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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 122)

Research support framework

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

Information literacy developmental stage: 
Critical Thinking Support
  • I can use these resources to identify pro and con positions
  • I understand the scholarly conversation in this discipline and can recognize the experts
Cognitive domains and information literacy outcomes: 
Information exploration
  • Intellectual inquiry
  • Engagement with scholarly resources

Library support of CCOGs

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

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


Other indicators of required information literacy outcomes: 
  • Continues the focus of WR 121 on academic writing as a means of inquiry with added emphasis on persuasion and argument supported by external research.
  • Uses critical reading, discussion and the writing process to explore ideas, develop cultural awareness and formulate original positions.
  • Emphasizes development of writing and critical thinking through logical reasoning, rhetorical control, independent research and information literacy.

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. Develop a thesis, identify a claim
  2. Pursue in-depth research project
  3. Select database(s) appropriate to topic
  4. Locate evidence to support claim from various types of sources
  5. Devise effective search strategies using advanced search techniques
  6. Evaluate sources
  7. Attribute sources properly
  8. Gather elements for citations and revise them to proper MLA format


Information literacy instructional objectives: 
  1. Question analysis---is the question “researchable”.  Identifying  the warrants to the student’s thesis
  2. Identify potential information providers for research on identified argument or research question
  3. Database selection and search interfaces
  4. Locate evidence (statistics, research studies, interviews, investigations, government documents, other?) and peer-reviewed sources
  5. Using boolean logic; controlled vocabulary (thesauri, subject headings, nomenclature and jargon); search limiters; search command language
  6. Identifying reliable indicators of authority and ideological framing
  7. Gathering generated citations from WorldCat, databases, electronic reference tools. Indicators of source type. Techniques for tracking quote and paraphrase origins.
  8. Gathering elements to create citations for web-based sources; how to carefully use citation generators and bibliography tools


Bridging competencies: 
  • Topic definition (encompassing, narrowing, identifying related aspects)
  • Metacognition of search strategies
  • Ability to identify bias
  • Ability to identify perspective
  • Publication cycle, information flow