Course Specific Research Support for WR 121: Home

The purpose of this page is to link curriculum requirements, for developmentally-appropriate and discipline-specific research skills, to matching library instruction and information literacy support outcomes

English Composition course outcomes related to research skills:

Other indicators of required research or information seeking:

From the Outcome and Assessment Strategies:

Instructors assess students using

  • out-of-class writing
  • research tasks.

From the Course Content:

  • Use library resources, online databases and the internet to locate information and evidence
  • Evaluate source materials for authority, currency, reliability, sound reasoning and validity of evidence.
  • Demonstrate an ability to summarize, paraphrase and quote sources in a way that distinguishes the writer€™s voice from that of his/her sources.
  • Produce at least one essay that demonstrates an ability to synthesize sources in support of a thesis.
  • Credit source material using a discipline-appropriate documentation style.
  • Avoid plagiarism

Bridging competencies to support research and information seeking at this level:

  • Differentiate search engines and indexes from information sources
  • Use reference tools for developing background knowledge
  • Recognize related, encompassing and narrower concepts, synonyms

Corresponding research and information seeking outcomes for WR 121

1. Identify diction and rhetorical terms used by proponents

2. Evaluate source materials for authority, currency, reliability, bias, sound reasoning and validity of evidence

3. Identify elements of persuasion and bias

4. Move from echo chamber of self-reinforcing opinion sources to opposing, or objective sources

5. Understand synthesis of concepts from multiple sources is necessary

6. Locate supportive quotes and evidence within sources

7. Gather elements for citations

Librarian Instructional Objectives:

1. Identify key words for search strategies

2. Identify strategies for locating reliable sources for informed opinion (pro/con, editorial, stated bias)

3. Compare non-mediated to mediated sources

4. Identify information providers and place within the information cycle

5. Topic development based on available full text published sources

6. Use subject headings and classification to identify relevant sources in the databases and online catalog

7. Cut and paste generated citations

Placement of courses on an Information Literacy Continuum

Courses Instructional Stages Student's Developmental Stage


Connecting to 

1. I know where the library is located and about some of the services provided.


WR 90

Information Seeking

2. I can identify a topic, and identify useful information sources to read about it.

WR 115

Literacy Skills

3. I can develop a topic statement, locate and use library sources, and begin  informational research.


WR 121


Academic or Career/
Technical Related

4. I evaluate the sources I have found for relevancy to my field, and I know who some of the experts are.

WR 122
WR 227
Inquiry and Exploration for

5. I can identify pro- and con-positions on a topic. I can identify the perspectives of various experts in a field.

WR 123
WR 222
Discipline- or Area
of Study Specific

6. I can support my position on an issue with evidence. I can accurately summarize the scholarly or professional conversation.


Librarian Liaison to the Writing SAC (Subject Area Committee)

Contact: Alan Cordle,  Librarian at the Cascade campus

Librarian subject collectors for: Writing

Campus Librarians, supporting Writing-related subjects research

For information about this page:

To update Course outcomes, contact: Pam Kessinger