Course Specific Research Support for WR 123: 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:

  • At least one research-based, thesis-centered, appropriately documented essay of 3500-400 or an equivalent in shorter essays
  • Research journal used as a foundation for the research project

From the Course Content:

  • Examine and discuss issues of plagiarism, ethics of research writing, credibility, authority, and self-directed learning
  • Advance the concepts of independent study and research, self-knowledge, and the ability to assess own work critically
  • Perceive, connect, and integrate a variety of sources and positions, and establish own ideas in such a context
  • Experience research in terms of scholarship and audience

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

  1. Ability to identify intended audience of various sources
  2. Ability to use various search interfaces in different databases
  3. Understand when and how to use interlibrary loan

Corresponding research and information seeking outcomes for WR 123

1. Pursue research using primary sources

2. Locate published sources which reflect various points of view

3. Select relevant and authoritative sources of evidence (statistics, studies, interviews, government data)

4. Use peer-reviewed articles to identify components of the scholarly conversations taking place

5. Follow proper MLA format for incorporating and citing sources

Librarian Instructional Objectives:

1. Interpret thesis statement into search strategy language, using discipline-specific search terms and identify potential sources of data outside the library (interviewees, video, current researchers)

2. Define the diction which indicates points of view on a topic and use to search in relevant library databases

3. Identify strategies for verifying authority of sources

4. Limit to peer-reviewed sources when searching library databases and determine what the focus of the research project was

5. Correct common mistakes in generated citations to proper MLA format

Placement of courses on an Information Literacy Continuum

Courses Instructional Stages Student's Developmental Stage

 

 
Connecting to 
College

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

 
Information
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
Research

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