Introduction to Expository Writing

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 Introduction to Expository Writing (WR 115)

Research support framework

The following shows where Introduction to Expository Writing fits into the Research Support Framework developed by PCC Librarians.

Information literacy developmental stage: 
Information Mediation
  • I can develop a topic
  • I can search a database and get related results
Cognitive domains and information literacy outcomes: 
  • Begin academic writing
  • Begin informational research

Library support of CCOGs

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

Intended course outcomes related to information literacy: 

Access and use library and Internet sources.

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 “general knowledge” versus new knowledge, discovery, or opinion
  2. Develop topic from area of interest
  3. Differentiate search engines and indexes from information sources
  4. Recognize audience: differentiate peer-reviewed from general interest sources
  5. Use MLA style citations


Information literacy instructional objectives: 
  1. Reference tools to build background knowledge and introduction to topics
  2. Topic development
  3. Database interface components (search boxes, limiters)
  4. Strategies for identifying and locating sources intended for various audiences (general interest to specialized)
  5. Tracking elements for attributing sources


Bridging competencies: 
  • Skimming result lists to locate relevant sources, when search terms are not in the titles or abstracts
  • Concept mapping
  • Use curiosity and creativity to devise a topic and maintain spirit of inquiry for the duration of the informational research project