Online notecards for research paper
Export to final supernotecard from your computer, tablet or phone for ucing supernotecard supernotecard is an online writing tool that features virtual notecards to help arrange facts or scenes, track details, organize paragraphs, and clarify your composition process. Take a quick otecard in school virtual notecards offer a great way for students to record and organize facts, build and visualize an outline and ultimately transform their ideas and research into a paper.
Contact us to discuss using supernotecard at your erviewtheme list 2012grading coachesimportant documentshelpful linksdigital tanding the digital purpose of note cards in research writing is to help you organize your evidence as you find it. The great thing about digital note cards is that when you are ready to insert a quote into your paper, all you have to do is copy and past it from the note card into the body of your essay.
How this supports my thesis: this should be one to two sentences showing the relationship between this note and your thesis l_notecards_e size: 40 kbfile type: docdownload a free e cassinelli's workshop presentationssearch this opsapp smashingchrome apps & extensionsextend learning using online discussion forumsgot books? Promote reading and upper elem / ya literature using g suitegoogle apps on the ipadgoogle apps trainingsgoogle geo adventuresgafe & mobile devices in the research processsnew google sitesrevamping the research process using google appsscreencasting for students, teachers and librariansusing social media for personalized professional developmentwinning ways to use google apps in your ing the research process using google ing the research paper summit workshop uctions & opening n impossible theme: your mission, should you decide to accept it, is to find creative ways to use google tools in the research process.
Out mission envelope to each small groupduring the presentation, brainstorm various ways you could use google tools during each aspect of the research planfindcreatepresentreflectaccess a copy of the ideas from the presentation on a google documentaccess a pdf of the slide presentation -- ok to make a copy for your own personal trations during the session:demonstration of how google keep could be used for notetaking and then be available when writing in docs. When done, they can save their work as image files or pdf files and can add those images to documents, slides and spreadsheetsaccessing, evaluating and using sources from oslis and google search & search education search lessonsusing chrome browser & "save to drive" to organize sourcesgoogle form digital notecards: using evidence from sources to fill out google form, and sorting results in spreadsheet.
Please try again hed on jan 15, rd youtube ts are disabled for this autoplay is enabled, a suggested video will automatically play rds in google cards in google te video 3- creating source & note presentations for collecting to write a note card for a research te tips: the 11 amazing features that make using evernote so freaking research process: note taking on the to create note cards in cards google ch step 2: making notecards for ic research to set up onenote and dropbox for research to make dge management & research tools: notecards from powerpoint to memorize flashcards using the leitner taking in the research ng note cards for g more suggestions... In to add this to watch past weekend, our department chair received an email from a local high school english teacher who asked, in short, should they be teaching students how to do a “traditional” research paper — including the use of 3×5 note cards — because some of his colleagues are strong supporters of it and others consider it “archaic.
Wanted to hear a response from a college professor about how best to prepare students for the kinds of research that they would be doing in composition courses that they would be taking after high school. And, now i ask you… what do you think — is it time to move away from “traditional” research paper writing processes?
___ forwarded your question to a number of us in the english department who are involved in teaching composition and english education courses, and i offer you a reply based on my own professional opinions and, to the extent that i can, what i sense are the expectations of a typical college writing i answer, i want to acknowledge the many tensions that are evident in the question that you ask — between the amount of skills you aim to teach students as they do research and the time you have to do it; between the “traditional” way of teaching and newer ways that have the potential to be both positive and possibly have unintended consequences; between what your community, students, and parents might expect an english teacher to know and be able to do and what you personally and what your entire department may think might be better for er, i am not sure of the context in which you ask it; are you someone who thinks this process is archaic, or are you someone who finds this method valuable? The established practice (as i remember it from my own k-12 schooling) of choosing a research topic, gathering info on note cards, creating an outline, and then writing a final paper is, as we all know, formulaic.
Along with thinking about models such as macrorie’s i-search paper or romano’s multigenre research paper, i also encourage you to have students do research like real scholars, journalists, and writers do — by talking with people and engaging in multiple forms of media, all the while documenting their research process including the questions that they have, the stumbling blocks they encounter, and the “a-ha” moments they discover. By limiting our students’ experiences simply to taking notes from existing sources, we are not really teaching them how to be active and engaged researchers and writers.
As mentioned above with romano’s multigenre research, the idea of having students write on a single topic through different perspectives and multiple genres is one that has taken hold in the past decade or so, and is evident in a variety of curriculum documents (such as michigan’s hsces) and professional statements (such as writing now from ncte). Having students produce a traditional academic research paper is still a valuable skill, and one that they will need in college.
Yet, to limit their writing about that particular topic to creating only a research paper very much limits their engagement with the topic and the ways in which they represent their thinking. We need to make their research process more purposeful by inviting them to write about it for a variety of , technology.
In other words, just because students might be tempted to plagiarize because of the technology, we shouldn’t give up on it before we even these technologies, among a number of others such as wikis and social networks, i feel that students can become more active researchers. While these tools are meant to meet the same goals as 3×5 cards — trying to help writers organize their ideas and prepare to write a research paper — as you begin to use them and teach your students to use them, i think that the ways in which these technologies can enhance the research process and contribute to students’ growth as writers quite powerful.
Moreover, there is the fact that we are being asked to teach our students digital literacies such as these based on the requirements of the hsces and suggestions of our professional that said, yes, there are there still professors who teach — and demand — a traditional research paper, including 3×5 cards. I know that there are teachers in the waverly district who have attended msu’s site, the red cedar writing project, so you also have some people “in house” who might be able to help you rethink the research paper let me know if you have any additional questions and i look forward to hearing your response.
To back up your reasoning i am finding and wishing that i learned more about online researching, databases, online bibliography tools ect.