Below are detailed lesson plans for **Week 3, Session 1** and **Week 3, Session 2** of the

"Introduction to Research Writing" course, designed for 50-minute periods based on your two-session-
per-week, 15-week structure. These plans align with *Academic Writing: A Handbook for International
Students* by Stephen Bailey (5th ed.), focusing on research basics as outlined in your course. I’ve
included lectures, activities, handouts, and teaching strategies, keeping the content neutral while
providing space for you to integrate faith through your teaching style for an Adventist institution. The
plans build on Weeks 1 and 2, are beginner-friendly, and cater to diverse learners within the time
constraints.

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### Week 3: Research Basics

#### Lesson Plan: Week 3, Session 1

**Topic**: Finding credible sources

**Textbook**: Part 3, Section 1: "Reading and Vocabulary" – Sources

**Duration**: 50 minutes

**Objective**: Students will learn to identify and locate credible academic sources using databases and
basic evaluation criteria, preparing them to support their essay outlines.

##### Materials Needed

- **Lecture Slides**: PowerPoint or handout with source types and credibility tips (see below).

- **Handout 1**: "Finding Credible Sources" (source types + evaluation checklist, provided below).

- **Handout 2**: "Database Search Practice" (search log, provided below).

- **Computer Access**: Classroom computers or students’ laptops (if possible) for database demo;
alternatively, use projector for live demo.

- **Collected Outlines**: Week 2, Session 2 assignment (1-page essay outline) to return with feedback.

- Textbook copies (students should bring).

- Pens/highlighters for students.

##### Lesson Breakdown

1. **Opening (5 minutes)**
 - **Activity**: Recap and connect.

- Return Week 2 outlines with brief feedback (e.g., “Clear thesis!” or “Add support here”).

- Ask: “What’s one thing your outline needs to make it stronger?” (1–2 responses).

- Transition: “Today, we’re finding sources to back up those ideas—research starts here.”

- Optional faith touchpoint: Brief prayer or remark (e.g., “Let’s seek truth in our work”) to set tone,
per your style.

- **Teaching Strategy**: Tie to prior work for continuity; question engages students; prayer hints at
integrity or purpose subtly.

2. **Mini-Lecture: Finding Credible Sources (15 minutes)**

- **Content**:

- Why sources matter: “Evidence makes your argument convincing” (Bailey, Part 3, Section 1).

- Types of sources:

- Academic journals: Peer-reviewed, reliable (e.g., JSTOR).

- Books: In-depth, scholarly (e.g., library catalog).

- Websites: Vary—check credibility (e.g., .edu, .org vs. blogs).

- Credibility checklist:

- Author: Expert or qualified?

- Date: Recent enough?

- Publisher: Reputable?

- Tools: Databases (e.g., Google Scholar, library systems) vs. random web searches.

- **Delivery**: Slides with examples (e.g., journal article title vs. blog post) and checklist.

- **Teaching Strategy**: Concrete examples clarify types; checklist provides a practical tool; Q&A
encouraged (e.g., “What makes a source trustworthy?”).

3. **Activity: Hands-On Database Search (20 minutes)**

- **Instructions**:

- Distribute Handout 1 (checklist) and Handout 2 (search log).

- Demo (5 min, if computers available):

- Highlight: Title, author, date, source type.

- Solo (15 min):

- Students search for 1 source related to their outline topic (e.g., “technology in education”).

- Fill in Handout 2: Title, author, year, why credible.

- Alternative (no computers): Use pre-printed article titles on Handout 2 for evaluation practice.

- **Facilitation**: Circulate, prompting with “What keywords are you using?” or “Does this fit your
topic?”

- **Teaching Strategy**: Active learning via real-time search; demo scaffolds beginners; alternative
suits low-tech settings.

4. **Debrief and Close (10 minutes)**

- **Activity**:

- 2–3 volunteers share their source and why it’s credible (write titles on board).

- Summarize: “Credible sources = expert, recent, trusted—key for academic writing.”

- Assign: “Find 3 sources like this by next week—annotate them.”

- Preview: “Next, we’ll take notes on these sources.”

- **Teaching Strategy**: Sharing reinforces criteria; assignment bridges to Session 2; your close can
hint at truth-seeking (e.g., “Good research builds strong ideas”).

##### Handouts

- **Handout 1: Finding Credible Sources**

- *Source Types*:

- Journals: Scholarly, peer-reviewed (e.g., *Journal of Education*).

- Books: Detailed, academic (e.g., university press).

- Websites: Check carefully (e.g., .edu = better than .com).

- *Credibility Checklist*:

- Author: Credentials?

- Date: Within 5–10 years?

- Relevance: Fits my topic?

- **Handout 2: Database Search Practice**

- *Search Log*:

| Source # | Title | Author(s) | Year | Source Type | Why Credible? |

|----------|----------------------|-----------|------|-------------|---------------|

|1 | [Fill in] | [Fill in] | [Fill]| [e.g., journal] | [e.g., expert author] |

- *Instructions*: “Find 1 source related to your outline. Note details and check credibility.”

- *Alternative (No Computers)*: List 3 pre-selected titles (e.g., “Tech in Classrooms, Smith, 2020,
Journal”) for evaluation.

##### Assessment

- Informal: Participation in search activity and debrief (noted for 10% participation grade).

- **Assignment**: 3 annotated sources (due Week 4, Session 1, part of 40% assignments)—started in

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#### Lesson Plan: Week 3, Session 2

**Topic**: Note-taking skills

**Textbook**: Part 3, Section 1: "Reading and Vocabulary" – Sources

**Duration**: 50 minutes

**Objective**: Students will practice annotating a source to extract key ideas and evidence, preparing
them to use research in their essays.

##### Materials Needed

- **Lecture Slides**: PowerPoint or handout with note-taking tips (see below).

- **Handout 3**: "Annotating a Source" (sample text + annotation guide, provided below).

- **Whiteboard/Markers** or digital tool.

- Pens/highlighters for students.

##### Lesson Breakdown

1. **Opening (5 minutes)**

- **Activity**: Recap and engage.

- Ask: “What’s one thing you learned about finding sources last time?” (1–2 responses).

- Transition: “Now that we’ve found sources, let’s learn how to use them—starting with note-taking.”

- Optional faith touchpoint: Brief prayer or comment (e.g., “Let’s dig into this with care”) to align with
your style.

- **Teaching Strategy**: Quick recall links sessions; transition sets purpose; prayer hints at diligence
subtly.

2. **Mini-Lecture: Note-Taking for Research (10 minutes)**

- **Content**:

- Purpose: “Notes capture key ideas and evidence for your essay” (Bailey, Part 3, Section 1).

- Annotation basics:

- Highlight main points: What’s the argument?

- Mark evidence: Data, quotes, examples.

- Summarize in margins: 1–2 sentences of your own.

- Tips:

- Focus on relevance to your thesis.

- Avoid copying everything—be selective.

- Example: “Smith (2020) says hiking cuts stress by 15%—good for my ‘exercise boosts learning’
thesis.”

- **Delivery**: Slide with annotated sample (e.g., highlighted text + note).

- **Teaching Strategy**: Short model shows process; tips keep it practical; relatable example ties to
Week 2.

3. **Activity: Annotating a Source (25 minutes)**

- Distribute Handout 3 (sample text + guide).

- In pairs (10 min):

- Read short sample (~150 words).

- Highlight 1 main point and 1 piece of evidence.

- Write a 1-sentence summary in margin.

- Solo (15 min):

- Try annotating a second paragraph or their Session 1 source (if brought).

- Note: Thesis connection (e.g., “Supports my point on tech”).

- **Facilitation**: Prompt with “What’s the big idea here?” or “How could this fit your outline?”

- **Teaching Strategy**: Pair work eases into skill; solo practice builds independence; flexible source
use suits preparation levels.

4. **Debrief and Close (10 minutes)**

- **Activity**:

- 2–3 pairs share a highlighted point or summary (write on board).

- Quick praise (e.g., “Great focus on evidence!”).

- Remind: “Finish 3 annotated sources by next week—due Session 1.”

- Preview: “Next, we’ll summarize these sources.”

- **Teaching Strategy**: Sharing reinforces skill; assignment connects to course; your close can hint at
clarity’s value (e.g., “Good notes make writing easier”).

##### Handout

- **Handout 3: Annotating a Source**

- *Sample Text (~150 words)*:

“Studies show outdoor activity benefits students. Lee (2022) found that teens who walk daily score
10% higher on memory tests, likely due to increased oxygen flow to the brain. This aligns with earlier
research by Patel (2019), who noted exercise improves focus. However, not all agree—some argue
screen time aids learning more.”

- *Annotation Guide*:
 1. Highlight: Main point (underline) + Evidence (circle).

2. Margin Note: Summarize in 1 sentence (e.g., “Exercise boosts memory and focus—Lee, 2022”).

3. Thesis Link: “How does this fit your outline?” (space for note).

- *Extra Space*: For second paragraph or personal source.

##### Assessment

- Informal: Participation in annotation activity and debrief (noted for 10% participation grade).

- **Assignment**: 3 annotated sources (due Week 4, Session 1, part of 40% assignments)—progressed

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### Additional Resources

- **Lecture Slides Template**:

- *Session 1*:

- Slide 1: “Why Sources?” (Purpose).

- Slide 2: “Source Types” (Journals/Books/Websites).

- Slide 3: “Credibility Checklist” (Author/Date/Publisher).

- *Session 2*:

- Slide 1: “Note-Taking Basics” (Purpose).

- Slide 2: “How to Annotate” (Highlight/Summarize).

- Slide 3: “Example” (Annotated sample).

### Teaching Tips (Faith Integration Space)

- **Session 1**: During debrief, you might say, “Finding good sources is like seeking reliable wisdom,”
subtly nodding to truth or discernment per your Adventist style.

- **Session 2**: When modeling annotation, a comment like “Noting what matters helps us build
something useful” could hint at stewardship or focus.

### Notes
- **Tech Flexibility**: Session 1 adapts to computer access; projector demo works universally.

- **Progression**: Builds on Week 2 outlines, preparing for Week 4 summarizing.

- **Engagement**: Hands-on tasks (searching, annotating) keep students active.

These plans are detailed, practical, and tied to Bailey’s textbook, offering a clear path from finding to
using sources. Let me know if you’d like tweaks—more examples, different activities, or anything else!
How can I further assist?