Page 88 - 2004.Millard.North

During class, Jessica Benes and Amy St.
Clair review their notes on th eir
research papers for Research Methods.
Their second of two research papers was
due at the end of th e fall semester.
photo by Rebecca Smedlund

pages by Ashley Ermel
Trey Johnson
To many students , the idea of Students learn to deal
having to present in front of their peers,
made their hea rt beat faster, forced them with the stress of writing
to break out in a swea t, and gave them research papers or giving
th e feeling that butterflies were
bombarding their sto mach. a class presentation.
Preparing for a prese ntation took
hours of hard work, orga nization, and
memorization.
According to junior Nicole
Sebastian, the best way to prepare for a
presentation was to read a script 30-40
times, orga nize all visual aids, and makg,
sure to not quit practicing until the
prese ntation was perfect.
For so me students, achieving
success in presentations and resea rch
meant taking specific classes.
"I co nsider Resea rch Methods to
be the most beneficial class I have taken
in high school. Not only did it teach me
how to orga nize and write a resea rch
paper, it taught me how to write a well-
written resea rch paper," senior Catherine
Mack sa id.
Accumulati ng the research mea nt
knowing how to access it. Local librari es
and the Intern et were so me of those
choices.
"In my opinion the Intern et is the IJ•••IJf
most va lu able pl ace to find information. It
gives me a chance to find a lot of materi al
on the project I am working on in a short
time," senior Luke Failla sa id.
Although students may still have
butterflies, the beating hea rt, and sweaty
hands, knowing how to and preparing for
a researc h paper or a presentation
minimized those effects.
Knowing the process of coping
with the anxiety of presenting research,
lifted th e physical and emotional burdens
that accompanied the ass ignment.

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