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EXTRACT OF THE
GUIDELINES FOR THE DEVELOPMENT OF THE
RESEARCH PAPER
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1 WHAT IS THE RESEARCH PAPER?
It is a research work to be performed by all senior high school students. The
paper is a short study on a matter dealing with one or more school subjects. It is
supervised by a tutor and amounts to 10% of the final grade of batillerat!
"#ith $orm% &accalaureate% 'bitur(. 'fter having handed it in to a panel of
teachers% the paper has to be presented orally before them. The mark the
student gets is based on their performance during the research% the actual
written paper and the oral presentation.
This document is complemented by the follow)up booklet and the tutorial for the
written paper% which will be delivered to students during the conference on
research work carried out at the end of the first year of sith form "batillerat(.
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2 HOW TO DEVELOP THE RESEARCH WORK?
How to coo!" t" to#$c
In choosing the topic for the research% the student has to take into account the
following factors*
1 The topic should be related to the student+s ' levels% interests or hobbies.
immediate surroundings* school% district% municipality%..
, Their ability and preparation* the level of development of the research should
be ade-uate.
. The balance between time spent and the compleity of the issue* the search
should be limited to a single -uestion "who% what% when% how% why(.
/ The topic to be researched mustn+t to be too broad.
0 The eisting sources of information and how accessible they are.
1 2aterials and resources available to develop the work "e-uipment and
instruments re-uired for research% eperimentation% production and presentation
of the report ...(.

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R"%&$'(
3nce the student has chosen a topic of research and has obtained the first
library materials% they have to choose the most recent tets and those that give
an global view on the topic. In order for the student to be able to have a -uick%
overall look on the tets% it is recommended to begin with the inde to select the
chapters that can be relevant and leaf through them. This procedure does not in
any case substitute an in)depth reading% which will be the following step.
P)%''$'( t" *"!"%*c wo*+
To plan the development of the research paper% the student should create a
planning programme that includes*
The activities to be carried out in the right order%
The programming of visits and interviews to be done%
The estimated period of time needed for each of those activities% and
' list of materials and instruments needed to carry out the activities% as well as
the necessary permits to use the facilities "laboratory% computer room% library%4(
S"%*c$'( ,o* $',o*-%t$o'
5e have several techni-ues to search for information. This is a list of the most
common ones*
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Soc$o.c/)t/*%) o0!"*1%t$o' when the object of research is a socio)cultural
reality.
A*t$!t$c o0!"*1%t$o'% which is the appropriate techni-ue when analy6ing a
painting or a sculpture.
A*c$t"ct/*%) o0!"*1%t$o'% a techni-ue used to analy6e an architectural work%
O0!"*1%t$o' o, % &"!$(' o* % ,%c$)$t2% useful when dealing with an object% a
machine% a facilty%
3$0)$o(*%#$c %'& &oc/-"'t%*2 !"%*c% when the information needed is to
be found in books% articles% archives% written documents or images%
Co'!/)t%t$o' o, $!to*$c%) !o/*c"! "written% visual or oral( in order to gather
information on historical events and the causes that originated them.
S"%*c ,o* $',o*-%t$o' o' t" I't"*'"t on any topic by using a search engine%
E4#"*$-"'t%) !"%*c% which is the appropriate techni-ue to be used when
working on a scientific research paper.
256 I',o*-%t$o' #*oc"!!$'(
7ata obtained by means of the information search can be gathered on*
$ile cards
Tables and charts
8raphics
#preadsheets
Tet analysis
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257 Not" t%+$'(
3nce the materials have been selected% the student should begin to take notes.
The object of this note taking is% on the one hand% to help the student -uickly
remember the most important and useful information for the research work. 3n
the other hand% this compilation will constitute the basis on which the student
will write their paper.
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8 WRITING THE FIRST DRAFT
The first draft will be the basis for the first writing of the paper. 9owever%
students have% at this point% to be aware that the writing is addressed to a
potential reader. Thus% apart from paying attention to the correctness of the
language used% students should take into account three basic aspects in the
way they write* clarity% simplicity and precision and accuracy.
3nce the first draft has been written% we should ask ourselves the following
-uestions*
Is it too long: Too short:
7oes it contain the most important ideas that appear in the notes:
Is there a clear line throughout the whole paper:
're the different parts in it logically connected% without any sharp leaps:
're both the introduction and the conclusion convincing:
Is the written epression correct and accurate:
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9 WRITTEN PRESENTATION
The paper shall generally be written in ;atalan but it might be written in a
different language if re-uired by the type of paper.
The written presentation format has to reflect the following structure*
Title page
Inde
Introduction
&ody of the paper
;onclusions and recommendations
&ibliography
'ppendies
The paper has to be written on 7I< '/ numbered sheets and submitted in a
bound format. It cannot eceed 00 pages of tet written in 'rial 11 or Times <ew
=oman 1, fonts using 1%0 spacing between lines.
T$t)" #%("
It has to be the first page of the report and must include the following
information*
Title
#tudent+s name and surname
;ollege name
#tudents class
Tutor
7ate presented
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I'&"4
The decimal model of indeing is the one that shall be used. It looks as follows*


1................
1.1..............
1.,..............
1.,.1......................
1.,.,......................
,...............
I't*o&/ct$o'
In the introduction% the student has to eplain*
The reasons why the paper has been made
The goal that the student wants to achieve
The limits* which information has been used at the beginning and which
at the end
The methodology% that is% the way in which we have organi6ed our work
;omments on the bibliography we have consulted
'spects that have appeared during the research work which we might
consider remarkable or surprising
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3o&2 o, t" #%#"*
This is where we will write the information that we want the paper to contain. In
order to do so% we have to take into account the following recommendations*
;hapters have to be ordered in a logical manner and following a coherent
discourse
5e have to reason everything we say
The titles for each chapter% section or subsection have to correspond to the
contents of each part of the paper in a faithful manner
>uotations of other authors% studies% and others have to be brief and justifiable
5henever needed% footnotes shall be used
Co'c)/!$o'
It can include de following ideas*
&rief summary of the paper highlighting what we have learned from it
?planation about those aspects that we could not find
?planation about those aspects found which have surprised us because
we did not epect them
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3$0)$o(*%#2
The bibliography is the set of materials we have consulted to write the paper*
books% maga6ines% journals% encyclopaedias% articles% videos% ;7)=32s% web
sites4. 7etails on how to present bibliography is also given.
'll of them have to be grouped in sections* web sites% books% articles%4 and in
each section items have to be cited in alphabetical order.
A##"'&$c"!
'ppendices are used to present*
2aterial that cannot be included in the body of the work because of its
si6e "plans% drawings( or because of its nature "videos% ;7)=32s(
#upplementary materials "detailed procedures% mathematical evidence%
tables% illustrations4(
7ocuments of interest for the reader which are not cited in the reference
list
7etailed description of e-uipment or programmes used
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OTHER ASPECTS TO 3E CONSIDERED
#tudents have a deadline to hand in the paper together with the follow)up
booklet. There shall be as many copies as there are members in the panel of
teachers. ' copy of the paper in digital format and another one in @7$ format
are also re-uested.
#pelling and grammar needs to be thoroughly checked.
#tudents are given precise instructions on how the layout of the tet should be.
@lagiarism and abuse of tetual reproductions will not be permitted.
'll sources need to be -uoted appropriately.
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ORAL PRESENTATION
The main goal is to be able to assess very important aspects of the student+s
academic training which are difficult to evaluate if only the written paper is taken
into account. #ome of those aspects are* the student+s ability to deliver a fluent%
well)structured and coherent presentationA the ability to improviseA the ability to
talk before an audienceA the ability to demonstrate the level of knowledge they
have about the organi6ation where the student has done their practical workA
the work eperience or the knowledge on the topic chosen% and also the ability
to give coherent and founded arguments and answers.
St"#! to -%+" t" o*%) #*"!"'t%t$o':
P)%''$'( t" #*"!"'t%t$o'* has to be clear and accurate and needs to
synthesi6e all the paper% not only the conclusions. The student must foresee
what kind of technical tools they will need "computer% beamer% internet
connection%4(. The presentation can last for a maimum of ,0 minutes.
I't*o&/ct$o'* the student introduces himselfBherself% presents the work and
eplains why heBshe has chosen the topic.
D"1")o#-"'t: #tudents need to describe the key ideas they want to present in
an organi6ed and synthetic manner.
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Co'c)/!$o'!* #tudents have to present a summary of the results achieved
together with a personal evaluation of their eperience.
T$#! ,o* % !/cc"!!,/) #*"!"'t%t$o':
#peak clearly and fluently in a loud voice
Ceep control of the speed of the speech
;hange the pace and the tone of voice in order to highlight important
aspects
5atch the language accuracy
7o not use epressions like* 3C: 'm I eplaining myself: =ight:
5atch the audience but not always the same person
7o not stare at the notes or the screen for a long time and always face
the audience
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<et% the guidelines include recommendations on how to correctly use the
computer resources.
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$actors that will be evaluated while making the oral presentation
The student+s ability to transmit information to the audience
The student+s ability to structure the information
The student+s ability to be fluent and able to synthesi6e
The student+s ability to answer -uestions and give arguments
The student+s ability to improvise