were done over the phone, and we’ve since transitioned to our nationally representative online survey panel , the American Trends Panel . Our internal testing showed that on many topics, respondents answer questions differently depending on the way they’re being interviewed. So we can’t use most of our surveys from the late 1980s and early 2000s to compare Gen Z with Millennials and Gen Xers at a similar stage of life.

This means that most generational analysis we do will use datasets that have employed similar methodologies over a long period of time, such as surveys from the U.S. Census Bureau. A good example is our 2020 report on Millennial families , which used census data going back to the late 1960s. The report showed that Millennials are marrying and forming families at a much different pace than the generations that came before them.

Even when we have historical data, we will attempt to control for other factors beyond age in making generational comparisons. If we accept that there are real differences across generations, we’re basically saying that people who were born around the same time share certain attitudes or beliefs – and that their views have been influenced by external forces that uniquely shaped them during their formative years. Those forces may have been social changes, economic circumstances, technological advances or political movements.

When we see that younger adults have different views than their older counterparts, it may be driven by their demographic traits rather than the fact that they belong to a particular generation.

The tricky part is isolating those forces from events or circumstances that have affected all age groups, not just one generation. These are often called “period effects.” An example of a period effect is the Watergate scandal, which drove down trust in government among all age groups. Differences in trust across age groups in the wake of Watergate shouldn’t be attributed to the outsize impact that event had on one age group or another, because the change occurred across the board.

Changing demographics also may play a role in patterns that might at first seem like generational differences. We know that the United States has become more racially and ethnically diverse in recent decades, and that race and ethnicity are linked with certain key social and political views. When we see that younger adults have different views than their older counterparts, it may be driven by their demographic traits rather than the fact that they belong to a particular generation.

Controlling for these factors can involve complicated statistical analysis that helps determine whether the differences we see across age groups are indeed due to generation or not. This additional step adds rigor to the process. Unfortunately, it’s often absent from current discussions about Gen Z, Millennials and other generations.

When we can’t do generational analysis, we still see value in looking at differences by age and will do so where it makes sense. Age is one of the most common predictors of differences in attitudes and behaviors. And even if age gaps aren’t rooted in generational differences, they can still be illuminating. They help us understand how people across the age spectrum are responding to key trends, technological breakthroughs and historical events.

Each stage of life comes with a unique set of experiences. Young adults are often at the leading edge of changing attitudes on emerging social trends. Take views on same-sex marriage , for example, or attitudes about gender identity .

Many middle-aged adults, in turn, face the challenge of raising children while also providing care and support to their aging parents. And older adults have their own obstacles and opportunities. All of these stories – rooted in the life cycle, not in generations – are important and compelling, and we can tell them by analyzing our surveys at any given point in time.

When we do have the data to study groups of similarly aged people over time, we won’t always default to using the standard generational definitions and labels. While generational labels are simple and catchy, there are other ways to analyze age cohorts. For example, some observers have suggested grouping people by the decade in which they were born. This would create narrower cohorts in which the members may share more in common. People could also be grouped relative to their age during key historical events (such as the Great Recession or the COVID-19 pandemic) or technological innovations (like the invention of the iPhone).

By choosing not to use the standard generational labels when they’re not appropriate, we can avoid reinforcing harmful stereotypes or oversimplifying people’s complex lived experiences.

Existing generational definitions also may be too broad and arbitrary to capture differences that exist among narrower cohorts. A typical generation spans 15 to 18 years. As many critics of generational research point out, there is great diversity of thought, experience and behavior within generations. The key is to pick a lens that’s most appropriate for the research question that’s being studied. If we’re looking at political views and how they’ve shifted over time, for example, we might group people together according to the first presidential election in which they were eligible to vote.

With these considerations in mind, our audiences should not expect to see a lot of new research coming out of Pew Research Center that uses the generational lens. We’ll only talk about generations when it adds value, advances important national debates and highlights meaningful societal trends.

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Kim Parker is director of social trends research at Pew Research Center

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