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--important to have students keep good notes and stay organized throughout the process
--use double-entry journals to keep notes from research (woot-woot!)
--students choose a question to drive their research
--have students reflect after each class
--remind students that people are primary sources
--process may not be linear but rather "recursive and messy" (Alvey, et al 140).
--help students evaluate sources
--present projects in-process
--meet with students early and later during process
--provide reflective questions
--emphasize the value of personal connections

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How do students cohesively combine reflection and research?

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How do students cohesively combine reflection and research?

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--understanding the different sections of the essay
--it's not so much that the essay cohesively combines these because there is a research portion or component and a reflection portion.

--it will be important to make sections clear:

Part 1 My Questions; Part 2 My Search Process; Part 3 What I Have Learned in Completing the Product/Search Results; Part 4 What This Means to Me/My Growth; Part 5 References

OR

Search Story, Write-Up of Findings, Reflections, Works Cited

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How much time do I give students to research and write?

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How much time do I give students to research and write?

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--this depends on the course
--suggested: 12 weeks, twice a week, 45 minutes

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How do I support and guide students while maintaining their independence? 

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How do I support and guide students while maintaining their independence? 

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--several of the resources suggested creating phases or steps to help maintain organization and motivation
--have writing partners or groups
--set goals at the end of the class period and express those goals to writing partners and groups
---have partners and groups follow-up and ask about meeting goals
---classroom climate will be an important element of the course because students will want to meet goals
--present projects "in process"
--contract?
--have students collaborate and work together to overcome obstacles

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What does the final product look like?  Where and how do we share it?

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What does the final product look like?  Where and how do we share it?

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--final product could be a multimedia representation which could include: written component, infographic, video, music, power point, scrapbook, performance, etc.

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from "Renewing Two Seminal Literary Practices: I-Charts and I-Search Papers"

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from GRCC Library and Learning Commons

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from "Renewing Two Seminal Literacy Practices"

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from NCIP Library

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Incorporating Technology into the I-Search Essay

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Incorporating Technology into the I-Search Essay

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--it seems that the best way to do this will be with the final product: Infographic, Padlet, Video, photo montage, or other form of digital representation

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from ReadWriteThink

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Ideas for using I-Search in my classroom

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Ideas for using I-Search in my classroom

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Subfreshman English
--could use this for interdisciplinary collaborative assignments
--maybe incorporate some of these elements into the Banned Book Project

Nonfiction Writing
--my original plan was to have an I-Search unit for this class, but I think the project would be better used if we worked on the essay throughout the entire semester.  --each week we will spend two days to work on our I-Search project
--I'd like to complete the essay before the end of the semester so students are not working on this during finals
--students will choose any topic they are interested in researching
--will be required to use print, internet, and interview as resource

Gender Studies or Literature Courses
--use to research a topic related to the course throughout the semester

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ReadWriteThink:
http://www.readwritethink.org/professional-development/strategy-guides/promoting-student-directed-inquiry-30783.html

Spokane Schools:
http://www.spokaneschools.org/cms/lib/WA01000970/Centricity/Domain/3241/3aTheISearchPaper.pdf

Grand Rapids Community College:
http://subjectguides.grcc.edu/c.php?g=257596&p=1721219

Tom Reigstad
"I Search, You Search, We All Search for I-Search: Research Alternatives Works for Advanced Writers, Too"

Huntington Lyman
"I-Search in the Age of Information"

Ash, and Saunders | Lori Czop Assaf, Gwynne Ellen Ash, Jane Saunders, with Joël Johnson "Renewing Two Seminal Literacy Practices: I-Charts and I-Search"

Ken Macrorie
The I-Search Paper: Revised Edition of Searching Writing