English Writing Research

English: Research Skills Active component (content knowledge)

Comprehend • •

The difference between primary and secondary sources The concept of plagiarism: how and why to avoid it, the rules for paraphrasing, summarizing, and quoting traditional and electronic media

Learner outcomes

Produce •

An extended research essay (six to 10 pages) built on primary and secondary sources that: ○ Uses evidence to support a thesis statement and related information ○ Paraphrases and summarizes evidence with appropriate fidelity to argument ○ Cites source materials correctly documented in appropriate paraphrases and quotations

Define topic by: • •

Narrowing a problem or research topic into questions Formulating research questions and developing a plan to organize and present findings

Evaluate Sources by: •

Distinguishing their credibility, reliability, consistency, bias, origin, strengths, limitations,

College Readiness Standards

Gather Evidence by: Collecting relevant information from a variety of print, electronic, observational, and surveyed sources to develop a topic and support thesis • Selecting quotations, synthesizing information, identifying perspectives, identifying complexities and discrepancies from information sources • Identifying the major concerns and debates in research field to incorporate in writing • Making use of wide variety of print and electronic resources such as books, magazines, periodicals, and the Internet Reporting •

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On progress and completion within a prescribed time and appropriate length 22082196 6/25/2009

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and overall quality (Internet sources in particular) Discerning a material’s quality based on evidence used, strength of argument, and bias and perspective of the author

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Research based on the support of personal opinion, and not merely restating existing information How personal claims in writing are verified and supported by outside sources

(Conley, 2003; 2005; 2007) (The American Diploma Project, 2004)

College Readiness Standards

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Knowledge and Skills for University Success (KSUS) English: Writing: Structure and Style A. Successful students understand and use research methodologies. B. Successful students know how to find a variety of sources and use them properly.

Cognitive Strategies Emphasized •

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Habits of the mind such as: ○ Time management – budgeting time to complete reading tasks ○ Understanding expectations of readings ○ Academic persistence Critical thinking skills such as: ○ Ability to discuss materials in-depth by asking engaging questions ○ Problem solving Understanding the connection between reading comprehension skills and disciplines: writing, speaking and research Self-analysis – learning from constructive criticism and feedback Developing comfort with ambiguity of readings and assignments

Bibliography Conley, D. T. (2005). College Knowledge. San Francisco: Jossey-Bass. Conley, D. T. (2003). Understanding University Success: A Project of the Association of American Universities and The Pew Charitable Trusts. Eugene: Center for Educational Policy Research. Conley, D. (2007). Towards a More Comprehensive Comprehension of College Readiness. Eugene, OR: Educational Policy Improvement Center. The American Diploma Project. (2004). Ready or Not: Creating a High School Diploma that Counts. Achieve, Inc.

College Readiness Standards

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