English Composition

Use this tool to understand how the research skills contained in the course outcomes, or other indicators, align with developmental stages of information literacy and critical thinking. See how PCC Librarians can help support the integration of research concepts and skills at levels appropriate to the course outcomes. This guide was prepared by the PCC librarians for English Composition (WR 121)

Research support framework

The following shows where English Composition fits into the Research Support Framework developed by PCC Librarians.

Information literacy developmental stage: 
Information Mediation
  • Are the qualities of the results what I need?
  • Can these information sources help support my thesis?
Cognitive domains and information literacy outcomes: 
Academic inquiry
  • Directed searching in discipline-specific contexts
  • Connecting sources and integrating them

Library support of CCOGs

These are the course outcomes and other indicators which require library support.

Intended course outcomes related to information literacy: 
  • Begin to locate, evaluate and use information effectively and ethically to develop an informed position and encourage intellectual curiosity.

 

Other indicators of required information literacy outcomes: 
  • Proper documentation; use and methods of research; evaluating and incorporating sources; selection, editing, placement and analysis of quotations
  • Develops skills in analytical reading, critical thinking, and expository and persuasive writing. Students compose several essays using a variety of strategies to present evidence in support of a thesis

Course integrated research support

These are the ways that the librarians can support information literacy achievement for the students in this course.

Corresponding information literacy outcomes: 
  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

 

Information literacy 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

 

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