Virginia SOL 12.R

12.R is a Standards of Learning standard. These are the knowledge and skills expectations under it.

• 12.R.1

  Evaluation and Synthesis of Information

• 12.R.1.A

  Formulate and revise questions about a research topic broadening or narrowing the inquiry as necessary.

• 12.R.1.B

  Gather and organize information from various sources.

• 12.R.1.C

  Objectively evaluate primary and secondary sources for their credibility, reliability, accuracy, usefulness, and limitations; that includes identifying the main...

• 12.R.1.D

  Synthesize multiple streams of evidence to support claims and acknowledge counterclaims.

• 12.R.1.E

  Create research products aligned with the demands of the reading and writing standards.

• 12.R.1.F

  Cite sources for quoted and paraphrased ideas using a standard method of documentation, such as the Modern Language Association (MLA) or the American Psychologi...

• 12.R.1.G

  Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.

• 12.R.1.H

  Demonstrate ethical and responsible use of all sources, including the Internet, Artificial Intelligence (AI), and new technologies, as they develop.

01

What Students Need to Do

Students shape a manageable research question, revise it as they learn, and collect information from varied primary and secondary sources. They test each source for credibility, accuracy, usefulness, point of view, bias, and limits. They combine evidence into a clear claim, address counterclaims, cite quoted and paraphrased material, and use AI and other tools responsibly.

02

What Mastery Looks Like

A student can turn a broad topic into a focused, revisable question and keep notes that trace each idea to a source. They compare sources for evidence, bias, accuracy, and limits, then explain conflicting information. Their final product supports a claim, addresses a counterclaim, uses consistent citations, and explains any approved AI use.

03

Common Misconceptions

Students often trust the first search result, confuse relevance with credibility, or assume primary sources are unbiased. They may stack quotations without connecting ideas, ignore counterevidence, or cite only direct quotes. Some think changing a few words prevents plagiarism or that AI output needs no checking or disclosure.

04

How to Assess It

Give students two short, conflicting sources on one issue. Prompt: Write a focused research question, identify the stronger source with two reasons, synthesize a claim and counterclaim, and cite both sources.

1. 01

   Give groups printed source cards and sticky notes; students sort by credibility, label limitations, then build an evidence map around one question.

2. 02

   Write, then discuss: Which source best answers our question, what bias or gap affects it, and what evidence could challenge its claim?

3. 03

   Run a citation relay: teams correct paraphrases, match in-text citations to entries, and flag plagiarism or unsupported AI-generated claims.

4. 04

   Have students investigate a school policy using an interview, district data, and news coverage, then present a sourced recommendation acknowledging one counterclaim.

• 8.R

  The student will conduct research and read a series of conceptually related texts on selected topics to build knowledge on grade-eight content and texts, solve ...

• 10.R

  The student will conduct research and read a series of conceptually related texts on selected topics to build knowledge on grade-ten content, texts, and areas p...

• 9.R

  The student will conduct research and read a series of conceptually related texts on selected topics to build knowledge on grade-nine content, texts and areas p...

• 11.R

  The student will conduct research and read a series of conceptually related texts on selected topics to build knowledge on grade-eleven content, texts, and area...