Prewriting: Historical Investigation Report Writing Prompts
Unit 3Writing WorkshopRETEACHPrewriting: Historical Investigation ReportWriting PromptsChoose your own issue for your historical investigation report, or use one of thefollowing prompts.WORKPLACEWhen choosing a career, people are frequently influenced by those whose work theyadmire. They may turn to scientists such as Albert Einstein or Marie Curie as rolemodels. They may seek inspiration from leaders like Thomas Jefferson or Dr. MartinLuther King, Jr. In a historical investigation report, synthesize various points of viewabout a person in history who became famous for work in a career that interests you.Address your report to people who are also interested in this type of career.SCHOOLFrom Greek philosopher and teacher Socrates to American math teacher JaimeEscalante, teachers have influenced and inspired the people of their day and lefttheir mark on history itself. Using a variety of points of view, write a historicalinvestigation report on the educational approach of a famous teacher. Address yourpaper to an audience of your peers.WORLD LANGUAGEMany languages have “family trees” that can be traced into the past. English, forexample, has Latin roots and Germanic and French influences as a result of theintermingling of cultures through migration and invasion. Research a language youare studying or one that interests you. Consult a number of sources that representdifferent points of view, and write a historical investigation report on the historicalevents and peoples that have shaped the way the language is spoken today.Address your report to a world language class.SCIENCEIsaac Newton and his apple, Ben Franklin and his kite—many people are familiarwith the stories of how these two scientists made their respective discoveries aboutgravity and electricity. Synthesizing a variety of points of view, write a historicalinvestigation report about the story of a famous scientist’s most importantdiscovery. Address the report to members of your science class.HISTORYDid George Washington really chop down a cherry tree? Did Betsy Ross reallysew the first American flag? Some stories are actually historical myths that mayhave a grain of truth in them but have been exaggerated or embellished over time.Choose a historical event to investigate, and write a historical investigation reportsubstantiating or refuting the facts of the event by consulting sources that representdifferent points of view. Share your report with family or friends.Original content Copyright by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.64My Writing Workshops
Unit 3Writing WorkshopGUIDED PRACTICEPrewriting: Choose and Research a TopicUse the graphic organizer below to help you choose a topic and begin preliminaryresearch of a historical event. Use additional paper if necessary. Answer the questions below to help you find and narrow a topic for your research. Then, write a list of questions to help focus your research. As you gather sources,keep a balance between primary and secondary sources as well as varying perspectives.CHOOSE A TOPICWhat historical event interests me?How can I narrow this topic, if necessary?Can I find a variety of sources on this topic? List some possible sources.Can I find sources representing all relevant perspectives on this topic? What are the relevantperspectives?My topic:RESEARCH QUESTIONSQuestions:Specific Sources:1.Relevant Perspective: (Circle one)PrimarySecondary2.Relevant Perspective: (Circle one)PrimarySecondary3.Relevant Perspective: (Circle one)PrimarySecondary4.Relevant Perspective: (Circle one)PrimarySecondaryOriginal content Copyright by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.65My Writing Workshops
Unit 3Writing WorkshopGUIDED PRACTICEPrewriting: Write a Thesis/Make an OutlineUse the graphic organizers below to write a thesis statement and start developinga formal outline. Use additional paper if necessary. Document your sources according to the appropriate style guide (MLA or APA)and compile a Works Cited page.WRITE A THESIS STATEMENT:My conclusion about myMy topic or how all myresearch:information fits together: Thesis statement: DEVELOP AN OUTLINE:(Circle the best way to order your information)Chronological orderLogical orderOrder of importanceI. IntroductionA. Overview of research:B. Thesis statement:II.A.1.23.B.1.2.3.Original content Copyright by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.66My Writing Workshops
Unit 3Writing WorkshopTEMPLATEDrafting: Organizing and Writing Your ReportComplete the graphic organizer below, and use it to help you write your first draft.Use additional paper if necessary.INTRODUCTIONInteresting opener:Background information/overview of research:Thesis statement:BODYFirst main idea:Second main idea:Third main idea:Support:Support:Support:CONCLUSIONRestatement of thesis and summary of main points:Concluding thought or thought-provoking idea:WORKS CITEDSource 1:Source 2:Source 3:Original content Copyright by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.67My Writing Workshops
Unit 3Writing WorkshopRETEACHEvaluating: Student Model Think SheetAnswer the questions below to get a better understanding of the structure of ahistorical investigation report. Use additional paper if necessary. Re-read “Sherman’s March: A Civil War Controversy.” The notes in the marginwill help you identify important elements of a historical investigation report. As you respond to the questions, think about the use of language, the organizationof information, and the strategies used for developing ideas and elaborating on them.QUESTIONS AND RESPONSES1. Does the overview of the research seem complete in the introduction?2. Which main idea best supports the thesis?3. Which citation (a direct quotation, a summary, or a paraphrase) is the most convincing?4. Does the conclusion accurately restate the thesis?5. Does anything else catch your interest or seem important? In what way?Original content Copyright by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.68My Writing Workshops
Unit 3Writing WorkshopPEER- AND SELF-EVALUATION FORMEvaluating: Historical Investigation ReportsUse the following questions to evaluate your historical investigation report or thatof one of your classmates. Make brief notes to answer the questions. Rate the parts of the historical investigation. The lowest score is 1, and thehighest is 4. Make at least three suggestions for improving the historical investigation.1. Does the introduction grab the reader’s attention, give an overview of the research,and include a thesis statement?Rating: 1 2 3 4Suggestion:2. Do several main ideas develop the thesis statement?Rating: 1 2 3 4Suggestion:3. Are the main ideas supported by facts and details?Rating: 1 2 3 4Suggestion:4. Does the report include summaries and paraphrases as well as direct quotations?Rating: 1 2 3 4Suggestion:5. Are all sources cited when necessary? Are they formatted correctly?Rating: 1 2 3 4Suggestion:6. Does the conclusion restate the thesis, summarize the main ideas, and include a final thought?Rating: 1 2 3 4Suggestion:Original content Copyright by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.69My Writing Workshops
Unit 3Writing WorkshopTHINK SHEETRevising: Improve Your Historical Investigation ReportUse the rubric in this chart to help you improve your historical investigation report.Questions1. Does the introduction drawthe reader into the research,give an overview of theresearch, and include athesis?Do ThisChanges You MadeUnderline thesentence that would draw inthe reader.Box the overview ofthe research.Circle the thesisstatement.2. Do several main ideasdevelop the thesis?Number each mainidea in the margin.3. Are the main ideas supported Draw an arrow fromeach main idea to a fact orby facts and details?detail that supports it.4. Does the report includesummaries and paraphrasesas well as direct quotations?Highlight all directquotations. If direct quotationscompose more than one-thirdof the report, revise.5. Are all sources cited whennecessary? Are theyformatted correctly?Put a star next todirect quotations and facts thatare not cited or correctlyformatted.6. Does the conclusion restatethe thesis, summarize themain ideas, and include afinal thought?Circle the restatementof the thesis.Box the summary ofthe main ideas.Bracket the thoughtprovoking ending.Original content Copyright by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.70My Writing Workshops
Unit 3Writing WorkshopPEER AND SELF-EVALUATION FORMProofreading ChecklistGUIDELINES FOR PROOFREADINGYesNoNeeds WorkIs every sentence complete, not a fragment or a run-on?Are punctuation marks—such as end marks, commas,semicolons, colons, dashes, and quotation marks—used correctly?Are proper nouns, proper adjectives, and the first wordsof sentences capitalized?Does every verb agree in number with its subject?Are verbs and tenses used correctly?Are subject and object forms of personal pronounsused correctly?Does every pronoun agree with its antecedent in numberand in gender? Are pronoun references clear?Are frequently confused words (such as fewer and less,affect and effect) used correctly?Are all words spelled correctly? Are the plural formsof words correct?Is the paper neat and correct in form?Original content Copyright by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.71My Writing Workshops
Unit 3Writing WorkshopEXTENSIONFramework for Historical Investigation ReportsUse the following framework to help you evaluate your own writingand the models on the following pages. Clearly states thesis and provides sound evidence in support of that thesis Provides essential background information Relies on information from multiple sources Documents sources of information in the paper Uses a formal, objective tone Demonstrates effective organization throughout Offers a thought-provoking point of view and conclusionOriginal content Copyright by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.72My Writing Workshops
Unit 3Writing WorkshopEXTENSIONHistorical Investigation Report: Score Point 4Read the student model below. With the Framework as a guide,write an evaluation of the model in the commentary box,explaining why the model received the score shown above.ModelCommentaryIn the summer of 1921, a 14-year-old Idaho farm boy namedPhilo T. Farnsworth had a breakthrough idea that changed theworld. In an instant of gazing out across the rows of a field hewas plowing, Philo “saw” how electronic television could beaccomplished. This insight led Philo to dedicate his life todeveloping television. One powerful competitor kept Philo fromgetting the credit he so deserved for his invention. Nevertheless,history proves that Farnsworth was the “father of television.”Philo’s realization in the field that day was that an imagecould be transmitted electronically line by line. “Each line couldbe converted into electricity and sent over a distance. At thereceiving end, the electrical units could be reassembled into thesame pattern and turned back into a picture” (McPherson 265).Philo became the first to transmit an electronic image. Thatimage, sent to the TV receiver he had invented, was “ a blurredline [that] split the tiny screen of the receiver” (Schwartz 88).Philo improved the clarity of the image, and by 1930, he hadpatents for both his television camera and receiver, and thefuture looked promising.But Philo had competitors, such as David Sarnoff, head ofthe powerful Radio Broadcasting Corporation. With brutalintent, Sarnoff’s high-powered lawyers spent years battling Philoin court, trying to prove RCA’s ownership of TV technology.Philo consistently won rights. Despite this, when the 1939World’s Fair rolled around, Philo’s company had no money toexhibit its new televisions, so RCA introduced TV to the world.Now, decades later, Philo’s crucial role is finally beingrecognized. Recently a statue of him was added to the NationalGallery of Statuary. It reads Philo T. Farnsworth, Father ofTelevision.BibliographyMcPherson, Stephanie Sammartino. TV’s Forgotten Hero: TheStory of Philo T. Farnsworth. Minneapolis, MN: CarolrhodaBooks, 1996.Schwartz, Evan I. The Last Lone Inventor: A Tale of Genius,Deceit, and the Birth of Television. New York, NY:HarperCollins, 2002.Original content Copyright by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.73My Writing Workshops
Unit 3Writing WorkshopEXTENSIONHistorical Investigation Report: Score Point 3Read the student model below. With the Framework as a guide,write an evaluation of the model in the commentary box,explaining why the model received the score shown above.ModelCommentaryIn the summer of 1921, 14-year-old Philo T. Farnsworth hadan incredible realazation. He was plowing an Idaho field andlooked back at the neat rows of earth. This gave Philo the ideathat television pictures could be transmitted line by line. At thattime there was no television but some people were thinkingabout it. Philo was the first person to ever discover the way.Even though he had stiff competition, he had an advantage. Forthis reason, he should be known as the Father of Television, eventhough most people have never even heard of him.During his twenties, Philo began dedicating all his time andmoney to inventing television. But people at the powerful RadioBroadcasting Corperation were also trying. RCA was not used togiving anything to the “little guy.” David Sarnoff, the head ofthat company, was determined to keep Philo and his companyout of the TV making game.Unfortunately for David Sarnoff, Philo got patents for hisinventions of the TV camera and TV set before RCA did. Thatmade RCAs lawyers spend years in court trying to beat out Philoand prove they really deserved patents too. Without there ownpatents, they had to pay royalties to make televisions. This wasnot something Sarnoff wanted to do.But in numerous court decisions, the judge always ruled that“priority of invention is awarded to Philo T. Farnsworth.” Theproblem for Philo was money though. He spent so much overmany years of experimenting. So even though he really was thefirst to transmitt an image from a camera to a TV set, he couldn’tbeat out RCA. When the 1939 World’s Fair took place, RCA hada huge booth and lots of publicity. Everyone called them theinventors of television.Philo didn’t even have enough money to have a booth at all.So pretty soon his name was all but forgotton. Today its comingback though. More and more people are realizing who reallyinvented TV. Philo even has a statue in the national gallery andalong with his name it says Father of Television.Original content Copyright by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.74My Writing Workshops
Unit 3Writing WorkshopEXTENSIONHistorical Investigation Report: Score Point 2Read the student model below. With the Framework as a guide,write an evaluation of the model in the commentary box,explaining why the model received the score shown above.ModelCommentaryHere’s something you probly don’t know. A guy namedPhilo T. Farnsworth invented television. That’s right. A 14-yearold farm boy invented TV! He didn’t do it at 14 of coarse. Hefirst got the idea how to do it then. That was when he wasplowing a field in Idaho. He looked the rows of dirt he’d justplowed. That made him think of the idea to send a TV pictureone line at a time. Pretty crazy! But it worked! So PhiloFarnsworth was really the father of television. It didn’t happenall at once though.Philo started working on making a television all through histwenties. He had lived in a lot of states in the west but now hewas in San Francisco. He first made a thin blurry line appeer onthe screen their in his lab. Then he did some focusing and theline got strait and clear. No one on the planet had did this before!Some big guns at RCA were also trying to invent TV at thesame time. The top gun of that company was David Sarnoff. Heonly wanted power for himself. He wanted to make sure he gotthe credit for being TVs inventer. His laywers fought Philo incourt. This went on for years. But Philo had a pattent for hisinventions already, so they would have to pay him to make TVsto. David Sarnoff refused to do this. He was good at wearingPhilo out to. This happened both in court and everywhere else. Itproved you cant fight the big guys to easily!It took David Sarnoff a while to get what he wanted. But hefinally did. That’s when he went gangbusters! He left poor brokePhilo in the dust. RCA had a booth the 1939 World’s Fair wherethey showed of RCA Tvs to the world. Philo couldn’t even payto get in he was so broke! So David Sarnoff got all the inventioncredit. But not forever. Finnaly, a statue in Washington d.c.somewhere is of Philo. It call’s him the father of television.Good move!Original content Copyright by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.75My Writing Workshops
Unit 3Writing WorkshopEXTENSIONPractice with ConventionsCircle the letter of the best answer to each of the following items.(40 points; 4 points each)4. Which sentence is grammaticallycorrect?1. Which version of the sentence showscorrect punctuation?A) “Run while you can” screamed Tina,the expedition leader.A) Both Tom and Vicki think the filmshould be shown.B) “Run while you can!,” screamed Tina,the expedition leader.B) Mr. Smith, Mrs. Vivas, andMs. Green has applied for the job.C) “Run while you can!” screamed Tina,the expedition leader.C) One of the speeches were written byMaya Angelou, the poet.D) “Run while you can”! screamed Tina,the expedition leader.D) Though it may appear to be a comet,it was really a shooting star.5. Which version of the sentence showscorrect punctuation?2. Which word is spelled incorrectly?A) aisleA) Davis Electric, the sponsor, was astrong profitable, established business.B) ileC) I’llB) Davis Electric, the sponsor, was astrong, profitable, established business.D isleC) Davis Electric, the sponsor, was astrong, profitable, established, business.3. Which version of the sentence showscorrect capitalization?D) Davis Electric, the sponsor, was astrong profitable established business.A) Susan p. Nelson founded Caretakersof the Forests, an Environmentalgroup.6. Read this sentence.B) Susan P. Nelson founded Caretakersof the Forests, an environmentalgroup.Neither the cold and the windstopped the race from starting.C) Susan p. Nelson founded CaretakersOf The forests, an environmentalgroup.How should the underlined portion bewritten?D) Susan P. Nelson founded Caretakersof the Forests, an EnvironmentalGroup.A) but the windB) or the windC) nor the windD) plus the windOriginal content Copyright by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.76My Writing Workshops
Unit 3, Practice with Conventions continued9. Which word is spelled correctly?7. Which word is spelled correctly?A) beggarA) imitasionB) calenderB) missilleC) desideC) opinionD) fatigeD) recieve10. Why would Anil use bullet points in hisresearch paper?8. Which version of the sentence showscorrect capitalization?A) to cite a sourceA) They fished at Cable Lake, which isin Iron County just north of CrystalFalls.B) to place information into a listC) to increase white space in the paperB) They fished at Cable lake, which is inIron county just North of Crystal falls.D) to tell what a section of the paper willcoverC) They fished at Cable Lake, which isin iron county just north of CrystalFalls.D) They fished at Cable Lake, which isin Iron County just North of crystalFalls.Original content Copyright by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.77My Writing Workshops
Prewriting: Choose and Research a Topic Use the graphic organizer below to help you choose a topic and begin preliminary research of a historical event. Use additional paper if necessary. Answer the questions below to help you find and narrow a topic for your research. Then, write a
part of the writing chapter, we answer any questions they may have and go over the answers for the activities in the writing chapter (see page 14 of this manual). Then we move into a discussion of prewriting. We tell the class that prewriting loosens a writer up. Exploratory and tentative, prewriting helps reduce the
Prewriting - Definition Prewriting is the thinking and planning the writer does before drafting and throughout the writing process, including considering the topic, audience, and purpose; gathering information; choosing a form; and making a plan for organizing and elaborating ideas.File Size: 1MB
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Boot Camp Get your soldiers ready to battle compositions on writing tests! This product includes: Cadence Motivational Song Expository Writing Game Personal Narrative Writing Game Expository Prewriting –Composition Match Personal Narrative Prewriting-Composition Match Introductions Matching Game Capitalization Rules Matching Game
clustering/mind mapping, brainstorming, freewriting, and questioning. Select the prewriting strategy of your choice and complete only that section of the worksheet. Once you complete the section, based on the strategy you selected, submit your worksheet. First, sav
Writing process: prewriting, drafting, revising, editing Types of writing Simple and expanded paragraphs Writing samples and practice: descriptive, narrative, persuasive, expressive Variety of purpose in writing Journalism/newspaper writing Sentence combining and expansion Comparison and contrast Topic sentence
Historical Investigation Guidelines IB History of the Americas / 20th Century Topics What is it? A historical investigation consisting of a written account of between 1,500 and 2,000 words (no more, no less), divided into six sections: a plan of the investigation, a summary of evidence, an
ARALING PANLIPUNAN I (Effective and Alternative Secondary Education) MODYUL 14 ANG PILIPINAS SA PANAHON NG IKALAWANG DIGMAANG PANDAIGDIG BUREAU OF SECONDARY EDUCATION Department of Education DepEd Complex, Meralco Avenue Pasig City . 2 MODYUL 14 ANG PILIPINAS SA PANAHON NG IKALAWANG DIGMAANG PANDAIGDIG Nakatuon ang modyul na ito sa mga pangyayari sa Pilipinas noong panahon ng Ikalawang .
