Teaching the Three Search Paper

I explain to students that:
The three search paper begins with a personal concern so that you can use yourself as a source.  This
should be a topic to which you have a personal connection.  You might start by looking at what you have
written about  so far this semester and thinking about how the topics of these papers might connect to
issues you could research.
The second component of the three search paper is the direct research.  This can take the form of a
personal interview or a direct observation.  For example, if the subject of your paper is anorexia, and you
chose this topic because you were anorexic, you would need to interview someone with a different
perspective on your topic—a counselor who works with anorexics, perhaps.  I will help you to locate
appropriate people to interview. It is generally not appropriate to interview family members, close friends
or roommates.   If you were researching the way parents treat children in fast food restaurants, an
observation in the local McDonald’s might be the most appropriate form of direct research.  Once you
know your topic, we can discuss this further and I will offer specific suggestions.
The third component of your three search paper is the library research.  We will be attending two sessions
in the library to help you with this part of your research.  You should try to find good sources that will give
you the information you need.
The completed three-search paper should blend these three sources in a smooth narrative, with the
sources cited with in-text citations.

There are many ways to approach the three search paper.  Some teachers narrow the range of topics to vocational or career goals for example; some leave the topics wide open; some use the three search in conjunction with a specific unit.  In composition, students are generally free to choose their topics to research.
There are many ways to introduce the idea.  I think it is helpful to have students read examples of three search papers.  I save them from semester to semester.  However you choose to begin, ask students to come in one day with a general topic in mind.  They must have some personal connection to the topic so that they can use themselves as a source.  I generally talk about this with examples. Before they begin I do an exercise where they write on an index card three things they are an authority on and could be interviewed about.   The cards are numbered so as to divide the class into pairs.  They exchange with their partner and decide on which topic they would like to interview the other person on.  They spend a few minutes brainstorming questions. Then they interview each other for seven minutes each.  I stress that they should get down some quotes so that when they write up their interview, they will be able to use the person’s exact words.   I then have then write a two to three page article from their notes.  I stress that the article must be in prose form.
 Another exercise I have am doing with them is to have them write the opening paragraph to a research paper about themselves that a student will write 30 years in the future.  They decide what they have become famous for.  The opening paragraph should grab the reader’s attention and clearly establish the focus, purpose, audience and tone of the paper.  I have them read them in class to evaluate the papers according to these criteria.
 On the day that they come in with a general topic, I lead them through an exercise designed to leave them with a topic they will be able to research.  Here are the steps for that activity:
1. Write your tentative topic on the top of the paper.  Just a few words will do.
2. State briefly why you chose it.
3. List what you know about the topic already.
4. On a separate paper (so they won't have to share any personal information from 2 and 3), write your brief topic again and a list of questions about the topic you would like to learn the answers to through research.
5. Pass your paper to a partner.  Add questions to your partner's list.  Star any questions that are especially interesting to you.
6. When you get your own paper back, look over all of the questions and try to select the one you find most interesting.  This might be a focus. Start a new sheet of paper by writing this question at the top.
7. Build a new list of questions under this question.  Exchange this new list with a partner and repeat step five.
8. You might be able to use this list of new questions when you go to do your interview with an authority on your topic. .
9. Go around the room.  Have everyone share their topic and their focused question.  Help shape the questions that need more focus.

When people have their focused topic questions, the next stage is to think about whom you could interview.  I encourage students to find an authority on the subject who could offer a perspective different from their own.  I offer suggestions and set up interviews.  Then, in class, I have them generate a list of questions which they could use in their interview.  I have them exchange these lists with a partner in order to generate more questions.  I go over good and bad interviewing techniques and we practice some in class.  Rief's interview activity or the ones in Zemelman and Daniels are particularly useful here.

After people have done their interviews, I have them share their data and identify what information they will need to research in the library.  Once they have a list of questions to research, I take them over for a session with the reference librarian.  At this stage we go over how to take down the information they will need for their reference page.  Now that we are working on computers, I also have them search the internet for information on their topics. Part of this process is to teach them to identify good and bad sources on the net.  Some teachers prefer to avoid this by not allowing internet sources at all.

When all of the data has been collected, but before they begin to write, I have them hold in?class press conferences.  They need to sit at the front of the room  without access to any of their notes, briefly explain their topic and then respond to questions from the audience. This helps them to own the material and gets them used to putting the information into their own words.  This can also be done in small groups.  Doing this exercise in small groups saves time.

I then do a lesson on organizing.  I ask them to think of different topics or categories of information that they plan to discuss in their paper.  Then they should code each sub?topic with a color.  They should go through their notes and mark any information relative to that sub?topic in the appropriate color. When they are ready to write, they can tackle all of the information relative to that color before moving on the next.  I usually present this technique in a mini?lesson because it is necessary for so many students.  I do not, however, require that everyone construct their paper in this manner.

Just before the first draft is due, I go over in?text citations and how to write the works cited page.  I refer often to the handbook and direct their attention to the references they will need to use.  I ask them to try to use citations and write a works cited page for their drafts so that I can identify any problems.  One activity I do with this is to have them write a three or four paragraphs of a fake research paper in which they make up three different kinds of sources to cite (interview, book, web page, article).  They write the bibliography and then cite their fake sources in a few paragraphs.  When they use classmate’s names for the authors of these sources, it can be fun.

I respond to the first draft according to the same categories that I use to grade the paper.  These are:
Criteria for Evaluation of Three?search Papers:
Integration? How well did you integrate the three types of sources (personal, bibliographic and interview/observation) in your paper?  How smooth are your transitions?  How well does the paper flow?  (10)

Focus? Does the paper have an overall main idea, or main point to develop?  Does all of the information relate to this main theme?  Does the paper leave loose ends or unanswered questions that detract from the focus?  The piece should display unity and purpose.  The paper creates a tension that makes the reader want to read on.  (20)

Lead/Ending/Title? The lead should grab the reader's attention and draw the reader into the piece, and at the same time be honest and relate to what follows in the piece.  The ending should leave the reader with something to think about and not just restate what has already been shown in the piece. The ending should follow naturally from the piece and not read as if it had been tacked on. The title should catch the reader's attention and make her/him want to read the piece.  Like the lead, it should be honest. The paper is well?organized and easy to follow. (20)

Meaning? The paper says something which introduces a new perspective.  The meaning is universal enough to draw the reader in and make her/him care about what happens in the piece. There is a significant subject and some meaning which is somewhat unpredictable and unexpected, introducing an element of surprise. (10)

Language and form? The paper has a definite style which draws the reader in.  The paper is clearly written without mechanical errors and is economical in that the writer avoids unnecessary words which do not advance the paper's meaning.   The paper is comprehensible in that the language allows the meaning to come through.   The paper consistently follows either the MLA or the APA style of citations.  Sources are cited correctly and noted in either a references or works cited list at the end of the paper. (20)

Information? The piece should supply specific details, examples, facts, etc. to back up generalizations.  The details should be appropriate to the focus of the piece and be carefully selected.  (20)

The next draft is graded according to these categories.  I do allow them to revise in order to improve their grade.