1: Critical Reading Analysis2: Reflective Narrative3: Rhetorical Analysis4: Proposal Argument
This is the "Home" page of the "English 111--Introduction to Composition" guide.
Alternate Page for Screenreader Users
Skip to Page Navigation
Skip to Page Content

English 111--Introduction to Composition  

Last Updated: Jul 22, 2014 URL: http://libguides.consortiumlibrary.org/content.php?pid=557975 Print Guide Email Alerts

Home Print Page
  Search: 
 
 

What is in this Guide

Library Assignments - links to library pre/post tests and assignments for course

Writing Assignments - links to writing assignments for course

Find Undergraduate Research Journals - A guide to identifying and locating undergraduate research journals

Use Databases - how to search for journal articles using databases.

Find Books - how to search for books

Academic Honesty & Integrity - copyright and plagiarism

Get Started - some starting points when starting with research

 

Course Guides

 

Related Guides

 

Information Literacy &
Revision Practices

For each writing assignment, students will submit at least two drafts through Safe Assign on Blackboard or use Microsoft Compare. Either strategy will reveal precise changes that have been made between drafts. Classroom instructors will strive to offer feedback specifically on information literacy. We may also explore the option of having students use these revision reports in advance to write a reflective paragraph explaining to their teacher the reasons for their choices.  Those reflections would allow us to assess a student’s ability to determine the extent of information needed and the purpose for using it. The reflective step would go a long way toward building rhetorical knowledge in students, and rhetorical knowledge as suggested above can help clarify the need for research. 

 

Project Overview

Moving Beyond the "Research Paper"

Librarian Anna Bjartmarsdottir and Composition Coordinator Jackie Cason have collaborated to provide library exercises and writing assignment support so that students can listen to the ideas of others in all the writing they do. In other words, we have sought to move away from the formal “research paper” in an effort to characterize all writing as a conversation that calls for some level of dialogue with sources.The English 111 Information Literacy Project has been designed to integrate research throughout the semester with increasing levels of student autonomy. In early writing assignments, students work from prescribed source materials, leaving more time to focus on how to use sources. In later writing assignments, students develop search strategies to find their own resources. This approach follows the Research Skills Development Framework from Adelaide University, which moves through a series of stages from prescribed research to student-initiated research.

Joining a Community of Researchers

To help students position themselves as writers in conversation with other writers and readers, we have made available undergraduate research journals and public resources that are more accessible than the writing in professional peer-reviewed journals.The resources in this guide are designed to help students who enroll in English 111 recognize how texts enter into conversation with one another through citation practices.

Reading and Writing: An Interpretive and Productive Range of Assignments

  • Writing Assignments 1 & 3 are interpretive, analytical assignments that hone critical reading and analysis skills.
  • Writing Assignments 2 & 4 are more productive assignments that hone composition and design skills.

Research Skills Development Framework

Research Skill Development (RSD) is about making explicit and coherent in regular university coursework the incremental attainment of research skills in a specific discipline. In the RSD, there are six facets of the research process. These are that students:

  • embark on inquiry and so determine a need for knowledge/understanding.
  • find/generate needed information/data using appropriate methodology.
  • critically evaluate information/data and the process to find/generate this information/data.
  • organise information collected/generated.
  • synthesise and analyse and apply new knowledge.
  • communicate knowledge and the processes used to generate it, with an awareness of ethical, social and cultural issues.

 

Outcomes and Standards

English 111 was revised in 2013 and now focuses on preparing students to respond to academic and civic writing situations.  Inquiry and information literacy were explicitly included as one of five student learning outcome:

Demonstrate Inquiry and Information Literacy

Recognize when information is needed (to discover and develop ideas and arguments) and have the ability to locate, evaluate, and use appropriate and credible information effectively and ethically.


     

    RAILS: Rubric Assessment of Information Literacy

    We are using the RAILS Rubric developed at UAA. The RAILS project has been aligned with the Association of American Colleges and Universities. The AAC&U VALUE rubrics are very close to the ACRL Standards, and the ACRL Standards are what Jackie Cason used when preparing the ENGL 111 Course Content Guide. Before grading final papers for each written assignment, we will take time during formal TA meetings to norm the rubric. Classroom instructors will then complete assessment of remaining papers independently and share their results with the research team. 

    Subject Guide

    Profile Image
    Anna Bjartmarsdottir
    Contact Info
    Send Email

    Composition Coordinator

    Jackie Cason

    Contact Info

    Send Email

    Description

    Loading  Loading...

    Tip