[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-199973-105":53,"doc-detail-199973-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","research-made-easier-research-skills-levels-and-plagiarism-resistant-ideas","Research Made Easier - Research Skills Levels and Plagiarism-Resistant Ideas","","Research Made Easier provides structured guidance for teachers to support students across all research levels. It outlines recommended pre-research discussions, source-based information gathering, topic and keyword brainstorming, and step-by-step progression from freshmen to advanced seniors. The guide specifies required numbers of sources, note-taking and outlining workflows, five-paragraph essay writing with MLA-style templates, and Works Cited or annotated bibliography creation. It also presents practical strategies to reduce academic dishonesty and strengthen critical reading and integrity.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/research-made-easier-research-skills-levels-and-plagiarism-resistant-ideas/199973/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/research-made-easier-research-skills-levels-and-plagiarism-resistant-ideas/199973.png","ImageObject",442,249,{"name":88,"@type":89},"Levi","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-11","2026-09-04",true,{"@type":98,"interactionType":99,"userInteractionCount":47},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What pre-research activities should teachers run before starting a research project?","Question",{"text":108,"@type":109},"Teachers should discuss students’ previous research experiences to determine skill level, provide at least one opportunity to pull information from a provided source, and run a brief brainstorming session where students choose a topic (if needed) and generate relevant keywords.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How do the tasks differ between freshman and advanced seniors?",{"text":113,"@type":109},"Freshmen focus on predetermined theses supported by two sources, note cards, outlines from those notes, and five-paragraph essays plus a Works Cited page. Advanced seniors create and have a thesis approved, use four to five sources, complete an annotated bibliography, then build an outline and write a five-paragraph essay with MLA-style requirements.",{"name":115,"@type":106,"acceptedAnswer":116},"What strategies does the guide recommend to resist plagiarism?",{"text":117,"@type":109},"The guide recommends including a clear no-tolerance academic dishonesty statement, teaching integrity and how sources are used, providing explicit assignment directions and collaboration rules, giving concrete examples of acceptable vs. unacceptable work, and designing assignments that require analysis and evaluation of sources.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},199973,1788507529,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":135,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":125,"read_time":76},7971461740909,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Research Made Easier  \nLevels of Research  \nFor ALL classes, it is advised that teachers discuss students’ previous research experiences prior to beginning a research project, in order to determine the skill level(s) of students in each class.  \nALL classes should have at least one opportunity to pull information from a provided source asa pre-research activity.  \nALL classes should do at least a brief pre-research brainstorming session in which students determine a topic, if not provided, and generate keywords relevant to that topic.  \n1-Skills Freshmen  \nProvide at least 2 sources from which students can draw information to support a predetermined thesis.  \nStudents create notes pages/cards from sources, highlighting information particularly relevant to supporting their argument.  \nStudents create an outline using information from notes pages, using a provided template.  \nStudents create a five-paragraph essay using both the outline, information from notes pages, and their own words, using a provided MLA-style template.  \nStudents create a Works Cited page using provided citations from sources provided by teacher.  \n2-Regular Freshmen  \nProvide at least 2 sources from which students can draw information to support a predetermined thesis.  \nStudents use library databases to locate one additional source to support their argument.  \nStudents create notes pages/cards from sources, highlighting information particularly relevant to supporting their argument.  \nStudents create an outline using information from notes pages, using a provided template.  \nStudents create a five-paragraph essay using both the outline, information from notes pages,  \nand their own words, using a provided MLA-style template.  \nStudents create a Works Cited page using provided citations from sources provided by teacher, as well as creating or locating their own citation for their additional source.  \n3-Adv. Freshmen or Regular Sophomores  \nProvide at least 1 source from which students can draw information to support a predetermined thesis.  \n*Depending on skill level of the class, teachers may wish to have students determine their own thesis, to be approved by the teacher prior to research. In this case, students would find all of their own sources, with the first source to be approved by the teacher prior to finding additional sources.  \nStudents use library databases and/or print materials to locate two additional sources to support their argument.  \nStudents create notes pages/cards from sources, highlighting information particularly relevant to supporting their argument.  \nStudents create an outline using information from notes pages.  \nStudents create a five-paragraph essay using both the outline, information from notes pages, and their own words, using a provided MLA-style template.  \nStudents create a Works Cited page using provided citations from source provided by teacher, as well as creating or locating their own citation for their additional sources.  \n4-Adv. Sophomores or Regular Juniors  \nStudents create a thesis, to be approved by the teacher prior to beginning research.  \nStudents use library databases and/or print materials to locate three sources to support their argument.  \nStudents create notes pages/cards from sources, highlighting information particularly relevant to supporting their argument.  \nStudents create an outline using information from notes pages/cards.  \nStudents create a five-paragraph essay using both the outline, information from notes pages, and their own words, using a provided MLA-style template.  \nStudents create a Works Cited page using citations they have created or located for their sources.  \n5-Adv. Juniors or Regular Seniors  \nStudents create a thesis, to be approved by the teacher prior to beginning research.  \nStudents use library databases and/or print materials to locate three sources to support their argument.  \nStudents create annotated bibliography from sources, noting information particularly relevant to ","cbCaisz9fxt0oDQK","https://ap.wps.com/l/cbCaisz9fxt0oDQK","pdf",116921,13,7,"English","# Levels of Research\n## Pre-research activities\n## 1-Skills Freshmen\n## 2-Regular Freshmen\n## 3-Adv. Freshmen or Regular Sophomores\n## 4-Adv. Sophomores or Regular Juniors\n## 5-Adv. Juniors or Regular Seniors\n## 6-Adv. Seniors\n# Plagiarism Resistant Ideas\n## Academic integrity strategies","[{\"question\":\"What pre-research activities should teachers run before starting a research project?\",\"answer\":\"Teachers should discuss students’ previous research experiences to determine skill level, provide at least one opportunity to pull information from a provided source, and run a brief brainstorming session where students choose a topic (if needed) and generate relevant keywords.\"},{\"question\":\"How do the tasks differ between freshman and advanced seniors?\",\"answer\":\"Freshmen focus on predetermined theses supported by two sources, note cards, outlines from those notes, and five-paragraph essays plus a Works Cited page. Advanced seniors create and have a thesis approved, use four to five sources, complete an annotated bibliography, then build an outline and write a five-paragraph essay with MLA-style requirements.\"},{\"question\":\"What strategies does the guide recommend to resist plagiarism?\",\"answer\":\"The guide recommends including a clear no-tolerance academic dishonesty statement, teaching integrity and how sources are used, providing explicit assignment directions and collaboration rules, giving concrete examples of acceptable vs. unacceptable work, and designing assignments that require analysis and evaluation of sources.\"}]","Research Made Easier - Research Skills Levels and Plagiarism-Resistant Ideas | PDF"]